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• Children who begin their education in a learning environment that is purposeful, challenging and supportive stand the best chance of developing into confident and successful learners. Effective learning environments are created over time as the result of educators and parents working together thinking and talking about children’s learning and planning how to promote it.
Why do I need to plan?
• Good planning is the key to making children’s learning effective, exciting, varied and progressive. • Good planning enables educators to build up knowledge about how individual children learn and make progress. • It also provide opportunities for educators to think and talk about how to sustain a successful learning environment. This process works best when all educators in the setting are involved.
The planning should ensure that all the areas of learning are given equal emphasis.concise and quick to complete.The planning process • A plan need to be clear . There are • long term plans • medium-term plans and • short-term plans .
Long term planning • A long term planning is usually drawn up in preparation for up to a year ahead.it should be used as a guide and not to stuck to rigidly. It provides an overview of the range of learning opportunities that will be offered. It sets out in broad terms what you intend the children to learn and as it is drawn well in advance . .
Long term planning • Unplanned events will often occur and it would be sensible to include them in your short-term planning to enhance children’s development in all the areas of learning. • A long term planning is usually designed with whole groups of children in mind. .
Long term planning • • • • An effective long-term planning should include An indication of when you plan to teach areas of learning. . An indication of how regularly and frequently you plan to teach areas of learning An indication of how you will link areas of learning in a relevant and interesting way. Special events and activities that provide meaningful context and enhance learning.
. • There is a balance between and within the six areas of learning.Long term planning To make sure that you have planned a balanced curriculum you need to check that • You have included all aspects of learning. • There is sufficient opportunities for the children to revisit all aspects of learning regularly and frequently.
.The medium-term plan • The medium-term plan bridge the gap between the broad outline of the long-term plan and the day-to-day detail of the short-term plan. • The webbing of a theme which last for about a month is a medium-term plan. • The medium term planning will be planning for the three school terms.
Short-term planning • A short term planning is based on the long-term plan and developed using ongoing observations and informal assessment of the children. • It includes sequences of experiences and activities designed to promote new learning or to consolidate or apply things just learned. • It is usually drawn on a day-to-day or weekly basis. .
• The plan can be adjusted to respond to the interest and needs of the children and to capitalize on unplanned events particularly those initiated by pupils. . • A short-term plan is usually designed with individual or groups of children in mind.Short-term planning • The short-term plan is a guide and not followed rigidly.
Short-term planning An effective short-term plan should include • Clear learning intentions for individual or group of children informed by observations based on the learning goals. . • A brief description of the range of experiences and activities-adult-directed and child-initiated /indoors or outdoors.
• The resources and equipment needed. . • The role of the adult(s) including parents.Short-term planning • How experiences and activities can be adapted for individual or group of children. • How the children will be organised.
. • Opportunities for informal assessment of the individual or groups of children. • Questions and/or vocabulary that the adult(s) will use during the activity.Short-term planning The short-term plan could be extended to include • Opportunities for the observations of individual or groups of children.
Activity plans Different formats can be used to write activity plans. • • • • • . Variations that may be introduced. The essential elements include Purpose of the activity Materials and preparation needed. Procedures to follow. An evaluation component.
. • The aim of the activity is expressed in general terms and is broad.The purpose of the activity • The purpose of the activity is expressed through the aim and the objectives of the activity.
• Example : identify the geometric shapes. .The objectives • The learning objectives are derived from the aim and are expressed in specific and precisely worded statements of what the learner should be able to do at the end of the activity. triangle and circle. square.
.The objectives • The learning objectives can be classified in three domains: • Cognitive • Psychomotor • Affective.
find.justify. • Construct.manipulate.recite… • Compare. • Plan.relate.decide.recall. label.differentiate.create.Compare. .explain.write. • Classify.match.propose • Choose.name.use predict.make.locate.Cognitive domain • Identify.read.
m anipulate.design….mime.catch.hit.reach.Psychomotor domain • Crawl. .use.draw.write.jump.
questi on… .Affective objective • Listen.participate.an swer.appreciate.accept.perform.ask.share.obey.