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Planning for Learning through Books
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Plan for six weeks of learning covering all six areas of learning and development of the EYFS through the topic of books. The Planning for Learning series is packed with activities and ideas intended for early years teachers and playgroup leaders. The Planning for Learning series is designed to make planning for the Early Years Foundation Stage easy. This book takes you through six weeks of activities on the theme of books and reading. Each activity is linked to a specific Early Learning Goal, and the book contains a skills overview so that practitioners can keep track of which areas of learning and development they are promoting. This book also includes a photocopiable page to give to parents with ideas for them to get involved with their children's topic, as well as ideas for bringing the six weeks of learning together. The weekly themes in this book include: Storybooks; Books for finding things out; Poetry books; Special books; Books from around the world; Favourite books. Bring all the learning together with a book day.
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Book preview
Planning for Learning through Books - Rachel Sparks Linfield
Planning for Learning through Books
by Rachel Sparks Linfield
Illustrated by Cathy Hughes
Originally published by Practical Pre-School Books, A Division of MA Education Ltd, St Jude’s Church, Dulwich Road, Herne Hill, London, SE24 0PB. Tel. 020 7738 5454
Revised edition © MA Education Ltd 2008
First edition © MA Education Ltd 2006
www.practicalpreschoolbooks.com
2012 digital version by Andrews UK Limited
www.andrewsuk.com
Front cover image: all attempts to credit copyright owners were made at the time going to press.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopied or otherwise, without the prior permission of the publisher.
Making plans
Why plan?
The purpose of planning is to make sure that all children enjoy a broad and balanced curriculum. All planning should be useful. Plans are working documents that you spend time preparing, but which should later repay your efforts. Try to be concise. This will help you to find information quickly when you need it.
Long-term plans
Preparing a long-term plan, which maps out the curriculum during a year or even two, will help you to ensure that you are providing a variety of activities and are meeting the Statutory Framework for the Early Years Foundation Stage.
Your long-term plan need not be detailed. Divide the time period over which you are planning into fairly equal sections such as half terms. Choose a topic for each section. Young children benefit from making links between the new ideas they encounter so as you select each topic, think about the time of year in which you plan to do it. A topic about minibeasts will not be very successful in November!
Although each topic will address all the learning areas, some could focus on a specific area. For example, a topic on ‘Books’ would lend itself well to activities relating to Communication, Language and Literacy. Another topic might particularly encourage children to investigate, to observe and to ask questions. Try to make sure that you provide a variety of topics in your long-term plans.
Medium-term plans
Medium-term plans will outline the contents of a topic in a little more detail. One way to start this process is by brainstorming on a large piece of paper. Work with your team writing down all the activities you can think of which are relevant to the topic. As you do this it may become clear that some activities go well together. Think about dividing them into themes. The topic of ‘Books’, for example, has themes such as ‘Storybooks’, ‘Books for finding things out’, ‘Poetry books’, ‘Special books’, ‘Books from around the world’ and ‘Favourite books’.
At this stage it is helpful to make a chart. Write the theme ideas down the side of the chart and put a different area of learning at the top of each column. Now you can insert your brainstormed ideas and will quickly see where there are gaps. As you complete the chart take account of children’s earlier experiences
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