EYFS Medium Term Planning Enhancing & Extending Spaces for Play
Term: Summer 5 / PLC: Take One Picture: Saint George and the Dragon – Uccello: What makes someone a superhero?
Prime Area: Communication and Language / Specific Area Literacy
Learning & Development Focus/Objective:
Aspect / Listening and Attention (LA) / Understanding (U) / Speaking (S) / Reading (R) / Writing (W)
30-50 months: / a)  Listens to others one to one or in small groups, when conversation interests them.
b)  Listens to stories with increasing attention and recall.
c)  Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
d)  Focusing attention – still listen or do, but can shift own attention.
e)  Is able to follow directions (if not intently focused on own choice of activity). / a)  Understands use of objects (e.g. “What do we use to cut things?’)
b)  Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
c)  Responds to simple instructions, e.g. to get or put away an object.
d)  Beginning to understand ‘why’ and ‘how’ questions. / a)  Beginning to use more complex sentences to link thoughts (e.g. using and, because).
b)  Can retell a simple past event in correct order (e.g. went down slide, hurt finger).
c)  Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.
d)  Questions why things happen and gives explanations. Asks e.g. who, what, when, how.
e)  Uses a range of tenses (e.g. play, playing, will play, played).
f)  Uses intonation, rhythm and phrasing to make the meaning clear to others.
g)  Uses vocabulary focused on objects and people that are of particular importance to them.
h)  Builds up vocabulary that reflects the breadth of their experiences.
i)  Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’ / a)  Enjoys rhyming and rhythmic activities.
b)  Shows awareness of rhyme and alliteration.
c)  Recognises rhythm in spoken words.
d)  Listens to and joins in with stories and poems, one-to-one and also in small groups.
e)  Joins in with repeated refrains and anticipates key events and Phrases in rhymes and stories.
f)  Beginning to be aware of the way stories are structured.
g)  Suggests how the story might end.
h)  Listens to stories with increasing attention and recall.
i)  Describes main story settings, events and principal characters.
j)  Shows interest in illustrations and print in books and print in the environment.
k)  Recognises familiar words and signs such as own name and advertising logos.
l)  Looks at books independently.
m)  Handles books carefully.
n)  Knows information can be relayed in the form of print.
o)  Holds books the correct way up and turns pages.
p)  Knows that print carries meaning and, in English, is read from left to right and top to bottom. / a)  Sometimes gives meaning to marks as they draw and paint.
b)  Ascribes meanings to marks that they see in different places.
40-60+ months: / a)  Maintains attention, concentrates and sits quietly during appropriate activity.
b)  Two-channelled attention – can listen and do for short span. / a)  Responds to instructions involving a two-part sequence.
b)  Understands humour, e.g. nonsense rhymes, jokes.
c)  Able to follow a story without pictures or props.
d)  Listens and responds to ideas expressed by others in conversation or discussion. / a)  Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
b)  Uses language to imagine and recreate roles and experiences in play situations.
c)  Links statements and sticks to a main theme or intention.
d)  Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
e)  Introduces a storyline or narrative into their play. / a)  Continues a rhyming string.
b)  Hears and says the initial sound in words.
c)  Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
d)  Links sounds to letters, naming and sounding the letters of the alphabet.
e)  Begins to read words and simple sentences.
f)  Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
g)  Enjoys an increasing range of books.
h)  Knows that information can be retrieved from books and computers. / a)  Gives meaning to marks they make as they draw, write and paint.
b)  Begins to break the flow of speech into words.
c)  Continues a rhyming string.
d)  Hears and says the initial sound in words.
e)  Can segment the sounds in simple words and blend them together.
f)  Links sounds to letters, naming and sounding the letters of the alphabet.
g)  Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
h)  Writes own name and other things such as labels, captions.
i)  Attempts to write short sentences in meaningful contexts.
Early Learning Goal / Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. / Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. / Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. / Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. / Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Resources/ Links:
·  Role Play: Superhero headquarters – see photo and resources on laptop. Adults to model creating imaginative scenarios e.g. rescuing someone in a car from the top of a cliff; someone stuck in burning building; help to make comparisons between real life superheroes and imaginary heroes. Support them to complete incident reports and engage in activities to encourage independent writing e.g. emailing/ writing a letter to another superhero, write a superhero shopping list – what supplies would they need? Develop hand control and decision-making skills by helping them to create a superhero’s greetings card for someone special. Provide blank card templates and help them to draw a picture of their superhero in the circle. Glue the picture on to a piece of folded card and help chn to write a personal message inside the card, for example, ‘Happy Birthday’, ‘Get Well Soon’, ‘Congratulations’ and so on. Model and encourage children to take on the role of civilians and newspaper reporters witnessing a superhero saving the day – draw and write newspapers to recount events.(BI30-50g, i, j; 40-60e, f; ELGii; EMM ELGii)
Week Beg/ Learning Challenge / Possible experiences, opportunities, activities inside and outside / Resources / Evaluation & Next Steps
28.4.2014
What do we know about superheroes? / Focus Text for CLL: Poetry and Rhymes - RHYME & ALLITERATION: Superhero ABC: Bob McLeod - Key Outcomes: Yr 1: Children will be able to identify detailed sensory responses to direct experience and start to select and write suitable words and phrases to describe these
Development Matters Reception: Extend their vocabulary, exploring the meanings and sounds of new words.
Continuous Enhanced Provision:
Ø  Retelling stories, language development through role-play and small world play, recognising rhyming words,
Ø  Sequencing Stories using props, pictures, puppets
Ø  Writing speech bubbles for characters – writing in different genres: letters, menus, diaries, captions
·  Look out for a range of books and comics that focus on fictional characters who perform heroic deeds. Traditional favourites include Superman, Super Ted, Batman and Spiderman. Include non-fiction texts that focus on the everyday world including professions that can involve heroic actions such as firefighters, ambulance crew, hospital staff, police officers and so on (R30-50d, e, f, g, h, i, j, l, m, n, o, p; 40-60c, e, f, g; ELGi, ii, iii, iiii)
·  Create a personalised superhero logo to wear for role play. AIA: Look at pictures of Superman™ wearing his bold ‘S’-shaped logo. Encourage the children to identify the initial sound of their name, for example, ‘S’ for ‘Suzie’, ‘A’ for ‘Ali’ and so on. Give each child a copy of the activity sheet and help them to write on their initial letter using thick crayon or marker pen. Invite the children to use felt-tipped pens or crayons to decorate the shapes and spaces around their letter to create a bold, personalised logo. Help them to cut out and glue their logo on to a piece of cardboard. Trim around the cardboard to create a sturdy superhero shield. Tape a strip of cardboard to the reverse side of the shield to create a handle for the children to hold. Alternatively, attach pieces of wide ribbon or strips of Velcro to the shield so that it can be worn like a tabard during role play based on superheroes. MA: Help the children by writing the initial letter for them to copy or trace. HA: Encourage the children to design their own logo on an old, plain T-shirt to wear during role play. LA: Help the children to draw letters and shapes, using a variety of tools and materials. (R30-50a, b, c, k; 40-60b, c, d, f; ELGii)
·  Develop chn’s manipulative skills by helping them to create a colourful, abstract or ‘pop’ collage of their favourite superhero. Model cutting out as many pictures of the superhero as possible. Support chn to glue the pictures on to a sheet of card, demonstrating how to ensure each image slightly overlaps the one next to it. Model writing a selection of labels for the collage using words that are relevant to the hero. Frame the completed collage with narrow strips of ribbon, braid or paper. (W40-60b, d, e, g, h; ELGi, iiii links with PD MH40-60f, g, k; ELGiii; EA&D EMM40-60e, h, j; ELGii) / Superhero ABC: Bob McLeod
Pictures of the comic book superhero, Superman™’; ‘S’ for superhero’ activity sheet ; felt-tipped pens and crayons; thick crayons or marker pens; child scissors; glue; cardboard; strong tape; wide ribbon or Velcro.
Access to the internet; some examples of pictures of photos superheroes for the children to use; explosion bubbles in various colours/sizes for the children to write on.
5.5.2014
How might a superhero protect us?
Which superhero power would you like to have? / Focus Text for CLL: Fiction - STORIES WITH FAMILIAR SETTINGS: Together read Superheroes – All sorts, using the text to focus on writing in sentences with capital letters and full stops.- Key Outcomes: Yr 1: Chn produce comic strips based on their own invented superhero and use it to write simple sentences to match each picture to create their own comic strip adventure. Development Matters Reception : In groups chn produce comic strips based on their own invented superhero and use it to tell a story. Chn work together to add captions and speech bubbles to enhance their comic strips.
Continuous Enhanced Provision:
Ø  Retelling stories, language development through role-play and small world play, recognising rhyming words,
Ø  Sequencing Stories using props, pictures, puppets
Ø  Writing speech bubbles for characters – writing in different genres: letters, menus, diaries, captions
Ø  http://www.hamiltoneducation.org.uk/groupReaders/SuperheroesAllSorts/index.html#p=8
·  Use an enlarged version of the Superheroes poster as part of class discussions. Encourage the children to invent superheroes based on people with everyday occupations by drawing attention to the extraordinary powers of the familiar characters depicted in the posters. (LA30-50a; 40-60a; ELGi, iii; U30-50d; 40-60d; ELGii; S30-50g, h; 40-60a, b, c, d; ELGi, ii, iii)
·  Use the poster to discuss how super powers have helped people with everyday occupations to do their jobs more efficiently. Can the children think of other jobs that would benefit from super powers, for example, a park keeper who could attract litter into a
bin by waving a supersized hand. (LA30-50a; 40-60a; ELGi, iii; U30-50d; 40-60d; ELGii; S30-50g, h; 40-60a, b, c, d; ELGi, ii, iii; link with UtW30-50d)
·  Look at the special clothing worn by the superheroes and search for letters on them. What do the children think that the letters ‘FF’, ‘P’ and ‘Z’ signify? Make hatbands for imaginary superheroes and write initial letter sounds on them, for example, ‘SL’ for ‘super litterpicker’. (R30-50b, c; 40-60b, c, d; W40-60d, e, f, g, h; ELGi, iiii inks with PD MH40-60j, k, ELGiii)
·  Use the poster to introduce a discussion about the superheroes that the children have read about or seen on television, such as Batman,
Supergirl, Spiderman and Catwoman. How do these characters help others? What are their special powers? Be sensitive to those children who believe in the existence of these characters and help to allay any fears by pointing out the difference between real and pretend actions.
Invite the children to think of a suitable name for the poster superhero using alliteration, for example, ‘Fearless Freddy’ or ‘Henry the Hero’. Extend the discussion to include names for superheroines as well as superheroes. (LA30-50a; 40-60a; ELGi, iii; U30-50d; 40-60d; ELGii; S30-50g, h; 40-60a, b, c, d; ELGi, ii, iii; R30-50a, b, d; 40-60f, g; W40-60d, f, g, h; ELGi, iiii) / PPT Book Superheroes – All sorts
Enlarged version of the Superheroes poster
Superhero powers poster
12.5.2014
How do ‘real-life’ superheroes help us? Who is your hero? Why?
Why might St George have been a real-life superhero? / Focus Text for CLL: Fiction - STORIES WITH FAMILIAR SETTINGS: Traction Man meets Turbo Dog: Mini Grey - Key Outcomes: Yr 1 Write a short story with a problem and a resolution. Development Matters Reception : In groups write simple sentences to tell a story.