EARLY YEARS FOUNDATION STAGE PLANNING FOR KG1 HONEYBEE
STANDARDS Highlighted are the standards that I am working on this week.
Date/Week: 18th Week 12.02.2017
2016-2017
Theme:
PERSONAL SOCIAL AND
EMOTIONAL
DEVELOPMENT.
MAKING RELATIONSHIPS
Initiates play, offering cues
to peers to join them.
Keeps play going by
responding to what others
are saying or doing.
Demonstrates friendly
behaviour, initiating
conversations and forming
good relationships with
peers and familiar adults.
(30-50 mths)
SELF CONFIDENCE
Enjoys responsibility of
carrying out small tasks.
Is more outgoing towards
unfamiliar people and more
confident in new social
situations.
(30-50 mths)
MANGAING FEELINGS &
BEHAVIOUR
Aware of own feelings and
knows that some actions
and words can hurt others’
feelings.
Begins to accept the needs
of others and can take
turns and share resources,
COMMUNICATION AND
LANGUAGE.
LISTENING AND ATTENTION
Listens with interest to the
noises adults make when
they read stories.
Listens to others one to one
or in small groups when
conversation interests them.
Listens to stories with
increasing attention and
recall.
Is able to follow directions (if
not intently focused on own
choice of activity).
UNDERSTANDING
Developing understanding of
simple concepts (e.g.
big/little).
Understands use of objects
(e.g. “What do we use to cut
things?”).
Responds to simple
instructions, (e.g. to get or
put away and object).
Beginning to understand
“Why?” and “How?”
questions.
Shows understanding of
prepositions such as ‘under,’
‘on top,’ ‘behind,’ by carrying
TERM 2
Theme: Sports
LEARNING INTENTIONS, GOALS OR OBJECTIVES
LITERACY. MATHEMATICS. UNDERSTANDING PHYSICAL EXPRESSIVE ART &
THE WORLD. DEVELOPMENT. DESIGN.
READING NUMBERS
Enjoys rhyming and Uses some number PEOPLE & COMMUNITIES MOVING AND EXPLORING & USING
rhythmic activities. names and number Shows interest in the lives HANDLING MEDIA AND MATERIALS
language of people who are familiar Turns pages in a Creates sounds by
Shows awareness of spontaneously. to them. book, sometimes banging, shaking,
rhyme and alliteration several at once. tapping, or blowing.
Uses some number Remembers and talks
Recognizes rhythm in names accurately in about significant events in Shows control in Enjoys joining in with
spoken words. play. their own experience. holding and using jugs dancing and ring games.
to pour, hammers,
Listens to and joins in Recites numbers in Recognises and describes books and mark- Sings a few familiar
with stories and poems, order to 10. special times or events for making tools. songs.
one to one and also In family or friends.
small groups. Beginning to represent (30-50 mths) Mounts stairs, steps Beginning to move
numbers using fingers, or climbing rhythmically.
Joins in with repeated marks on paper or THE WORLD equipment using
refrains and anticipates pictures. Comments and asks alternate feet. Imitates movement in
key events and phrases in questions about aspects of response to music.
rhymes and stories. Shows an interest in their familiar world such as Runs skilfully and
numerals in the the place where they live negotiates space Taps out simple
Beginning to be aware of environment. or the natural world. successfully, adjusting repeated rhythms.
the way of the way speed or direction to
stories are structured. Realises not only Can talk about some of the avoid obstacles. Explores and learns how
objects, but anything things they have observed sounds can be changed.
Suggests how the story can be counted, such as plants, animals, Can stand
might end. including steps, claps or natural and found objects. momentarily on one Uses various
(30-50 mths) jumps. foot when shown. construction materials.
Talks about why things
WRITING SHAPES & SPACE happen and how things Realises tools can be
Distinguishes between Beginning to categorise work. HEALTH AND SELF- used for a purpose.
the different marks they objects according to the CARE
make properties such as shape Developing an Drinks well without
(22-36 mths) or size. understanding of growth, spilling. BEING IMAGINATIVE
decay and changes over Developing preferences
Sometimes gives meaning Begins to use the time. Observes the effects for forms of expression.
to marks as they draw language of size. of activity on their
and paint. Shows care and concern bodies. Uses movement to
sometimes with support out and action or selecting
from others. picture.
(30-50 mths)
SPEAKING
Uses language as a powerful
means to widening contacts,
sharing feelings, experiences
and thoughts.
Holds a conversation,
jumping from topic to topic.
Learns new words very
rapidly and is able to use
them in communicating.
Uses a variety of questions
(e.g. What, When, Who).
Beginni9ng to use more
complex sentences to link
thoughts (e.g. using and
because).
Questions why things happen
and gives explanations. Asks
e.g. Who, What, When, and
How.
Uses vocabulary focused on
objects and people that are
of particular importance to
them.
Uses talk in pretending that
objects stand for something
else in play, e. g. “This box is
my castle.”.
Understands some talk for living things and the express feelings.
Ascribes meanings to about immediate past environment. Can usually manage
marks they see in and future, e.g. ‘before,’ (30-50 mths) washing and drying Creates movement in
different places. ‘later,’ or ‘soon.’ (22-36 hands. response to music.
(30-50 mths) mths) TECHNOLOGY /ICT
Knows how to operate Sings to self and makes
READERS WRITERS Shows and interest in simple equipment, e.g. up simple songs.
WORKSHOP shape and space by turns on CD player and
Non Fiction Teaching playing with shapes or uses remote control. Notices what adults do,
Points making arrangements imitating what is
Readers think about the with objects Shows an interest in observed and then doing
message of the story. technological toys with it spontaneously when
Uses shapes knobs or pulleys, or real the adult is not there.
Readers retell/ appropriately for tasks. objects such as cameras or
summarise a story and mobile phones. Engages in imaginative
cover the story Shows interest in shapes role-play based on own
elements. in the environment. Shows skill in making toys first-hand experiences.
(30-50 mths) work by pressing parts or
lifting flaps to achieve Builds stories around
effects such as sound, toys, e.g. farm animals
movements or new needing rescue from an
images. armchair ‘cliff’.
Knows that information Uses available resources
can be retrieved from to create props to
computers. support role-play.
(30-50 mths)
Captures experiences
and responses with a
range of media, such as
music, dance and paint
and other materials or
words.
 EARLY YEARS FOUNDATION STAGE PLANNING ACTIVITIES FOR KG1 HONEYBEE

Period 1- 7.10-7.50 Period 2- 7.50-8.30 Period 3- 8.30-9.10 Period 4- 9.50- Period 5- 10.20-11.00 Period 6- 11.35- Period 7- 12.10-12.50
.10.20 12.10
Math Math PD- Fine Motor EAD Library Arabic Literacy
Sunday Ms.Hanaa
ECE Sports day ECE Sports day ECE Sports day ECE Sports day ECE Sports day ECE Sports day ECE Sports day

Math PD- Fine Motor EAD EAD PSED - Second Step CL Literacy
Music program
Circle time: Introduce the Group 1: Math book: Group 1: Decorate Group 2: Decorate Group 2: Math book: Read: Pete the cat Introduce letter Mm and
letter, theme of the week Children will do the polystyrene balls and polystyrene balls and Children will do the (Play Ball) (Online the sound that makes the
and second step program. worksheets related to do Cup-and-ball do Cup-and-ball worksheets related to book) letter Mm using the Jolly
number 12. (Link to games. (Link to PD, games. (Link to PD, number 12. (Link to PD, phonics resources.
Second step day 1 and
Introduce number 12 and PD, CL and EAD) UTW and CL) UTW and CL) CL and EAD) Encourage children sing
reinforce previous number (0- 2 (Link to CL, PSED
and repeat the letter
11) using different objects, and UTW)
Group 2: Outdoor Group 1: Outdoor sound when we play Jolly
resources and songs.
provision area: provision area: Children phonics songs. (link to EAD
Encourage children recite
numbers in order and count
Children will decide will decide what and CL)
using their fingers. what activities they activities they want to
Group 1: Group 1: Math Art want to play. play. Using flashcards introduce
craft: ‘’ My hot chocolate’’. -Large and small -Large and small some words that begin
Children will cut out a cup and construction. construction. with the letter Mm:
using brown they will color the Mother, Monkey, Mouse,
- Role play - Role play
Monday inside of the cup. Once that etc. Encourage children
- Dry sand Group 1: Outdoor - Dry sand
the cup is ready, children will Group 2: Outdoor
- Coloured water - Coloured water identify beginning sounds.
stick 12 marshmallows. After provision area: provision area:
sticking 12 marshmallows - Painting Children will decide - Painting
Children will decide Group 1: Art craft ‘’ is for
student will write number 12 in - Tracing what activities they - Tracing
what activities they Mouse’’ Children will do
their cups and “pretend that (Link to PD, EAD, L, M want to play. (Link to PD, EAD, L, M
want to play. mice using their hands
they are drinking a hot and CL) and CL)
-Large and small -Large and small
chocolate”. (Link to M, CL, L prints (Link to EAD and
construction. construction.
and EAD) PD)
- Role play - Role play
Group 2: Outdoor provision - Dry sand - Dry sand Group 2: English book
area: Children will decide what
- Coloured water - Coloured water worksheets related to
activities they want to play. - Painting
- Painting letter Mm. (Link to PD, L
-Large and small construction.
- Tracing - Tracing and EAD)
- Role play
(Link to PD, EAD, L, M (Link to PD, EAD, L, M
- Dry sand
and CL) and CL)
- Coloured water
- Painting
- Tracing
(Link to PD, EAD, L, M and CL)
 Math Arabic PD- Fine Motor EAD PSED UW Literacy
Ms.Hanaa
Tuesday
National sport day (14th National sport day National sport day National sport day National sport day National sport day National sport day (14th
th th th th th
February) (14 February) (14 February) (14 February) (14 February) (14 February) February)

Math PD- Fine Motor EAD PSED CL UW Literacy

Reinforce number 12 and Group 1: Develop fine Group 1: “My own Second step day 3 Sing: ABCs of moving Child initiated Reinforce letter Mm and
diamond shape using songs motor skills by cutting ball”. Offer to and 4. In small groups you (Sesame street learning and ITC: the sound that makes the
and games. (Link to PD, CL some pieces of student different play skill and practice song) Children will play letter Mm using the Jolly
and EAD) construction paper construction paper games while the rest computer games phonics resources.
that they will use in clipping with the of children are playing Outdoor activity (Whole individually while
Group 1: Math sequence their literacy activity. shape of football ball, on the carpet.(Link to class) other play on the Group 1: English book
puzzles 1 to 10 / Names’ (Link to EAD, CL and tennis ball, table CL, UT and EAD) Sorting shapes by sizes. carpet. Use worksheets related to
puzzles or number boards. PSED) tennis ball, volleyball, Using 2D shapes http://www.sesamest letter Mm. (Link to PD, L
(Link to CL, EAD and PD) baseball, etc. Ask Sing a dance a few children will have to sort reet.org/ and let and EAD)
Group 2: Enjoy playing children to decorate songs related to the them out according to them choose what
Group 2: Group 1: Math with malleable theme (Sports). the sizes. Group 2: Art craft ‘’ is for
their own balls using games they want to
Art craft: ‘’ My hot materials. (Link to Mouse’’ Children will do
markers, coloured play. (Link to PSED,
chocolate’’. Children will EAD, CL and PSED) Read: Use balls of different mice using their hands
pencils, tissue paper, PD and CL)
cut out a cup and using -My feeling book sizes to discuss about prints (Link to EAD and
etc. (Link to EAD, C,
brown they will color the (library) the theme of the week. PD)
UTWL and PSED)
Wednesday inside of the cup. Once : We will do group
-Teeth are not for
that the cup is ready, Group 2: Children will biting (library) activities using balls.
children will stick 12 use stencils to draw (Link to PD< UTW and
marshmallows. After and colour shapes. M)
sticking 12 marshmallows (Link to EAD, CL and
student will write number PSED)
12 in their cups and
“pretend that they are
drinking a hot chocolate”.
(Link to M, CL, L and EAD)
 Math PD- Gross motor Literacy UW (understanding CL Literacy Math
PE Mislabel of the word)
Read aloud day Read aloud day Read aloud day Read aloud day Read aloud day Read aloud day Early release.

Invite children Second step day 5: Read Examine a selection School finishes at 12.
Enjoy using the ‘Books for At story times,
encourage children to to select books from a book related to the of books. Encourage
bedtime’ counting rhyme.
notice where the title a box and explain why week’s theme. (Link to children to
(Link to CL, L and PSED)
and names of authors they have chosen PSED, UTW and EAD) notice similarities and
and illustrators are on them. Talk about how differences in the
Give each child a book the books. Help to care for books. print, the pictures,
made from three sheets of children to sound out (Link to PD, CL and the type of paper.
A4 paper folded in half. the letters. (L1) EAD) (Link to UTW, CL, PD
and EAD)
Number the pages from
one to ten. Play a game in
Read: Feet are not
which children draw or for kicking (library)
Thursday
stick a given number of
things on a page according
to its number. ( Link to PD,
CL, L and EAD)

Evaluation
Child Initiated Learning
Last week some children started to ask many questions, for example related to the helpers, they asked me
why I write a letter H near to their names when they are the helpers and I explained that Helpers begins
with the letter H and this is the reason why I write H instead of another letter. After that they have been
telling to others “H is for helper” while they were playing or talking.
Next week I going to label some resources to encourage they recognize the first letter of things that we use
every day, for example pencils, scissors, books…
Notes
Links:

LIT:

Sesame Street Letter M

https://www.youtube.com/watch?v=Ezkt2Z-hZV4

Learning ABC Alphabet - "M"

https://www.youtube.com/watch?v=ygG0X734n_0

MATH:

Number 12 song:

https://www.youtube.com/watch?v=wdBzzBrzvlA

Numbers songs:

https://www.youtube.com/watch?v=3ku3FueLlV8

CL:

ABCs of moving you

http://www.sesamestreet.org/videos?vid=1699

Sports Song - Educational Children Song - Learning English Sports for Kids

https://www.youtube.com/watch?v=tgUSHk6JaTY

UTW:
Mr TUMBLE sports

https://www.youtube.com/watch?v=gas1t_aepTE

Always Be a Good Sport

https://www.youtube.com/watch?v=0JvTJchlk48

PD:

Reach Up High | Tofa Tafa with Lyrics | Children Love to Sing Kids Action Dance Party Songs

https://www.youtube.com/watch?v=bRpMZUylwfY

Just Dance 4 - "Im Gonna Catch You" Kids Music Video with Lyrics

https://www.youtube.com/watch?v=h6tnKD1pem4

PSED:

Caillou: Practice Makes Perfect – Official Music Video

https://www.youtube.com/watch?v=67tp6BlTHrI

Dear Zoo

https://www.youtube.com/watch?v=Kzl9IyeMWto

EAD: Sing and dance:

Just Dance Kids - Monkey Dance

https://www.youtube.com/watch?v=u_p53AgGnko

(link to PD)
The mixed up chameleon

https://www.youtube.com/watch?v=aw65kyqy_kE
 Second Step
Week 13: We Feel Feelings in Our Bodies

Lesson Objective: Key Terms / Vocabulary: uncomfortable , Materials Needed:

Children will be able to: worried, clues Girl puppet, feelings
1. Identify worry as an unconformable cards
feeling
2. Identify growing up to talk to when
they fell worried
Sunday Monday Tuesday Wednesday Thursday
 Teach the Lesson  Reinforce the  Reinforce the  Reinforce the  Reinforce the
Day 1: Puppet Script Lesson: Lesson: Lesson: Lesson:
 Read Puppet Day 2: Story and Day 3: Skill - Practice  Day 5: Read a
Script Discussion Activity 1 (comfortable Day 4: Skill - Practice book related to
 Discuss last  Show the photo and unconfortable Activity 2 tell grown this week’s
week’s concept on the card but feelings , small group up about worried theme.
about caring and cover the happy objective 1 (Materials: feelings ( Objective 2)  Go online to
helping. How photo with feeling cards( one card SecondStep.org
 At meal time,
can we show we paper. each of happy, sad, for
ask children one
care and help  Ask children scared, surprised,
by one who they recommended
others? what they see angry, and worried) books, resources
would tell if they
 Give thinking and what is  Have children sit were worried at and videos.
time. happening. in a circle. school.
 Teach and sing  Point out the Introduce the
 Then ask who Send home this week’s
game.
“feeling in my story elements. they would tell if Home Link from the
Body” song  Give think - they were Material Notebook.
(Track 16 of the time and call on  Story Scenarios: worried at
Join In and Sing one or two  We’re going to home.
CD). Sing the children at use our feelings  Reinforce this
 song again during random. cards again message: it is
the week.  Model how our today. We will always
 Play the shape body will react think about important to tell
shifter game when we are which feeling a grown-up if
from teaching feeling worried make our bodies you are worried
material  We feel feelings comfortable and about
notebook one or in our bodies, which ones something.
more time during feeling worried make them Tell a grown up
the day is uncomfortable. if your tummy
 Continue to play uncomfortable,  Go through each hurts.
each day this telling growing card
week up about your  Have them
feelings help notice how their
you feel better bodies are
feeling
 Discuss which
part of their
bodies feel
comfortable or
uncomfortable