OUR
TOPIC IS...
COLOURS
Medium Term Plan Ducklings Autumn 1 2012
Our planning is the result of observation and assessment of the children.
We try very hard to match planning to their interests and developing needs, so it can change
direction at any time!
OUR
STORY IS ...
DEAR ZOO
Learning and Development: Personal Social and Emotional Development (PRIME AREA)
A Unique child…
Enabling Environments
Positive Relationships
MAKING RELATIONSHIPS
MAKING RELATIONSHIPS
• Interested in others’ play (22-36)
At Ducklings we operate a key person system where each child has a
• Seeks out others to share experiences (22-36)
named member of staff who is responsible for meeting their individual
• May form special friendship with another child (22-36)
learning needs and interests. As we have a lot of new children starting
• Can play in a group – extending and elaborating ideas (30-50)
at Ducklings in the Autumn term we will spend some time getting to
• Demonstrates friendly behaviour (30-50)
know individual children by joining in with their play and offering
support and encouragement.
Children returning for a second year will be encouraged to become a
“buddy” for new children
Adults to model caring, co-operative behaviour for all children and to
label feelings – sad, cross, happy, tired
Ring games outside and inside to encourage co-operation between
peers
SELF CONFIDENCE AND SELF AWARENESS
SELF CONFIDENCE AND SELF AWARENESS
• Expresses preferences and interests (22-36)
All adults to be involved in supporting children separating from their parent
• Can select and use activities and resources with help (30-50)
during transition and to continue for as long as needed on an individual basis
• Welcomes and values praise for what they have done (30-50)
Key person to note children’s responses to activities and bring to planning
• Enjoys responsibility of carrying out small tasks (30-50)
meetings
• Shows confidence in asking adults for help (30-50)
Adults to encourage children to explore the new environment and seek out
activities and resources with support where needed
Tidy up time – adults to encourage children to take responsibility for tidying
up and offer praise and encouragement
MANAGING FEELINGS AND BEHAVIOUR
MANAGING FEELINGS AND BEHAVIOUR
• Responds to the feelings and wishes of others (22-36)
Encouraging co-operative play – adults to model and support both on a one
• Shows understanding and co-operates with some boundaries and
to one basis and in small groups
routines (22-36)
Learning the Ducklings rules with pictures, symbols, words and actions.
•Begins to accept the needs of others and can take turns and share
Children to be involved in discussion and collaboration and put their handprint
resources, sometimes with support from others (30-50)
on the rules tree.
• Can usually tolerate delay when needs are not immediately met,
Snack bar – waiting for their turn to collect their snack and drink or their turn
and understands that wishes may not always be met (30-50)
at the table.
Talking about feelings (small group) using feelings box and stories as
appropriate
Outside – adults to reinforce and remind children about the rules for outside
to keep them safe
Sharing and taking turns with new outdoor toys
Learning and Development: Communication and Language Development (PRIME AREA)
A Unique child…
Enabling Environments
Positive Relationships
LISTENING AND ATTENTION
LISTENING AND ATTENTION
• Listens with interest to the noises adults make when they read
Song time – using the Ducklings song book and other favourite songs chosen by
stories (22-36)
the children
• Shows interest in play with songs, sounds and rhymes (22-36)
“Hello” song (and “goodbye” song when appropriate) to encourage children to
• Listens to stories with increasing attention and recall (30-50)
learn each others’ names
• Joins in repeated refrains and anticipates key events in phrases,
Story time – favourite and familiar stories
rhymes and stories (30-50)
Outside – rhyme and song time on the stepping stones
Listening walk in small groups
Stories in the book house or on the grass (quiet area) weather permits
UNDERSTANDING
UNDERSTANDING
• Identifies action words by pointing to the right picture (22-36)
Action stories in small groups with key person – can you show me who’s
• Understands ‘what’, ‘where’ and ‘who’ in simple questions (22-
jumping, running etc
36)
Circle time – activity to be differentiated (yellow and blue) accordingly –
• Shows understanding of prepositions such as ‘under’, ‘on top’
talking time – questions
and ‘behind’ by carrying out an action or selecting correct picture Snack bar – adult to talk about what the children have to do e.g. Choose your
(30-50)
snack and then come back for your drink. Adult to support according to
• Responds to simple instructions (30-50)
understanding. EAL – gestures and modelling
• Begins to understand ‘how’ and ‘why’ questions (30-50)
Outside – playing in the sand adults to use prepositions – under, on top and
behind
SPEAKING
SPEAKING
• Uses language as a powerful means of widening contacts, sharing
Free play for the children in self chosen activities. Adults to observe and join
feelings, experiences and thoughts (22-36)
in play as appropriate to extend language and offer correct grammatical
• Uses simple sentences (22-36)
structure.
• Beginning to use word endings (22-36)
Circle Time – small group talking time
• Beginning to use more complex sentences to link thoughts (e.g.
Word of the Week – introducing new words to the children that we will use in
Using ‘and’ and ‘because’) (30-50)
everyday activities – descriptive language
•Uses a range of tenses (30-50)
Outside – Imaginative play on the pirate ship and in the role play house
• Uses intonation, rhythm and phrasing to make their meaning
clear to others (30-50)
• Uses talk in pretending that objects stand for something else in
play (30-50)
Learning and Development: Physical Development (PRIME AREA)
A Unique child…
Enabling Environments
Positive Relationships
MOVING AND HANDLING
MOVING AND HANDLING
• Can kick a large ball (22-36)
Drawing table – adults to support children in holding pencil in tripod
• Shows control in holding and using jugs to pour and mark making
Grip, modelling writing name for child to copy as appropriate
tools (22-36)
Playdough table – provide knives and scissors (one handed)for children
• Beginning to use 3 fingers (tripod grip) to hold writing tools (22-36)
• Maybe beginning to show preference for dominant hand (22-36)
• Can stand momentarily on one foot when shown (30-50)
• Can catch a large ball (30-50)
• Draws lines and circles using gross motor movements (30-50)
to use alongside cutters and rolling pins (two handed)
Snack time – encourage children’s confidence in pouring their own
drinks
Outside – Ring games e.g. Simon Says to encourage different ways of
moving
• Uses one handed tools and equipment (30-50)
Chalks, water and brushes for mark making outside
• Holds pencil between thumb and 2 fingers, no longer using whole
Ball games – kicking and catching
hand grasp (30-50)
• Holds pencil near point between first two fingers and thumb and uses
it with good control (30-50)
HEALTH AND SELF CARE
HEALTH AND SELF CARE
• Drinks well without spilling (22-36)
Snack time – drinking from a cup, using toilet and washing and drying
• Helps with clothing (22-36)
• Can usually manage washing and drying hands (30 – 50)
• Dresses with help (30-50)
hands
Getting ready to go outside or come back in – adults to encourage all
attempts at independence – putting shoes/wellies and hats/coats
on
Learning and Development: Literacy
A Unique child…
Enabling Environments
Positive Relationships
READING
READING
• Repeats words or phrases from familiar stories (22-36)
Story time – encouraging children to join in with familiar stories
• Fills in the missing word in a known rhyme or story (22-36)
Song time – using songs and rhymes familiar to the children
• Listens to stories with increasing attention and recall (30-50)
Books to support role play areas (themed)
• Looks at books independently (30-50)
Dear Zoo (storymaking) – see individual plan for process and
• Handles books carefully (30-50)
progression including differentiation according to developmental
stage/EAL
Outside – Signs and posters in the garden
Book house
WRITING
WRITING
• Distinguishes between the different marks they make (22-36)
Drawing table – adult to acknowledge children’s mark making by writing
• Sometimes give meanings to marks as they draw and paint (30-50)
• Ascribes meanings to marks they see in different places (30-50)
down their words about their pictures as applicable
Activity books – photos of children with descriptions of the activities
available in the book corner
Outside – Using signs and posters
Learning and Development: Mathematics
A Unique child…
Enabling Environments
Positive Relationships
NUMBERS
NUMBERS
• Selects a small number of objects from a group when asked (22-36)
Counting songs – using props, pictures and fingers for counting and
• Recites some number names in sequence (22-36)
• Uses some number names and number language spontaneously (30-
sequencing
Snack bar – using number language for quantity e.g. One breadstick, 2
50)
pieces of apple etc. Adult to encourage all attempts at counting.
• Recites numbers in order to 10 (30-50)
Extension by talking about adding or taking away pieces of fruit
• Sometimes matches number and quantity correctly (30-50)
Outside – counting how many jumps, hops, steps to....
• Realises not only objects but anything can be counted (30-50)
SHAPE, SPACE AND MEASURE
SHAPE, SPACE AND MEASURE
• Begins to use the language of size (22-36)
Table top construction for patterns
• Shows interest in shape by sustained construction activity or by talking
Outside – variety of different sized containers in the sand tray
about shapes or arrangements (30-50)
Learning and Development: Understanding the World
A Unique child…
Enabling Environments
Positive Relationships
PEOPLE AND COMMUNITIES
PEOPLE AND COMMUNITIES
• In pretend play, imitates everyday actions and events from own
Role play areas – house and garage, free play child initiated
family and cultural background (22-36)
During free play making friends (buddy system)
• Beginning to have their own friends (22-36)
Outside – Role play house and pirate ship
THE WORLD
THE WORLD
• Comments and asks questions about aspects of their familiar world
Exploring the garden when the fences have been removed. Looking at
such as the place where they live or the natural world (30-50)
• Developing an understanding of growth, decay and changes over
time (30-50)
how our garden has changed – exploring the sunflowers!
Learning and Development: Exploring and Designing
A Unique child…
Enabling Environments
Positive Relationships
EXPLORING AND USING MEDIA AND MATERIALS & BEING
IMAGINATIVE
• Join in singing favourite songs (22-36)
• Creates sounds by banging or tapping (22-36)
EXPLORING AND USING MEDIA AND MATERIALS & BEING
IMAGINATIVE
Song time – using Ducklings song book to sing favourite songs and ask
children to choose their favourites
• Experiments with blocks, colours and marks (22-36)
Music and movement – sticky kids CD
• Enjoys joining in with dancing and ring games (30-50)
Art activities using our colour of the week (expanded on weekly
• Sings a few familiar songs (30 – 50)
• Explores colour and how colour can be changed (30-50)
• Uses available resources to create props to support role play (30-50)
planning sheets )
Activities linking into Dear Zoo – moving like animals from the story,
learning a new song linked to the story
Outside – ring games
Drumming in the garden
Role play on the pirate ship and in the house
Descargar

Slide 1