Created by Kerry Moody
EYFS Medium Term Planning Enhancing & Extending Spaces for PlayTerm: Summer 6 / PLC: Seaside - Where would you like to go on holiday and what would we find when we got there?
Prime Area: Personal Social and Emotional Development
Learning & Development Focus/Objective:
Aspect / Making Relationships (MR) / Self Confidence and Self-awareness (SCSA) / Managing Feelings and Behaviour (MFB)
30-50 months: / a) Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
b) Initiates play, offering cues to peers to join them.
c) Keeps play going by responding to what others are saying or doing.
d) Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. / a) Can select and use activities and resources with help.
b) Welcomes and values praise for what they have done.
c) Enjoys responsibility of carrying out small tasks.
d) Is more outgoing towards unfamiliar people and more confident in new social situations.
e) Confident to talk to other children when playing, and will communicate freely about own home and community.
f) Shows confidence in asking adults for help. / a) Aware of own feelings, and knows that some actions and words can hurt others’ feelings.
b) Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
c) Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.
d) Can usually adapt behaviour to different events, social situations and changes in routine.
40-60+ months: / a) Initiates conversations, attends to and takes account of what others say.
b) Explains own knowledge and understanding, and asks appropriate questions of others.
c) Takes steps to resolve conflicts with other children, e.g. finding a compromise. / a) Confident to speak to others about own needs, wants, interests and opinions.
b) Can describe self in positive terms and talk about abilities. / a) Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
b) Aware of the boundaries set, and of behavioural expectations in the setting.
c) Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.
Early Learning Goal / Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. / Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. / Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Resources/ Links:
SEAL/RE SoW
· See separate planning sheet: SEAL – Changes and Goals
Week Beg/ Learning Challenge / Possible experiences, opportunities, activities inside and outside / Resources / Evaluation & Next Steps
3.6.2013
(4 Days)
What did Mary, Mary Quite Contrary plant in her garden? What will you use to make a miniature garden? / · Creative week linked to Nursery Rhymes.
· Artwork preparation for Blackwell Church Flower Festival - 20-23rd June to be completed by Wed 19th June and link with sea-side topic.
· Read the poster rhyme ‘Hey Diddle Diddle’ and explore the related image. Why is the little dog laughing? Ask the children if they find the actions of the cat, the cow, the dish and the spoon funny. What other things make them laugh? (MR40-60a, b; ELGiii links with C&L U40-60b)
· Read the rhyme ‘Hickory, Dickory, Dock’ and explore the image of the mouse running up the clock. Why did the mouse run down again? Consider together how the mouse might feel when the clock chimed loudly. Invite the children to talk about situations that frighten them. (MR40-60a, b; ELGiii)
· Say the rhyme ‘Mary Had a Little Lamb’ together. Talk about how the lamb was Mary’s pet and went everywhere with her. Discuss the children’s experiences of pets. Do their pets follow them? Suggest that the children play ‘Follow My Leader’, where everyone must follow behind and do the same as the child who is the leader. Encourage the children to repeat the rhyme as they walk around the room. Change ‘leaders’ at regular intervals.LA: Take on the role of the leader and choose simple movements that the children are able to easily copy. MA/HA: Develop the children’s concentration and listening skills further by playing a game of ‘Simon Says’. (SCSA40-0a; ELGi, ii) / Big Book of Nursery Rhymes / Look, listen and note
Observe the children as they play ‘Follow my leader’. Are they able to copy the movements of another person accurately? Do they watch others for reassurance before trying out the movement themselves? Note any movements that the children have difficulties with.
10.6.2013
Where have you been to on holiday? How did you get there? / · Explore the ‘We’re going on holiday’ poster together and encourage the children to recall memories of flying to holiday destinations. Who did they travel with? Where did they go? Extend the discussion to include other forms of transport relevant to the children.Introduce Teddy to children. Explain that Teddy has just come back from a holiday in Australia. Show Teddy’s suitcase and share the pictures with the children. Encourage the children to ask Teddy questions about his holiday. Ask children about their favourite holiday encouraging others to listen and take turns asking questions if they wish. Write a postcard together encouraging children to think of sentences to write encouraging them to use describing words and modelling where necessary. Children will listen and respond whilst taking turns in conversation to ask questions about the holiday Teddy has just been on. Children will then take it in turns to talk about their favourite holiday and each draw a picture and write a few words on a postcard describing their holiday. Extension:- Children will draw a picture and write a few words on their own postcard (MR40-60a, b; ELGi, ii, iii; SCSA40-60a; ELGii; links with C&L 40-60d; ELGi and S40-60c, d; ELGi, ii)
· Invite the children to create a jigsaw game to share with a partner by cutting up three postcards into halves or quarters. Encourage the children to jumble up the segments, then work as a team to rebuild each postcard. Gradually, introduce more cut-up postcards until the jigsaw becomes a real challenge. Save all the pieces in a box and offer them to another pair of children to solve the puzzle. (MR40-60a, c; ELGi; MFB ELGii)
· Look at the selection of postcards and talk about the pictures and scenes. Invite the children to design their own set of postcards advertising real or imaginary destinations. Display the postcards in the role-play souvenir shop and encourage the children to buy, sell, swap and discuss them with their peers. LA: Provide over-sized blank cards for the children to decorate. HA: Encourage the children to write pretend messages on the back of the cards and place names or phrases on the front, such as ‘Wish you were here’. MA: Invite the children to create postcards with abstract pictures, for example, the summer’s yellow sun, the twinkling blue sea and the rolling green hills. (MR30-50d; 40-60a, b; ELGiii) / ‘We’re going on holiday’ poster
Teddy, suitcase, holiday props and postcards of different countries.
Several postcards; box.
Wide variety of real postcards; felt-tipped pens and pencils; blank postcards.
17.6.2013
How can we use our senses to describe the sea? / · Show the children pictures of the sea. Talk about what the sea is and the kinds of things that people do in the sea. Encourage children to share their own experiences as part of discussions. Ask them to describe what they saw and what they did. (MR30-50d; ELGiii)
· Look at a globe. Show the children where they live. Encourage them to look carefully and describe what they notice. Help them to realize how much of the world is covered by sea. Model finding different physical features such as land and sea. Create individual Earth finger paintings. AIA: Show the group the paper circles. Model how to put finger paint onto a circle as sea leaving areas of green to be land. Compare the finger painted circle with the globe. Provide ind with own circles to make their own planet earths with sea and land. (MR 40-60a; SCSA 40-60a; ELGi, ii)
· Set out chairs/ use a big box to be a boat. Model and encourage chn to role play as sailors. Encourage them to look for sea creatures, to remain seated whilst out on the water and to think about why they need to keep safe whilst in the boat. (MR40-60a; SCSA 40-60a; ELGi; links with PD HSc40-60f; ELGi)
· Use a variety of books to find pictures of the way that types of ships and boats have changed over time. Encourage chn to think about what the boats would be like to travel in. (MR40-60a; SCSA 40-60a; ELGi; links with C&L LA ELGii, iii) / Images/ video clips of the Sea.
Globes/ Google Earth iPads
Circles of card/ paper
Sea/ boat thematic area
Non – fiction books/ websites of boats/ships
24.6.2013
What might we discover on the beach? / · Talk about how sand is formed by the sea wearing away rocks. Use plastic magnifiers to examine grains of sand. (MR 40-60a; SCSA 40-60a; ELGi)
· Enjoy examining a range of shells and pebbles. Describe the textures and colours that can be seen/ felt. Ask the chn to choose their favourite pebbles and shells. Encourage them to discuss their likes and dislikes. (MFB ELGi; MR ELGiii; links with C&L LA ELGii, iii) / Magnifiers/ visualiser
Variety of shells and pebbles.
1.7.2013
What can we find living in the ocean? / · Talk about sea creatures that chn have seen in real life, in films and in books, on televisions or at aquariums. Encourage the chn to talk about their likes and dislikes. (SCSA 40-60a; ELGi, ii; links with C&L LA ELGii, iii)
· On a notice board make a frieze of a ‘wishing rock pool.’ Ask the chn to make suggestions for wishes that would help people. Write the wishes onto both real and fantasy sea creatures cut from card. Encourage the children to use a variety of media including collage to decorate the sea creatures and add them to the wishing rock pool display. (MFB ELGi; MR ELGiii) / Create a wishing rock pool display
8.7.2013
How can we keep ourselves safe at the beach? / · Discuss ways to be safe at the seaside on sunny days e.g. wearing a sun hat, T-shirts with sleeves and sunscreen and not going when your shadow is shorter than your length. Make sun safety posters. (SCSA 40-60a; ELGi, ii; MFB40-60b; ELGii; links with PD HSc40-60f; ELGi)
· Talk about the important role of lifeguards and people who man lifeboats. (SCSA 40-60a; ELGi; links with C&L LA ELGii, iii and UtW PC30-50d)
· Invite chn to model and talk about how cycle helmets work and why they should be worn. Explain that different activities require different types of safety equipment. Talk about what is needed for using a small boat. Explain how life jackets work. (MR 40-60a; SCSA 40-60a; ELGi; links with PD HSc40-60f; ELGi) / Paper for posters
Lifeguard/
lifeboat video
15.7.2013
What were seaside holidays like when our parents/ grandparents were young? ‘What is different and what is the same about seaside holidays now and then? / · Show them the large outline of the fish and explain that he is a Wish Fish. He needs some scales with wishes on them. Invite the children to choose a scale. Ask them to think of something they would like to wish for, and write this for them inside the flap of their scale. Encourage the children to listen to and appreciate one another’s wishes. Ask each child to choose a colour to paint the front of their scale, and then decorate with glitter and cellophane. Invite the children to work together sharing the resources. When all the scales are finished, help the children to arrange them on the fish, sticking them down so that the flap lifts up to show a wish. Display on the wall. Key vocab: Sharing/helping/kind/joining in/together/choosing LA: Talk about the colour they have chosen for their scale and why. Has anyone else chosen that colour? MA/HA Encourage the children to help the LA. Children could make eyes and a mouth for the Wish Fish. (SCSA 40-60b; ELGii; MR40-60a, b; EGii, iii)
· Give the children the opportunity to explore the materials for a while. Invite them to help you make a boat for everyone to go on a trip to sea. Discuss how big it needs to be, how can they make the sea, how will the boat move along the water? Support the children’s negotiations and ideas as they work as part of a group. Encourage them to help each other carry the crates/lay out the fabric. When it is ready, invite all the children to get into the boat. Discuss how well they worked together, and how much harder it would have been to have to build a big boat by yourself! Key vocab: Sharing/kind/thoughtful/friends /together/help/teamwork. LA: children to find leaves, or other things in the outdoor area to lay on the fabric to be fish. MA/HA: Count how many children need to fit into the boat. Encourage children to explain what they did. (SCSA40-60a; EGiii; MR40-60a; ELGi; MFB40-60b; ELGii) / Large outline of a fish