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EYFS Handbook Practical solutions for recording your policies, procedures and curriculum within the Every Child Matters Framework Developed by Horn End Nursery, Staffordshire S A M P L E O A QEd Publication N Y L Published in 2009 © Horn End Nursery ISBN 978 1 898873 63 1 The right of Horn End Nursery to be identified as Author of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Photocopying permission is given for purchasers only and not for borrowers of books from any lending service. All rights reserved. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, hired out or otherwise circulated without the publisher’s prior consent in any form other than that in which it is published. With the exception of pages in the resources and the instructions explaining how to use the resources, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. This book remains copyright, although permission is granted to copy pages for classroom distribution and use only in the school which has purchased the book or by the teacher who has purchased the book and in accordance with the CLA licensing agreement. British Library Cataloguing A catalogue record for this book is available from the British Library. Published by QEd Publications, 39 Weeping Cross, Stafford ST17 0DG Tel: 01785 620364 Fax: 01785 607797 Website: www.qed.uk.com Email: orders@qed.uk.com Contents Page Introduction 4 Overview of the Every Child Matters Outcomes 5 Monthly review of Themes, Outcomes and Standards 8 Long term plan of Areas of Learning 11 Developing an activity rota 14 Providing information for parents and carers (0–3 years) 17 Providing information for parents and carers (3–5 years) 21 Weekly planning within the EYFS 24 References and useful resources 64 3 Introduction The following range of records and charts has been designed to make planning for the Early Years Foundation Stage both straightforward and comprehensive. They include charts for parents, staff and outside agencies to refer to and will help you ensure that all outcomes in Every Child Matters are taken into account in your setting’s curriculum, policies and procedures. There is a brief explanation before each record sheet or chart outlining how each can be used. The colour charts are replicated in black and white so that you can adapt these to meet the needs in your particular setting. Linking all your policies, welfare requirements and how they fit in with the themes within the framework can be quite daunting. This book provides an outline of how one group of nurseries has managed to do this quite successfully and it is hoped that you will be able to take what has been developed and adapt it to your setting. 4 Overview of Every Child Matters Outcomes It is a challenge to try and explain to both staff and outside agencies how you ensure your policies reflect not only the welfare requirements, but also how they fit in with the themes and, ultimately, that you are working within the Every Child Matters Framework. Even if you are doing it in practice, it can be a cross-referencing headache to show on paper that you are meeting all the requirements . . . and that you have a good handle on things. The following chart endeavours to do this by bringing together the Every Child Matters Outcomes, the four key themes, welfare requirements, and how your nursery policies would link into each of these aspects. Presented in this visual format, you will find it a lot easier to see how these are inter-related. Note The page numbers refer to the relevant sections in the statutory framework. As with all the charts, they have been colour-coded to match EYFS documentation and all you need to do is complete your policies in the appropriate columns. You will also need to identify where in the nursery these policies are kept. 5 6 Themes of effective practice Welfare requirements Nursery policies 1.4 Health and Wellbeing Medicines p26 Illness and injuries p26 Food and drink p27 Smoking p27 Medicine. Food management. Sick child. Information on all of these welfare requirements can be found in the Statutory Framework for the Early Years Foundation Stage All the nursery policies can be found in the operation plan, parents’ folder in the entrance hall, and in each room’s survival guide Learning and Development Enabling Environments Positive Relationships A Unique Child 1 Helping children be Healthy S A 1.3 Stay Safe Safeguarding p22; Premises and security p24; Outings p24; Behaviour management p28; Safe recruitment p29; Suitability of staff/carers p30; Alcohol/other substances p31; Qualifications, skills, training and knowledge p31; Staffing arrangements and safety p32; Risk assessment p33; Premises p34; Providers records p40 Staffing, trips, child protection, dress code, collection, recruitment and selection, sun protection, transferring staff, security, attendance bonus, lost and found child, behaviour, staff development, staff absence, password procedure. Information and complaints p23 Documentation p38 Admission, parental responsibility, confidentiality, settling in, partnership with parents, aims and objectives, SEN, complaints, record keeping. Communication, outdoor play, equality and diversity. 3.4 The Wider Context 2.1 Respecting Each Other 2.2 Parents as Partners 2.3 Supporting Learning 1.1 Child Development 1.2 Inclusive Practice 4) Helping children make a positive contribution to the wider community Equality of opportunities p25 Organisation p37 Safety of outdoor spaces, furniture, equipment and toys p33 4.4 Areas of Learning and Development 4.1 Play and Exploration 4.2 Active Learning 4.3 Creativity and Critical Thinking 3.1 Observation, Assessment and Planning 3.2 Supporting Every Child 3.3 The Learning Environment 5) Achieve Economic Well-being 3) Helping children enjoy and achieve Every Child Matters Outcomes 2) Protecting children from harm and neglect and helping them stay safe 2.4 Key person M P L E O N Y L A Unique Child Positive Relationships Enabling Environments Learning and Development Information on all of these welfare requirements can be found in the Statutory Framework for the Early Years Foundation Stage 1 Helping children be Healthy 1.4 Health and Wellbeing Medicines p26 Illness and injuries p26 Food and drink p27 Smoking p27 Every child matters outcomes 3) Helping children enjoy and achieve 5) Achieve Economic Well-being 2) Protecting children from harm and neglect and helping them stay safe 1.3 Stay Safe 2.4 Key person 3.1 Observation, Assessment and Planning 3.2 Supporting Every Child 3.3 The Learning Environment 4.1 Play and Exploration 4.2 Active Learning 4.3 Creativity and Critical Thinking Equality of opportunities p25 Organisation p37 Safety of outdoor spaces, furniture, equipment and toys p33 4.4 Areas of Learning and Development Safeguarding p22; Premises and security p24; Outings p24; Behaviour management p28; Safe recruitment p29; Suitability of staff/carers p30; Alcohol/other substances p31; Qualifications, skills, training and knowledge p31; Staffing arrangements and safety p32; Risk assessment p33; Premises p34; Providers records p40 4) Helping children make a positive contribution to the wider community 1.1 Child Development 1.2 Inclusive Practice 2.1 Respecting Each Other 2.2 Parents as Partners 2.3 Supporting Learning 3.4 The Wider Context Information and complaints p23 Documentation p38 7 LY N O E L P M A S Themes of effective practice Welfare requirements Nursery policies Monthly review of Themes and Statutory Framework This chart demonstrates how you can review policies and standards on a monthly basis. The chart has been colour coded to match the EYFS documentation and also links into themes and Every Child Matters, welfare requirements and your nursery policies. The page numbers are those in the statutory framework. This chart provides an example of how you can plan and review your own policies within the framework. 8 Monthly review of themes, outcomes and standards Theme January Every Child Matters Welfare Requirement Nursery Policy 1.4 Health and Wellbeing Helping children be healthy Medicines p26 Medicine 1.3 Stay safe Protecting children from harm and neglect and helping them stay safe Safe guarding p22 Premises and security p24 Outings p24 Staffing Trips Child protection Staff absence February Communication March 3.1 Observation, Helping children enjoy Equality of Assessment and and achieve opportunities p25 Planning 3.2 Supporting Every Child April 1.1 Child Helping children to Development make a positive 1.2 Inclusive Practice contribution to provision and the wider community Admission Parental responsibility Confidentiality Information and complaints p23 N Y L Helping children be healthy Illness and injury p26 2.4 Key Person Protecting children from harm and neglect and helping them stay safe Behaviour management p28 Safe recruiting p29 Alcohol and other substances p31 July 3.3 The Learning Environment Helping children enjoy Organisation p37 and achieve Helping children make a positive contribution to provision and the wider community Documentation p38 August 2.1 Respecting Each Other 2.2 Parents as Partners 2.3 Supporting Learning Settling in Partnership with parents Aims and objectives Helping children be healthy Food and drinking p27 Smoking p27 Sick child Protecting children from harm and neglect and helping them stay safe Staffing p32 Risk assessment p33 Premises p34 Providers records p40 Transferring staff Security Lost and found child Behaviour Password procedure Equality and diversity May June September October November December S A M P E L 4.1 Play and Exploration 4.2 Active Learning 4.3 Creativity and Critical Thinking Helping children enjoy and achieve 3.4 The Wider Context Helping children make a positive contribution to the wider community 9 O Food management Dress code Non collection Recruitment and selection Sun protection Staff development Outdoor play SEN Complaints procedure Record keeping Monthly review of themes, outcomes and standards Theme January Every Child Matters Welfare Requirement 1.4 Health and Wellbeing Helping children be healthy Medicines p26 1.3 Stay safe Protecting children from harm and neglect and helping them stay safe Safe guarding p22 Premises and security p24 Outings p24 February March 3.1 Observation, Helping children enjoy Equality of Assessment and and achieve opportunities p25 Planning 3.2 Supporting Every Child April 1.1 Child Helping children to Development make a positive 1.2 Inclusive Practice contribution to provision and the wider community Information and complaints p23 N Helping children be healthy Illness and injury p26 2.4 Key Person Protecting children from harm and neglect and helping them stay safe Behaviour management p28 Safe recruiting p29 Alcohol and other substances p31 July 3.3 The Learning Environment Helping children enjoy Organisation p37 and achieve Helping children make a positive contribution to provision and the wider community Documentation p38 August 2.1 Respecting Each Other 2.2 Parents as Partners 2.3 Supporting Learning Helping children be healthy Food and drinking p27 Smoking p27 Protecting children from harm and neglect and helping them stay safe Staffing p32 Risk assessment p33 Premises p34 Providers records p40 May June September October November December S A M P L E 4.1 Play and Exploration 4.2 Active Learning 4.3 Creativity and Critical Thinking Helping children enjoy and achieve 3.4 The Wider Context Helping children make a positive contribution to the wider community 10 O Nursery Policy Y L Long term plan of Areas of Learning This chart provides an example of how you can plan adult-focused activities and will help ensure that all aspects of learning and development are covered over a six week period. This will also help ensure that part-time children experience planned activities in all areas of learning. The Areas of Learning have been colour-coded to match the other charts in this set. 11 12 Week 6 Week 5 Week 4 Week 3 Week 2 Week 1 C Being Creative PSE Self-confidence and selfesteem CLL Language for Thinking PSE Self care 1 Sense of Community 2 Wednesday KUW Designing and Making PSRN Calculating C Being Creative CLL Linking Sounds and Letters P Health and Bodily Awareness KUW ICT PSRN Shape, Space and Measures Thursday CLL Writing 1 Handwriting 2 PSRN Numbers for Labels and for Counting KUW Time PSRN Calculating PSE Behaviour and Self-control C Creating Music and Dance P Health and Bodily Awareness KUW Place 1 Communities 2 Friday CLL Reading PSE Making Relationships C Exploring Media and Materials P Movement and Space Long Term Plan of Areas of Learning PSE Dispositions and Attitudes Tuesday C P Developing Imagination and Movement and Space Imaginative Play P Using Equipment and Materials KUW Exploration and Investigation PSRN Numbers for Labels and for Counting CLL Language for Communication Monday S A M P L E O N Y L Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 C Being Creative CLL Linking Sounds and Letters PSRN Shape, Space and Measures KUW ICT P Health and Bodily Awareness Friday KUW Place 1 Communities 2 Thursday P Movement and Space P Health and Bodily Awareness PSE Behaviour and Self-control PSE Making Relationships CLL Reading PSRN Calculating CLL Writing 1 Handwriting 2 KUW Time PSRN Numbers for Labels and for Counting C Creating Music and Dance C Exploring Media and Materials Long Term Plan of Areas of Learning Wednesday C Being Creative Tuesday PSE Dispositions and Attitudes Monday CLL Language for Communication PSE Self-confidence and selfesteem PSRN Calculating CLL Language for Thinking KUW Exploration and Investigation KUW Designing and Making PSRN Numbers for Labels and for Counting P Using Equipment and Materials C P Developing Imagination and Movement and Space Imaginative Play PSE Self care 1 Sense of Community 2 13 LY N O E L P M A S Developing an activity rota This rota has been designed to enable you to organise your toys and resources according to their principle Area of Learning. These resources can then be rotated not only weekly, but also 5 weekly by using the days of the week grid. Using a rota like this will enable all children (whether part- or full-time) to access all the resources in the setting and for you to demonstrate how you provide for all Areas of Learning throughout the day. The first chart is a sample of a baby room rota; the second is a template for you to adapt times and title headings to fit in with the routine of your setting. How it works If you look at the example on the next page at the first time period (between 8:15am and 9:15am), the idea is that in Week 1, Monday you pick up on the row of activities (wooden farm [PSE]; book [CLL]; wonder cubes [PSRN]; lights [KUW]; soft play [PD]. On Tuesday of that week you move to the next row and so on. This will help you to think more carefully about your resources and how to use them more effectively in planning your sessions. 14 EYFS Activity rota Room: Babies Area of Learning Personal, Social Communication, Problem and Emotional Language and Solving, Development Literacy Reasoning and Numeracy Time Week Creative Development 1 2 3 4 5 Wooden farm Tea set Rough material Rattles Mega blocks Books Dolls Ribbons Mirrors Tool set 9:15-9:30 Singing Singing 9:30-10:00 Drinks and snack time Wash hands, sit at table, ‘please’ and ‘thank you’ Sitting together, talking with staff and peers 8:15-9:15 Activities (Craft time 8:30-9:15) Knowledge and Physical Understanding Development of the World M Tu W Th F Tu W Th F W Th F Th F F M M Tu W Tu W M Tu W Th Wonder cubes Jigsaws Stars/stems Activity centres Shape sorters Lights Smooth material Metal play Heuristic play How things work Soft play Primo Activity disk Pull-along toys Block play Singing 10:00-10:30 Counting out biscuits, waiting for turns Holding own beaker and snack Please see separate outdoor play rota Y L Adult-focused activity (see adult-focused sheet for rota; all six Areas of Learning are included) Week 1 2 3 4 5 10:30-11:15 Activities M Tu W Th F Tu W Th F W Th F Th F F M M Tu W Tu W M Tu W Th 11:15-11:45 Dinner time Week 11:45-12:45 Sleep time activities M Tu W Th F Tu W Th F W Th F F 12:45-2:00 Activities Tool set People & house Hairdressing Mirrors Cars Shapes Tills Indoor games Trains & coaster Jigsaws Wash hands, sit at table, ‘please’ and ‘thank you’ Sitting together, talking with staff and peers Counting out biscuits, waiting for turns Cars & mat People & house Train & coaster Pop-up toys Tills Puppets Telephones Dolls Books Animals Activity centres Stickle bricks Shapes Stars/stems Activity disks Tills Dressing up Hairdressing Tent/tunnel Doctor’s set People & house Discovery book Mirrors Telephones Heuristic play 1 2 3 4 5 Th F Week Mega blocks Pop-up toys Lights Hats & bags Tea set M M Tu W Tu W M Tu W Th 1 2 3 4 5 M Tu W Th F Tu W Th F W Th F Th F F M M Tu W Tu W M Tu W Th 2:00-2:30 P L E Shape sorters Wonder cubes Jigsaws How things work Soft blocks Ocean creatures Dinosaurs Dressing up Discovery box Gardening O Jigsaws Shape sorters Inflatable animals Balls Metal play N Tough spot Brio train Stickle bricks Mega blocks Octalinks Holding own beaker and snack Hairdressing Heuristic play Hats & bags Gardening Discovery box Sensory bottle Activity disks Wooden bricks Soft toys Ribbons & scarfs Wooden bricks Octalinks Collage Tough spot Ribbons Hats & bags Tool set Insects Dressing up Dinosaurs Trampoline Lights Soft toys Activity mats Soft toys ?? Crayons Tubes Musical toys Felt tips Stickle bricks Please see separate outdoor play rota M Adult-focused activity (see adult-focused sheet for rota; all six Areas of Learning are included) Week 2:30-3:00 Activities 1 2 3 4 5 M Tu W Th F Tu W Th F W Th F Th F F 3:15-3:45 Afternoon tea Week 3:45-4:15 Craft time and activities Week Mirrors Wooden farm Tool set Animals Big animals W Tu W M Tu W Th Trains Activity centre Shape sorters Indoor games Brio train Shiny objects Gardening Tool set Tough Spot ?? Octalinks Sensory bricks Balls Jigsaws Wooden bricks Singing Singing Wash hands, sit at table, ‘please’ and ‘thank you’ Sitting together, talking with staff and peers Counting out biscuits, waiting for turns Dolls Hats & bags Tea set Lights Dressing up Telephones Doctor’s set Books People & house Cars mat Indoor games Shapes Tills Shape sorters Wonder cubes Insects Metal play Tough spot Doctor’s set Ocean creatres Activity mats Stars/stems Sensory bottle Big animals Parachute Rattles Blue lycra Tent/tunnel Tea set Smooth mat Animals Ribbons Instruments Dolls People & house Stickle bricks Sorting animals Wonder cubes Brio train Shapes Insects Ocean creatures Metal play Hairdressing Hats & bags Pop-up toys Tent/tunnel Cars & mat Shiny objects Balls Ribbons Instruments Tubes Ribbons Felt tips Singing Holding own beaker and snack 1 2 3 4 5 M Tu W Th F Tu W Th F W Th F Th F F 4:15-5:30 Activities Tool set Tough spot Trampoline Materials Lights A M Tu S 3:00-3:15 M M M Tu W Tu W M Tu W Th 1 2 3 4 5 M Tu W Th F Tu W Th F W Th F Th F F M M Tu W Tu W M Tu W Th Equipment permanently set out in the room: home corner, book corner, farm, baby shelf browser box, soft play 15 Musical toys Geo structure Soft blocks Stickle bricks Octalinks EYFS Activity rota Personal, Social and Emotional Development Time Week Week Week Week Week Week Room: Communication, Problem Language and Solving, Literacy Reasoning and Numeracy Knowledge and Physical Understanding Development of the World Creative Development 1 2 3 4 5 M Tu W Th F Tu W Th F M M Tu W Th F Th F W Tu W F M Tu W Th 1 2 3 4 5 M Tu W Th F Tu W Th F M M Tu W Th F Th F W Tu W F M Tu W Th 1 2 3 4 5 M Tu W Th F Tu W Th F M M Tu W Th F Th F W Tu W F M Tu W Th 1 2 3 4 5 M Tu W Th F Tu W Th F M W Th F M Tu Th F W Tu W F M Tu W Th S A M P L 1 2 3 4 5 M Tu W Th F Tu W Th F M M Tu W Th F Th F W Tu W F M Tu W Th 1 2 3 4 5 M Tu W Th F Tu W Th F M M Tu W Th F Th F W Tu W F M Tu W Th 16 E O N Y L Providing information for parents and carers (0-3 yrs) This proforma can be completed on a weekly, monthly or termly basis. There are two completed samples to show how the form can be used. The importance of developing a partnership with parents and carers is stressed in all the guidance documentation. If you provide too much detail the chances are that busy parents/carers won’t give it their full attention. The trick is to provide the information in such a way that it is easy to digest almost at a glance. Those parents/carers who want further information should be encouraged to ask the child’s key person. By providing this information for parents and carers you will enhance the links between home and nursery, hopefully encourage greater parental involvement and provide evidence of the efforts you are making to develop these links. 17 Room: Focus: Month: Activities this month Problem Solving, Reasoning and Numeracy Personal, Social and Emotional Development Communication, Language and Literacy Knowledge and Understanding of the World Creative Development Physical Development M Trips and visitors this month S A P L E O N Special days this month Last month’s special times Activities to try at home News and messages 18 Y L Room: Baby Smalls Month: January 2009 Focus: Touch and Feely Activities this month Problem Solving, Reasoning and Numeracy There will be lots of opportunity to use shape sorters to learn how things fit together. We will be encouraging your child to concentrate and complete simple tasks which will help their confidence. Personal, Social and Emotional Development We will have lots of fun hand printing on the table and creating group collage. Communication, Language and Literacy By singing some nursery rhymes we will learn new words and about rhythm and rhyme. Y L Knowledge and Understanding of the World We will be experiencing lots of heuristic play this month. There will be a table top display all the time and exploratory skills will be put to the test. N Creative development We are going to listen to some different world music and dance with streamers. We will be making our own music with all the different musical instruments. O Physical development Walking through sand, gloop and cooked pasta will give novel sensory experiences to the babies. They will be encouraged to wriggle their toes and make prints with their feet. Trips and visitors this month We will be going to the shops on Monday 13th October. We will be buying material for our sensory day. A Last month’s special times M P L E Special days this month We will be having a sensory day on Wednesday 15th October. We are also going to be celebrating Divali on Tuesday 28th October, which is the festival of light. We really enjoyed our trip to the library and joining in with the Baby Bounce session. During these sessions we experience new environments, meet new people and learn more songs and rhymes to develop our communication skills. We are hoping to make this a regular trip. S News and messages Activities to try at home We are collecting the Morrisons “Let’s grow” vouchers. Please could we have any unwanted textured materials e.g. bubble wrap, corrugated paper, fur fabric etc. Why not make your children some sensory bottles for at home. Ask your key worker how to make them. 19 Room: Tommy Thumbs Month: January 2009 Focus: Shake, rattle, roll Activities this month Problem Solving, Reasoning and Numeracy The children will be making some marble rolling pictures and paintings this month. This will encourage us to find out what different toys can do through handling objects. We will also be developing an awareness of number names through rolling our big foam dice! Personal, Social and Emotional Development We will be building up confidence in ourselves this month as we practise pedalling our bikes outside, balancing balls and having fun with the parachute. This will also encourage us to build healthy and secure relationships with the other children and key people. Communication, Language and Literacy Tommy Thumbs will be focusing on one of their favourite stories this month, ‘Dinosaur Rumpus.’ We will be encouraging the children to listen and respond with interest to rhymes songs and stories through role play. Playing different instruments fast and slow, loud and soft will help us to take pleasure in making and listening to a wide variety of sounds. Y L Knowledge and Understanding of the World We will be exploring space outdoors this month by rolling tyres and balls to each other, and then by having a rolling race! Baking jam roly poly will encourage us to follow instructions and focus carefully on particular processes. N Creative development Tommy Thumbs will be making some lovely CD mobiles, and some car wheel paintings. This will encourage us to use all of our senses to discover new ways of making marks. O Physical development We will be using the hoola hoops outside this month to help us to practise and develop what we can do. Jelly play in the tough spot will help us to develop our fine motor skills and help us to enjoy sensory experiences. Trips and visitors this month We will be visiting the library this month to have a look for some new books! We hope to find some books that tell us all about instruments and music in the different countries around the world. A Last month’s special times M P L E Special days this month Friday 30 January Rock ‘n’ roll day! Please can your child come dressed in a white t-shirt and jeans. We will be dancing to lots of rock and roll music and making some new instruments to use at nursery! We all had a great time at our Christmas party! We really enjoyed seeing the magician, he was very funny! We also enjoyed making some new friends last month, and making our lovely new display together! S News and messages Activities to try at home Tommy Thumbs would like to welcome William, Freya, Caitlin, Jasmine, Freddie, Ellie-May and Joe in January, who will be moving through from the baby room! Also we wish Charlie, Connie, Naomi, Keira, Jake and George good luck in the Toby Talls Room! We will miss you all! Making instruments using rice and dried peas is always fun! Your child can decorate some plastic cups or bowls to make these! Experiment with items at home that shake, rattle and roll! Pots and pans always make great music! 20 Providing information for parents and carers (3-5 yrs) This proforma can be completed on a weekly, monthly or termly basis. There is a completed sample to show how it can be used. The importance of developing a partnership with parents and carers is stressed in all the guidance documentation. If you provide too much detail the chances are that busy parents/carers won’t give it their full attention. The trick is to provide the information in such a way that it is easy to digest almost at a glance. Those parents/carers who want further information should be encouraged to ask the child’s key person. By providing this information for parents and carers you will enhance the links between home and nursery, hopefully encourage greater parental involvement and provide evidence of the efforts you are making to develop these links. 21 Information for parents Month: This month our focus is Problem Solving, Reasoning and Numeracy Personal, Social and Emotional Development Creative Development Knowledge and Understanding of the World Physical Development Communication, Language and Literacy P We will be learning the following songs and rhymes A M L E O Other information Learning about the community S N Y L Suggested activities to do at home 22 Information for parents Month: This month our focus is hats and shoes Problem Solving, Reasoning and Numeracy Personal, Social and Emotional Development Using mathematical language and talking about and using 2 and 3D shapes we will be making a cone shaped hat and decorating it using various other shapes of material. Using our shoes we will be looking at the similarities and differences between them, which will help us to match the pairs together correctly. We will be using our social skills and communicating with each other while we role-play in our hat and shoe shop. We will help each other and gain an awareness of each other’s needs. We will also talk about how much things might cost and exchange money at the till. We will be learning more complex skills and gaining pleasure at our own achievements while attempting to put on our own shoes and helping friends with theirs. Creative Development Knowledge and Understanding of the World We will be building up a repertoire of songs featuring hats and shoes and also using hats and shoes as props during certain songs. We will be making a crown so exploring colour, texture and shape in 2 or 3 dimensions and also choosing a particular colour for a purpose. Using Wellington boots we will be creating various patterns on paper and using lots of different colours. While looking at different hats and shoes from other countries around the world we will gain an awareness of the cultures and beliefs of others. Selecting simple tools and techniques they need to shape and realising that tools can be used for a purpose they will be making a shoe which they will use for a threading activity. Physical Development Communication, Language and Literacy During a game of electric shoe we will be moving freely with confidence and pleasure while having fun with our friends. We will be taking part in a hat and shoe race and recognising the changes that happen to our bodies while we are active. We will also be having a royal day in which we will be taking part in lots of physical activities throughout the day. During circle time we will gain confidence to talk to others about what a bride might wear on her head when getting married. We will also look at various pictures of different brides and look to see what they wear on their heads. We will also use language to talk about what types of hats and shoes we wear in the summer and winter and discuss the types of materials shoes are made from. We will be learning the following songs and rhymes Tipper Tappa Too Cobbler Cobbler mend my shoe My hat it has three corners The sun has got his hat on A M P L E O N Y L Other information Tuesday 6th January We will be having a shoe and hat shop in our role-play area, so could I please bring in and shoe boxes, old shoes and hats for us to use. Monday 12th January We will be going into Stafford on bills bus to visit a shoe shop. Learning about the community Looking at all the different hats people who help us in the community wear for example police, fire, doctors and lollipop person. S Suggested activities to do at home Visit a shoe shop Looking at different shapes and sizes of hats and shoes Read The Elves And The Shoemaker Monday 26th January We will be holding a Royal Day so could I please come dressed as Kings and Queens with crowns. Friday 30th January Could I please bring in any hats and shoes from different countries from around the world. Happy New Year Jo and Sasha 23 Weekly planning within the EYFS This weekly chart will enable you to record and evaluate all activities and reconcile them against Development Matters and Learning Intentions. It uses a grid that ensures all curriculum areas are covered in rotation and covers a period of 5 weeks in total. How to use the charts 1. Staff need to complete the names of their key children in the relevant boxes. 2. They should then plan the activity, the resources required and the role of the adult based on pre-existing knowledge and using observations. 3. An evaluation can then be completed for individual children for the activity. If the child does not carry out the activity planned this information should also be recorded. 4. At the end of the week there is a notes section where future planning needs can be identified on an individual or group basis. The first five pages are completed samples to give you an idea how these can be used. 24 Birth-11 months 8-20 months Use tools and materials for particular purposes. Begin to make, and manipulate, objects and tools. Put together a sequence of actions. 16-26 months Balance blocks to create simple structures. 22-36 months Learning intentions Watch and explore hands and feet. Reach out for, touch and begin to hold objects. Imitate and improvise actions they have observed, such as clapping and waving. Become absorbed in putting objects in and out of containers. Enjoy the sensory experience of making marks in damp sand, paste or paint. This is particularly important for babies who have a visual impairment. Oliver R Grace W Hollie T Caitlin S Ellie-May W Key children Explore objects and materials with hands and mouth. Show curiosity and interest in Are interested in pushing and things that are built up and fall pulling things, and begin to down, and that open and close. build structures. Key children Develop an awareness of shape, form and texture as they encounter people and things in their environment. Oliver R Grace W Find out what toys are like and can do through handling objects. Recognise big things and small things in meaningful contexts. Jacob S Kieran O Attempt, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles. Use blocks to create their own simple structures and arrangements. Enjoy filling and emptying containers. Caitlin S Joe H Jasmine J Grace W Key children Caitlin S Freddie C Are curious and interested in making things happen. Notice simple shapes and patterns in pictures. Begin to categorise objects according to properties such as shape or size. Are beginning to understand variations in size. Role of adult/ratio Babies investigated the different shapes. Some were able to fit them in the right spaces. The children had fun building with the boxes and hiding under the pieces of material. The babies enjoyed bouncing the balls in the air, laughing as they bounced off. Evaluation Date: 22nd-26th September What will the child do P Using equipment and materials Hold the lycra and help bounce the balls up and down. Being confident and vocal throughout. Lycra play with beach ball Assist the children to bounce the balls up and down on the lycra. Sing the song ‘5 Cheeky Monkeys’. Talk about what’s happening. KUW Designing and Making Play freely with the boxes, climbing or using them to build. Box play with smooth material Provide boxes of various sizes. Allow the children to play freely. PSRN Shape space and measures Explore the shapes using their body and post the shapes in the toys provided. Shape sorters/post-its/jigsaw Allow the children to explore the shapes, using their hands and mouth. Talk about the shape they are exploring. 25 LY N O E L P M A S Monday Tuesday Wednesday Birth-11 months 8-20 months Show interest in stories, songs and rhymes. 16-26 months 22-36 months Learning intentions Listen to familiar sounds, words, or finger plays. Have some favourite stories, rhymes, songs, poems or jingles. Kieran B, Jasmine J, Nisha, Freddie William H, Jasmine J, Nisha, Joe H, Ellie May W Begin to learn that some things are theirs, some things are shared, and some things belong to other people. Key children Respond to a small number of boundaries, with encouragement and support. Key children Respond to words and interactive rhymes, such as 'Clap Hands'. Grace W Hollie C Lily-Mae Are usually soothed by warm and consistent responses from familiar adults. Begin to adapt to caregiving routines. Hollie C Lily-Mae Notes Are aware that some actions can hurt or harm others. Wednesday – Freddie completed 3 piece, shape inset jigsaw. Thursday – all children looked at the puppets. Nisha joined in song words to ‘Baa baa black sheep’. Role of adult/ratio CLL Reading The babies laughed as we interacted with the puppets. Evaluation Date: 22nd-26th September What will the child do Choose puppets (taking turns) and moving them to the music. Puppets and singing Allow the children to choose a puppet and sing songs in relation to it. Encourage turn taking and sharing. PSE Behaviour and self control Babies had lots of fun baking buns. They even added currants and managed to sneak a taste. Friday – all children helped to mix. Jasmine copied the words ‘flour’, ‘sugar’ and ‘raisins’; William copied ‘flour’ and Nisha said ‘more’ as we tasted the raisins. Take turns to feel the different ingredients and mix them together. Baking currant buns Sit the children at the table, and together make buns. Allow the children to feel the different textures. Monday – Caitlin would say ‘oh no’ as balls bounced off; she’d fetch the ball and put it back on the lycra and say ‘yeah’. Tuesday – babies had fun sitting in and hiding in the boxes. A S 26 LY N O E L P M Thursday Friday 30-50 months Learning intentions 22-36 months 40-60 months Balance blocks to create simple structures. Show increasing control in holding and using hammers, books, beaters and mark making tools. Investigate various construction materials. Construct with a purpose in mind, using a Realise tools can be used for a purpose. variety of resources. Join construction pieces together to build Use simple tools and techniques and balance. competently and appropriately. Begin to try out a range of tools and Build and construct with a wide range of techniques safely. objects, selecting appropriate resources and adapting their work where necessary. Select the tools and techniques they need to shape, assemble and join materials they are using. LS, CL, JB, TH, HW, HC Key children Explore malleable materials by patting, Engage in activities requiring hand-eye stroking, poking, squeezing, pinching and coordination. twisting them. Use one-handed tools and equipment. Show increasing control over clothing and Use increasing control over an object, such as a ball, by touching, pushing, patting, fastenings. throwing, catching or kicking it. Show increasing control in using Manipulate materials to achieve a planned equipment for climbing, scrambling, effect. sliding and swinging. Use simple tools to effect changes to the Demonstrate increasing skill and control materials. in the use of mark making implements, blocks, construction sets and small world Show understanding of how to transport and store equipment safely. activities. Practise some appropriate safety measures Understand that equipment and tools without direct supervision. have to be used safely. Use a range of small and large equipment. Handle tools, objects, construction and malleable materials safely and with increasing control. JF, JO, MM, KL, EF, LP, EA, GM Are curious and interested in making things happen. LR, WP, PB, LP, MM, LB, GM, EA, KL Key children JF, WS, JO, TH, CL, LS, RO,. KH Role of adult/ratio Children were curious about how the nuts and bolts works and investigated well, exploring the room with the tools. All children enjoyed the activity and are ready to move on to the next learning intention. Evaluation Date: 22nd-26th September What will the child do P Using equipment and materials Explore the different sounds that the pots and pans make. Share and take turns with the rest of the group. Pots and pans play Provide a variety of pots and pans along with beaters. The activity should consist of adultled and free play. Ratio: key groups. Construct the toys using the tools and engage in role play. KUW Designing and Making Tool set Sit and explain to the children what each of the tools is used for and how to construct the toys. Encourage role play. Ratio: key groups. 27 LY N O E L P M A S Monday Tuesday 22-36 months 30-50 months 40-60 months Learning intentions Notice simple shapes and patterns in pictures. Begin to categorise objects according to properties such as shape or size. Are beginning to understand variations in size. Show an interest in shape and space by playing with shapes or making arrangements with objects. Show awareness of similarities in shapes in the environment. Observe and use positional language. Are beginning to understand 'bigger than' and 'enough’. Show interest in shape by sustained construction activity or by talking about shapes or arrangements. Use shapes appropriately for tasks. Begin to talk about the shapes of everyday objects. CL, KH, JO, HC, SS Key children Show curiosity about and observation of shapes by talking about how they are the same or different. Match some shapes by recognising similarities and orientation. Begin to use mathematical names for 'solid' 3D shapes and 'flat' 2D shapes, and mathematical terms to describe shapes. Select a particular named shape. Show awareness of symmetry. Find items from positional or directional clues. Order two or three items by length or height. Order two items by weight or capacity. Match sets of objects to numerals that represent the number of objects. LP, SJ, LC, LN, JF, GM, RL, MR, ML, MC Have some favourite stories, rhymes, songs, poems or jingles. Listen to and join in with stories and poems, one-to-one and also in small groups. Begin to be aware of the way stories are structured. Suggest how the story might end. Show interest in illustrations and print in books and print in the environment. Handle books carefully. Know information can be relayed in the form of print. Hold books the correct way up and turn pages. Understand the concept of a word. Key children LP, LN, CL, WS, LB, MB, SB, EF, BK, LC, WP, LD, JF, LR, GM Enjoy an increasing range of books. Know that information can be retrieved from books and computers. Explore and experiment with sounds, words and texts. Retell narratives in the correct sequence, drawing on language patterns of stories. Read a range of familiar and common words and simple sentences independently. Know that print carries meaning and, in English, is read from left to right and top to bottom. Show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how. FL, SS, HC, JO, JB Role of adult/ratio Repeat activity to ensure participation by all. The children sat and listened well to the story. They joined in with the various noises. The children are starting to recognise simple shapes and their names. Activity needs to be repeated to aid further understanding. Evaluation Date: 22nd-26th September What will the child do PSRN Shape space and measures Experiment with the items, name the shapes and talk about the differences. Share and take turns using the items. Floating and sinking items Provide items such as: metal items shapes wooden items children’s choice items Talk about differences in items, such as ‘heavy’ and ‘light’. Ratio: key groups. CLL Reading Sit on ‘circle spots’ and listen to the story, joining in with the noises as they occur. Talk about what the noises might be. ‘The very noisy night’ story This is a book and a CD: Let children listen to the CD first, then use the book to enhance the story and go through the different noises involved. Ratio: key groups 28 LY N O E L P M A S Wednesday Thursday 22-36 months 30-50 months 40-60 months Learning intentions Show their particular characteristics, preferences and interests. Begin to develop self-confidence and a belief in themselves. Seek and delight in new experiences. Have a positive approach to activities and events. Show confidence in linking up with others for support and guidance. Show increasing independence in selecting and carrying out activities. Key children CL, LR, LN, JF, LS RO, FL, HC Display high levels of involvement in activities. Persist for extended periods of time at an activity of their choosing. Continue to be interested, excited and motivated to learn Be confident to try new activities, initiate ideas and speak in a familiar group. Maintain attention, concentrate, and sit quietly when appropriate. LP, SJ, BK, MB, PB, ML, GM Notes LN, PB and GM showed great confidence during the trip, which can be built on during the coming weeks. Role of adult/ratio The children really enjoyed this experience with LN, PB, GM and LP showing particular involvement whilst in the shop. Evaluation Date: 22nd-26th September What will the child do PSE Behaviour and self control Listen out for sounds on the trip and explore sounds in the music shop. Trip to the music shop Discuss with the group the health and safety issues involved with a trip and how the children think you should behave in a shop. Ratio: trip ratio. BK and SJ were a little under confident and wished to stay close to an adult – in future circle time and adult-focused activities we should try to encourage further confidence. L ML and MB are ready to move on to the next stage as they have begun to develop self-confidence. P M A S 29 LY N O E Friday Monday Tuesday Wednesday 8-20 months 16-26 months 22-36 months Learning intentions Birth-11 months Learn new words very rapidly and are able to use them in communicating about matters which interest them. Role of adult/ratio CLL Language for Communication Use single-word and two-word utterances to convey simple and more complex messages. Understand simple sentences. C Being Creative PSE Dispositions and Attitudes Take pleasure in making and listening to a wide variety of sounds. Create personal words as they begin to develop language. Learn that they are special through the responses of adults to individual differences and similarities. Develop a curiosity about things and processes. Take pleasure in learning new skills. Key children Become aware of themselves as separate from others. Discover more about what they like and dislike. Have a strong exploratory impulse. Explore the environment with interest. Key children Respond to what they see, hear, smell, touch and feel. Seek to make sense of what they see, hear, smell, touch and feel. Begin to use representation as a form of communication. Show their particular characteristics, preferences and interests. Begin to develop selfconfidence and a belief in themselves. Communicate in a variety of ways including crying, gurgling, babbling and squealing. Make sounds with their voices in social interaction. Develop an understanding and awareness of themselves. Learn that they have influence on and are influenced by others. Learn that experiences can be shared. Use movement and sensory exploration to connect with their immediate environment. Express themselves through physical action and sound. Explore by repeating patterns of play. Key children Date: What will the child do Evaluation 30 Birth-11 months 8-20 months Have a biological drive to use their bodies and develop their physical skills. Express themselves through action and sound. Are excited by their own increasing mobility and often set their own challenges. 16-26 months 22-36 months Learning intentions Make movements with arms and legs which gradually become more controlled. Use movement and sensory exploration to link up with their immediate environment. Make strong and purposeful movements, often moving from the position in which they are placed. Use their increasing mobility to connect with toys, objects and people. Show delight in the freedom and changing perspectives that standing or beginning to walk brings. Love to be outdoors and Are curious about the closely observe what animals, environment. people and vehicles do. Communities Communities Are curious about people and Recognise special people, such show interest in stories about as family, friends or their key themselves and their family. person. Enjoy stories about Show interest in social life themselves, their families and around them. other people. Like to play alongside other children. Key children Gradually gain control of their whole bodies and are becoming aware of how to negotiate the space and objects around them. Move spontaneously within available space. Respond to rhythm, music and story by means of gesture and movement. Are able to stop. Manage body to create intended movements. Combine and repeat a range of movements. Explore the space around them through movements of hands and feet and by rolling. Communities Concentrate intently on faces and enjoy interaction. Form attachments to special people. Notes Key children Role of adult/ratio P Movement and Space Enjoy playing with small-world KuW models such as a farm, a Place1 garage, or a train track. Communities Communities Are interested in others and their families. Have a sense of own immediate family and relations. Begin to have their own friends. Date: What will the child do Evaluation 31 LY N O E L P M A S Thursday Friday Birth-11 months 8-20 months 16-26 months Have some understanding of 1 and 2, especially when the number is important for them. Create and experiment with symbols and marks. Use some number language, such as 'more' and 'a lot'. Recite some number names in sequence. 22-36 months Learning intentions Respond to people and objects in their environment. Notice changes in groupings of objects, images or sounds. Develop an awareness of number names through their enjoyment of action rhymes and songs that relate to their experience of numbers. Enjoy finding their nose, eyes or tummy as part of naming games. Feel safe and secure within healthy relationships with key people. Sustain healthy emotional attachments through familiar, trusting, safe and secure relationships. Express their feelings within warm, mutual, affirmative relationships. Are able to respond to simple requests and grasp meaning from context. Key children Understand simple meanings conveyed in speech. Respond to the different things said to them when in a familiar context with a special person. Key children Say some counting words randomly. Distinguish between quantities, recognising that a group of objects is more than one. Gain awareness of one-to-one correspondence through categorising belongings, starting with 'mine' or 'Mummy's'. Are intrigued by novelty and events and actions around them. Seek to be looked at and approved of. Find comfort in touch and in the human face. Thrive when their emotional needs are met. Gain physical, psychological and emotional comfort from 'snuggling in'. Make choices that involve challenge, when adults ensure their safety. Explore from the security of a close relationship with a caring and responsive adult. Develop confidence in own abilities. Key children Use action, sometimes with limited talk, that is largely concerned with the 'here and now'. Use language as a powerful means of widening contacts, sharing feelings, experiences and thoughts. Begin to be assertive and self assured when others have realistic expectations of their competence. Begin to recognise danger and know who to turn to for help. Feel pride in their own achievements. Role of adult/ratio PSRN Numbers for Labels and for counting CLL Language for thinking PSE Self-confidence and their self esteem Date: What will the child do Evaluation 32 LY N O E L P M A S Monday Tuesday Wednesday 8-20 months Create and experiment with blocks, colour and marks. 16-26 months Begin to combine movement, materials, media or marks. 22-36 months Learning intentions Birth-11 months Explore and experiment with a range of media using whole body. Show some awareness of bladder and bowel urges. Develop their own likes and dislikes in food, drink and activity. Practise and develop what they can do. Key children Need rest and sleep, as well as food. Focus on what they want as they begin to crawl, pull to stand, creep, shuffle, walk or climb. Key children Discover mark-making by chance, noticing, for instance, that trailing a finger through spilt juice changes it. Thrive when their nutritional needs are met. Respond to and thrive on warm, sensitive physical contact and care. Notes Communicate their needs for things such as food, drinks and when they are uncomfortable. Show emerging autonomy in self-care. Role of adult/ratio C Exploring media and materials P Health and Bodily awareness Date: What will the child do Evaluation 33 LY N O E L P M A S Thursday Friday 8-20 months Sometimes focus their enquiries on particular features or processes. 16-26 months 22-36 months Learning intentions Birth-11 months As they pull to stand and become more mobile, the scope of babies' investigations widens. Explore, play and seek meaning in their experiences. Use others as sources of information and learning. Show an interest in why things happen. Enjoy babbling and increasingly experiment with using sounds and words to represent objects around them. Are learning to classify by organising and arranging toys with increasing intent. Categorise objects according to their properties. Listen to and enjoy rhythmic patterns in rhymes and stories. Key children Have some understanding that things exist, even when out of sight. Are alert to and investigate things that challenge their expectations. Key children Use movement and senses to focus on, reach for and handle objects. Learn by observation about actions and their effects. Are logical thinkers from birth. Listen to, distinguish and respond to intonations and the sounds of voices. Notes Key children Begin to make comparisons between quantities. Know that a group of things changes in quantity when something is added or taken away. Distinguish one sound from another. Show interest in play with sounds, songs and rhymes. Repeat words or phrases from familiar stories. Role of adult/ratio KUW Exploration and Investigation PSRN Calculating CLL Linking sound to letters Date: What will the child do Evaluation 34 LY N O E L P M A S Monday Tuesday Wednesday 8-20 months Look to others for responses which confirm, contribute to, or challenge their understanding of themselves. Can be caring towards each other. 16-26 months Learn social skills, and enjoy being with and talking to adults and other children. Seek out others to share experiences. Respond to the feelings and wishes of others. 22-36 months Learning intentions Birth-11 months Seek to gain attention in a variety of ways, drawing others into social interaction. Use their developing physical skills to make social contact. Build relationships with special people. Begin to move to music, listen to or join in rhymes or songs. Key children Move their whole bodies to sounds they enjoy, such as music or a regular beat. Key children Enjoy the company of others and are sociable from birth. Depend on close attachments with a special person within their setting. Learn by interacting with others. Respond to a range of familiar sounds, for example, turning to a sound source such as a voice. Notes Join in singing favourite songs. Create sounds by banging, shaking, tapping or blowing. Show an interest in the way musical instruments sound. Role of adult/ratio PSE Making relationships C Creating music and Dance Date: What will the child do Evaluation 35 LY N O E L P M A S Thursday Friday Birth-11 months 8-20 months 16-26 months Balance blocks to create simple structures. 22-36 months Learning intentions Watch and explore hands and feet. Reach out for, touch and begin to hold objects. Use tools and materials for particular purposes. Begin to make, and manipulate, objects and tools. Put together a sequence of actions. Show curiosity and interest in Are interested in pushing and things that are built up and fall pulling things, and begin to down, and that open and close. build structures. Key children Imitate and improvise actions they have observed, such as clapping and waving. Become absorbed in putting objects in and out of containers. Enjoy the sensory experience of making marks in damp sand, paste or paint. This is particularly important for babies who have a visual impairment. Explore objects and materials with hands and mouth. Develop an awareness of shape, form and texture as they encounter people and things in their environment. Key children Find out what toys are like and can do through handling objects. Recognise big things and small things in meaningful contexts. Attempt, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles. Use blocks to create their own simple structures and arrangements. Enjoy filling and emptying containers. Key children Role of adult/ratio P Using equipment and materials Notice simple shapes and patterns in pictures. Begin to categorise objects according to properties such as shape or size. Are beginning to understand variations in size. Are curious and interested in making things happen. PSRN Shape space and measures KUW Designing and Making Date: What will the child do Evaluation 36 LY N O E L P M A S Monday Tuesday Wednesday 8-20 months Show interest in stories, songs and rhymes. 16-26 months Have some favourite stories, rhymes, songs, poems or jingles. 22-36 months Learning intentions Birth-11 months Respond to words and interactive rhymes, such as 'Clap Hands'. Begin to learn that some things are theirs, some things are shared, and some things belong to other people. Key children Respond to a small number of boundaries, with encouragement and support. Key children Listen to familiar sounds, words, or finger plays. Are usually soothed by warm and consistent responses from familiar adults. Begin to adapt to caregiving routines. Notes Are aware that some actions can hurt or harm others. Role of adult/ratio CLL Reading PSE Behaviour and self control Date: What will the child do Evaluation 37 LY N O E L P M A S Thursday Friday Birth-11 months Enjoy making noises or movements spontaneously. 8-20 months 16-26 months Learning intentions Smile with pleasure at recognisable playthings. Make strong and purposeful movements, often moving from the position in which they are placed. Use their increasing mobility to connect with toys, objects and people. Show delight in the freedom and changing perspectives that standing or beginning to walk brings. Have a biological drive to use their bodies and develop their physical skills. Express themselves through action and sound. Are excited by their own increasing mobility and often set their own challenges. Key children Pretend that one object represents another, especially when objects have characteristics in common. Make movements with arms and legs which gradually become more controlled. Use movement and sensory exploration to link up with their immediate environment. Show interest in toys and resources that incorporate technology. Show interest in toys with buttons and flaps and simple mechanisms and begin to learn to operate them. Key children Explore things with interest and sometimes press parts or lift flaps to achieve effects such as sounds, movements or new image. Key children Begin to make-believe by pretending. 22-36 months Gradually gain control of their whole bodies and are becoming aware of how to negotiate the space and objects around them. Move spontaneously within available space. Respond to rhythm, music and story by means of gesture and movement. Are able to stop. Manage body to create intended movements. Combine and repeat a range of movements. Show an interest in ICT. Seek to acquire basic skills in turning on and operating some ICT equipment. Role of adult/ratio C Developing imagination and imaginative play P Movement and Space KUW ICT Date: What will the child do Evaluation 38 LY N O E L P M A S Monday Tuesday Wednesday Birth-11 months 8-20 months 16-26 months Have some understanding of 1 and 2, especially when the number is important for them. Create and experiment with symbols and marks. Use some number language, such as 'more' and 'a lot'. Recite some number names in sequence. 22-36 months Learning intentions Respond to people and objects in their environment. Notice changes in groupings of objects, images or sounds. Develop an awareness of number names through their enjoyment of action rhymes and songs that relate to their experience of numbers. Enjoy finding their nose, eyes or tummy as part of naming games. Examine the marks they and others make. Handwriting 2 Make random marks with their fingers and some tools. Key children Begin to make marks. Handwriting 2 Begin to bring together hand and eye movements to fix on and make contact with objects. Key children Say some counting words randomly. Distinguish between quantities, recognising that a group of objects is more than one. Gain awareness of one-to-one correspondence through categorising belongings, starting with 'mine' or 'Mummy's'. Move arms and legs and increasingly use them to reach for, grasp and manipulate things. Handwriting 2 Play with own fingers and toes and focus on objects around them. Notes Distinguish between the different marks they make. Handwriting 2 Begin to show some control in their use of tools and equipment. Role of adult/ratio PSRN Numbers for labels and counting CLL Writing 1 Handwriting 2 Date: What will the child do Evaluation 39 LY N O E L P M A S Thursday Friday Birth-11 months Begin to indicate own needs, for example, by pointing. May like to use a comfort object. Sense of community 2 Learn that their voice and actions have effects on others. 8-20 months Show a desire to help with dress and hygiene routines. Communicate preferences. Sense of community 2 Learn that they have similarities and differences that connect them to, and distinguish them from, others. 16-26 months 22-36 months Learning intentions Anticipate food routines with interest. Express discomfort, hunger or thirst. Sense of community 2 Respond to differences in their environment, for example, showing excitement or interest. Learn that special people are a source of sustenance, comfort and support. Key children Respond to what they see, hear, smell, touch and feel. Express themselves through physical action and sound. Explore by repeating patterns of play. Key children Seek to do things for themselves, knowing that an adult is close by, ready to support and help if needed. Become more aware that choices have consequences. Take pleasure in personal hygiene including toileting. Sense of community 2 Show a strong sense of self as a member of different communities, such as their family or setting. Show affection and concern for special people. Use movement and sensory exploration to connect with their immediate environment. Thrive when their nutritional needs are met. Respond to and thrive on warm, sensitive physical contact and care. Need rest and sleep, as well as food. Focus on what they want as they begin to crawl, pull to stand, creep, shuffle, walk or climb. Show some awareness of bladder and bowel urges. Develop their own likes and dislikes in food, drink and activity. Practise and develop what they can do. Key children Role of adult/ratio PSE Self Care 1 Sense of community 2 Communicate their needs for things such as food, drinks and when they are uncomfortable. Show emerging autonomy in self-care. Seek to make sense of what they see, hear, smell, touch and feel. Begin to use representation as a form of communication. P Health and Bodily awareness C Being Creative Date: What will the child do Evaluation 40 LY N O E L P M A S Monday Tuesday Wednesday Birth-11 months 8-20 months Associate a sequence of actions with daily routines. Begin to understand that things might happen 'now'. 16-26 months 22-36 months Learning intentions Anticipate repeated sounds, sights and actions. Get to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime. Are learning to classify by organising and arranging toys with increasing intent. Categorise objects according to their properties. Key children Have some understanding that things exist, even when out of sight. Are alert to and investigate things that challenge their expectations. Key children Recognise some special times in their lives and the lives of others. Understand some talk about immediate past and future, for example, ‘before', 'later' or 'soon'. Anticipate specific timebased events such as mealtimes or home time. Are logical thinkers from birth. Notes Begin to make comparisons between quantities. Know that a group of things changes in quantity when something is added or taken away. Role of adult/ratio KUW Time PSRN Calculating Date: What will the child do Evaluation 41 LY N O E L P M A S Thursday Friday 22-36 months 30-50 months 40-60 months Learning intentions Learn new words very rapidly and are able to use them in communicating about matters which interest them. Use simple statements and questions often linked to gestures. Use intonation, rhythm and phrasing to make their meaning clear to others. Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. Listen to stories with increasing attention and recall. Describe main story settings, events and principal characters. Listen to others in one-to one or small groups when conversation interests them. Respond to simple instructions. Question why things happen and give explanations. Use vocabulary focused on objects and people that are of particular importance to them. Begin to experiment with language describing possession. Build up vocabulary that reflects the breadth of their experiences. Begin to use more complex sentences. Use a widening range of words to express or elaborate on ideas. Have confidence to speak to others about their own wants and interests. Use talk to gain attention and sometimes use action rather than talk to demonstrate or explain to others. Initiate conversation, attend to and take account of what others say. Extend vocabulary, especially by grouping and naming. Use vocabulary and forms of speech that are increasingly influenced by their experience of books. Link statements and stick to a main theme or intention. Consistently develop a simple story, explanation or line of questioning. Use language for an increasing range of purposes. Use simple grammatical structures. Interact with others, negotiating plans and activities and taking turns in conversation. Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning. Sustain attentive listening, responding to what they have heard with relevant comments, questions or actions. Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems. Extend their vocabulary, exploring the meanings and sounds of new words. Speak clearly and audibly with confidence and control and show awareness of the listener. Notes Key children Role of adult/ratio CLL Language for Communication Date: What will the child do Evaluation 42 LY N O E L P M A S Monday 22-36 months 30-50 months 40-60 months Learning intentions Show their particular characteristics, preferences and interests. Begin to develop self-confidence and a belief in themselves. Seek and delight in new experiences. Have a positive approach to activities and events. Show confidence in linking up with others for support and guidance. Show increasing independence in selecting and carrying out activities. Use language and other forms of Talk about personal intentions, describing what they were trying to do. Respond to communication to share the things they create, or to indicate personal satisfaction comments and questions, entering into or frustration. dialogue about their creations. Explore and experience using a range of Make comparisons and create new senses and movement Capture connections. Respond in a variety of ways to what they experiences and responses with music, dance, paint and other materials or words. see, hear, smell, touch and feel. Express and communicate their ideas, Develop preferences for forms of expression. thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role play, movement, designing and making, and a variety of songs and musical instruments. Key children Display high levels of involvement in activities. Persist for extended periods of time at an activity of their choosing. Continue to be interested, excited and motivated to learn. Be confident to try new activities, initiate ideas and speak in a familiar group. Maintain attention, concentrate, and sit quietly when appropriate. Be confident to try new activities, initiate ideas and speak in a familiar group. Maintain attention, concentrate, and sit quietly when appropriate. Notes Key children Role of adult/ratio PSE Dispositions and Attitudes C Being Creative Date: What will the child do Evaluation 43 LY N O E L P M A S Tuesday Wednesday Learning intentions 22-36 months Gradually gain control of their whole bodies and are becoming aware of how to negotiate the space and objects around them. Move spontaneously within available space. Respond to rhythm, music and story by means of gesture and movement. Are able to stop. Manage body to create intended movements. Combine and repeat a range of movements. Notes 30-50 months Move freely with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. Use movement to express feelings. Negotiate space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles. Sit up, stand up and balance on various parts of the body. Demonstrate the control necessary to hold a shape or fixed position. Operate equipment by means of pushing and pulling movements. Mount stairs, steps or climbing equipment using alternate feet. Negotiate an appropriate pathway when walking, running or using a wheelchair or other mobility aids, both indoors and outdoors. Judge body space in relation to spaces available when fitting into confined spaces or negotiating openings and boundaries. Show respect for other children's personal space when playing among them. Persevere in repeating some actions or attempts when developing a new skill. Collaborate in devising and sharing tasks, including those which involve accepting rules. Key children 40-60 months Go backwards and sideways as well as forwards. Experiment with different ways of moving. Initiate new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences. Jump off an object and land appropriately. Show understanding of the need for safety when tackling new challenges. Avoid dangerous places and equipment. Construct with large materials such as cartons, fabric and planks. Move with confidence, imagination and in safety Move with control and coordination. Travel around, under, over and through balancing and climbing equipment. Show awareness of space, of themselves and of others. Role of adult/ratio P Movement and Space Date: What will the child do Evaluation 44 LY N O E L P M A S Thursday 22-36 months 30-50 months 40-60 months Learning intentions Enjoy playing with small-world models such as a farm, a garage, or a train track. Communities Are interested in others and their families. Have a sense of own immediate family and relations. Begin to have their own friends. Notice differences between features of the local environment. Observe, find out about and identify features in the place they live and the natural world. Find out about their environment, and talk about those features they like and dislike. Communities Gain an awareness of the cultures and beliefs of others. Feel a sense of belonging to own community and place. Begin to know about their own cultures and beliefs and those of other people. Key children Show an interest in the world in which they live. Comment and ask questions about where they live and the natural world. Communities Express feelings about a significant personal event. Describe significant events for family or friends. Enjoy imaginative and role-play with peers. Show interest in different occupations and ways of life. Notes Role of adult/ratio KuW Place 1 Communities Date: What will the child do Evaluation 45 LY N O E L P M A S Friday 22-36 months Use some number names and number language spontaneously. Show curiosity about numbers by offering comments or asking questions. Use some number names accurately in play. Sometimes match number and quantity correctly. Recognise groups with one, two or three objects. 30-50 months 40-60 months Learning intentions Have some understanding of 1 and 2, especially when the number is important for them. Create and experiment with symbols and marks. Use some number language, such as 'more' and 'a lot'. Recite some number names in sequence. Recognise some numerals of personal significance. Count up to three or four objects by saying one number name for each item. Count out up to six objects from a larger group. Count actions or objects that cannot be moved. Begin to count beyond 10. Begin to represent numbers using fingers, marks on paper or pictures. Select the correct numeral to represent 1 to 5, then 1 to 9 objects. Recognise numerals 1 to 5. Count an irregular arrangement of up to ten objects. Estimate how many objects they can see and check by counting them. Count aloud in ones, twos, fives or tens. Know that numbers identify how many objects are in a set. Use ordinal numbers in different contexts. Match then compare the number of objects in two sets. Say and use number names in order in familiar contexts. Count reliably up to ten everyday objects. Recognise numerals 1 to 9. Use developing mathematical ideas and methods to solve practical problems. Notes Key children Role of adult/ratio PSRN Numbers for Labels and for counting Date: What will the child do Evaluation 46 LY N O E L P M A S Monday 22-36 months 30-50 months 40-60 months Learning intentions Use action, sometimes with limited talk, that is largely concerned with the 'here and now'. Use language as a powerful means of widening contacts, sharing feelings, experiences and thoughts. Talk activities through, reflecting on and modifying what they are doing. Use talk to give new meanings to objects and actions, treating them as symbols for other things. Use talk to connect ideas, explain what is happening and anticipate what might happen next. Use talk, actions and objects to recall and relive past experience. Show increasing confidence in new situations. Talk freely about their home and community. Take pleasure in gaining more complex skills. Have a sense of personal identity. Key children Begin to use talk instead of action to rehearse, reorder and reflect on past experience, linking significant events from own experience and from stories, paying attention to how events lead into one another. Begin to make patterns in their experience through linking cause and effect, sequencing, ordering and grouping. Begin to use talk to pretend imaginary situations. Use language to imagine and recreate roles and experiences. Use talk to organise, sequence and clarify thinking ideas, feelings and events. Begin to be assertive and self assured when others have realistic expectations of their competence. Begin to recognise danger and know who to turn to for help. Feel pride in their own achievements. Key children Express needs and feelings in appropriate ways. Have an awareness and pride in self as having own identity and abilities. Respond to significant experiences, showing a range of feelings when appropriate. Have a developing awareness of their own needs, views and feelings, and be sensitive to the needs, views and feelings of others. Have a developing respect for their own cultures and beliefs and those of other people. Role of adult/ratio CLL Language for thinking PSE Self-confidence and their self esteem Date: What will the child do Evaluation 47 LY N O E L P M A S Tuesday Wednesday 22-36 months 30-50 months 40-60 months Learning intentions Begin to combine movement, materials, media or marks. Explore what happens when they mix colours. Choose particular colours to use for a purpose. Understand that different media can be combined to create new effects. Experiment to create different textures. Create constructions, collages, painting and drawings. Use ideas involving fitting, overlapping, in, out, enclosure, grids and sun-like shapes. Work creatively on a large or small scale. Explore colour, texture, shape, form and space in two or three dimensions. Key children Begin to be interested in and describe the texture of things. Explore colour and begin to differentiate between colours. Differentiate marks and movements on paper Use their bodies to explore texture and space. Understand that they can use lines to enclose a space, and then begin to use these shapes to represent objects. Create 3D structures. Begin to construct, stacking blocks vertically and horizontally, making enclosures and creating space. Communicate their needs for things such as food, drinks and when they are uncomfortable. Show emerging autonomy in self-care. Notes Show awareness of own needs with regard to eating, sleeping and hygiene. Often need adult support to meet those needs. Show awareness of a range of healthy practices with regard to eating, sleeping and hygiene. Observe the effects of activity on their bodies. Key children Show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. Recognise the importance of keeping healthy, and those things which contribute to this. Recognise the changes that happen to their bodies when they are active. Role of adult/ratio C Exploring media and materials P Health and Bodily awareness Date: What will the child do Evaluation 48 LY N O E L P M A S Thursday Friday 30-50 months Learning intentions 22-36 months 40-60 months Explore, play and seek meaning in their experiences. Use others as sources of information and learning. Show an interest in why things happen. Compare two groups of objects, saying when they have the same number. Show an interest in number problems. Separate a group of three or four objects in different ways, beginning to recognise that the total is still the same. Key children Show curiosity and interest in the features Notice and comment on patterns. Show an awareness of change. of objects and living things. Explain own knowledge and understanding, Describe and talk about what they see. and ask appropriate questions of others. Show curiosity about why things happen Investigate objects and materials by using and how things work. all of their senses as appropriate. Show understanding of cause/effect Find out about, and identify, some features relations. of living things, objects and events they observe. Look closely at similarities, differences, patterns and change. Ask questions about why things happen and how things work. Begin to make comparisons between quantities. Know that a group of things changes in quantity when something is added or taken away. Key children Find the total number of items in two groups by counting all of them. Use own methods to work through a problem. Say the number that is one more than a given number. Select two groups of objects to make a given total of objects. Count repeated groups of the same size. Share objects into equal groups and count how many in each group. In practical activities and discussion, begin to use the and subtracting. Use language such as 'more' or 'less' to compare two numbers. Find one more or one less than a number from one to ten. Begin to relate addition to combining two groups of objects and subtraction to 'taking away'. Role of adult/ratio KUW Exploration and Investigation PSRN Calculating Date: What will the child do Evaluation 49 LY N O E L P M A S Monday Tuesday 22-36 months Enjoy rhyming and rhythmic activities. Show awareness of rhyme and alliteration. Recognise rhythm in spoken words. 30-50 months 40-60 months Learning intentions Distinguish one sound from another. Show interest in play with sounds, songs and rhymes. Repeat words or phrases from familiar stories. Listen to and join in with stories and poems, one-to-one and also in small groups. Begin to be aware of the way stories are structured. Suggest how the story might end. Show interest in illustrations and print in books and print in the environment. Handle books carefully. Know information can be relayed in the form of print. Hold books the correct way up and turn pages. Understand the concept of a word. Key children Continue a rhyming string. Hear and say the initial sound in words and know which letters represent some of the sounds. Hear and say sounds in words in the order in which they occur. Link sounds to letters, naming and sounding the letters of the alphabet. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex word. Have some favourite stories, rhymes, songs, poems or jingles. Notes Key children Enjoy an increasing range of books. Know that information can be retrieved from books and computers. Explore and experiment with sounds, words and texts. Retell narratives in the correct sequence, drawing on language patterns of stories. Role of adult/ratio CLL Linking sound to letters PSE Making relationships Date: What will the child do Evaluation 50 LY N O E L P M A S Wednesday Thursday 22-36 months 30-50 months 40-60 months Learning intentions Join in in singing favourite songs. Create sounds by banging, shaking, tapping or blowing. Show an interest in the way musical instruments sound. Begin to build a repertoire of songs and dances. Explore the different sounds of instruments. Begin to move rhythmically. Recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music. Key children Enjoy joining in with dancing and ring games. Sing a few familiar songs. Sing to themselves and make up simple songs. Tap out simple repeated rhythms and make some up. Explore and learn how sounds an be changed. Imitate and create movement in response to music. Notes Role of adult/ratio CD Creating music and Dance Date: What will the child do Evaluation 51 LY N O E L P M A S Friday 30-50 months Learning intentions 22-36 months 40-60 months Balance blocks to create simple structures. Show increasing control in holding and using hammers, books, beaters and mark making tools. Key children Engage in activities requiring hand-eye Explore malleable materials by patting, coordination. stroking, poking, squeezing, pinching and Use one-handed tools and equipment. twisting them. Show increasing control over clothing and Use increasing control over an object, such fastenings. as a ball, by touching, pushing, patting, Show increasing control in using throwing, catching or kicking it. equipment for climbing, scrambling, Manipulate materials to achieve a planned sliding and swinging. effect. Demonstrate increasing skill and control Use simple tools to effect changes to the in the use of mark making implements, materials. blocks, construction sets and small world Show understanding of how to transport activities. and store equipment safely. Understand that equipment and tools Practise some appropriate safety measures have to be used safely. without direct supervision. Use a range of small and large equipment. Handle tools, objects, construction and malleable materials safely and with increasing control. Are curious and interested in making things happen. Role of adult/ratio P Using equipment and materials Investigate various construction materials. Construct with a purpose in mind, using a KUW Realise tools can be used for a purpose. variety of resources. Designing and Join construction pieces together to build Use simple tools and techniques Making and balance. competently and appropriately. Begin to try out a range of tools and Build and construct with a wide range of techniques safely. objects, selecting appropriate resources and adapting their work where necessary. Select the tools and techniques they need to shape, assemble and join materials they are using. Key children Date: What will the child do Evaluation 52 LY N O E L P M A S Monday Tuesday 22-36 months 30-50 months 40-60 months Learning intentions Notice simple shapes and patterns in pictures. Begin to categorise objects according to properties such as shape or size. Are beginning to understand variations in size. Show an interest in shape and space by playing with shapes or making arrangements with objects. Show awareness of similarities in shapes in the environment. Observe and use positional language. Are beginning to understand 'bigger than' and 'enough. Show interest in shape by sustained construction activity or by talking about shapes or arrangements. Use shapes appropriately for tasks. Begin to talk about the shapes of everyday objects. Key children Show curiosity about and observation of shapes by talking about how they are the same or different. Match some shapes by recognising similarities and orientation. Begin to use mathematical names for 'solid' 3D shapes and 'flat' 2D shapes, and mathematical terms to describe shapes. Select a particular named shape. Show awareness of symmetry. Find items from positional or directional clues. Order two or three items by length or height. Order two items by weight or capacity. Match sets of objects to numerals that represent the number of objects. Have some favourite stories, rhymes, songs, poems or jingles. Listen to and join in with stories and poems, one-to-one and also in small groups. Begin to be aware of the way stories are structured. Suggest how the story might end. Show interest in illustrations and print in books and print in the environment. Handle books carefully. Know information can be relayed in the form of print. Hold books the correct way up and turn pages. Understand the concept of a word. Key children Enjoy an increasing range of books. Know that information can be retrieved from books and computers. Explore and experiment with sounds, words and texts. Retell narratives in the correct sequence, drawing on language patterns of stories Read a range of familiar and common words and simple sentences independently. Know that print carries meaning and, in English, is read from left to right and top to bottom. Show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how. Role of adult/ratio PSRN Shape space and measures C LL Reading Date: What will the child do Evaluation 53 LY N O E L P M A S Wednesday Thursday 22-36 months 30-50 months 40-60 months Learning intentions Show their particular characteristics, preferences and interests. Begin to develop self-confidence and a belief in themselves. Seek and delight in new experiences. Have a positive approach to activities and events. Show confidence in linking up with others for support and guidance. Show increasing independence in selecting and carrying out activities. Key children Display high levels of involvement in activities. Persist for extended periods of time at an activity of their choosing. Continue to be interested, excited and motivated to learn. Be confident to try new activities, initiate ideas and speak in a familiar group. Maintain attention, concentrate, and sit quietly when appropriate. Notes Role of adult/ratio PSE Behaviour and self control Date: What will the child do Evaluation 54 LY N O E L P M A S Friday 22-36 months 30-50 months 40-60 months Learning intentions Begin to make-believe by pretending. Introduce a storyline or narrative into their play. Play alongside other children who are engaged in the same theme. Play cooperatively as part of a group to act out a narrative. Use their imagination in art and design, music, dance, imaginative and role-play and stories. Key children Notice what adults do, imitating what is observed and then doing it spontaneously when the adult is not there. Use available resources to create props to support role-play. Develop a repertoire of actions by putting a sequence of movements together Engage in imaginative play and role-play based on own firsthand experiences. Notes Role of adult/ratio C Developing imagination and imaginative play Date: What will the child do Evaluation 55 LY N O E L P M A S Monday Learning intentions 22-36 months 30-50 months Move freely with pleasure and confidence Gradually gain control of their whole bodies and are becoming aware of how to in a range of ways, such as slithering, shuffling rolling, crawling, walking, negotiate the space and objects around running, jumping, skipping, sliding and them. hopping. Move spontaneously within available Use movement to express feelings. space. Negotiate space successfully when Respond to rhythm, music and story by playing racing and chasing games with means of gesture and movement. other children, adjusting speed or Are able to stop. changing direction to avoid obstacles. Manage body to create intended Sit up, stand up and balance on various movements. parts of the body. Combine and repeat a range of Demonstrate the control necessary to movements. hold a shape or fixed position. Operate equipment by means of pushing and pulling movements. Mount stairs, steps or climbing equipment using alternate feet. Negotiate an appropriate pathway when walking, running or using a wheelchair or other mobility aids, both indoors and outdoors. Judge body space in relation to spaces available when fitting into confined spaces or negotiating openings and boundaries. Show respect for other children's personal space when playing among them. Persevere in repeating some actions or attempts when developing a new skill. Collaborate in devising and sharing tasks, including those which involve accepting rules. Notes Key children 40-60 months Go backwards and sideways as well as forwards. Experiment with different ways of moving. Initiate new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences. Jump off an object and land appropriately. Show understanding of the need for safety when tackling new challenges. Avoid dangerous places and equipment. Construct with large materials such as cartons, fabric and planks. Move with confidence, imagination and in safety. Move with control and coordination. Travel around, under, over and through balancing and climbing equipment. Show awareness of space, of themselves and of others. Role of adult/ratio P Movement and Space Date: What will the child do Evaluation 56 LY N O E L P M A S Tuesday 22-36 months Know how to operate simple equipment. 30-50 months 40-60 months Learning intentions Show an interest in ICT. Seek to acquire basic skills in turning on and operating some ICT equipment. Key children Complete a simple program on a computer. Use ICT to perform simple functions, such as selecting a channel on the TV remote control. Use a mouse and keyboard to interact with age-appropriate computer software. Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning. Notes Role of adult/ratio KUW ICT Date: What will the child do Evaluation 57 LY N O E L P M A S Wednesday 22-36 months 30-50 months 40-60 months Learning intentions Have some understanding of 1 and 2, especially when the number is important for them. Create and experiment with symbols and marks. Use some number language, such as 'more' and 'a lot'. Recite some number names in sequence. Use some number names and number language spontaneously. Show curiosity about numbers by offering comments or asking questions. Use some number names accurately in play. Sometimes match number and quantity correctly. Recognise groups with one, two or three objects. Recognise some numerals of personal significance. Count up to three or four objects by saying one number name for each item. Count out up to six objects from a larger group. Count actions or objects that cannot be moved. Begin to represent numbers using fingers, marks on paper or pictures. Select the correct numeral to represent 1 to 5, then 1 to 9 objects. Recognise numerals 1 to 5. Count an irregular arrangement of up to ten objects. Estimate how many objects they can see and check by counting them. Count aloud in ones, twos, fives or tens. Know that numbers identify how many objects are in a set. Use ordinal numbers in different contexts. Match then compare the number of objects in two sets. Say and use number name in order in familiar contexts. Count reliably up to ten everyday objects. Recognise numerals 1 to 9. Use developing mathematical ideas and methods to solve practical problems. Notes Key children Role of adult/ratio PSRN Numbers for labels and counting Date: What will the child do Evaluation 58 LY N O E L P M A S Thursday Learning intentions 22-36 months 30-50 months Key children Distinguish between the different Sometimes give meaning to marks as marks they make. they draw and paint. Handwriting 2 Ascribe meanings to marks that they see Begin to show some control in their use of in different places. tools and equipment. Handwriting 2 Use one-handed tools and equipment. Draw lines and circles using gross motor movements. Manipulate objects with increasing control. Notes 40-60 months Begin to break the flow of speech into words. Use writing as a means of recording and communicating. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. Attempt writing for different purposes, using features of different forms such as lists, stories and instructions. Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation. Handwriting 2 Begin to use anticlockwise movement and retrace vertical lines. Begin to form recognisable letters. Use a pencil and hold it effectively to form recognisable letters, most of which are correctly form. Role of adult/ratio CLL Writing 1 Handwriting 2 Date: What will the child do Evaluation 59 LY N O E L P M A S Friday 22-36 months Show increasing confidence in new situations. Talk freely about their home and community. Take pleasure in gaining more complex skills. Have a sense of personal identity. Sense of community 2 Make connections between different parts of their life experience. 30-50 months 40-60 months Learning intentions Begin to be assertive and self assured when others have realistic expectations of their competence. Begin to recognise danger and know who to turn to for help. Feel pride in their own achievements Sense of community 2 Show a strong sense of self as a member of different communities, such as their family or setting. Show affection and concern for special people. Express needs and feelings in appropriate ways. Have an awareness and pride in self as having own identity and abilities. Respond to significant experiences, showing a range of feelings when appropriate. Have a developing awareness of their own needs, views and feelings, and be sensitive to the needs, views and feelings of others. Have a developing respect for their own cultures and beliefs and those of other people. Sense of community 2 Have an awareness of, and an interest in, cultural and religious differences. Have a positive self-image, and show that they are comfortable with themselves. Enjoy joining in with family customs and routines. Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect. Understand that they can expect others to treat their needs, views, cultures and beliefs with respect. Notes Key children Role of adult/ratio PSE Self Care 1 Sense of community 2 Date: What will the child do Evaluation 60 LY N O E L P M A S Monday 30-50 months Learning intentions 22-36 months 40-60 months Seek to make sense of what they see, hear, smell, touch and feel. Begin to use representation as a form of communication. Key children Talk about personal intentions, describing Use language and other forms of what they were trying to do. communication to share the things they create, or to indicate personal satisfaction Respond to comments and questions, entering into dialogue about their creations. or frustration. Make comparisons and create new Explore and experience using a range of connections. senses and movement. Capture experiences and responses with Respond in a variety of ways to what they music, dance, paint and other materials or see, hear, smell, touch and feel. Express and communicate their ideas, words. thoughts and feelings by using a widening Develop preferences for forms of range of materials, suitable tools, expression. imaginative and role play, movement, designing and making, and a variety of songs and musical instruments. Communicate their needs for things such as food, drinks and when they are uncomfortable. Show emerging autonomy in self-care. Notes Show awareness of own needs with regard to eating, sleeping and hygiene. Often need adult support to meet those needs. Show awareness of a range of healthy practices with regard to eating, sleeping and hygiene. Observe the effects of activity on their bodies. Key children Show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. Recognise the importance of keeping healthy, and those things which contribute to this. Recognise the changes that happen to their bodies when they are active. Role of adult/ratio C Being Creative P Health and Bodily awareness Date: What will the child do Evaluation 61 LY N O E L P M A S Tuesday Wednesday 22-36 months Remember and talk about significant events in their own experience. Show interest in the lives of people familiar to them. Talk about past and future events. Develop an understanding of growth, decay and changes over time. 30-50 months 40-60 months Learning intentions Recognise some special times in their lives and the lives of others. Understand some talk about immediate past and future, for example, 'before', 'later' or 'soon'. Anticipate specific time-based events such as mealtimes or home time. Key children Begin to differentiate between past and present. Use time-related words in conversation. Understand about the seasons of the year and their regularity. Make short-term future plans. Find out about past and present events in their own lives, and in those of their families and other people they know. Notes Role of adult/ratio KUW Time Date: What will the child do Evaluation 62 LY N O E L P M A S Thursday 22-36 months Compare two groups of objects, saying when they have the same number. Show an interest in number problems. Separate a group of three or four objects in different ways, beginning to recognise that the total is still the same. 30-50 months 40-60 months Learning intentions Begin to make comparisons between quantities. Know that a group of things changes in quantity when something is added or taken away. Key children Find the total number of items in two groups by counting all of them. Use own methods to work through a problem. Say the number that is one more than a given number. Select two groups of objects to make a given total of objects. Count repeated groups of the same size. Share objects into equal groups and count how many in each group. In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting. Use language such as 'more' or 'less' to compare two numbers. Find one more or one less than a number from one to ten. Begin to relate addition to combining two groups of objects and subtraction to 'taking away'. Notes Role of adult/ratio PSRN Calculating Date: What will the child do Evaluation 63 LY N O E L P M A S Friday References and useful resources DCFS (2008) Practice Guidance for the Early Years Foundation Stage. Nottingham: DCFS Publications. DCFS (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham: DCFS Publications. Gallow, C. (2007) Trackers 0-5: Tracking Children’s Progress through the Early Years Foundation Stage. Stafford: QEd Publications. Mortimer, H. (2008) Making the Early Years Foundation Stage Work for You (30-60+ months). Stafford: QEd Publications. Rowlands, H. & Mortimer, H. (2008) Making the Early Years Foundation Stage Work for You (0-36 months). Stafford: QEd Publications. 64
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