Created by Kerry Moody
EYFS Medium Term Planning Enhancing & Extending Spaces for PlayTerm: Spring 4 / PLC: Castles and Homes - What kind of buildings can we find around the world?
Specific Area: Expressive Arts and Design
Learning & Development Focus/Objective:
Aspect / Exploring and Using Media and Materials (EMM) / Being imaginative (I)
30-50 months: / a) Enjoys joining in with dancing and ring games.
b) Sings a few familiar songs.
c) Beginning to move rhythmically.
d) Imitates movement in response to music.
e) Taps out simple repeated rhythms.
f) Explores and learns how sounds can be changed.
g) Explores colour and how colours can be changed.
h) Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.
i) Beginning to be interested in and describe the texture of things.
j) Uses various construction materials.
k) Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.
l) Joins construction pieces together to build and balance.
m) Realises tools can be used for a purpose. / a) Developing preferences for forms of expression.
b) Uses movement to express feelings.
c) Creates movement in response to music.
d) Sings to self and makes up simple songs.
e) Makes up rhythms.
f) Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.
g) Engages in imaginative role-play based on own first-hand experiences.
h) Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’.
i) Uses available resources to create props to support role-play.
j) Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.
40-60+ months: / a) Begins to build a repertoire of songs and dances.
b) Explores the different sounds of instruments.
c) Explores what happens when they mix colours.
d) Experiments to create different textures.
e) Understands that different media can be combined to create new effects.
f) Manipulates materials to achieve a planned effect.
g) Constructs with a purpose in mind, using a variety of resources.
h) Uses simple tools and techniques competently and appropriately.
i) Selects appropriate resources and adapts work where necessary.
j) Selects tools and techniques needed to shape, assemble and join materials they are using. / a) Create simple representations of events, people and objects.
b) Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
c) Chooses particular colours to use for a purpose.
d) Introduces a storyline or narrative into their play.
e) Plays alongside other children who are engaged in the same theme.
f) Plays cooperatively as part of a group to develop and act out a narrative.
Early Learning Goal / Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. / Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
Resources/ Links:
Involve the chn in setting up and resourcing the themes role play area: The Three Little Pigs Construction Yard. See also attached photographs and resources.
ENSURE MOTHER’S DAY CARDS ARE MADE BY 10TH MARCH – BY END OF WEEK 2
Week Beg/ Learning Challenge / Possible experiences, opportunities, activities inside and outside / Resources / Evaluation & Next Steps
25.2.2013
What kind of buildings do we live in?
What materials are used to make them? / · Make model homes /construct a house for the pigs. ALA: Show the children pictures of homes. Explain that they are going to make models of homes. Talk about the different types of homes that they might like to build. Encourage chn to think about the homes in which the Three Little pigs lived in, what kind of homes they live in and different homes that have observed in images. Invite children to look at the resources available and to select the items they feel would be suitable. Support children in applying their ideas as they construct the homes. Once they have constructed the outside of the homes, children could be encouraged to think about how they will decorate and make furniture for their home. Demonstrate ways to assemble and fix together resources, such as by cutting, slotting and sticking. If children require doors and windows to be cut, ask them to draw the shapes before the adult does the cutting. Model gluing items securely by spreading it to the edges and holding items on for a count of ten several times. Key Vocab: House, home, window, door, chimney, wall, roof, names for different types of homes and materials. (EMM30-50j, k, l, m; 40-60g, h, I, j; ELGii)
· Use musical instruments to rap to the story of The Three Little Pigs: Read The Three Little Pigs to the children and talk about the main sequence of events together. Provide the children with beaters and blocks or drums, and invite them to practise tapping their instrument. Now ask them to listen as you tap your own instrument rhythmically. Start with single beats and ask the children to copy your rhythm. When the children are confident at copying your single beat rhythm, change the pace to fast or slow and encourage them to copy you once more. Now ask the children to put down their instruments and listen as you read ‘The three pigs’ rap’. Read it again, this time encouraging the children to join in with the repeated refrains in each verse. Now demonstrate to the children how you would like them to tap to the beat of the rap, starting with the repeated refrains, such as ‘Went-a-building’; ‘Getting full now’ and so on (each refrain has four syllables that can be tapped). Repeat the rap and encourage the children to sing and tap with you at each refrain. (EMM40-60a, b; ELGi; BI30-50e)
· Use a wide variety of construction equipment to encourage children to practise making structures that will stand upright and have space inside where a character could ‘live’. Use hands and fingers to push components together to create a stronger support. (EMM30-50j, k, l, m; 40-60g, h, I, j; ELGii)
· Using coloured dough, rolling pins and hands, manipulate the dough to make shapes to represent the three little pigs and the wolf. Use modelling tools to add detail. Can the children draw a background for their animals or create some paper furniture for their houses? (EMM30-50j, k, l, m; 40-60g, h, I, j; ELGii links with PD MH40-60g; ELGii)
· Using suitable climbing apparatus, indoors or outdoors, role play the story of ‘The Three Little Pigs’. Use large bricks to create walls and practise being the wolf ‘looking down the chimney’. Play chasing games as the pigs flee from the wolf. (BI40-60d, e, f; ELGii)
· Help children to create pictures of their own homes. Encourage them to use accurate colours/ appropriate collage materials for doors, walls and so on. (EMM40-60c, d, e; ELGii; BI40-60a, c) / Variety of boxes; cardboard tubes; corrugated card; scissors; PVA glue; masking tape; modelling straws; twigs; straw; wool; string ribbon; stiff card; paint; brushes; trays; pencils; pictures of homes.
The Three Little Pigs (First Favourite Tales, Ladybird); beaters and blocks or drums; ‘The three pigs’ rap’ activity sheet (back of A3 ‘Numbers’ poster).
A variety of construction kits, such as wooden and plastic building bricks.
Coloured dough, small rolling pins and modelling tools.
Collage materials, paint / Look, listen and note
Can children move and place objects? Are their fine motor skills developed sufficiently to use scissors accurately? Can they achieve the ends they seek?
Effective practice
Help young children find comfortable ways of holding and using things. Teach skills as necessary and give children the chance to practise them. Discuss and make children aware of safety.
4.3.2013 & 11.3.2013
What kind of buildings did people live in a long time ago? / · Hang the poster showing different castles around the world in the creative area to encourage the children to produce two-dimensional drawings and paintings of castles, and three-dimensional models from recycled and malleable materials. (EMM40-60c, d, e, f, g, h, I, j; ELGii; BI40-60a, c; ELGi, ii)
· Display the poster in the construction area to encourage the children to build symmetrical castles. (EMM40-60f, g, h, I, j; ELGii)
· Look at the photograph of Neuschwanstein Castle on the poster. Explain to the children that it was used as the model for Walt Disney’s Cinderella castle. Read the story of ‘Cinderella’ and other fairy tales set in castles, such as ‘Rapunzel’ and ‘Sleeping Beauty’ (See also CL & L MTP) Provide role-play clothes for the children to re-enact the stories. (BI40-60d, e, f; ELGii; links with CL & L S40-60b, e; ELGiii)
· Transform a square climbing frame into the children’s favourite castle from the poster. Tape white paper printed with stone block shapes around the walls and attach long cardboard tubes to the insides of the four corners as turrets. Invite the children to choose resources from the home area to bring into their castle, so that they can play in role as castle inhabitants. Provide additional resources such as tin bowls, musical instruments and suitable dressing-up clothes. (BI40-60d, e, f; ELGii; links with CL & L S40-60b, e; ELGiii)
· Look at diff castles. How will our castle look? Will it have 4 towers, one in each corner? A drawbridge? Show chn a range of large boxes and other recyclable materials. Together sort them, selecting carefully for diff parts of the castle. Which ones would be most useful for the main part of the castle? For the towers? Drawbridge? Discuss size /position of door. How do we make battlements at top of the castle wall? Explain that we will make a plan of how to make our castle & draw a design. Then chn work on the project in small groups, rotated to work with an adult to build the castle. Work thro the class plan to create the castle. Use all materials suggested, adding to these as you go along. When the walls are ready they could be covered in big sheets of papier mâché or paper and painted grey. Add a drawbridge, etc. (EMM30-50j, k, l, m; 40-60g, h, I, j; ELGii)
· Look at the designs on the shields of the knights in the poster and explain that they are called ‘coats of arms’ that show which family they are from. Invite the children to design their own simple coat of arms on a cardboard shield using brightly coloured paint. (EMM40-60e, f, g, h; ELGii; BI40-60a, c; ELGi)
· Ask the children to find Old King Cole on the poster and sing the rhyme together. Explain how lords, dukes and kings would have minstrels to entertain them with instruments such as lutes, harps, trumpets, drums and string instruments. Let the children listen to medieval music and provide suitable percussion instruments to add their own accompaniment. (EMM40-60a, b; ELGi) / Castles Around the World poster, images of different castles.
Variety of boxes; cardboard tubes; corrugated card; scissors; PVA glue; masking tape; modelling straws; twigs; straw; wool; string ribbon; stiff card; paint; brushes; trays; pencils; pictures of castles.
cardboard shield templates
18.3.2013
How are buildings around the world similar and different? / · Look at local statues or sculptures. Recreate your favourite piece using paint, playdough, box models or clay. (BI30-50j; 40-60a; ELGi; EMM40-60c, d, e; ELGii)
· Create a ‘shape street’ display by painting different-shaped buildings, cutting them out and sticking them in a row. Refer to the poster for unusual ‘shape’ ideas.(EMM 40-60c, d, e, g; ELGii)
· Explain that very tall buildings are often called ‘skyscrapers’. Can the children suggest why? Invite them to paint their own skyscrapers, looking at the poster for ideas about shapes. (EMM 40-60c, d, e, g; ELGii) / Images of sculptures & statues Yorkshire Sculpture Park website
Shapes in Buildings Poster
Tall Buildings Poster
25.3.2013
(4 days)
What kind of garden does your home have? / · Paint own pictorial story maps depicting the journey Jack took from his home, up the beanstalk and through the clouds to arrive beside the Giant’s castle. (EMM40-60c, d, e; ELGii)
· Make origami tulips (See EYFS Planning or Play Houses and Homs book pp17) (EMM40-60c, d, e; ELGii)
· Use colourful papers, fabrics, sand, pasta, artificial dried flowers and shells to make model gardens in shallow trays or boxes. See also PSED MTP. (EMM40-60c, d, e; ELGii) / papers, fabrics, sand, pasta, artificial dried flowers and shells