Long Term Plan
Construction Area
It particularly supports the following areas of Learning and
Development:
 Personal, Social and Emotional Development
 Communication and Language
 Expressive Arts and Design
Our constant area of provision ‘Construction’ offers the
following learning opportunities in the Prime and Specific
Areas of the E.Y.F.S.
Construction Play
Areas of Learning and
Development
Learning opportunities
Prime Areas
Personal, Social, and Emotional
Development
Communication and Language
Co-operate, take turns and share equipment
apart of a group.
 Respect and value others ideas
 Take care of equipment
 Use the language of negotiation e.g. please can
I have some of the wheels
 Develop confidence in using a variety of
construction materials
 Develop independence in constructing with
different materials
 Extend imagination
 Talk about what they have done with
confidence and a sense of achievement
 Take responsibility for their own play e.g.
planning, designing and creating a
 Construction individually or as part of a group
activity
Talk and listen with peers and adults about their work

with construction
materials
• listen to instructions
• explain the process of construction – what
worked/didn’t work?
• follow plans
• describe their actions and the actions of others
• extend their vocabulary associated with
construction e.g. build, design,
model, on top of, next to, in front of, wood, duplo
mobilo, blocks, plastic
• explain cause and effect e.g. the tower fell over
because there were too many bricks
• talk in detail about what they have made
Physical Development
develop fine motor skills through manipulating a range
of construction equipment
• develop gross motor skills e.g. lifting, carrying,
holding large pieces of construction materials
• learn to fit together and take apart construction
materials with increasing skill/control
• develop hand/eye co-ordination
• develop spatial awareness e.g. working in large
spaces with large construction
• understand and demonstrate simple rules
Specific Areas
Understanding the World
talk about features of their local environment e.g.
building models of houses,
shops, nursery school, bridges
• talk about the work of the builder, bricklayer,
architect, plumber, electrician etc
• talk about their own experiences with construction
e.g. building/moving to a
new house
• develop an awareness of the purpose of some
features of their environment
e.g. why the car park is next to the supermarket
• explore objects on the interest table associated
with construction e.g. cement
trowel, bricks, pipes, timber guttering
Mathematics
• explore mathematical concepts e.g. size, shape,
number, space
• recognise and name shapes in equipment/objects
• understand and use a variety of positional words e.g.
on top of, beside,
under, below
• solve problems – what will I make? how will I make it
move?
• order blocks by size – develop language of
comparison, biggest,
smallest
• compare the height, length and width of objects
made
• estimate and predict e.g. how many more do I need?
Expressive Arts and Design
select appropriate equipment for different types of
construction play –
natural/man-made
• compare different types of materials and their
properties
• ask questions about how things work and why e.g.
how do you make
the ladder on the fire engine longer
• use a variety of tools to make models – hammers,
scissors, masking
tape
• explore joining materials together – tape, glue,
pritt, blutac, staples
• use a variety of media (chalk, crayon, felt pen etc)
to decorate models
• build for a variety of purposes e.g. make a truck
that will carry some animals, a chair for teddy
• use play mats to represent some environments
explore the shapes, forms, colours and patterns of a
variety of construction
material
• encourage children to talk about textures
rough/smooth
• make simple models e.g. houses, cars, robots, boats,
castles using commercial
and junk material
• encourage creative ideas through mixing/combining
different construction kits
• use blocks, commercial and junk materials to create
props for imaginative play
e.g. stories Three Bill Goats Gruff, Three Little Pigs
• value their own work and the work of others
Literacy
• use books as a source of ideas e.g. houses, Bob the
Builder
• label models
Prime
Communication Physical
Development
and Language
Speaking
Understanding
Listening and
attention
Moving and
handling
Areas
Personal,
Social and
Emotional
Development
Self-confidence
and self-awareness
Managing feelings
and behavior
Specific Areas
Literacy
Mathematics Understanding Expressive
the World
Arts and
Design
Reading
writing
Shape, space and
measure
numbers
Technology
The world
Being imaginative
Exploring and using
media and material.