Development matters possible adult led activities personal, social and emotional development

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Animal Stories
TP- Spring term 2 2015-2016
Due to the nature of the Early Years Foundation stage these activities are likely to change due to the interests of the children.





Initiates conversations, attends to and takes account of what others say.

Confident to speak to others about own needs, wants, interests and opinions

Aware of own feeling and knows that some actions and words hurt other people

Aware of the boundaries set, and of behavioural expectations in the setting.

Can talk about self in positive terms and talk about abilities

  • Talk about All About Me and Benjamin Bear

  • Use stories as a stimulus to discuss moral issues/ how characters might be feeling/ develop a view from a different perspective

  • Talk about what they liked and disliked about the stories and why

  • Circle time linked to animal stories eg teamwork and Shark in the Dark

  • Understand and contribute to school celebration of justice theme, commenting on examples

  • Look through own literacy book with adult and notice improvements over previous months



Uses language to imagine and recreate roles and experiences in play situations.

Extends vocabulary

Understands humour eg nonsense rhymes and jokes

Able to follow a story without pictures or prompts

Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.

Listens and responds to ideas expressed by others in conversation or discussion.

  • Sequence familiar stories into the correct order- identify beginning, middle and end

  • Begin to use time connectives to help sequence and order events/stories

  • Circle time

  • Tell short stories without props and discuss

  • Class make up a story without props

  • Read some nonfiction linked to animal stories eg tractors, horses and explain new factual voacb (cab, saddle, etc)

  • Some ‘real life’ role play eg vets practice new vocab eg receptionist, medication, appointment



Understands need for variety in food

Understand good practice with regard for hygiene

Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.

Practices some appropriate safety measures without direct supervision.

Experiments with different ways of moving.

Negotiates space successfully when playing racing and chasing games with other children, adjusting speed to avoid obstacles

Shows increasing control over object, pushing, pulling, patting, throwing, catching or kicking it

Uses simple tools to effect changes to materials.

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

Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.

  • Talk about animals eating appropriate diet, also humans

  • Participate in daily ‘wake and shake’ sessions - in time to music using cross body movements

  • Participate in regular outdoor play

  • Lesson about handwashing and germs

  • Kick off Stroud and Ninja tots weekly

  • Take part in a variety of fine motor activities

  • Various ‘tag’ games, some with animal theme

  • Move like a snake/ gorilla/ bunny etc

  • Check which children are holding pencil correctly and practice with those that need

  • PE activities- Dance

  • Listen to music and learn to move their body accordingly.

  • Make clay figures

  • Use peg loom to weave and card wool



Begins to read words and simple sentences.

Attempts to write short sentences in meaningful contexts

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

Enjoys an increasing range of books.

Can segment the sounds in simple words and blend them together

Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

Writes own name and other things such as labels, captions.

Knows that information can be retrieved from computers and books

  • Use ‘phoneme frames’ and ‘sound buttons’ to support segmenting and blending activities

  • Daily phonics session, including ‘tricky’ words (phase 2 and 3)

  • Look at some non fiction and poetry books
  • Writing for a purpose- Instructions, news, labels, lists

  • Write about own/ desired pet

  • Write thank you letter

  • Label and play in pet shop

  • Write instructions for animal care

  • Write names using capitals, linked to Rumplestilskin

  • Sequence familiar stories into the correct order- identify beginning, middle and end

  • Understand and use descriptive language eg to draw characters described, and to describe characters for others to draw

  • Read and roleplay linked to animal stories eg Perfect Pet Shop, Haircuts for the Woolseys, Shark in the Park, Mog and the vet, Tiger that Came to Tea, Selfish Crocodile, Think of and Eel, Mr Gumpy’s outing.


Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.

Selects a particular named shape

Order two or three items by weight or capacity

Estimates how many objects they can see and checks by counting them

(Number formation)

  • Animal versions of ‘10 green bottles’

  • Estimating games

  • Teach shape names, shape hunt, shape games

  • Play with balance scales, talk, explain weight



Completes a simple program on a computer.

Uses ICT hardware to interact with age-appropriate computer software.

Know about similarities and differences in relation to places, objects, materials and living things

Make observations of animals and plants and explain why some things occur and talk about changes

Look closely at similarities, differences , patterns and change

  • Trip to Copesgrove

  • Learn about our local environment through ‘Welly Walks’

  • Learn to use everyday technology such as iPad, computer, Interactive Whiteboard, Toaster

  • Use different materials to make cages for animals

  • Use Beebots

  • Compare animals’ appearance and ecology

  • learn facts about animals



Builds a repetoir of songs and dances

Explores different sounds of instruments

Manipulates materials to achieve a planned effect.

Constructs with a purpose in mind, using a variety of resources.

Uses simple tools and techniques competently and appropriately.

Plays cooperatively as part of a group to develop and act out a narrative.

Understands different media can be combined for new effects

Create simple representations of events, people and objects

Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences

Plays cooperatively as part of group to develop and act out narrative

  • Learn ‘animal songs and dances

  • Explore different textures and materials

  • Act out scenarios from different stories that we have read.

  • Make model animals

  • Use school musical instruments

  • Make cages for animals

Provision enhancements/Provocations
  • Tuff spot- create imaginary play using scenarios from the stories

  • Challenge stations- literacy, numeracy and fine motor (Indoors and where possible outdoors)

  • Role play vet

  • Role play farm

  • Role play zoological exploration submarine

  • Roleplay tractor

  • Animal dressing up

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