Sand: Continuous Provision Plan Available Resources



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Creative: Continuous Provision Plan

Available Resources

Resource Enhancements

Paint: powder, liquid, pearl, natural colours

Glue: PVA, cello tape, glue sticks, double sided tape

Tools: long, short, various thicknesses, paint pads, sponge brushes, sponges, stamps, various printing shapes

Paper/card: various sizes, colours, textures

Collage tubs: various collage materials

Malleable: clay, plastercine, play dough, cutters, rolling pins

Modelling: boxes, cartons, tubes, bottles, material, wool, ribbons, string – all available in various shapes and sizes

Tools: aprons, pens, crayons, scissors, crinklers, hole punch

Natural items: leaves, twigs, pebbles, flowers, shells

Exploring textures: corn flour, shaving foam, gelli, gloop, pasta, rice

Collage tubs: changed on a weekly basis to give children access to different resources

Outdoors: activities offered outdoors often on a larger scale

Planned Experiences

To experience and experiment with lots of different textures and colours using all their senses, representing their own ideas and imagination through the paintings and models they create


Early Years Foundation Stage

Personal, Social & Emotional Dev:

  • Be confident to try out new activities

  • Understand that sometimes we have to wait to do things, accept boundaries

  • Work as part of a group, collaborating

  • Can select and use resources

  • Show confidence in asking for help

  • Welcomes and values praise for what they have done

Communication & Language:

  • Use language to describe what they are creating

  • Understands the use of objects

  • Responds to simple instructions

Physical Development:

  • Draws lines and circles using gross motor movement

  • Use one handed tools and equipment

  • Uses simple tools to effect changes

  • Handles tools, objects, construction and malleable materials safely and with increasing control

  • Independent in self care – wash hands

Language:

Mathematics:

  • Numbers and shape sponges and printers

  • Use numbers to show how many children can use the creation station at a time

Understanding the World:
  • Show a sense of family through their paintings


  • Talk about why things happen

Expressive Arts & Design:

  • Use their senses to explore and experiment with a range of media and materials

  • Explore colours and how colours can be changed

  • Realise tools can be used for a purpose

  • Manipulate materials to achieve a planned effect

Vocabulary:

Paint, stick, collage, model, create, glue, join, change, feel, texture, wet, soft, hard, lumpy, squidgy, press, squash, pat, print, stamp, roll, mix



Principles into Practice

Unique Child:

  • Observe each child’s interest and level of involvement

  • Support children’s use of tools depending on their age/abilities

Positive Relationships:

- Be responsive to children’s interests and needs

- Set clear boundaries

- Offer support where needed



Enabling Environments:

  • Ensure that materials/resources can be accessed by all children

  • Offer activities outdoors, particularly for children showing limited interest indoors

Learning & Development:
  • Activities and resources offered along with sustained shared thinking across all areas of the EYFS will ensure that all children progress in their learning and development


Playing & Exploring

Active Learning

Creating & Thinking Critically

  • Show curiosity

  • Uses senses to explore

  • Engage in open ended activity

  • Learn by trial and error

  • Show a ‘can do’ attitude

  • Maintain focus on their activity for a period of time.

  • Show high levels of fascination

  • Paying attention to details.

  • Persist with activity when challenges occur

  • Thinking of ideas

  • Finding new ways to do things

  • Check how well activities are going

  • Change strategy as needed

  • Review how well their approach worked



Role Play: Continuous Provision Plan

Available Resources

Resource Enhancements

Home corner: cooker, sink, cooking utensils, appliances, pots, pans, cutlery, multicultural resources, crockery, table, chairs, dolls, pushchairs, clothes, food items


Dressing up unit: various outfits and accessories including different uniforms associated with jobs, multi-cultural costumes.

Writing skills: pencils, note books, clipboards, clothes pegs and line

Reading: Posters and books to support role play

Technology: Mobile phones, cameras, walkie talkies….


Role play scenarios: vets, doctors, shop, café, hospital, garden centre, post office, garage

Resources: various resources and equipment to support different role play scenarios

Children’s interests: Create role play areas that support what children have shown an interest in;

multiple role play areas set up to extend and enhance children’s imagination i.e. home & shop



Flexible use: Allow for flexible use of resources from one area to another.

Planned Experiences

For children to act out their life experiences through well planned and resourced role play areas and use their imagination to create new experiences, playing with peers engaged in the same storyline.

Early Years Foundation Stage

Personal, Social & Emotional Dev:

  • Express own preferences and interests

  • Seek to do things independently

  • Confident to talk to peers when playing

Communication & Language:

  • Listens to others and respond to ideas expressed by others
  • Use talk to connect ideas, recall and relieve past experiences


  • Build up vocabulary reflecting their own experiences




Physical Development:

  • Show control in handling resources such as cups, spoons

  • Develop fine motor skills through clothes fastenings, pegging up clothes

  • Dress with support then independently

Language:

  • Show an interest in books and pictures

  • Use vocabulary and forms of speech that is influenced by their experience of books

  • Use ‘writing’ in their role play

Mathematics:

  • Use number names in play

  • Use mathematical language in play that is connected to concepts such as weighing, size and quantities

Understanding the World:

  • In pretend play, imitates everyday actions and events

  • Comment and ask questions about aspects of their familiar world

  • Show interest in different occupations and ways of life

  • Use phones, cameras to support play

Expressive Arts & Design:

  • Begins to make believe by pretending

  • Notice what adults do and imitate

  • Engage in imaginative role play based on own experiences

  • Introduce a story into play

  • Play co-operatively to develop and act out a narrative

Vocabulary:

Pretend, role, character, setting

Vocabulary linked to occupations and resources used for particular role play scenarios: garage, café, vets
Naming objects available in role play scenarios


Principles into Practice

Unique Child:

  • Observe individual children’s interests to support their future planning

  • Ensure that all children can have their ideas and thoughts valued




Positive Relationships:

- Support children’s play by following their lead and challenge their thinking with open questions

- Model play in role play areas to help children who have no previous knowledge of areas to understand how to use them


Enabling Environments:

Learning & Development:

  • Activities and resources offered along with sustained shared thinking across all areas of the EYFS will ensure that all children progress in their learning and development

Playing & Exploring

Active Learning

Creating & Thinking Critically

  • Engage in open ended activity

  • Representing their experiences in play

  • Taking on a role in their play

  • Acting out experiences with other people
  • Maintain a focus on their activity for a period of time


  • Showing high levels of energy

  • Making links to their own experiences

  • Planning and making decisions

Large Physical Play: Continuous Provision Plan

Available Resources

Resource Enhancements

Wesco (assault course), climbing frame (wooden-slide, ladder) slide, trikes, rockers, bats, balls, hoops, cones, basket ball, parachutes, tents, tunnels, stepping stones, stilts, skipping ropes, hula hoops

Circle dancing, running, chasing games

Large construction resources – crates, tyres, bricks, logs, guttering, planks

Large scale mark making – fence painting, chalk boards, large painting sheets



Props offered to encourage role play whilst using large physical equipment i.e.; wheels, large material pieces to create dens, transport
Planned use of large fort, playing field and trim trail

(school equipment)


Join pieces of equipment to create/offer new experiences and challenges

Planned Experiences

For children to develop their gross motor movement through play, to experiencing challenges and taking risks, learning to use equipment appropriately and safely

Early Years Foundation Stage

Personal, Social & Emotional Dev:


  • Be confident to try out new activities

  • Understand that sometimes we have to wait to do things, accept boundaries

  • Work as part of a group/collaborating

  • Can select and use resources

  • Show confidence in asking for help

Communication & Language:

  • Able to follow direction

  • Show understanding of prepositions: on/top, under/over,

  • Use language to describe actions: climbing, sliding, running




Physical Development:

  • Run safely on whole foot

  • Can kick /catch /throw a large ball

  • Experiment with different ways of moving

  • Travel with confidences, negotiate space, change direction

  • Understand equipment - needs to be used safely

  • Observe the effects of activities on their bodies

Language:

  • Move body in response to pictures on move cubes

  • Recognise print in environment: open/closed signs

Mathematics:

  • Use number names to count actions

  • Show an understanding of numbers: how many children can use equipment at a time

Understanding the World:


Expressive Arts & Design:

  • Expresses self through physical actions

  • Join in with dancing, ring games

  • Use and join various construction materials to build and balance

Vocabulary:

Run, skip, jump, hop, climb, throw, kick, balance, slide, roll, bounce, shuffle, aim, target, race, build, construct, lift, carry, over, under, between, through, next to.



Principles into Practice

Unique Child:

  • Each child is given opportunities to extend upon what they can already do

  • Provide challenges that meet individual’s needs, promoting a sense of achievement and self-esteem

Positive Relationships:

- Support children through encouragement to reach their potential



- Encourage children to work together, take turns and help each other



Enabling Environments:

  • Provide resources, equipment that meet children’s ages and stages of development

  • Adapt how resources are offered

  • Ensure large physical play is available indoors as well as outside

Learning & Development:

  • Activities and resources offered along with sustained shared thinking across all areas of the EYFS will ensure that all children progress in their learning and development

Playing & Exploring

Active Learning

Creating & Thinking Critically

  • Seeking challenges

  • Taking risks, engaging in new experiences and learning by trial and error

  • Showing a ‘can do’ attitude

  • Showing high levels of energy

  • Persisting when challenges occur
  • Showing a belief that more effort or a different approach will pay off


  • Bouncing back after difficulties

  • Showing satisfaction in reaching their own goal

  • Finding new ways to do things

  • Testing their ideas

  • Planning, decision making about how to approach tasks, solve a problem and reach a goal

  • Change strategy as needed

  • Review how well the approach worked




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