Long Term Planning - Goxhill332078]long...model descriptive language linked to different experience. provide resources from different cultures to stimulate different ways of thinking

Goxhill Foundation Stage Long Term Plan Personal, Social and Emotional Development

We believe it is important to:

recognise that successful personal, social and emotional development is critical for

children in all aspects of their lives and gives them the best opportunity for

success in all other areas of learning and development.

support children to develop warm, caring relationships with the practitioners in the

setting. We also need to establish constructive relationships with other

practitioners, between children, with parents and with workers from other

agencies, that take account of differences and different needs and expectations.

ensure that there is time and space for children to focus on activities and

experiences and develop their own interests. There should be time for children to

pursue their learning without interruption, and to return to activities..

support children to talk about their emotions and be sensitive to how others are

feeling.

plan activities that promote emotional, moral, spiritual and social development

alongside intellectual development.

provide positive images in, for example, books and displays that challenge

children's thinking and help them to embrace differences in gender, ethnicity,

religion, special educational needs and disabilities.

provide opportunities for play and learning that acknowledge children's particular

religious beliefs and cultural backgrounds.

plan for the development of independence skills, particularly for children who are

highly dependent upon adult support for personal care.

provide support to achieve the successful personal, social and emotional

development of vulnerable children and those with particular behavioural or

communication difficulties.

find opportunities to give positive encouragement to children, with practitioners

acting as positive role models. Children need opportunities to identify and discuss

behavioural expectations to develop an understanding of why they are necessary.

Physical Development


provide resources that can be used in an open ended way as well as equipment to

support the development of specific skills.

plan physical activities that offer a level of challenge appropriate to the children’s

abilities.

give the children sufficient time to explore the resources on offer and persist at a

particular activity to develop a new skill. Practitioners should offer support and

encouragement when children are tackling self-chosen challenges.

encourage the children to use the vocabulary of movement alongside their actions.

Developing the children’s vocabulary of body parts will help them to describe

movements.

provide the children with regular access to physical activities in the both indoors

and in the outdoor area. Suitable clothing needs to be provided to allow access to

the outdoor area in different weathers.

help children be aware of risks and consider their own and other’s safety.

Practitioners need to teach the children how to use tools and materials safely and

support them to follow safety rules.

carry out regular checks of equipment to ensure that it is safe.

promote health awareness by talking to the children about eating, exercise, sleep

and hygiene and supporting them to care for themselves during the session.

ensure that children have free access to drinking water throughout the day. We

will provide a choice of healthy snacks, taking into account any specific dietary

requirements.

use mealtimes and snack time as opportunities to promote social development and

highlight the importance of making healthy choices.

work in partnership with physiotherapists and occupational therapists to provide

time and opportunities for children with physical disabilities or motor impairments

to develop their skills.

Communication and Language


create a rich story culture, including opportunities for the children to be involved

in oral storytelling.

use puppets, pictures and other props to enhance stories.

provide opportunities for the children to play with language and sounds.

build up a set of stories that the children know well and can join in with key

language from.

plan regular opportunities for the children to listen to others in the group sharing

their ideas.

create opportunities for linking language with physical movement in action songs

and rhymes, role-play and practical experiences such as cookery and gardening.

plan collaborative tasks to encourage interaction and negotiation between the

children.

model phrases that can be used by the children when negotiating.

introduce new vocabulary related to each topic covered over the year.

provide a stimulating learning environment that encourages children to ask and

respond to questions.

provide opportunities for children to communicate thoughts, ideas and feelings,

and build up relationships with adults and each other.

model language conventions associated with different situations and respond

sensitively to social conventions used at home.

plan opportunities for all children to become aware of languages and writing

systems other than English and communication systems such as signing and

Braille.

work in partnership with bilingual workers, speech therapists and practitioners

where appropriate.

Literacy


create a print rich environment that reflects the importance of language through

labels, signs and books.

model making reference to written language and using writing to communicate

meaning.

give opportunities to share and enjoy a wide range of stories, rhymes, songs,

music and poetry.

provide non-fiction books related to new topics and experiences, located in

relevant parts of the classroom.

plan activities that help the children to develop a sense of rhyme.

introduce a multisensory programme of systematic phonic work when

practitioners judge the children to be ready. This will be based on the Letters and

Sounds document.

provide frequent opportunities for oral blending and segmenting.

offer the children a bank of simple texts that allow them to apply their decoding

skills.

support and scaffold the children to apply their phonic knowledge to read words as

opportunities arise in the learning environment,

provide word banks, displays of letters and a range of writing resources

throughout the classroom to encourage the children’s independent mark making.

offer meaningful writing opportunities the role play area and by making links to

the children’s play both indoors and outdoors.

give the children access to a variety of activities to develop gross and fine motor

skills. When children are ready to start forming letters, they should be taught to

use the correct sequence of movements.

Mathematics


develop mathematical understanding through stories, songs, games, imaginative

play, studying the environment and daily routines.

provide imaginative and enjoyable practical activities. These should include ‘real-

life’ problems. Practitioners should value the children’s different solutions.

discuss numbers that are significant to the children e.g. birth dates, house

numbers.

encourage children to explore problems, make patterns, count and match during

their play. Ensure that children have enough time, space and encouragement to

use ‘new’ vocabulary and concepts during child-initiated play.

encourage the children to share their solutions to mathematical problems with

others.

support the children to use mathematical language. Practitioners can model the

use of mathematical vocabulary during daily routines and adult-led activities.

provide support for children who are learning English as an additional language to

develop and understand mathematical language as well as having opportunities to

work in their home language.

plan a balance of mathematical experiences indoors and in the outdoor area.

link mathematical concepts to other areas of learning and development and

provide resources to develop mathematical learning in different areas of the

environment e.g. in the sand, on the computers, in the role play area.

demonstrate methods of recording, using standard notation where appropriate.

The children's methods of recording should be valued.

plan opportunities for the children to describe and compare shapes, measures and

distances in context. Children need opportunities to explore the properties of

objects, including natural materials.

Understanding the World


provide activities based on first-hand experiences which encourage exploration,

observation, problem solving, prediction, critical thinking, decision making and

discussion. Practitioners can stimulate discussion by using carefully framed open

ended questions such as “What would happen if . . . ”.

create an environment with a wide range of activities, both indoors and outdoors,

that stimulate the children’s interest and curiosity.

give the children opportunities to record their findings, for example, by writing,

drawing, making a model or taking a photograph.

teach the children to use a range of ICT equipment and provide opportunities for

them to use it to support their learning. Equipment might include computers,

digital cameras, tape recorders, CD players, remote control toys and

programmable toys. Ensure that all equipment is used safely.

teach skills and knowledge in the context of practical activities and model the use

of ‘correct’ language e.g. chrysalis, melt, dissolve.

make effective use of the local environment, encouraging children to share their

knowledge of features in the local area. Class trips will provide additional

opportunities for the children to experience different places and make

comparisons.

involve the children in designing and caring for their outdoor environment.

plan opportunities for the children to create maps and other representations of

landscapes.

involve the children in activities that allow them to see change over time. Stories

about the past and historical artefacts can also be used to develop a sense of time.

Parents could be asked to share memories with their own child or the class.

help children to learn positive attitudes and challenge negative attitudes and

stereotypes.

provide activities and opportunities for children to share experiences and

knowledge from different parts of their lives with each other.

invite children and families to share their experiences of living in other places by

bring in photographs and objects.

Expressive Arts and Design


offer the children opportunities to explore ideas through role play, music, art,

movement, dance and design technology activities. These experiences need to be

available both indoors and outdoors in order to support the interests of all

children.

plan imaginative, active experiences for the children, for example by offering

resources linked to familiar stories.

provide a wide range of materials that the children can access independently.

give children sufficient time to develop and finish their work. It may be necessary

to provide an area for unfinished models and pictures to be kept. The children

could use a digital camera to capture projects that may have to be dissembled and

refer to these in future play.

give the children time to explore new skills and resources. Practitioners may need

to demonstrate techniques and encourage the children to explore how materials

can be combined.

ensure that the children feel secure enough to take risks and not worry about make

mistakes. A ‘problem-solving’ approach should be encouraged.

encourage the children to talk about changes that they notice in properties of

media as they are using them.

value the children’s originality and creativity and not expect them to produce

work that is identical to each other’s or based on an adult’s preconceived idea.

offer natural materials for the children to explore and respond to.

model descriptive language linked to different experience.

provide resources from different cultures to stimulate different ways of thinking.

use a variety of stimuli, including pictures, poems, music, dance and story.

Children will benefit from discussing examples of how other people have

responded to a stimulus.

organise materials and resources so that they are easily accessible to the children

and allow them to make choices about how to respond to an experience.

Long Term Planning

Continuous Provision – Construction Area

Key Commitments 1.1 Child Development

We provide a variety of

construction materials that are

accessible for all ages and

abilities. Observations of the

children are used to ensure that

resources meet their individual

needs.

2.1 Respecting Each Other

There are opportunities for

children to play collaboratively

in this area. We support the

children to share resources and

find ways of playing together

harmoniously.

3.1 Observation, Assessment

and Planning

Observations of the children are

used to plan for the resources

on offer in this area.

We use the children’s interests

to plan for adult initiated

activities.

4.1 Play and Exploration

Children are given time to

investigate the resources on

offer. Practitioners support the

children in a sensitive manner,

observing them and extending

their play when appropriate to

do so.

1.2 Inclusive Practice

Observations of the children’s

development allow experiences

to be tailored to provide

appropriate challenge for all

children.

2.2 Parents as Partners

Observations and photographs

of the children’s creations are

shared with parents through the

children’s record of

achievement documents.

3.2 Supporting Every Child

Presenting experiences in this

area in different ways based on

the children’s interests and

previous experiences will

support the learning journeys of

individual children.

4.2 Active Learning

There are opportunities for the

children to test their ideas and

solve problems when exploring

the construction resources.

Practitioners support this

process by challenging and

extending their thinking.

1.3 Keeping Safe

We carry out regular risk

assessments to ensure that

equipment is safe. We talk to

the children about ways of

using the equipment safely.

2.3 Supporting Learning

Practitioners can extend the

children’s thinking by posing

carefully framed open-ended

questions. Practitioners play a

vital role in building the

children’s confidence to take

manageable risks in their play.

3.3 The Learning Environment

We provide equipment and

resources that can be used in a

variety of ways. Resources are

freely available and time is

spent teaching the children how

to use and care for them.

4.3 Creativity and Critical

Thinking

Practitioners understand that

children learn through the

process of exploring materials

and value these experiences.

They do not expect the children

to produce a predefined end

product.

1.4 Health and Well-being


children to access construction

materials both indoors and in

the outdoor area. The outdoor

construction materials provide

opportunities for the children to

make large scale models and

balance and climb on them.

2.4 Key Person

The key person observes and

supports their key children’s

learning.

3.4 The Wider Context

When appropriate, links to

buildings and constructions in

the local environment can be

made to support the children’s

ideas.

4.4 Areas of Learning and

Development

This area is used to develop all

areas of learning within the

curriculum, for example, by

making plans, taking

photographs of models and

exploring how materials fit

together.

Related Early Learning Goals

PSED Children play co-operatively, taking turns with others.

PSED Children choose the resources they need for their chosen activities. They say when they do or don’t need help.

PSED Children work as part of a group or class, and understand and follow the rules.

C&L Children give their attention to what others say and respond appropriately, while engaged in another activity.

PD Children show good control and co-ordination in large and small movements.

PD Children handle equipment and tools effectively.

M Children explore characteristics of everyday objects and shapes and use mathematical language to describe them.

UW Children know about similarities and differences in relation to objects and materials.

UW Children select and use technology for particular purposes.

EA&D Children represent their own ideas, thoughts and feelings through design and technology.

EA&D Children use what they have learnt about media and materials in original ways, thinking about uses and purposes.

Adult Role

Ensure all materials and resources on offer are safe.

Talk to the children about safety rules and supervise

use of equipment.

Support the children to access resources independently

and teach them how to care for the equipment.

Pose open-ended questions to further the children’s

thinking.

Discuss the children’s projects, supporting them to talk

about their ideas, plans, what they are pleased with and

what they would like to change.

Model new vocabulary and support the children to use

it in their play.

Introduce new techniques when appropriate.

Celebrate the children’s creativity.

Make observations about the children’s learning and

interests and use these to plan further experiences.

Look, Listen and Note

Do the children arrange the materials purposefully?

Can they talk about what they are doing?

Can they access resources freely?

Do they explore how they can combine different

materials?

Do they show an awareness of how to use the materials

safely?

Can the children talk about what they have made?

Do they talk about shapes they can see in their models

and properties of different shapes?

Do they use positional language to describe where they

are placing resources?

Do the children make plans and follow them?

Is there a theme that emerges from the children’s

constructions?

Possible Learning Experiences

Investigating and exploring resources and materials.

Creating models independently or in a small group.

Designing and making a construction for a purpose.

Creating a plan.

Discussing models, identifying features that they are

pleased with and what they would like to improve.

Key Vocabulary

Build, construct, carry, stack, balance, positional

language, directional language, shape language, wood,

material, plastic, bumpy, smooth, long, short, small,

big, tall, wheel, axle, join, hold, safe, sturdy, wobbly,

improve, add, combine, plan.

Key Resources

Large & small wooden bricks.

Crates.

Large pieces of material.

Pegs.

String.

Variety of tools, e.g. tape measure, spanner…

Variety of small construction materials e.g.

Sticklebricks, Mobilo, Lego, Duplo, Poly M.

Display area.

Mark making equipment including clipboards, paper

and pens.

Examples of plans.

Access to a digital camera.

Key Questions

Which materials have you selected? Why?

How are you going to join those resources?

What are you building?

What have you shown on your plan?

How could you improve your model?

Can you tell a friend what you have done?

How could you make your design safer/bigger/longer?

What would happen if . . .?

Why do you think that has happened?

What has worked well before?

Can you make a bridge for the troll/ark for Noah/castle

for the giant?

Which features shall we include?

Long Term Planning

Continuous Provision – Creative Area


Children are able to

communicate through drawing,

painting, modelling and

exploring other media in this

area. Practitioners can help the

children to develop their ideas

and skills through discussion

and support during open ended

activities.


This area includes an area for

the children to display their

projects, which shows that their

work is valued. We encourage

the children to treat each

other’s work with respect.


and Planning

Children are regularly observed

when engaged in creative

activities and used to plan next

steps in their learning. This is

reflected in both medium and

short term planning.

Resources are added to this area

based on the children’s interests

and incidental events.



children to return to

experiences and extend them

(sometimes with the support of

a practitioner).

When a new skill is introduced,

there is time for the children to

explore it freely.

Practitioners intervene in the

children’s play appropriately

after observing them first.


Creative work by all children is

displayed and celebrated

around the setting.


Observations and creative work

are shared with parents through

the children’s record of



We ensure that there are

experiences on offer that are

appropriate to the development

of every child in the setting.

4.2 Active Learning


explore concepts and materials

that they are interested in, with

support from practitioners to

extend their thinking.

Activities are planned in

response to the children as

individuals.

1.3 Keeping Safe

Children are able to make

choices about the materials they

will use and what to create

when working in this area.


Practitioners support the

children to persevere with a

project rather than giving up.

Adult led activities and

additional resources build on

prior learning and are pitched to

create challenge whilst still

being achievable.


Resources are easily accessible

to the children and time is spent

teaching them how to use and

care for them.

There is a balance between

resources that are available on a

daily basis and resources that

are added to create interest and

extend the children’s

experiences.


Thinking




and media and value these

experiences. They do not

expect the children to produce

identical ‘creative’ products.

The practitioner’s role is to

offer encouragement, clarify

ideas and ask open ended

questions.


We support the children to

become confident learners by

offering opportunities to work

alone, in pairs or a small group

in this area.

2.4 Key Person



learning.



children to join in with the

school community when

dramatic or musical companies

visit the school.


Development

Links are made between the

activities on offer in this area to

other areas of Learning and

Development.



PSED Children are confident to try new activities, and say why they like some activities more than others.

PSED Children will talk about their ideas and will choose the resources they need for their chosen activities.

PSED Children say when they do or don’t need help.


C&L Children express themselves effectively, showing awareness of listeners’ needs.



PD Children manage their own basic hygiene and personal needs successfully.

M Children recognise, create and describe patterns.

UW Children know about similarities and differences in relation to materials.

EA&D Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and

function.


EA&D Children represent their own ideas, thoughts and feelings through art.

Adult Role

Demonstrate how to use resources and tools safely.

Model skills and attitudes.

Interact with the children, asking open ended questions

to stimulate discussion.










Are the children confident to explore the materials on

offer?

Do they persevere when they find something difficult?

Can they talk about what they like/dislike about their

work?

Are they beginning to make adaptations to their work?

Do children make decisions about the resources they

wish to use?

Can they access the resources independently?

Do the experiences on offer challenge and extend the

children’s thinking?

Is there a way of incorporating the children’s interests

into this area?


Exploring and describing materials.

Experimenting with texture, shape, form and space.

Selecting materials to express an idea or experience.

Combining two or more media.

Learning or applying a new skill.

Exploring tools or techniques.

Responding to works of art.

Talking about plans and ideas.

Key Vocabulary

Poster paint, watercolours, powder paint, brush, water

pot, mix, dissolve, paint dryer, pastel, chalk, charcoal,

blend, smudge, shade, glue, easel, dispenser, texture,

descriptive words – shiny, soft, rough etc, collage,

wool, paper, sequins, labels, print, sponge, join, tape,

staple, colour, colour words, shape, cut, experiment,

explore, combine, plan.

Key Resources

Poster paints, palettes, water pots and brushes.

Powder paints.

Crayons, chalks, felt tip pens and other mark making

resources.

Recycled materials for modelling.

Glue, glue pots and spreaders.

Scissors, tape, staplers, glue sticks, hole punches.

Variety of paper and card.

Collage materials.

These resources will be supplemented according to the

children’s interests and needs.

Key Questions

Can you tell me about your model/collage/picture?

How does it feel?

Why did you decide to . . .?

Which materials are you going to use?

What do you think will be the best way to join these

materials?

What are you pleased with?

Is there anything you would change?

What could you use to show . . .?

Long Term Planning

Continuous Provision – ICT Area


We believe it is important to

provide opportunities for

children to explore different

types of technology, without

pressure to create an end

product. There need to be a

range of stimulating resources

on offer, appropriate to the

children’s levels of

development.


Practitioners involve the

children in taking and looking

at photographs of each other in

the setting.


and Planning


used to plan developmentally

appropriate experiences.

Links to the children’s interests

can give meaningful contexts

for technology and provide

opportunities to model how

computers can be used to

collect information.






a practitioner).

Resources can be used flexibly

enabling the children to use

them freely in their play.

Software needs to include a

balance of ‘content’ and

‘generic’ programs to allow for

open ended exploration.


We ensure that all children are

able to access the technology,

observing any difficulties they

may have and making

adaptations in response.


We invite parents to share

examples of their child using

ICT in the home environment.






4.2 Active Learning


explore resources that they are

interested in, with support from

practitioners to extend their

thinking. Activities are planned

in response to the children as

individuals.

1.3 Keeping Safe

The equipment is set up safely,

with no dangling wires or

uncovered sockets. There is a

school internet policy to ensure

safe usage of the internet.


Practitioners need to stimulate

the children’s interest, model

how and when to use

technology, introduce technical

language and encourage

problem solving. Collaborative

learning should be encouraged.





care for them. There are


use ICT in the outdoor area.

Resources are used flexibly

with opportunities for the

children to use them as part of

their play in a different area.


Thinking

Practitioners are aware of the

need to strike a balance

between teaching specific skills

and allowing children to

‘discover’ resources.

We encourage the children to

think critically through open

ended questioning.






in this area. When a new skill

is introduced, children are

encouraged to teach a friend.

2.4 Key Person



learning.


Digital photographs are used to

record the children’s learning

These are used to support

transitions between settings, to

show the children’s

achievements and let the

children talk about their past

experiences.


Development


make links between the ICT

resources and other

experiences. Planning for other

areas of the curriculum will

also provide contexts for ICT.


. PSED Children play co-operatively, taking turns with others.


PSED Children are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their

chosen activities.


C&L Children answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

C&L Children develop their own narratives and explanations by connecting ideas or events.


UW Children recognise that a range of technology is used in places such as homes and schools.

UW Children select and use technology for particular purposes.

Adult Role

Demonstrate how to use the equipment safely and

effectively.

Encourage children to access the equipment

independently.

Model use of key vocabulary and support children to

use new vocabulary.

Support the children’s play using ICT resources.

Provide resources that link to the children’s interests or

allow the children to find out more about an area of

interest.




Are the children confident to explore the resources on

offer?

Do they apply new skills that have been taught?

Are all children able to access the ICT resources?

Do the children make decisions about the resources

they wish to use and make links with their interests and

play?


Do the children show an understanding of how we use

everyday technology to help us?

Are the children able to work collaboratively?


Exploring games, CD ROM’s, paint programs etc on a

PC.

Using a computer to record ideas or findings.

Taking digital photographs of models or constructions.

Using the internet to research an interest.

Controlling an ICT toy.

Teaching a friend to play a game.

Listening to a story on CD.

Choosing and loading a CD to dance to.

Key Vocabulary

Computer, CD ROM, insert, load, keyboard, mouse,

button, start, switch on, click, cursor, internet, monitor,

screen, interactive whiteboard, program, shut down, log

on, type, tape recorder, CD player, tape, CD, play, stop,

fast forward, rewind, pause, record, control, digital

camera, photograph, viewer, lens, keyboard, electricity,

plug, socket, remote control, infrared.

Key Resources

Laptops.

Remote controlled toys.

Tape and CD players.

Tapes and CDs.

Headphones.

Digital camera.



Key Questions

What happened when you . . .?

Why do you think that happened?

Have you used a . . . before? What for?

Why might we use a . . .?

Can you load a new game?

How could we find out more about . . .?

Can you teach your friend how to do that?

Which button did you press to make that happen?

How could you use the computer to record your idea?

Can you use the camera to take a photograph of your

model?

Long Term Planning

Continuous Provision – Investigation Area



resources that are accessible for

all ages and abilities.

Investigation and exploration is

important in developing an

understanding of cause and

effect.



share, take turns and develop

positive relationships with each

other. There are many

opportunities to work

collaboratively.


and Planning

We believe it is important to

observe children as they are

investigating and exploring and

use this knowledge to develop

skills and inform future

planning.



investigate the resources on

offer. Practitioners support the



play when appropriate to do so.






children.


Observations of the children

playing in this area are shared

with parents through the

children’s record of






of every child in the setting and

that resources reflect individual

interests.

4.2 Active Learning




the investigation resources.




1.3 Keeping Safe

The children are involved in

creating rules for the safe use of

equipment in this area.

Practitioners ensure that the

area is kept safe by regular

checks e.g. sweeping split sand

and mopping water up.



children’s thinking by engaging

with experiences that the

children are involved in and

posing carefully framed open-

ended questions. They play a

key role in introducing and

modelling new vocabulary.


Resources are clearly labelled

and freely accessible.

Permanent resources are

supplemented by new

experiences linked to topics and

interests.


Thinking

We support the children to use

resources from this area to

develop their play in other areas

of the classroom .

There is a balance of adult and

child initiated activities on offer

in this area.






in this area.

2.4 Key Person



learning.


Class visits are planned to

provide opportunities for the

children to investigate features

of the local environment and

have a wider range of

experiences.


Development

Practitioners recognise that

activities in this area can

support learning in all areas of

the curriculum.



PSED Children take account of one another’s ideas about how to organise their activity.




C&L Children follow instructions involving several ideas or actions.


C&L Children use past, present and future forms accurately when talking about events that have happened or are to happen in the future.



M Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and

objects and to solve problems.

UW Children know about similarities and differences in relation to places, objects, materials and living things.

Adult Role

Model new vocabulary and support the children to use

it in their play.



Model investigative skills and language.

Pose open-ended questions to further the children’s

thinking.

Support the children to use resources flexibly to

develop and extend their ideas.



Model use of books and computers to research a topic.

Scribe children’s thought and ideas.

Ensure the area is safe.


Do the children talk about what they touch, hear, see

and feel?

Can they make comparisons between objects and

materials?

Do they show curiosity?

Do the children pose questions and investigate to find

answers?

Do they show an awareness of change?

Are they able to access resources independently and

make decisions about which equipment to use?

Do the children use new vocabulary in their play?

Can they explain what they are doing to a friend?

Are there any themes that emerge when observing the

children?


Observing a plant or minibeast over a period of time.

Investigating, exploring and comparing properties of

objects and materials.

Discussing what has been observed.

Selecting resources independently.

Finding out more about an area of interest using the

available resources.

Investigating changes in materials.

Making predictions and drawing simple conclusions.

Recording what has been discovered.

Key Vocabulary

Change, pattern, similarity, difference, compare,

observe, explore, investigate, predict, explain, question,

cause, result, full, empty, more, less, pour, dry, wet,

hot, cold, melt, freeze, dissolve, mix, sieve, small, big,

light, heavy, tall, short, thin, flow, float, sink.

Key Resources

Magnets.

Colour paddles.

Magnifying glasses.

Mark making equipment including clipboards, paper

and pens.

Natural materials e.g. shells, stones, bark …

Sand tray with sand moulds, scoops, sand tools, sieves,

dustpan and brush, containers and small world

resources.

Water tray with water wheels, jugs, containers, scoops,

nets, boats, small world animals & people, funnels.

Aprons.



Key Questions

What do you think will happen if we . . .?


What else could we try?

What do you think you will need to . . .?

Have you ever seen that happen before?

What worked best?

How could you make that happen?

How does it work?

How has it changed?

What does it feel/look/smell/sound like?

How could you record what you have found out?

Long Term Planning

Continuous Provision – Literacy & Book Areas



imaginative activities to help

the children make sense of their

experiences. This area offers

many opportunities to support

the children in becoming skilful

communicators.




in this area.


and Planning

Observations will be used to

plan extensions and

enhancements for this area.

This area is useful for

supporting the children’s

interests, for example when

providing non-fiction texts to

research a topic further.


Practitioners support children to

use new knowledge in their

play. The resources on offer

reflect themes in the children’s

play. Puppets and small world

resources offer children

opportunities to take on and

rehearse roles.


It is important to include

resources which reflect a

variety of cultures, for example

stories set around the world or

dual language books. Class

books showing photographs of

the children playing help them

to develop a sense of

belonging.


Parents are encouraged to

borrow a book or literacy

resource to share with their

child at home. Observations

and examples of independent

writing are shared with parents

through the children’s record of







4.2 Active Learning

Practitioners encourage the

children to use books to find

out about areas of interest.

There are key resources

available daily which are

supplemented to keep the

children’s interest.

1.3 Keeping Safe

This area includes books about

everyday events, which can be

discussed to help the children

understand who they can trust

and how to stay safe. All

resources are freely accessible

to allow the children to make

decisions about their use.


Resources and activities are

matched to the children’s

abilities. Practitioners model

reading in purposeful contexts

and support the use of new

vocabulary.





care for them. This is an

inviting area that may offer the

children space for some quiet

time.


Thinking

Children are encouraged to use


support their learning elsewhere

in the classroom.

Children may enjoy reading

and contributing to writing

about their learning


We offer literacy areas both

indoors and outdoors. We

support the children to become

confident learners by offering

opportunities to work alone, in

pairs or a small group.

2.4 Key Person



learning.


Practitioners are familiar with

the literacy framework that the

children will move onto in Year

One. Information about the

children’s achievement is

shared during transition

periods.


Development




Development.





chosen activities.


C&L Children listen attentively in a range of situations.

C&L Children listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or

actions.



L Children read and understand simple sentences.

L Children use phonic knowledge to decode regular words and read them aloud accurately.

L Children demonstrate understanding when talking with others about what they have read.

EA&D Children represent their own ideas, thoughts and feelings through stories.

Adult Role

Share stories, rhymes, songs, poems and non-fiction

texts with the children.

Tell stories using props, masks and story sacks and

support the children to do so also.

Support the children to develop a narrative when

playing with the small world resources.

Model use of book related vocabulary and support the

children to use new terms.

Model skills and attitudes.

Interact with the children, asking questions and


Model application of phonic skills when reading.

Provide resources that link to the children’s interests.




Can the children access the resources independently?

Do the experiences on offer make links to the

children’s interests?

Are the children using the resources on offer to support

their play?

Do they apply their phonic knowledge when reading?

Do they talk about stories and make links to previous

experiences?

Do the children understand that non-fiction texts can

help them to find out about a topic they are interested

in?

Are the children interested in texts about themselves

and their learning?


Sharing stories, rhymes, songs, poems and non-fiction

texts with an adult or friend.

Becoming familiar with the conventions of books.

Talking about illustrations, key characters and settings.

Creating a narrative based on the small world

resources.

Retelling a familiar story using puppets or props.

Using books to find out more about an interest.

Reading and discussing class books.

Applying phonic knowledge to read texts.

Key Vocabulary

Book, poem, song, story, fiction, non-fiction, cover,

front page, index, contents, page, turn, title, author,

illustrator, sentence, word, full stop, capital letter,

character, setting, sequence of events, beginning,

middle, end, information, facts, table, label, question,

speech bubble, picture, illustrations, puppets, letter

sounds and names, read, write, blend.

Key Resources

Wide variety of books - fiction, non-fiction, poetry,

songs and class made.

Finger and hand puppets.

Alphabet frieze.

Rhyme and song cards.

Alphabet puzzles and games.

Alphabet stamps and ink pads.

Alphabet lacing cards.

Magnetic letters.



Key Questions

What do you think the story might be about?

What do you think will happen next?

How could this story end?

Have you ever seen a . . . /been to . . .?

Which was your favourite character/part of the story?

Can you tell the story to a friend?

How could we find out more about . . .?

Do you recognise any of the sounds we have been

learning?

What might your character say?

Long Term Planning

Continuous Provision – Malleable Materials Area


Practitioners can help the


and skills through discussion

and support during open ended

activities. This area offers

opportunities to support the

children to become skilful

communicators.



children to keep and display

their projects, which shows that

their work is valued. We

encourage the children to treat

each other’s work with respect.


and Planning


when playing in this area and

this knowledge is used to plan

for the next steps in their

learning. This is reflected in

both medium and short term

planning. Resources are added

to this area based on the

children’s interests and

incidental events.


When a new skills, tools or

materials are introduced, there

is time for the children to

explore them freely. There are


return to experiences and

extend them (sometimes with

the support of a practitioner).









children.



of the children’s work in this

area are shared with parents

through the record of







4.2 Active Learning








individuals.

1.3 Keeping Safe

Practitioners model how to use

tools safely and share the

resources fairly. Children are

able to make choices about the

materials and tools they use.



children to persevere with a

project rather than giving up.





being achievable.



time is spent teaching the

children how to use and care for

them. There is a balance

between resources that are

available on a daily basis and

resources that are added to

create interest and extend the

children’s experiences.


Thinking




and media and value these

experiences. They do not

expect the children to produce

identical ‘creative’ products.






in this area.

2.4 Key Person



learning.


We recognise that manipulating

malleable materials may be a

comforting, familiar activity at

times of transition.


Development


activities in this area support

learning in all areas of the

curriculum.









M Children count reliably with numbers from one to 20.

M Children use everyday language to talk about size, weight and position, to compare quantities and objects.



UW Children know about similarities and differences in relation to materials.

EA&D Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and

function.


EA&D Children represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories

.

Adult Role

Model how tools can be used effectively and safely.

Model vocabulary associated with manipulating the

dough and encourage the children to use new terms.

Interact with the children, asking open ended questions

to stimulate discussion.

Support the children to mix their own dough, making

decisions about colours and textures and encouraging

discussion about how the mixture changes.










Do the children talk about what they can see and feel?

Can they explain what they are doing and why they

have selected a particular tool?

Do they demonstrate an awareness of how to use the

tools safely?


Can they talk about what they like/dislike about their

work?

Are they beginning to make adaptations to their work?


they wish to use?


Do the experiences on offer challenge and extend the

children’s thinking?

Is there a way of incorporating the children’s interests

into this area?


Exploring, describing and comparing materials.

Exploring tools or techniques.

Experimenting with texture, shape, form and space.

Selecting materials and tools to express an idea or

experience.

Learning or applying a new skill.

Talking about plans and ideas.

Returning to an idea or model to develop it further.

Mixing dough, exploring the textures and colours that

can be created.

Key Vocabulary

Roll, press, squash, twist, break, share, texture, smooth,

rough, bumpy, sticky, pattern, ball, shape vocabulary,

round, long, short, flat, big, small, change, tool, colour

words, cut, mark, coil, layer, positional words, mix,

flour, salt, water, bowl, spoon, stir, knead, change.

Key Resources

Dough.

Variety of rolling pins.

Variety of dough tools and cutters.

Playdough mats and boards.

Baking / bun trays.

Plates & bowls.



Key Questions

What does it feel/smell/look like?

How could you change the shape of your dough?

Can you tell me about your model?

Why did you decide to . . .?

Do you want to add any other materials?

What are you pleased with?

Is there anything you would change?

What do you think will happen if . . .?

Long Term Planning

Continuous Provision – Maths Area


Practitioners recognise and

praise the children’s

achievements in this area.

We provide a range of

equipment that is appropriate

for the ages and stages of

development of all children in

the setting.




in this area.


and Planning



on offer in this area in order to


experiences. We use the

children’s interests to plan for

adult initiated activities.


There are a range of resources

on offer and children are given

time to explore them when

playing. Practitioners support

the children in a sensitive

manner, observing them and

extending play when

appropriate to do so.


We display key mathematical

vocabulary in languages spoken

by the children in the setting.


We provide parents with

information about the kinds of

maths activities the children are

working on and how they can

support their child’s learning at

home.






4.2 Active Learning

We understand that children are

individuals and we need to

provide a range of activities

presented in different ways to

engage each child.

1.3 Keeping Safe

Children contribute to class

rules about how to use and care

for equipment. All resources

are freely accessible so that the

children can make decisions

about how and when to use

them.


Practitioners use their

observations of the children to

judge when to introduce new

skills and to scaffold the

children’s learning.

Practitioners encourage and

extend curiosity and learning

by following the child’s lead.





care for them. Resources are

used flexibly with opportunities

for the children to use them as

part of their play in a different

area.


Thinking

It is important for practitioners

to show interest, offer

encouragement, clarify ideas

and ask open ended questions.

Finding out about the children’s

home experiences may provide

new contexts for learning.


We offer maths areas both

indoors and outdoors. We




pairs or a small group.

2.4 Key Person



learning.



the mathematics framework

that the children will move onto

in Year One. Information about

the children’s achievement is


periods.


Development




Development.





C&L Children develop their own explanations by connecting ideas or events.

M Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given

number.

M Using quantities and objects, children add and subtract two single-digit numbers and count on or back to find the answer.

M Children solve problems, including doubling, halving and sharing.

M Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and

objects and to solve problems.



Adult Role

Demonstrate how to use the equipment.

Model use of key vocabulary and support children to

use mathematical language.

Create links between children’s play in other areas of

the classroom and mathematical resources.





Do the children use mathematical language in their

play?

Do they make decisions about which resources to use?

Can they count a set of objects accurately?

Do they explore familiar and new concepts?

Do the children apply their mathematical knowledge to

solve practical problems?

Do the children connect resources in this area to their

wider play?


Learning about concepts such as number, counting,

pattern, shape, space, measurement and calculation.

Using mathematical language to describe and compare.

Developing ideas and interests by exploring concepts in

practical contexts.

Exploring how maths is used in everyday life.

Using mathematical knowledge to solve practical

problems.

Selecting equipment for a purpose and making links to

learning in other areas.

Key Vocabulary

Count, how many?, add, subtract, take away, total,

sum, equals, more, less, compare, the same as, groups

of, share between, pattern, symmetrical, size, big,

biggest, small, smallest, long, longer, short, shorter,

tall, tallest, heavy, weigh, heavier, light, lighter,

balance, shape, 2D and 3D shape names, sort, set,

positional terms, ordinal numbers – 1st, 2nd, 3rd, cardinal

numbers, 1, 2, 3, number line, order, numeral, record.

Key Resources

Number line.

Number cards.

Variety of counters/cubes.

Die and spinners.

Rulers.

2-D and 3-D shapes.

Reference books about number, pattern, shape and size.

Clipboards, paper, pencils, crayons, whiteboards and

pens.

Number rhymes and props.

Numicon.

Beads, cotton reels and laces.

Dominoes, jigsaws and maths games.

Magnetic numbers.

Sorting trays.



Key Questions

What could we try next?

What do you notice?


How could we sort these objects?

How many have you got?

How could we find the total?

How could we record what you have found out?

Which resources are you going to use?

Which shapes can you see?

Which number will come next?

Have we made each group equal?

Which object was heavier?

How could we make it longer?

What will come next in your pattern?

Can you spot the pattern?

Shall we count the . . .?

Can you tell a friend how you worked that out?

Long Term Planning

Continuous Provision – Music Area


Listening and responding to

music creates opportunities for

discussing feelings, supporting

the children’s emotional

development.



children to talk about their

preferences for different types

of music and show respect for

each other’s preferences.


and Planning


when engaged in musical

activities and this information

used to plan next steps in their

learning. This is reflected in

both medium and short term

planning. Resources are added

to this area based on the

children’s interests and

incidental events.






a practitioner). When a new

skill is introduced, there is time

for the children to explore it

freely.





This area includes examples of

music and musical instruments

from a range of cultures for the

children to choose from.


Parents are invited to share

examples of music that their

child enjoys at home.






4.2 Active Learning


explore concepts and resources






individuals.

1.3 Keeping Safe

Engaging in musical activities

can enhance children’s feelings

of competence, confidence and

strength.






being achievable.



and freely accessible.

Permanent resources are

supplemented by new

experiences linked to topics and

interests.


Thinking



process of exploring music and

instruments. Practitioner’s offer

encouragement, clarify ideas

and ask open ended questions.


The children can develop their

physical skills by moving to

music. There are opportunities

to engage with music both

indoors and outdoors.

2.4 Key Person



learning.



children to join in with the

whole school community when

dramatic or musical companies

visit or when they join together

to sing and dance as part of

school celebrations.


Development

Practitioners are aware of the

links that can be made between

musical activities the areas of

Learning and Development e.g.

counting beats, exploring how

instruments work and

developing fine motor skills.



PSED Children take account of one another’s ideas about how to organise their activity







EA&D Children sing songs, make music and dance, and experiment with ways of changing them.

EA&D Children represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Adult Role

Teach the children how to use the CD player.

Teach the children songs and rhymes.

Support the children to make up new songs.

Explore the instruments alongside the children,

modeling vocabulary used to describe sounds.

Encouraging the children to talk about their likes and

dislikes.

Provide resources for the children to create a response

to the music with.




Do the children explore the ways that they can play the

instruments?

Can they create different sounds?

Do they use the available resources to create a response

to the music?

Can they talk about how a piece of music makes them

feel?

Do the children share preferences for types of music

and share examples of music that they listen to at

home?

Do they make up songs, sound patterns or tunes?


Exploring the sounds that different instruments make.

Exploring how sounds can be changed.

Creating a sound pattern or tune.

Singing alone or in a group and making up new songs.

Using sounds and music to express ideas or represent

an experience.

Responding to different genres of music with

movement, mark making or art materials.

Expressing feelings in response to music.

Creating a sequence of movements.

Using recycled materials to make a musical instrument.

Using instruments to accompany music or a story.

Selecting a CD and operating the CD player.

Key Vocabulary

Loud, quiet, soft, fast, slow, rattle, tap, scrape, tempo,

pitch, dynamics, rhyme, song, tune, CD, tape, record,

play, start, listen, copy, pattern, instrument names,

happy, sad, scary, calm, angry, turn, twist, spin, stretch,

bend, shake, glide, curl.

Key Resources

Range of musical instruments, including tuned

instruments and percussion.

CD and tape player.

CDs of music from different genres, cultures and

periods, nursery rhymes and environmental sounds.

Pictures of musical instruments.

Vocabulary cards.

Finger puppets.



Key Questions

How does the music make you feel?

What does it make you think of?

How could you move to the music?

Can you choose the music you would like to dance to?

What kind of music do you listen to at home?

How can you play each instrument?

Can you make a slow/quick/loud/quiet sound?

Can you help to make music for this part of the story?

How can you change that sound?

Can you sing a favourite song?

Can you operate the CD player?

Long Term Planning

Continuous Provision – Outdoor Area



activities and resources that are

accessible for all ages and

abilities. Observations of the

children are used to ensure that

resources meet their individual

needs.



share, take turns and develop

positive relationships with each

other. There are many

opportunities to work

collaboratively.


and Planning



on offer in this area. We use

the children’s interests to plan

for adult initiated activities.



investigate the range of

resources on offer.




play when appropriate to do so.






children.



of the children working in this

area are shared with parents


achievement documents. We

ask parents to share their

child’s previous experiences of

outdoor play.


Presenting experiences in this

area in different ways based on

the children’s interests and

previous experiences will

support the learning journeys of

individual children.

4.2 Active Learning




the outdoor resources.




1.3 Keeping Safe

The outdoor area is subject to

regular risk assessments.

Children are taught to use

equipment and resources safely.



children’s thinking by posing

carefully framed open-ended

questions. Practitioners play a

vital role in building the

children’s confidence to take

manageable risks in their play.


We recognise the importance of

providing a safe and

stimulating outdoor area and

ensuring that the children have

free access to it. We use this

area to present activities on a

large scale.


Thinking

Resources in the outdoor area

can be used in a flexible

manner, allowing the children

to extend their play and

learning.



learn about looking after

themselves in different

weathers by providing free flow

access to the outdoor area.

2.4 Key Person



learning.


Activities in the outdoor area

are supported by visits from

members of the local

community, for example our

lollipop lady and community

police officer.


Development


activities in the outdoor support

learning in all areas of the

curriculum.





PSED Children say when they do or don’t need help..


C&L Children use past, present and future forms accurately when talking about events that have happened or are to happen in the future.


PD Children move confidently in a range of ways, safely negotiating space.

PD Children handle equipment and tools effectively, including pencils for writing.

PD Children know the importance for good health of physical exercise, and talk about ways to keep healthy and safe.

M Children use everyday language to talk about size, weight, capacity, position and distance to compare quantities and objects and to

solve problems.

UW Children talk about the features of their own immediate environment.

UW Children make observations of animals and plants and explain why some things occur, and talk about changes.


Adult Role

Teach the children how to use resources and equipment

safely and supervise their use.

Ensure that resources are safe and easily accessible.

Pose open-ended questions.




Support the children to use resources flexibly to

develop and extend their ideas.

Support children to care for themselves in different

weathers.



Support the children to make links between their

experiences in the outdoor area, home and local

community.


Are the children able to access the resources

independently?

Do they use them safely?

Do the children understand that they can combine

resources?

Can the children talk about what they are doing and

explain decisions they have made?

Do they work collaboratively with other children?

Do the children show concern for themselves by

making decisions about the clothing they will need?

Are the children accessing a range of activities in the

outdoor area?

Do they use the outdoor resources to develop ideas and

interests?


Observing plants, the weather, mini-beasts etc.

Building a den or model.

Making music or moving in response to sound.

Developing gross motor skills using a range of

equipment.

Mark making or reading for a purpose.

Exploring and investigating.

Using resources to create an imaginative scenario.

Key Vocabulary

Climb, balance, build, throw, catch, roll, hit, kick, turn,

run, crawl, skip, jump, slide, safe, dangerous, unstable,

weather, season, wellies, raincoats, shade, water, hat,

experiment, big, small, long, short, tall, positional

vocabulary, grow, observe, pattern, change.

Key Resources

Selection of small equipment – balls, bats, skittles,

quoits, hoops, markers, cones, stilts, beanbags.

Selection of large equipment – slide, climbing frame,

bikes, scooters, ride-on toys.

Paper,clipboards & mark making materials.

Den making resources.

Crates ,tyres, guttering and wheelbarrows

Number lines, hopscotch, large dice.

Selection of small world activities, e.g. dolls’ house,

road mat & vehicles…

Role-play.

Sand and water.

Natural materials.

Key Questions

What is the weather like today?

How can we play safely with the toys?

Can you ride a bike/catch a ball/balance?

How can we share the equipment fairly?

What could you use . . .?

What could we try next . . .?

What do you think will happen? Why?

How can we look after ourselves on a cold/rainy/sunny

day?

Could you ask a friend to help you?

Which resources have you chosen? Why?

Long Term Planning

Continuous Provision – Imaginative Play Areas


The resources in the role play

are selected to meet the needs

of all children in the setting.

This area offers many

opportunities to support the

children to become skilful

communicators.




in this area. Acting out

different situations can help

children to understand and

handle their emotions.


and Planning



on offer in this area. We

involve the children in planning

a new role play area.


Practitioners intervene

sensitively in the children’s

play after observing them first.


children to take on and rehearse

roles.


It is important to include

resources and scenarios which

reflect a variety of cultures.

Class books showing

photographs of the children

playing in the role play area

help them to develop a sense of

belonging.


We inform parents of our role

play topics so that they can

make links with the child’s

experiences out of the setting.

We talk to parents about the

children’s interests and use

these ideas to help plan role

play scenarios.


Practitioners recognise that this

area provides a wealth of

learning opportunities, for

example counting money,

acquiring new vocabulary,

creating props, developing fine

motor skills and encouraging

social interaction.

4.2 Active Learning

We ensure that the role play

area is attractive and

interesting. We include a range

of resources to support the

children's independent learning.

1.3 Keeping Safe

The role play area gives the

children opportunities to

rehearse real-life situations,

giving them greater confidence

to tackle situations that may

arise in the future.






being achievable.



used to decide when to change

the role play scenario. We aim

for a balance of familiar and

imaginative scenarios.


Thinking

Adult interaction with the

children in this area can support

them to make links between

different experiences. Children

are encouraged to use resources

from elsewhere in the

classroom to support their

learning in this area.


We offer role play opportunities

both indoors and outdoors. We

support the children to interact

with each other.

2.4 Key Person



learning.



children to visit places in the

local community as a stimulus

for role play areas based on

them.


Development

Practitioners recognise that role

play can support learning in all

areas of the curriculum.





chosen activities.

C&L Children listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or

actions.



PD Children move confidently in a range of ways, safely negotiating space.

PD Children manage their own basic hygiene and personal needs successfully, including dressing .

L Children read and understand simple sentences.

L Children use their phonic knowledge to write words in ways which match their spoken sounds.


M Children use everyday language to talk about time and money to compare quantities and objects and to solve problems.

UW Children talk about past and present events in their own lives and in the lives of family members.


Adult Role

Interact with the children, asking open-ended

questions.

Support the children to develop a story line.

Support the children to negotiate roles and scenarios.

Talk to the children about their previous experiences of

places that the role play is based on.

Use stories, non-fiction texts, video clips, CD ROM’s

and photographs to stimulate discussion about the role

play topic.

Model new vocabulary and encourage the children to

use it in their play.

Model reading and mark making in context and provide

meaningful literacy opportunities for the children.





Do the children take on a role?

Do they use new vocabulary associated with the role

play scenario?

Do they interact with other children playing in the

area?

Are the children able to select resources from around

the classroom to create props as they need them?

Do the children make links between the role play

scenario and their previous experiences?

Do they show interest in different places, cultures or

imaginary worlds?

Do the children mark make as part of their play?

Do they understand that print in the role play area

conveys meaning?


Acting out real life situations and personal experiences.

Exploring the roles of family members.

Creating a story based on fantasy characters or an

imagined place.

Selecting props or dressing up clothes to represent an

idea or character.

Using classroom resources to create new props.

Reading labels, messages, stories, lists, recipes and

numbers etc in context.

Writing a list, form, badge, card, prescription, letter,

note or label in the context of a role play scenario.

Learning about a new place or finding out more about a

different culture.

Key Vocabulary

Character, role, setting, emotions vocabulary, prop,

costume, till, money, specific vocabulary related to role

play topics, imagine, place, visit, environment, shop,

restaurant, home, clothing vocabulary, write, record,

non-fiction book, story.

Key Resources

Selection of small world e.g. farm, dolls’ house, theme-

related provision.

Role-play furniture.

Props and costumes linked to the scenario.

Vocabulary labels and themed posters.

Photographs of places that the role play is based on.

Character badges.

Writing frames and mark making resources.

Non-fiction and fiction books about the topic.

Photographs of the children in role and speech bubbles

to record examples of the language used.

Key Questions

What do you think we might need to create a . . .?

Have you ever been to . . ./seen a . . .?

Which character are you going to be?

How could you make a . . .?

What might happen next?

Can you tell a friend what has happened so far?

Can you write a list/badge/card?

Can you help me read this poster?

Long Term Planning

Continuous Provision – Snack Area


Practitioners should recognise

and praise the children’s

achievements in self care in this

area.


This area is set up to encourage

social interaction between the

children. It is a place that they

can sit and talk with their

friends.


and Planning



on offer in this area in order to


experiences.

The children’s ideas and

comments influence the snacks

on offer.


Experiences in this area may

link to play opportunities in

other areas of the classroom

e.g. messy play based on

textures of food that the

children have had for snack or

exploring fruit with magnifying

glasses.


Practitioners ensure that

specific dietary requirements

are noted and respected.


Parents are asked for

information about their child’s

dietary requirements and any

food preferences.

Parents are invited to suggest a

healthy snack to include in this

area.


Practitioners recognise that this

area provides a wealth of

learning opportunities, for

example counting fruit,

problem solving, engaging in

conversation, improving fine

motor skills and developing

independence.

4.2 Active Learning

This area may be used for

activities such as food tasting,

cooking and using different

tools. These may build on the

children’s previous experiences

at home and in their

community.

1.3 Keeping Safe

Children can make choices

about what they would like to

have for snack. Practitioners

support the children to access

the area as needed. Practitioners

maintain the hygiene of the

food and equipment in this area

and support the children’s

hygiene.


Practitioners use their

observations of the children to

judge when to introduce new

skills.


Snack is available throughout

the session, helping the children

to feel secure in their

environment.

The resources are easily

accessible and laid out for the

children to use independently.

In hot weather, additional

provision is made for the

children to access drinking

water in a seated, shady area

outside.


Thinking

Adult interaction with the

children in this area can support

them to make links between

different experiences.


There are a range of healthy

snacks on offer to the children.

Children have free access to

snack throughout the session

and are encouraged

access this area, especially

during hot weather or after

exercise.

2.4 Key Person

The key person ensures that all

staff are aware of their key

children’s specific dietary

requirements.


Visits from ‘The Clean Gang’

organised by the school nursing

service help to teach the

children about health and

hygiene.

The children’s previous

experiences of eating snack in

different settings are taken into

account during the transition

process.


Development

Many experiences offered in

this area can be used to support

learning in more than one of the

six areas of Learning and

Development. It is important to

be aware of these links.



PSED Children show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

PSED Children are confident to speak in a familiar group.

PSED Children adjust their behaviour to different situations,



C&L Children express themselves effectively, showing awareness of listeners’ needs.


PD Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

PD Children manage their own basic hygiene and personal needs successfully.

M Children count reliably with numbers from one to 20.


UW Children know that other children don’t always enjoy the same things, and are sensitive to this.

UW Children know about similarities and differences in relation to objects.

Adult Role

Support the children to make choices about the food

and drink they would like to have for snack.

Ensure all children are able to access the area and

provide support where necessary.

Ensure that the children’s dietary requirements are

taken into account when deciding which snacks to

offer.

Maintain hygiene of the area and remind children to

wash their hands before having snack.

Sit with and talk to the children in this area, developing

social skills.

Teach the children to use tools and cutlery safely and

effectively.

Challenge the children to use their mathematical

knowledge to solve problems – use open ended

questions.


Do the children talk about foods that they like and

dislike, making links with their previous experiences?

Can they access the snack area independently?

Do they manage their own hygiene e.g. washing their

hands before having a snack?

Are they confident to try new foods?

Can children use tools safely and with control when

helping to prepare snack?

Do they understand why we need to eat and drink?

Do they show an understanding of which foods need to

be eaten in moderation?

Do the children join in with counting when preparing

and eating their snack?

Can they help to solve a problem such as how to share

food or plates between children?


Exploring foods using a range of senses.

Trying new foods.

Manipulating tools and cutlery.

Finding out about where foods come from.

Learning about making healthy choices.

Managing own hygiene and hunger/thirst.

Observing changes when cooking.

Counting and problem solving.

Key Vocabulary

Food, drink, cup, pour, jug, chop, share, count, how

many?, shape, like, dislike, hygiene, wash, soap,

prepare, cook, mix, spoon, fork, knife, cut, spread,

healthy, choice, names of foods.

Key Resources

Plastic cups.

Large plastic jugs.

Bowl for fruit waste.

Basket for fruit.

Washing up bowl, cloth and tea towel.

List of children’s specific dietary requirements.

A variety of healthy snacks will be provided each day,

along with free access to drinking water.

Key Questions

What would you like for your snack today?

Do you feel hungry/thirsty?

What are your favourite foods?

Can you help me decide what we could have for snack

this week?

Why is this food a healthy choice?

How can we use the snack area safely?

Why do we need to wash our hands?

How can we share this fairly?

Long Term Planning

Continuous Provision – Mark Making Area


Children are able to

communicate through mark

making using the resources on

offer. Practitioners can help the


and skills by offering support

based on their knowledge of

each child’s abilities.


Children’s mark making is

valued and shared with others

in the setting, celebrating their

work.


and Planning


used to plan developmentally

appropriate experiences. Links

to the children’s interests can

give meaningful contexts for

mark making.






a practitioner). Practitioners

support children to use new

knowledge in their play.


This area includes examples of

writing in different languages,

including those spoken by

children in the setting.


Parents could be asked for help

with collecting examples of

writing in a range of languages

to display. Observations and

examples of independent

writing are shared with parents


achievement documents. We

invite parents to share examples

of mark making that the

children have done at home.






4.2 Active Learning








individuals.

1.3 Keeping Safe

Children contribute to class

rules about how to use and care

for equipment. All resources

are freely accessible so that the

children can make decisions

about how and when to use

them.


Practitioners need to model the

process of mark making in

meaningful contexts and talk to

the children about how they are

using writing to communicate

meaning.





care for them. There are key

resources available daily which

are supplemented to keep the

children’s interest.


Thinking

We support the children to use


develop their play in other areas

of the classroom . There is a

balance of adult and child

initiated activities on offer in

this area.


We offer writing opportunities

both indoors and outdoors. We




pairs or a small group in this

area.

2.4 Key Person



learning.



the literacy framework that the

children will move onto in Year

One. Information about the

children’s achievement is


periods.


Development

Medium and short term

planning may show how

resources from this area will be

utilised in other areas of the

environment to better fit a

child’s needs and make links

between the areas of Learning

and Development.



PSED Children will choose the resources they need for their chosen activities.



PD Children handle equipment and tools effectively, including pencils for writing.

L Children use their phonic knowledge to write word in ways which match their spoken sounds.

L Children also write some irregular common words.

L Children write simple sentences which can be read by themselves and others.

L Children spell some words correctly and other spellings are phonetically plausible.

EA&D Children represent their own ideas, thoughts and feelings through stories.

Adult Role

Model the process of mark making in meaningful

contexts.

Model how print can be used to convey meaning.

Work alongside the children, modelling skills and

attitudes.

Interact with the children, asking questions and


Support the children to compose sentences, break them

into words and segment the sounds in each word.

Introduce and support the use of new vocabulary.

Create writing opportunities linked to the children’s

play in other areas of the classroom.





Are the children confident to explore the materials on

offer?


Do they apply their phonic knowledge when writing?

Do they attempt writing for different purposes and talk

about what they have written?


they wish to use?


Do the experiences on offer make links to the

children’s interests?

Are the children using the resources on offer to support

their play?


Mark making using a variety of resources.

Writing and reading for a purpose e.g. a list, order,

invite, letter, card, postcard.

Talking about what they have written.

Using writing to communicate ideas and messages

within the classroom.

Reading writing from other children or adults in the

setting.

Key Vocabulary

Write, read, message, send, listen, talk, hear, letter

sounds and names, letter, postcard, message, name,

note, memo, list, form, fact file, card, segment, blend,.

Key Resources

Pencils, crayons, felt tips.

Paper of various sizes, shapes and colours.

Notepads, postcards, diaries, cards.

Tracing cards and paper.

Rulers.

Whiteboard and markers.

Paper clips, treasury tags, hole punch.

Alphabet frieze and books.

Alphabet mats.

High frequency word cards.

Magnetic letters and boards.

Topic words and word mats.



Key Questions

Which resources will you need?

Can you write a list, letter, card, note or story?

Who are you writing to?

Which sounds can you hear?

Can you see the letter you need?

Can you read me what you have written?

Can you find your name card?

Which letters are in your name?

What does this label say?

Why do we write things down?

Can you help me to make a list of what we will need?

Documents

Long Term Planning - Goxhill332078]long...model descriptive language linked to different experience. provide resources from different cultures to stimulate different ways of thinking