Birtley East Primary School Early Years Foundation Stage Long Term Planning (Cycle A)



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Birtley East Primary School Early Years Foundation Stage Long Term Planning (Cycle A)




Planned Visits

Reception Walk Around Birtley

Seven Stories visit : Rhyme Around the World

Christmas Event

Farm Visit

Art focus based on Animals: Baltic/House of Objects

Sea life Centre

Art focus based on Sea Life: Baltic/House of Objects

Toy Town

Prime Area

of Learning

Aspects of Area of Learning

Autumn :

Ourselves

Spring :

Animals

Summer:

Out and About in the Environment

Personal

Social and Emotional Development


Making Relationships

My friends

My family

My new class

Festivals: Diwali, Halloween, Christmas




continuous

Sharing information with others about ‘My Pets’ .

Festivals : Mother’s Day,

Chinese New Year, Easter, Shrove Tuesday.



Talking to visitors and people who help us Links with local community (local shops, local police, library etc)

Build up group role play based on people who help us



Self -Confidence and Self Awareness


I am special

Exploring new places that are important to me (make links with local shops, places of interest and the supermarket).

My favourites (colours, toys,

friends etc)

Festivals: Diwali, Halloween, Christmas




Continuous

Exploring different animals, developing confidence when handling animals

See visits planned: Building confidence in new situations.

Festivals: Mother’s Day, Chinese New Year, Easter


My family holidays

Transition to new learning environments : Talk about things children are good at to tell new teacher(supporting vulnerable children to build confidence in new situations)

See visits planned: Building confidence in new situations.



Managing Feelings and Behaviour


Learning about new rules and routines in my new class

Caring for babies

How am I Feeling: Introduce feelings prompts and use language to talk about feelings.




Continuous

Caring for animals and pets.



Safety when we are out and about

Caring for the environment

Learning new rules and routines in our new class.


Prime Area

of Learning

Aspects of Areas of Learning


Autumn : Ourselves

Spring : Animals

Summer: Out and About in the Environment

Communication and

Language

Listening and Attention

Maintain attention during daily phonics activities based on Letters and sounds and using Read write Inc, and Jolly phonics strategies

Listen to the ideas of others during Plan, Do Review times.

Using audio and visual cues to support listening and attention as part of the daily routine.

Listen and respond to stories at large group times linked to our favourite stories and rhymes, and stories linked to the ‘Ourselves’ topic.

Listen to others talking about themselves.

Learning new routines and following instructions


Nursery: Phase 1 phonics

A 3: Body percussion

A 6: Sounds I can make with my voice

A 1/2:Sounds I can hear around the home and at school

A 4:Joining in with rhymes poems and songs based on ourselves theme

A5: listen for the first sounds in our names


continuous

Listen and respond to stories at large group times linked to our favourite animals and rhymes, and stories linked to the ‘animals’ topic.

Listen to others talking about their pets and favourite animals.

Listening to visitors talking about animals (Zoolab visit)

Following directions about how to look after an animal
Nursery: Phase 1 phonics

A6/1:Animal sounds

A4: Joining in with rhymes poems and songs based on animals theme

A2: match instrument sounds to similar animal sounds in stories

A5: matching animals with same first sounds

A7: orally blending and segmenting names of cvc animals



Listen and respond to stories at large group times linked to being out and about and rhymes, and stories linked to the ‘out and about topic.

Listen to others talking about their holidays and journeys

Listening to visitors such as People Who Help Us

Listen to other people on an out of school visit and respond through asking relevant questions. Report to others what they have learnt from a school visit e.g display, power point, assembly.

Following directions about how to get to places or to find objects.

Nursery: Phase 1 phonics

A1: Listen for environmental sounds when out and about

A6: making sounds to represent movement and Transport

A4: Joining in with rhymes poems and songs based on out and about in the environment theme

A5: matching objects with same first sounds

A7: orally blending and segmenting games



Understanding

Answering questions during story sharing

Prompt discussion and questioning


during children’s play.

Plan Do Review.

Questioning children about out of school visits.

Answer questions about ‘themselves’

Follow instructions in their new learning environment.


continuous

Answer questions about their pets and favourite animals.



Answer questions about their holidays and outings.

Speaking

Build vocabulary and involve chidlren in talk about their own play activities.

Prompt discussion and questioning



during children’s play.

Plan Do Review.

Talk about about out of school visits.
Family roles in Home area and role play area based on child initiated topic
My feelings
Sharing photographs about me and my family
Talking about me

Extending vocabulary through sharing books, rhymes and reading at children’s own level (Guided reading Reception: ORT, Individual readers Rigby scheme Lighthouse scheme, Project X books about family life)

Topic words: linked to Linking Sounds and Letters document, child initiated high frequency words


continuous
Talking about animals (learning new words linked to topic)

Recreating roles in pet shop, vet.


Extending vocabulary through sharing books, rhymes and reading at children’s own level (Guided reading Reception: ORT, Individual readers Rigby scheme Lighthouse scheme, Project x books about animals).
Topic words: linked to Linking Sounds and Letters document, child initiated high frequency words
Build on individual/class word banks
Sharing photographs about my pet



Talking about being out and about (learning new words linked to topic)

Recreating roles based on key stories and People Who Help Us.

Extending vocabulary through sharing books, rhymes and reading at children’s own level (Guided reading Reception: ORT, Individual readers Rigby scheme Lighthouse scheme, Project X books about environment, seaside, transport )

Topic words: linked to Linking Sounds and Letters document, child initiated high frequency words

Build on individual/class word banks

Sharing my holiday photographs, talk about out of school visits.





Prime Area

of Learning

Aspects of Areas of Learning


Autumn : Ourselves

Spring : Animals

Summer: Out and About in the Environment

Physical Development

Moving and Handling



Child Initiated and adult Initiated activities offering gross and fine motor control opportunities indoors and outdoors.

Use make and manipulate objects, tools, and materials for a range of purposes

Building and balancing small and large construction resources indoors and outdoors

Provide a range of resources and everyday tasks to engage in activities that require hand eye co-ordination, including managing fastenings, child initiated small movement area, manipulating ICT equipment and using tools


Explore malleable materials
Developing increasing control when throwing catching and retrieving

Gaining control of their bodies moving spontaneously and negotiating the space and objects around them indoors and outdoors


Explore using imagination, moving in a range of ways

Demonstrate some control when balancing and holding fixed positions

Support children at their own level with a developing comfortable pencil grip

Respond to actions songs and rhymes based on ‘Ourselves’

Explore different shapes we can make and ways to move our bodies


See links to Writing

Continuous

Continuous




Respond to actions songs and rhymes based on ’animals’

Making movements like different animals
See links to Writing

Respond to actions songs and rhymes based on ‘out and about in the environment’

Making movements like different forms of Sea life
See links to Writing


Health and Self Care

Showing a developing awareness and independence in managing their own needs with regard to eating, sleeping and hygiene
Understand how to be safe when moving indoors and outdoors and when using equipment

My body and exercise, keeping clean, healthy eating, healthy teeth

Keeping Healthy (make links with teeth, eating, bedtime, personal hygiene)

Visit to Pizza Hut: talking about healthy choices

Cooking activities and making healthy snacks.

Risks in our local environment

Creating risk assessments in our new classroom.


continuous

Hygiene around animals

Keeping safe and healthy around animals

Keeping safe on a visit to the farm


Keeping safe and healthy in the sun Road safety

Different clothes for different places

Sun Safety

People in our community that can keep us safe (Stranger Danger)

Safety near water.


Specific Area

of Learning


Aspects of Areas of Learning


Autumn : Ourselves

Spring : Animals

Summer: Out and About in the Environment

Literacy

Reading

Reading own name, labels in the setting

Print around the home and learning environment

Following order of the visual time table

Topic words and high frequency words

Daily phonics activities based on Letters and sounds and using Read write Inc, and Jolly phonics strategies

Provide stories and fiction linked to ‘Ourselves’

Display key advertising and packaging that children might see at home

Reading signs in our local environment

Rhymes based on ourselves

Provide Information books linked to Ourselves

Key books to promote story retelling skills linked to ourselves.

Visual discrimination games such as matching pairs of socks etc

Reception:

Phase 2 and 3i letters and sounds and tricky words, and letter names

.blending and segmenting simple cvc words .reading high frequency words from sight pink

.Continue with aspect of Phase 1

Aspect 4: Rhythm and Rhyme

Aspect5: Alliteration

Aspect 7: oral blending and segmenting


continuous

Provide stories and fiction linked to ‘Animals


Display key words linked to ‘animals’
Rhymes based on animals
Using information books and computers to find out about animals

Key books to promote story retelling skills linked to ourselves.



Reception:

Phase 3ii,3iii letters and sounds and tricky words

.blend and segment cvc words and more complex phonetically decodable words

.beginning to read simple captions and sentences.

.reading high frequency words from sight pink and red words

Begin to talk about simple punctuation

Provide stories and fiction linked to ‘Transport, Seaalife’


Display key words linked to ‘Transport and Sealife’
Rhymes based on ‘Transport and Sealife’
Using information books and computers to find out about Transport and Sea life

Key books to promote story retelling skills linked to Transport and Sealife



Reception:

Phase 3iii letters and sounds and tricky words

.Reading two syllable words

.blend and segment cvc words and more complex phonetically decodable words

.Read longer sentences with tricky words and decodable words.

.reading high frequency words from sight red and yellow words

.Talk about what they have read



Writing

Child initiated writing for a purpose in all classroom areas and outdoors. Making labels and captions for models pictures and play products

Daily phonics activities based on Letters and sounds and using Read write Inc, and Jolly phonics strategies

Writing my own name and writing my friend’s name

Writing around the home : shopping lists, phone messages, birthday cards and invitations, diaries, calendars.

Orally build sentences to create captions for photographs (breaking flow of speech into words)

Begin to understand that writing can inform and begin to make captions about photographs of ourselves.

Exploring mark making opportunities in our new learning environment.


Reception:

Phase 2 and 3i letters and sounds and tricky words, and letter names

.blending and segmenting simple cvc words .begin to spell some high frequency words (pink)

.Continue with aspect of Phase 1

Aspect5: Alliteration (writing initial sounds)

Aspect 7: oral blending and segmenting

Learning how to form letters correctly in Phase 2 and phase 3i



Continuous

Writing captions and sentences about animals (Reception using letters, sounds and words in their independent writing).

Making animal speech bubbles

Beginning to write simple stories about animals

Making information books and posters about animals

Animal Labels

Writing through role play e.g prescriptions for Vets, telephone messages, letters to the zoo.

Reception:

Phase 3ii,3iii letters and sounds and tricky words

.blend and segment cvc words and more complex phonetically decodable words

.beginning to write simple captions and sentences.

.spell high frequency words from memory pink and red words

.Begin to talk about simple punctuation

Writing captions and sentences about travel, school trips, visits, holidays (Reception using letters, sounds and words in their independent writing).

Nursery sequencing events.

Writing stories about our adventures

Writing through role play e.g .Maps,

Tickets, timetables, directions, who help us role play, signs, people

Making information books about Sea Life and People who help us

Reception:


Phase 3iii letters and sounds and tricky words

.Writing two syllable words

.blend and segment cvc words and more complex phonetically decodable words

.Write simple sentences with tricky words and decodable words. Read what they have read.

.Writing high frequency words from sight red and yellow words


Specific Area

of Learning

Aspects of Areas of Learning


Autumn : Ourselves

Spring : Animals

Summer: Out and About in the Environment

Mathematics

Numbers

Counting and recognising numbers in the learning environment indoors and outdoors

Singing counting rhymes



Using number language in everyday experiences and activities
Maths in my home

Counting activities linked to ourselves including counting children, body parts, socks, shoes etc

Counting in twos : pairs of shoes, gloves, socks for example

Recognising, reading, matching and ordering numbers through a range of activities in the setting indoors and outdoors, and through display e.g number lines.

Solving mathematical problems through play and everyday activities

Classifying arranging and comparing sets of objects using comparative language such as more less

Solving problems involving addition and subtraction

Offer opportunities to mark make using quantity and number.

Singing and acting out number rhymes finding 1 more an 1 less than a set of objects, model recoding of addition and subtraction

Problem solving around the home, like setting table, making snacks checking that there are enough items.

Making food and sharing fairly, haling pizzas and fruit for example.

Record quantity at snack time modelling ways to record number.

Making class registers


continuous
Counting activities linked to animals including, animals in fields, pens, animals pairs, pet surveys, sharing animals into pens
Use the story Noah’s ark to explore counting in twos and doubling numbers.
Singing and acting out number rhymes finding 1 more an 1 less than a set of objects, model recoding of addition and subtraction
Finding how many animals altogether
Suggest own ideas for sorting and sharing animals into fields
Estimate how many animals will fit etc


continuous



Counting activities linked to out and about in the environment including transport, sea creatures, fishing games

Singing and acting out number rhymes finding 1 more an 1 less than a set of objects, model recoding of addition and subtraction

Role play using money to buy ticket on transport paying and giving change

Explore ways to share fish into tanks

Estimate number of fish or sea creatures that can be seen



Shape Space and Measures

Recognising exploring and problems solving using solid and flat shapes through a range of activities in the setting indoors and outdoors, and through display

Compare sizes of children and adult in the setting

Carrying objects and modelling comparative terms.

Talk about full and empty during snack and baking activities.

Looking for shapes in the home and setting

Patterns in the home and setting

Describing their own position.

Learn the order of time when following routines. Learning the new routines and following visual timetable

Talk about past events in their lives

Explore money through role play e.g. café, food shop.


Continuous

Compare size and shape of animals

Use balance scales to compare weights. Model using comparative language.
Look at talk about and recreate animal patterns and identify symmetry in animals

Using positional language to find hidden animals.

Talk about where animals live.

Fast and slow animals.

Explore money through role play e.g. café, pet shop.

Compare sizes of objects when out and about

Look for natural and man made shapes and patterns when out and about in the environment

Use directional and positional language to describe journeys and objects they find

Describe a journey in order that events occurred

Sequence events of a journey or visit when out and about talking about what happened next etc

Use key book ‘Who Sank the Boat’ to explore weight and capacity


Specific Area

of Learning

Aspects of Areas of Learning


Autumn : Ourselves

Spring : Animals

Summer: Out and About in the Environment

Understanding of the World

People and Communities

Special people – family members, friends

Special times and celebrations with our families

Role play based on family members and roles in the home, and different occupations

Exploring occupations of parents and talking about future careers “What job I would like to do”

Talk about people in the community based on a walk in the local area.

Find out about ourselves as unique and special people. Howe we are similar and different.

Exploring different celebrations: Halloween, Harvest, Diwali, Christmas


Learn about different occupations linked to animals e.g vet, zoo keeper
Talk about the different pets we own. Howe we have different pets living in our home.

Talk about and recognise children’s sensitivities towards animals.

Visit from Zoolab: Find out about how some children prefer not to handle animals and recognise sensitivity to this

Exploring different celebrations:

Chinese New Year, Mother’s Day, Easter


Role play based on different occupations including transport e.g. taxi driver, bus dirver etc and People who help us, coast guard, light house keeper, pirate
Visits from Police Officer, Fire Fighter, Nurse etc
Finding out about holidays that children have been on and talking about how we all enjoy different outings.


The World

Show curiosity and interest in the features of objects and living things

Describe and talk about what they see hear, touch, smell and taste

Show an interest in exploring why things happen and how thing work

Explore playing with Small World Toys both indoors and outdoors

Exploring new setting and learning environment and learn rues about keeping tidy.
Explore being outdoors in the Autumn/Winter: exploring change.
My Body – naming the different parts of our bodies and comparing features with others. Explore what happens to our bodies and why things happen.
Finding out ourselves and others with regard to eating, sleeping, breathing, growing and how we change.

Visit from a baby and mother and talk about how we can care for babies.


Find out how we are different to other animals

Using our senses to investigate

Explore place through local area walk.


continuous

Animal Homes and habitats. Explore different environments for animal homes. Compare and contrast.

Explore being outdoors in the Winter/ Spring exploring change

Investigate animals as living things, exploring similarities and differences between animals
Look closely at animal patterns and textures
Investigate looking after our pets
Use information books to find out about animals to find out new information.
Visit to farm

Visitors: Living Eggs, Butterflies/caterpillars, Zoo lab




Look closely at natural shapes and patterns in the environment


Investigating living things in our environment
Explore animals that live in the sea ask questions from others when out and about in the environment
Explore outdoors in Spring /Summer: exploring change

Explore hot and cold weather including melting explorations..


Talk about what they like and dislike about being out and about in the environment and talk about how we can improve our environment e.g recycling etc.
Show an interest in and ask questions about being out and about I the environment
Find out about the seaside environment
Making maps

Learn about vehicles and how they work

Explore materials when making vehicles


Technology

Explore and enjoy investigating a range of ICT equipment in the setting including listening station, Smart board, PC, digital camera

Use digital camera to investigate ourselves

Finding out about technology around the home

Listening station to use our sense of hearing

Making sounds and images through exploring pressing buttons flaps and operating mechanisms

Use Simple city, Simple City to explore the Doctors



Continuous

Paint programmes to make animal pictures and patterns

X ray machine in the vet surgery

Taking photographs to record a school trip

Use visualiser to look closely at animal patterns

Playing animals soundtracks games using the CD player

Use remote control cars

Directional language through using Beebots

Digital camera to record visits and walks in the environment

Ticket machine on the bus, using traffic light at crossings when out and about

Use Simple city, Simple City to explore occupations

Find hidden pirate treasure usingmetal detectors.





Specific Area

of Learning

Aspects of Areas of Learning


Autumn : Ourselves

Spring : Animals

Summer: Out and About in the Environment


Expressive Arts and design

Exploring and using Media and Materials

Create and experiment with colour, movement, materials, marks on large and small scale.

Combining media and materials

Explore colour texture shape form and space in 2 and 3 dimensions

Developing cutting, building, sticking, folding, mixing and combining skills through provision of child initiated activities in a range of areas indoors and outdoors

Investigate using one handed tools and equipment

Self portraits and colour mixing for hair, skin, eye colours

Making clay faces

Applying paint using different body parts

Recreating art from own and other cultures, Diwali lamps, tie dying, Mhendi patterns, Christmas crafts

Learning songs related to current topic

Imitate and create movements in response to music

Using body to join in with action songs and rhymes

Learning songs and performing at Christmas Nativity Play

Gateshead Early Years Music Scheme

Timbre, Duration, Body sounds(Vocal sounds)

Continuous



Using construction kits and junk materials to make representations of animals and enclosures

Recreating animal patterns and experiment with different ways to apply paint

Making enclosures and homes for pets and animals

Making animal masks, painting models

Recreating art from other cultures, Chinese dragon dances, Easter Crafts

Reception visit to House of objects/Baltic

Continuous
Gateshead Early Years Music Scheme-

Tempo, Texture

Respond to experiences of animals through music and movement


Design and make aquariums

Explore materials to create floating art work.

Explore using water in art.

Investigate colours in the outdoors

Recreate natural patterns and pictures


Nursery visit to House of objects/Baltic

Gateshead Early Years Music Scheme-

Tempo, Texture

Respond to experiences of being out and about in the environment through music and movement



Being Imaginative

Use representation as a means of communication

Seek to make sense of what they see, hear, touch and feel

Talk about their creations and what their intentions are. Respond to comments and questions about their creations.

Develop engaging in role play and small world play based on first hand experiences

Develop using their imagination in art and design, music, dance, imaginative and role play and stories

Role Play indoors Home area

Role Play outdoors: Building site, People who help us

Role play based on family experiences

Paintings /drawings/models of self and family members using mirrors and photographs

Making up stories with small world toys.


Continuous


Role Play indoors Vet Centre, Pet shop

Role Play Outdoors: Percy Park Keepers hut


Respond to animal stories through role play and puppet shows, music and dance, painting, drawing and model making

Making up stories with small world toys



Respond to out and about in the environment experiences through role play and puppet shows, music and dance, painting, drawing and model making

Role Play Indoors: Travel agents

Role Play outdoors: Car Wash

Making up stories with small world toys.






EYFS Yearly Overview Plan [D]

SW/Proformas 07/Planning forms






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