Foundation Weekly Planning Sheet: Nursery Class



Foundation Weekly Planning Sheet: Nursery Class

| Date: 14/11/05 Theme: Festivals & Light and Dark Focus: night time rhymes Number: 6 Colour: blue Shape: cylinder/star letter: r |

|Key children | |

|LK |Learning Intentions |Monday |Tuesday |Wednesday |Thursday |Friday |Comments and |

|Circle-group obs | | | |‘ | | |Evaluation |

|Personal, Social and |Have a positive approach to |Ask children to think about |Read ‘Goodnight Owl’ |Musical instrument session. |Join in with story on IWB… |Circle time – what I like |Bonjour, bonjour, |

|Emotional |new experiences (ss1) |jobs their parents/friends |encourage them to join in |Explore musical instruments |help the witch become |about the day/night. |everybody |

| | |and others do. Are any of the|with the noises made by the |as a whole class group; take |friendly. Take turns to dress|Start…apples/pears, |Bonjour, bonjour, |

| |Show confidence in linking up|jobs preformed at night, when|birds and animals in the |part in singing rhymes and |as witch and make |Elmer likes the dark….can |everybody |

|1-Continue to be interested, |with others for support and |others sleep? Share |story. Why was Owl trying to |songs, loud and soft. Can you|expressions, can children |children tell Elmer what they|Bonjour, bonjour, |

|excited and motivated to |guidance (ss2) |information books showing |sleep in the day? Explain |make a quiet sound? Loud |join in with spell. What else|like about the night time? |everybody |

|learn. | |nurses, policemen, etc.. Talk|that some animals are awake |sound? |could the witch put into her |Finish with action rhymes. |So very glad to see |

|2-Be confident to try new |Initiate interactions with |about police wearing |and lively at night, these | |potion? Are all children | |you. Hello... Hello...|

|activities, initiate ideas |other people (ss3) |reflective material so they |are called nocturnal animals.| |joining in happily? |Variety of free choice |Bonjour |

|and speak in a familiar | |are seen in the dark. Let |Talk about other nocturnal | | |activities available for |Hello... Hello... |

|group. | |children explore role play |animals, share reference | | |exploration |Bonjour |

| | |costumes, do they notice |books. Explore some of the | | | |You can say it once |

|Maintain attention, | |reflective stripes? What are |things the animals do at | | | |You can say it again |

|concentrate, and sit quietly | |these for? |night. Have children any | | | |It's almost as easy as|

|when appropriate ELG | | |ideas of things they could do| | | |counting to 10 |

| | | |to help Owl get to sleep in | | | |Hello Hello Bonjour |

|Talk freely about their home | | |the noisy tree? | | | |-MFL |

|and community-SS2 | | | | | | | |

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| | |Mat time- listen to sound r, | |Magnetic whiteboards and |Listen and join in with night|… recap on story of ‘Whatever| |

| | |link to words, can you name |Playdough and letter |picture letter/word cards. |time rhymes e.g. twinkle, |Next’ ask children where | |

| | |something beginning with r? |printers. Can children print |Children to freely explore – |twinkle little star. I wish |Teddy went, how did he get | |

|Communication, Language and |Ask simple questions, often |model writing letter r(sky |the letters of their names? |can you find the letters of |I may I wish I might— |there. What else is up in the| |

|Literacy |in the form of ‘where’ or |write) |What sound does your name |your name? Can you find your | |sky? How would you travel | |

|10-Link sounds to letters, |‘what’ (ss3) |Sound hoop game letters r and|begin with? Can you find the |initial letter? Provide |Wish stars/ draw or write |there? If they went to the | |

|naming and sounding the | |m. can children identify |letter that makes that sound?|children’s name cards and |what they would wish |moon what would they like to | |

|letters of the alphabet. |Extend vocabulary, especially|objects and put in correct |Encourage children to |support some children. Some |for-decorate with glitter, |do there? What would they | |

| |by grouping and naming (ss3) |sound hoop. What sound does |identify the sound of their |children may find letters to |stick on straw |take for a picnic. When we go| |

|R Mirror |Confidently talk to people |it begin with model word e.g.|friends’ names. I spy with my|make individual words. |Model, write wishes onto dark|on holiday we often send | |

|Nocturnal animals… non |other than those who are well|rrrrobot |little eye someone beginning | |paper, encourage children to |postcards, show examples. | |

|fiction books, read books to |known to them (ss3) |Sing night time rhymes. |with s……..who could it be? |Non fiction books related to |identify initial sound. |Give children a postcard to | |

|children, ask them to name | |Non-fiction books in mirror. | |nocturnal animals and night | |send/write to a friend. | |

|other animals that come out |Listen to stories with | | |sky. | | | |

|at night. Why do they come |increasing interest and | | | | | | |

|out at night? What sound do |recall-SS2 | | | | | | |

|the animals make? What does | | | | | | | |

|cat begin with? |Sustain attentive listening, | | | | | | |

| |responding to what they have | | | | | | |

| |heard by relevant comments, | | | | | | |

| |questions or actions-ELG | | | | | | |

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|Mathematics |Begin to talk about shapes of|Explore 3D shapes, what |Explore 3D shapes, what |Using playdoh make 1 or 2 |Identify shape (triangle) is |Draw some large shapes on the| |

| |everyday objects (ss2) |shapes can you see? Can |shapes can you see? Can |birthday cakes. How old are |it a 2D shape or 3D? flat or |playground. The children move| |

|Begin to use mathematical | |children name any? Can you |children name any? Can you |you? How many candles did you|solid? How many sides/faces |about until they hear a drum | |

|names for solid 3D and flat |2.Count reliably up to 10 |pass me 3 cubes and a |pass me 3 cubes and a |have on your birthday cake? |does it have? Encourage |beat. This is the signal to | |

|2D shapes and mathematical |everyday objects |cylinder? What could I build?|cylinder? What could I build?|Can you put the amount in? |children to count. Model how |stand in a shape. Repeat | |

|terms to describe shapes-SS3 |ss-3 Find the total number of|How many faces has your shape|How many faces has your shape|How old will you be next |to stick together 2 traingles|asking different questions | |

| |items in two groups by |got? |got? |year? How many candles do you|to make a star shape. Sing |each time or giving different| |

| |counting all of them |Can children name other |Can children name other |have altogether? |twinkle, twinkle, & first |instructions (e.g. there must| |

| | |objects the same shape e.g. |objects the same shape e.g. |How old were you last year? |star I see tonight. Tell the |be three people in each | |

| |Count up to 3 or 4 objects by|can of coke. |can of coke. |Can you make a wish? Talk |children they are going to |shape, there must be 8 hands | |

| |saying one number name for |ongoing | |about other times we make |make wish stars, by sticking |in each shape). | |

| |each item-ss3 | | |wishes link to night time |to triangles together. Model |Questions could include: | |

| | | | |rhyme first star I see |write wishes, in gold on dark|How many people are in your | |

| |Show curiosity and | | |tonight. DH |paper. Some children may |shape? How could you count | |

| |observation by talking about | | | |write wish on star, some may |them? How could you check? | |

| |shapes, how they are the same| | | |draw a picture of something |Which shape has the most / | |

| |or why some are different ss3| | | |they would like. Can any link|fewest people in? SL | |

| | | | | |to initial sound. SL | | |

|Knowledge and Understanding | |Ask children about bedrooms |Explore night time |Junk modelling-using | Cookery- star biscuits. Make|Explore non-fiction books on |Light station – night |

|of the World |1-Investigate objects and |at home. Do they have a |animals-why do they come out |different sized boxes and |biscuits by, beating, |earth and moon. Discuss |time/ shapes and |

| |materials by using all of |nightlight? Does it give |at night? Can children give |recycle materials can |whisking, mixing materials |differences between the earth|colours |

|1-Select the tools and |their senses as appropriate. |enough light to see a book? |ideas? Look at non-fiction |children make/build a free |together to form a dough, |and moon. IWB observe space, | |

|techniques they need to | |Can they see everything in |books to gather information |choice model. Ask questions |squeeze, pinch, mould. Print |what can the children see? | |

|shape, assemble and join |Observe, find out about and |their rooms? Put small |together. Explore night time |such as what shapes have you |out star shapes-observe | | |

|materials they are using. |identify features in the |objects in box with a lid. |animals are they all the |used? How did you fix it |change in materials when | | |

| |place they live and the |Let children look through |same? What is different? What|together? What is that you |combining materials and after| | |

|Complete a simple program on |natural world ELG |flap at one end, they won’t |animals have the children |have made? What can it do? |cooking. Count out teddies to| | |

|the computer and /or perform | |be able to see clearly, |seen in our town, what they |Encourage use of |weigh ingredients talk about | | |

|simple functions on ICT | |repeat this time letting |have seen in the local park. |imagination-what did teddy |what is seen and happening. | | |

|apparatus-SS3 | |natural light shine through. |Has anyone seen a squirrel? |make with his box in the |DH | | |

| | |What can they see? Repeat |What birds have they seen? |story of Whatever Next? | | | |

| | |with a torch did this help | |TammyP/H | | | |

| | |them to see? What other forms| | | | | |

| | |of light can they name? Let | | | | | |

| | |children explore in dark | | | | | |

| | |place with torches. SL | | | | | |

|Physical |Persevere in repeating some |Scissor practise |Create owl hats, cut colour |Hall Time |Using 1-handed tools fill |Take part in movement to | |

| |actions/attempts when | |etc |Take off shoes and |cake cases and other small |music session, can children | |

|ss-1 Respond to rhythm, music|developing a new skill (ss2) |Fine motor skills developed | |socks/jumpers. |pots with sand. How many |follow actions/join in. e.g. | |

|and story by means of gesture|Manipulate materials to |through decorating /cutting |Manipulate playdoh and other |Warm up-head shoulders knees |spoonfuls do you think will |if your happy and you know it| |

|and movement |achieve a planned effect (ss3|and manipulating materials |materials to create a desired|and toes, fast, slow. Find |fill the pot? Cake case? |wave your arms/stamp your | |

| | | |effect, can children pinch, |hoop of given colour. Explain|Manipulate playdoh to create |feet. | |

|Engage in activities |Move in a range of ways, such|Ongoing throughout |roll, squeeze, and squash, |some animals come out at |a desired effect. | | |

|requiring careful hand-eye |as slithering shuffling, |week-respond to music with |cut with scissors. |night when others sleep. When| | | |

|co-ordination-SS1 |rolling, crawling, walking, |hand actions | |tambourine is shaken they |Play outdoor games that | | |

| |running, jumping, skipping, | |Explore water with whisks – |have to move like animal e.g.|involve running, jumping, | | |

|Go backwards and sideways as |sliding and hopping. Ss2 |In groups make salt dough to |can children whip up froth. |cat around hall. When |skipping. E.G What’s the time| | |

|well as forwards | |create a star. Can children |What else is in the water? |tambourine is shaken stop and|Mr Wolf | | |

|Experiment with different |Observe the effects of |use hands/fingers to mix |Can children find initial |go back to circle-repeat for | | | |

|ways of moving-SS3 |activity on their bodies-ss2 |materials together. |letters of own name or |different animals, ask |Large chalk and paint | | |

| | | |recognise other letters and |children to name nocturnal |brushes-form | | |

|Explore malleable materials | | |link to sounds? |animals. Cool-down- musical |letters/numbers/draw stars | | |

|by patting, stroking, poking | | | |statues. (Tues PM) |etc | | |

|squeezing, pinching and | | | | | | | |

|twisting them | | | | | | | |

|Manipulate materials to | | | |Explore sand-use small spoons| | | |

|achieve a planned effect-SS3 | | | |to fill cake cases and pots. | | | |

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| |ss3- Make constructions, |Explore musical instruments |Using a variety of media make|Bubble paint night time |Make constructions with junk |Print a star pattern using | |

|Creative |collages, paintings, drawings|on offer to create a tune. |a glittery glue/paint to |animals, cat or bat. What |modelling media, talk about |star printers. | |

| |and dances |Paint a picture using easel. |decorate your star. |happens to paint when we blow|creations and what they can |aa,b,aa,b/a,b,a,b what comes | |

|Explore the different sounds | | |Sing star rhymes, count |through straw? Why does that |do. |next? Where do we see stars? | |

|of instruments |Tap out simple repeated | |stars. |happen? What sound does cat |Wish stars, join shapes |Are they there all the time? | |

| |rhythms and make some up | | |begin with? Make up rhymes, |together to make a star, |Some children may make there | |

|Try to capture experiences |(ss2) | | |there once was a bat who wore|decorate and make a wish. |own pattern. | |

|and responses with music, | | | |a smart hat, until he bumped | | | |

|dance, paint and other |Use ideas involving fitting, | | |into a low flying bat…etc |Paint a night time picture | | |

|materials or words-ss3 |overlapping, in, out, | | |Musical instrument session, |free-choice easel. | | |

| |enclosure, grids and sun-like| | |explore the sound of musical |Explore the different sounds | | |

|Use available resources to |shapes-ss3 | | |instruments and make a tune |of instruments- create a | | |

|create props to support role | | | |to go with rhymes, fast slow,|musical instrument | | |

|play-ss2 |Respond to comments and | | |loud, quiet. | | | |

| |questions, entering into | | | | | | |

| |dialogue about their | | | | | | |

| |creations-SS3 | | | | | | |

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|Outside |Ongoing large apparatus |Bouncers/hoppers/bike |Bikes/bats and balls – free |Hide a set of shapes (2D / |Provide a range of materials |Chalk numbers on the | |

|Ss2- Show increasing control |Variety of writing media |Hide a set of wooden numerals|choice |3D). Place a hoop on the |for children to use to make |playground Ask a question or | |

|in using equipment for |See ongoing medium term plan |or number cards (one per |Provide children with |ground for the children to |repeating patterns. use |give an instruction. The | |

|climbing, scrambling, sliding|for links to other ss/Elg & |child). The children have to |different resources to |place the shapes in when they|people to make a pattern e.g |children have to stand by an | |

|and swinging |and other areas in plan |find a number, bring it back |practise writing numerals. - |have been found. Discuss the |stand, stand, sit |appropriate number. Ask the | |

| | |to an agreed point and then |large paintbrushes and |shapes that have been found |bean bags etc – and arrange |children to explain their | |

|See other FS areas for linked| |arrange themselves in order. |buckets of water, chalk, |and try out different ways of|in a pattern on the |reasoning. | |

|objectives. | |As a variation, they could |paint (to use on large rolls |sorting them. Draw sets on |playground |Questions/instructions could | |

| | |place the numbers along a |of wallpaper). Numerals can |the playground and write | |include: | |

| | |number line (either chalk the|also be traced in sand/ or |labels according to the | |Which number is one more than| |

| | |line or use a skipping rope –|made out of playdoh/pieces of|children’s suggestions. | |6? | |

| | |label the ends 0 and 10). |string. Children should work |Questions could include: | |Stand by a number that is | |

| | |Questions could include: |on a large as well as a small|What can you tell me about | |smaller than 4. | |

| | |Which number will go before 7|Model how to form number, |this shape? | |Find a number that comes | |

| | |/ after 3? |what number have you written?|How do you know this is a | |between 5 and 8. | |

| | |Hold up your number if it is |What number comes next? Can |square? | |This is the number of toes | |

| | |less than 5. |you collect the amount to |How do you know this shape is| |you have. | |

| | |Show on your fingers a number|match the number? |not a square? | |What is double 3? | |

| | |between 4 and 8. | |I’m thinking of a shape. It | |Why did you choose that | |

| | |Which is the largest number | |has 3 corners. Can you see | |number? | |

| | |on the line? How do you know?| |the shape I might be thinking| | | |

| | |I’m thinking of a number. My | |of? | | | |

| | |number has a straight line at| |What is the same / different | | | |

| | |the top. Which numbers on the| |about these two shapes? | | | |

| | |line might I be thinking of? | |How could we sort these | | | |

| | | | |shapes? | | | |

| | | | |Why does this shape belong in| | | |

| | | | |that group? | | | |

| | |Story – goodnight owl |Songs and night time rhymes. |IWB-rhymes, counting etc… |Number rhymes-five current | | |

| | | |Twinkle, twinkle little star.| |buns, encourage children to | | |

|Group time /before snack | | |IWB | |count and sing. How many |Memory game (Kim’s game) show| |

| | | | | |left? |animals are they the same, | |

| | | | | | |what is different? What do | |

| | | | | | |they all do? Can children | |

| | | | | | |name them? Cover and take one| |

| | | | | | |away, choose child to name | |

| | | | | | |missing animal-focus on | |

| | | | | | |initial sound. | |

|After snack | |Ring games, take part in |Goodnight owl, ask questions |Musical session-use a variety|IWB-interactive story- The | Circle time- what we like | |

|9-10 | |whole class ring games, sing |related to story-see PSE |of musical instruments to |witches spell. Choose child |about the night –see PSE | |

|13:00-14 | |using actions. | |accompany night time |to dress up as witch, | | |

|Develop a repertoire of | | | |rhymes-focus, loud, quiet. If|children help to make spell, | | |

|actions by putting a sequence| | | |off to the moon would a |encourage joining in with | | |

|of movements together (SS2) | | | |rocket be loud or quiet? |spell, and repeating options | | |

| | | | | |for ingredients. Can children| | |

| | | | | |think of other things to put | | |

| | | | | |in pot that might work? | | |

| | | | | |Movement rhymes, e.g. Grand | | |

| | | | | |Old Duke, Twinkle, Twinkle. | | |

|Mat time 9:10 |

|Letter of the week: sound and model write-chosen children attempt|

|to write. |

|Number of the week: identify-clap-jump amount, count-find and |

|stick on board mat |

|Colour of the week: chosen children identify colour of objects, |

|look and se if you are wearing the colour- what do we know that |

|is that colour |

|Shape of the week: identify shape/chosen children identify |

|shape-sky draw-draw on board, how many faces, sides, and |

|vertices, 2D or 3D. Could play close your eyes and which shape is|

|it |

The enclosed weekly plan links to the rhyme twinkle twinkle little star, all areas of the foundation stage curriculum are on the plan, e.g. maths, Communication Language and Literacy etc...

nurseryclasshcp.

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