Guidance on Planning for Early Years Foundation Stage
All planning should be prepared in collaboration with the class teacher. Planning should focus around the seven areas of learning
and development and the characteristics of learning. Where schools provide comprehensive medium term planning, the student
should follow this and focus upon short term planning (lesson or daily planning). If the routine of the school does not divide
naturally into a lesson structure then a daily plan should be written (which should include timings of daily activities and routines).
The plans (lesson/daily) should include:a)
b)
c)
d)
e)
f)
g)
h)
i)
TEACHERS’ STANDARDS focus, TECHNOLOGY opportunities, date, time, age of children
Child led and adult led activities to be covered /available to the children
learning outcomes for each activity
differentiation
assessment opportunities
resources
organisation
deployment of extra staff (including who is responsible for the focused activities)
outdoor/play provision
You will find that working in a setting where you need to plan for Early Years may be very different from what you have already
experienced. Pleased do not worry about this (it is part of the learning process and reflects the realities of the Professional working
environment in different schools), use the expertise from your college sessions, supervisory tutor and school staff. You will find
over the next few pages, some exemplar material, which you may be able to use/adapt as appropriate in your given setting. If you
require any further support in an Early Years setting please do not hesitate to ask – remember tutors and schools are always willing
to be supportive.
EYFS example of medium-term planning
Topic/theme
Area of
Learning and
Development
ELG – the World
Growing
things
Length of unit
Vocab
Learning
Objective
Activity 1
e.g Show an
awareness of
change.
Activity 1
e.g Grow,
sprout,
change.
Activity 1
e.g Read ‘The Tiny Seed’. Foster Discussion
LINKS WITH OTHER
AREAS OF LEARNING
CL – sharing stories on
theme, e.g You’ll Son
Grow Into it Titch.
Children respond to the story and talk about their
experiences.
Children plant seeds and decide how to care for them.
Adult support in planting and in creating care
instructions (allow for diagrams, emergent writing etc).
Activity 2
Look closely at
similarities,
differences and
changes.
2 of 3 weeks
Activities
Teacher, TA and child
Activity 2
Offer children a range of seed packets and seeds to
examine. Talk about differences.
Mathematics – sorting
seeds by size, shape,
colour.
EAD – seed collage.
Children explore seeds using hand lenses and talk
about their observations. Make observational drawings.
Learning Outcome
Assessment
Activity 1-2
e.g
L.O children will be able to
talk about their experiences
with reference to the changes
differences they observed.
Assessment:
Were the children able to use
their words/key vocab to
describe changes/differences
they may have observed?
L/O Talk about caring for
plants identify needs.
EAD – observational
drawing.
1
Topic/theme
Growing thing
Area of
Learning and
development
Learning
Objective
ELG – the
World
Activity 3
Find out about
and identify some
feature of living
thinks.
Activity 4
Look closely at
similarities,
differences and
change.
Investigate
objects using all
of their senses as
appropriate.
Activity 5
Ask
Questions about
why things
happen.
Vocab
Seed
Cress
Sunflower
Mung bean
Water
Warmth
Sun
Activities
Teacher, TA and child
Activity 3
Offer a range of seeds and discuss how the children
could help them to grow. Relate to other experiences
specifically watering plants.
Length of unit
2 of 3 weeks
Links with other areas
of learning and
development
Learning Outcome
Assessment
PD – develop fine motor
skills.
Assessment
Can they demonstrate
understanding of need for
water.
Children select own seed and chose method of
growing. Make a care plan using a variety of formats.
Activity 4
Offer a range of growing seeds/seedlings and original
version of the same seeds. Ask the children to look
for changes.
Children explore seed/lings noticing how they have
grown/changed in size/colour/roots/shoots comparing
with the original seeds. Take before and after
photographs.
Activity 5
Carry out careplan, continue to record changes in
seeds in diary/using camera.
Explore which seeds have grown well and why
through discussion. Make seed care instruction audio
tape.
Through talk and by
making a plan to help their
seed grow.
Understanding the World
– digital camera
EAD – pastel drawings.
Mathematics – measure
growth by comparison.
Activity 5
Understanding the
World – record
careplans and effects on
audio tape.
Activity 4
L.O.
Talk about the changes
they have observed.
Can they identify any
changes and talk about
why they think changes
happened?
Match new seed to
seedlings, identify changes
in own words or using key
vocab.
Activity 5
Can children discuss and
identify factors that affected
growth/ Can they ask
relevant questions in their
own exploration of the
concept?
2
Communication and Language:
Co
Personal, Social and Emotional
development:
Physical Development:
Arts and Design:
Termly Planning:
Literacy:
Phonic sounds:
Maths:
Understanding the World:
3
Unit Plan for Foundation Stage
Topic/Theme:
Topic/Theme
Area of Learning
and Development
Growing
things
Learning
Objective
Length of unit:
Vocab
Activities
Teacher ,TA and child
Length of unit
2 to 3 weeks
Links with other areas
of learning and
development
Learning Outcome
Assessment
Evaluation;
 To what extent were the learning objectives achieved?
 Comments on strengths/areas for improvement.
 Role of TA’s – was planning for them effective, feedback from TA.
4
Unit of work for Music
Topic Theme: Animals
Year: Reception
Term: 3
Duration: 6x 45 minute lessons (approx)
Learning Outcomes: the children will be able to:
Prior Knowledge:

Sing a new song; add sound effects to a story

Children will have begun to build a repertoire of songs

Explore the sounds of instruments and develop appreciation of music,

They will have explored the sounds of basic instruments, and will have had some experience of
in terms of pitch, duration, tempo, dynamics and timbre
listening to pieces of music

Compose their own music to represent their chosen animal

They will also have previously composed a simple piece of music in a group
Area of Learning
Learning Objectives
Vocabulary
Activities Teacher, TS(s) and child
Links with other areas of
learning
Learning Outcome
Assessment
CD Music
Key ideas: Add music to
a story. Learn a new
song.
EYFS – explore sounds
and build repertoire of
songs: use imagination
in music; Children sing
songs, make music.
Names of
instruments.
Words relating to
sound qualities of
the instruments,
e.g. harsh,
ringing, dull.
Read the story of’3 Bill Goats Gruff’; Discuss where
and how we could add music when we tell the story.
Children choose instruments to demonstrate ideas.
Choose some ideas. Re-read story with sound
effects. Teacher song with sound effects. Teach
song Animal Fair 1 or 2 lines at a time. Sing
through as a class. Record. Playback.
Can pupils: suggest suitable
instruments for sound
effects? Justify choices?
Join in when learning an new
song?
Method: observations.
CD Music
Key Ideas: Explore
sounds of animals using
instruments
EYFS – explore how
sounds can be
changed; children
experiment with form
and function.
Words relating to
pitch: high, low.
As a whole class, crate a list of animals with the
sounds they make, or sounds that can represent
them. Discuss which animal can be represented by
high / low sounds. Introduce PITCH – i.e. high / low
sounds. Children choose instruments that could
represent high / low animal sounds. Justify choices.
Which instruments give best most appropriate
sounds?
(timbre / volume)
PSE – continue to be
interested, excited,
motivated to learn; PSE –
work as part of a class,
taking turns and sharing
fairly; CLL – listen with
enjoyment to stories,
songs, music.
PSE – continue to be
interested, excited,
motivated to learn. PSE –
work as part of a class,
taking turns and sharing
fairly.
CD Music
Key Ideas: Explore
Sounds of animals using
instruments (duration)
EYFS – explore how
sounds can be
changed; children use
and explore tools and
techniques.
Words relating to
duration: long,
short
Talk to children about animals they discussed in
previous session. Discuss focus (pitch). Introduce
new focus – duration. Talk about animals
represented by long and short sounds. Pupils
select suitable instruments to demonstrate these
sounds. Justify choices and discuss most
appropriate choices.
(Timbre / volume).
PSE – continue to be
interested, excited,
motivated to learn.
PSE – work as part of a
class, talking turns and
sharing fairly.
Can pupils: say whether an
animal would be represented
by a high or a low sound?
Choose suitable
instruments? Justify
choices? Say which
instruments are the most
appropriate?
Method: scribe
Children’s idea.
Can pupils: say whether an
animal would be represented
by a long / short sound?
Choose a suitable
instrument. Justify choices?
Say which instruments are
most appropriate?
Method: scribe
Children’s ideas.
P.T.O
5
Area of Learning and
Development
CD Music
Listen to music for
animal representation.
Express ideas through
movement.
Learning Objectives
Vocabulary
Activities Teacher, TS(s) and child
EYFS – explore how
sounds can be
changed; match
movement to music;
Words relating to
duration: tempo,
speed, fast / slow.
Children listen to Carnival of the Animals – Tortoise.
Children move around as thee animal they think the
music represents. Justify decision. Talk about
tempo. Compare with Wild Asses. Repeat with The
Swan. How does the music make them feel?
CD Music
Listen to music for
animal representation.
Express ideas through
movement.
EYFS – explore how
sounds can be
changed; match
movement to music;
Words relating to
volume, i.e.
dynamics: loud /
quiet
Listen to Carnival of the Animals – Lion. Children
move in response to music. Discuss which animal
they think it might be. Compare with Birds. Repeat
as with ‘lion’. How does the music make them feel?
CD Music
Compose animal music.
Evaluate compositions.
EYFS – explore
sounds; use
imagination in music;
Words relating to
Timbre, volume,
pitch, time
(duration and
tempo) as above.
In groups of 4\5, children choose an animal. Think
about how to represent it – instruments (timbre /
volume), pitch, duration. Record performances.
Playback. Evaluate another group’s composition –
one thing I like, one thing that might be changed.
Links with other areas of
learning
PSE – continue to be
interested, excited,
motivated to learn.
CLL – listen with
enjoyment to music;
PD – move with confidence
and safety.
PSE – continue to be
interested, excited,
motivated to learn.
CLL – listen with
enjoyment to music;
PD – move with confidence
and safety.
PSE – continue to be
interested, excited,
motivated to learn.
PSE – work as part of a
group, taking turns and
sharing fairly.
Learning Outcome
Assessment
Can pupils: move to music in
appropriate way? Justify
decision to move in that
way? Say how music makes
them feel?
Method: observations.
Can pupils: move to music in
appropriate way? Say how
music demonstrates loud /
quiet? Say how the music
makes them feel?
Method: observations.
Can pupils: combine image
of animal representation with
appropriate instruments and
choice of musical elements,
pitch, duration, etc. Say one
thin I like and one thing I
might change about others’
work. Method: record
children’s performances.
6
EYFS Weekly Planning for Continuous and Enhanced Continuous Provision: Outdoor Provision
PRIME AREAS
Area
Resources
Personal, Social,
Emotional
Development
Communication
and Language
SPECIFIC AREAS
Physical
Development
Literacy
Mathematics
Understanding
the World
Expressive
Arts and
Design
Sand
Mon
Tue
Wed
Thu
Fri
Small shelter
Mon
Tue
Wed
Thu
Fri
Track
Mon
Tue
Wed
Thu
Fri
Ball games
area
Mon
Tue
Wed
Thu
Fri
Mud kitchen
Mon
Tue
Wed
Thu
Fri
7
SHORT TERM Foundation Stage Planning
WEEK BEGINNING:
ADULT FOCUSED ACTIVITIES:
No of children:
Week 1
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
playing and exploring
Understanding the world
KEY QUESTIONS
Positive relationships
ADULT FOCUSED
ACTIVITY All staff
FOCUS prime area CL
Story-time
KEY QUESTIONS
Positive relationships
ADULT FOCUSED
ACTIVITY
Story time CL
GROUP/ SNACK-TIME
Circle time
FOCUS prime areas PSE/
CL
PLENARY
DAILY EVALUATION
Reflection What next?
8
EYFS Planning for Adult Led Small Group Activities
Date:
Time:
Area of Learning and Development PSED PD CL L M UW EAD
Learning Intention
Context (e.g. previous learning and observations)
Adult led activity: differentiation (group and individual needs)
Observations/Assessments
Ability Group
Exceeding
Indoor/O
utdoor
Practitioner initials:
Expected
Emerging
Ability Group
Exceeding
Expected
Emerging
Ability Group
Exceeding
Expected
Emerging
Key Vocabulary
Linked opportunities to explore and apply (e.g. enhanced continuous provision)
Resources
9
9.30am – 10.50am
Guided groups and
continuous enhanced
provision.
10.50 – 11.10
Phonics
11.30 – 12.15
Phonics
1.15pm – 2:45
Guided groups and
continuous enhanced
provision.
2.45pm
Whole class Story
&
review today’s
learning
3.15pm
9.10am –
9.30am
Whole class
/ large group
teaching.
Snack
arrangemen
ts
9 – 9.10am
Registration
Weekly overview EYFS w/c ………………………………….
We
Th
Fr
Children dismissed to parents/carers /regular pick-up arrangements.
Tu
Speaking & listening activity (news/show and tell) Theme introduction / or
activity
Mo
10