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    Planning for Learning through Shapes
    Planning for Learning through Shapes
    Planning for Learning through Shapes
    Ebook78 pages39 minutes

    Planning for Learning through Shapes

    By Rachel Sparks Linfield and Penny Coltman

    ()

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    About this ebook

    Plan for six weeks of learning covering all six areas of learning and development of the EYFS through the topic of shapes. The Planning for Learning series is a series of topic books written around the Early Years Foundation Stage designed to make planning easy. This book takes you through six weeks of activities on the theme of shapes. 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. The weekly themes in this book include: shapes and sizes, patterns, holes, tubes and boxes.
    LanguageEnglish
    PublisherMark Allen Group
    Release dateNov 19, 2012
    ISBN9781909101708
    Planning for Learning through Shapes

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      Book preview

      Planning for Learning through Shapes - Rachel Sparks Linfield

      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 which you spend time preparing, but which should later repay your efforts. Try to be concise. This will help you in finding 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 requirements of the Statutory Framework for the Early Years Foundation Stage (2007).

      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 areas of learning, some could focus on a specific area. For example, a topic on Shapes lends itself well to activities relating to mathematics. Another topic might particularly encourage the appreciation of stories. Try to make sure that you provide a variety of topics in your long-term plans, such as:

      Autumn 1 - Nursery Rhymes

      Autumn 2 - Toys/ Christmas

      Spring 1 - Clothes

      Spring 2 - Weather

      Summer 1 - Shapes

      Summer 2 - Farms

      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 Shapes, for example, has themes such as ‘Holes’, Tubes’, ‘Boxes’ and ‘Patterns’.

      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 quickly see where there are gaps. As you complete the chart take account of children’s earlier experiences and provide opportunities for them to progress.

      Refer back to the Statutory Framework for the Early Years Foundation Stage and check that you have addressed as many different aspects as you can. Once all your medium- term plans are complete make sure that there are no neglected areas.

      Day-to-day plans

      The plans you make for each day will outline aspects such as:

      resources needed;

      the way in which you might introduce activities;

      safety;

      the organisation of adult help;

      size of the group;

      timing;

      key vocabulary;

      individual needs.

      Identify the learning and ELGs which each activity is intended to promote. Make a note of any assessments or observations that you are likely to carry out. After using the plans, make notes of which activities were particularly successful, or any changes you would make another time.

      A final

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