Created by Kerry Moody EYFS Medium Term Planning Enhancing & Extending Spaces for Play Term: Spring PLC: What can I see at night?
Communication, Language and Literacy Development
Learning & Development Focus/Objective
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 by relevant comments, questions or actions.
Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own 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, for example by their use of conventions such as greetings, ‘please’ and thank you’.
Use language to imagine and recreate roles and experiences.
Use talk to organise sequence and clarify thinking, ideas, feelings and events.
Hear and say initial and final sounds in words, and short vowel sounds within words.
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 words.
Explore and experiment with sounds, words and texts.
Retell narratives in the correct sequence, drawing on language pattern 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.
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.
Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.
Letters and Sounds: Phase 3
Whatever Next – Jill Murphy
On the Moon by Anna Milbourne and Benji Davies
Winnie in Space by Valerie Thomas and Korky Paul
Roaring Rockets by Tony Mitton and Ant Parker
Beegu by Alexis Deacon
Man on the Moon (a day in the life of Bob) by Simon Bartram
Aliens Love Underpants by Claire Freedman and Ben Court
Nine amazing planets by Daren Stanley (Space Poems, p78)
The planets by Dave Ward (Space Poems, p10)
See My Rocket by Ruth Merttens (see resources)
Our Spaceship by Brian Moses (Space Poems, p22)
Space Poems Chosen by Gaby Morgan
Possible experiences, opportunities, activities inside and outside
Evaluation & Next Steps
LC1 and LC2: What can we find beyond the sky? What’s in Space and how will we get there?
Introduction to space PLC using a variety of texts and poems, focusing particularly on rocket travel to the moon. Using two poems as a starting point, chn compare The Owl and the Astronaut with Owl and Pussycat. The idea of travel into space is introduced and discussed – what is space like? Discuss owl’s dreams and chn write what they might dream of in space. (L4, 5)
Chn find out about rockets and write instructions to create their own large rocket for the role-play area. They note the features of instructions and also find information about rockets and note their distinguishing features. (L16, 17, 18)
Use story, ‘Whatever Next’ by Jill Murphy. Discuss and plan what we will need to create our own story box. Work alongside chn to use available props to recreate and retell the story as they become familiar with the characters and sequence of events. Chn use visual aids to support story retelling and create their own books about the story in moon or rocket shaped books to stimulate interest in writing. Use their imagination to think of alternate endings, where might bear want to go next? Use the text to play memory games and for exploring list writing as chn think about what they might take in their picnic basket to the moon. (L3, 4, 7, 13, 17)
Write a countdown poem where each line gives an instruction to the astronauts e.g. ’10 Climb in the rocket.’ (L4, 7)
Talk about the special food that astronauts eat in space. on rocket shaped paper make menus for astronauts. (L17, 18, 19)
Owl and the Pussycat by Edward Lear.
Owl and the Astronaut poem
Whatever Next-Jill Murphy
Story box: teddy, owl, colander, wellington boots, picnic items.
LC3: Which planet do we live on? What makes Earth special?
Begin a display of questions about the Earth and Space. Help the children to ask and write questions about what they would like to find out about. Model using non- fiction books and other sources to find answers to questions. (L17, 19)
Model making posters to encourage people to take care of the Earth. (L18, 19)
Address envelopes to be sent to the Earth from space. AIA: Show the chn an envelope with an address on it. Point out the different features such as the street, village/town, country and the postal code. Next, look at an image of the Solar System and use it to identify the Earth. Ask chn to imagine they are on another planet, way out in Space and wanted to send a letter to someone on the Earth. Together, model writing an address, but this time go further by including, the Earth and the Solar System. Provide envelopes in the writing area for chn to enjoy writing their own addresses. Enhance by adding sticky labels for chn to design, make and use as stamps. (L17, 19)
Range of non-fiction texts appropriate to PLC
Writing frame for making posters
Images of the Solar System, envelopes, including examples of envelopes with addresses on them, variety of writing media.
LC4: What would it be like to visit the moon?
Invite the children to join in the role play and encourage them to share their views and ideas about living or travelling in space. Ask questions such as ‘How would you get into space?’, ‘What would you like to see or discover?’, ‘How would you get home?’, ‘Who would you miss on Earth?’ and so on. Suggest that the children write a letter/post card home, telling friends or relatives about their experiences of travelling in space. Alternatively, help them to draw and label pictures showing details of their imaginary space explorations. Encourage the children to imagine how they could send the letter home. Would they scan it in and email it using an on-board computer, or would they use a space post service? Display the letters in the role-play area.
Make a group book entitled ‘The Moon looks like …’ (L3, 7)
L&S Linked activity: Use the nursery rhyme ‘Hey, diddle, diddle, the cat and the fiddle’ as the stimulus for letter recognition. AIA: Recite the rhyme then show chn the letter cards and ask them to find the one that the word cow begins with. Encourage the chn to say the sound and the name. Ask a child to select another letter, again say its name and sound. Ask ind to think of a name or animal that begins with that letter. As a group, recite the rhyme with the suggestion replacing the word cow. e.g. for ‘L’, ‘The lion jumped over the moon. Enhance the activity by substituting jumped for alternate words e.g. leapt, stomped, walked and use as a discussion point for alliterative phrases. (L10)
Space-themed role-play area; paper; felt-tipped pens; pencils; real or pretend stamps; envelopes; computer or laptop (optional).
Letters of the alphabet on flashcards/ magnetic letters
LC5: What are stars? Which star is the most important for our planet?
Chn listen to a variety of poems and stories about stars and the moon. They brainstorm rhyming words, think imaginatively about making a wish on a shooting star and write a shape poem based on one read. They also produce a rhyming couplet about jumping on the moon. (L3, 4)
Make up a group story about a new star. AIA: Share various stories/ poems and rhymes about stars. As you read encourage the chn to notice and talk about descriptive words, phrases and facts about stars. Explain that as a group you are going to make up a story about a new star. Remind the group about ‘listening eyes’ that look at the person who is talking. Hold the story telling star and begin to tell the story. Describe a child going to bed, drawing the curtains and suddenly noticing a large, bright, shining star. Ask chn to continue the story through using a variety of question prompts. Encourage appropriate use of the story telling star, ensuring that the person who is speaking is holding the star. (L4)
Write sun acrostics with single words or phrases Shining brightly, Umbrellas protect us Never cold (L4)
Make a collection o words that rhyme with sun. (L11, 14)
Variety of fiction texts, poems about stars/ moon
Shiny star template for use during story telling
LC6: What would it be like to live on a different planet?
Children use an animated text to find out all about the planets. They note the features of information texts, and then choose a planet on which to create their own factual poster. (L3, 16, 17, 18)
Children listen to two stories; Beegu and Laura’s Star. they make predictions, express opinions and compare, giving reasons for preferences. They write what a character says, drawing on imagination and using speech bubbles to record the conversation. Children use imagination and creativity in describing and creating characters for their aliens, drawing on the stories we read. (L3, 4, 7, 17)
Introduce the alien song and use it to sing and make up new versions. AIA: Tell the chn that there are many things still to discover in space and that scientists all over the world continue to invents ways to improve on travel and machines that will help humans to discover parts of space and the solar system that haven’t been visited yet. Explain that so far Earth is the only known planet that has living things on it. What might be alive on an unknown planet? Sing the alien song to the tune of ‘I’m a little teapot’ with actions. I‘m a little alien short and stout, I’ve ten fingers and one snout. When I see the rocket, hear me shout. Take me in to fly me out. On a flip chart sketch a short creature to match the description in the song. Ask for ideas for other features such as antenna, a tail etc and sketch these. Model writing new lines for the song, e.g. I’m a little alien with one toe. I’ve antennae and I glow…. Sing the song again as new lines are added. (L4)
Texts: Beegu and Laura;s Star
Images of Aliens – these could be taken from Monsters Inc/ Monsters Vs Aliens
The final week of our Space Topic, chn prepare a Space Party and write invitations for their parents and siblings to join us. They also write recipes for some of the Space Party food, having read recipes and understood how to write lists and simple instructions.
Chn share and read Q Pootle 5 by Nick Butterworth and use this text as a context to support chn in planning and preparing for their own Space Part. They write lists and invitations. They explore the structure of lists & simple instructions & write some recipes for the party. Chn have fun cooking, painting & making decorations, party plates & models. (L3, 4, 7, 17)
Q Pootle 5 by Nick Butterworth
Resources as necessary from chn’s planning suggestions.