CONTINUOUS SHORT TERM PLAN
WEEK : 6
AREA
TERM: SPRING 2013
THEME: TRANSPORT
BOATS
DATE: 10TH FEBRUARY
ACTIVITY LEARNING INTENTIONS
ADULT ROLE
DIFFERENTIATION
PSE1 linked to
C&L1, PD1, M2,
UW1, EAD2.
Duplo boat
and people
Can play in a group, extending and
elaborating play ideas, e.g. building up
a role-play activity with other
children.
(30-50 mths).
CHILD LEAD: Place the duplo boat and people
for the children to arrange and use for
imaginative play. Encourage children to learn
together and from each other. Support children
with turn taking and encourage children to
share their ideas with others.
Younger children to play alongside the other
children and watch what is going on.
Older children to play in a group building up
role play and turn taking with each other.
C&L2 linked to
PSE3, PD1, L1,
M2, UW2,
EAD1.
“We’re
sailing to
the
Galepagoes”
story book.
Listens to and responds to ideas
expressed by others in
conversation or discussion.
(40-60+ mths)
CHILD LEAD: Read the book to the children
and point out detail in the pictures and text.
Ask open ended questions about the story and
encourage them to listen to one another when
discussing the pictures and take turns.
PD1 linked to
PSE3, C&L1,
M1&2, UW1,
EAD1.
Climbing
frame
Jumps off an object and lands
appropriately.
(40-60+ mths)
CHILD LEAD: Set out the climbing frame with
the soft mat underneath it.
Adults encourage the children to play safely on
the climbing frame, taking turns and waiting for
their friends. Give plenty of praise for sharing
and taking turns.
Gives meaning to marks they make
as they draw and paint.
(40-60+ mths)
CHILD LEAD: On the blue tables, squirt some
shaving foam and make marks in the shaving
foam to represent the sea. Encourage the
children to think about what different
transport we can draw in the shaving foam.
Support the children to talk together and help
each other to think of different ideas.
CHILD LEAD: Turn the home corner into a
river, put down a blue sheet for the sea and put
out the counting ducks to swim on the river.
Adults to model and encourage use of
mathematic language by asking questions such
as how many ducks are swimming? Or who has
more ducks?
Younger children to enjoy listening to the
story and looking at the pictures. Adult to
support them to recognise objects and detail in
the book.
Older children to answer open ended questions
with adult support and see if they can predict
what will happen next.
Younger children to enjoy playing on the
climbing frame, may need more support from
adults to climb on the climbing frame with
confidence.
Older children to think about keeping
themselves and their friends safe when on the
climbing frame by taking turns and waiting for
their friends.
Younger children to enjoy exploring the
shaving foam and have a go at making marks.
Older children to use the shaving foam to draw
in, adults to encourage them to think about
what they want to draw.
L2 linked to
PSE1, C&L1, M2,
UW2,
PD1, EAD1.
M1 linked to
PSE1, C&L1, PD1,
L1, UW2, EAD1.
Shaving
foam
Counting
ducks
Uses some number names and
number language spontaneously.
(30-50 mths)
Younger children to enjoy playing with the
counting ducks in the home corner. Listen to
mathematical language modelled by adults.
Older children, with support from adults, think
about different numbers of groups of ducks,
looking at which has more or less.
CONTINUOUS SHORT TERM PLAN
TERM: SPRING 2013
WEEK : 6
THEME: TRANSPORT
BOATS
DATE: 10TH FEBRUARY
CHILD LEAD: Put some water into a tray and
UW2 linked to
Floating
Looks closely at similarities,
gather up a selection of objects and materials.
PSE2, C&L2,
and sinking. differences, pattern and change.
Then encourage children to see if they can
predict whether the object will float or sink
PD1, M2, EAD1.
(40-60+mths)
EA&D1 linked to
PSE2, C&L2,
PD1, L2, M2,
UW1.
Valentines
card.
Understands that different media
can be combined to create new
effects. (40-60 mths).
and then place into the water. Support children
with this. Give them time to think about what
they are asked to do.
CHILD LEAD: Offer different materials for
the children to choose and use to decorate a
heart with. Talk about why we send valentines
cards. Help children as needed to do what they
are trying to do, without taking over or
directing.
CHILD LEAD unplanned learning: mark making, maths table, registration/weather, boxes for outside play.
Younger children to enjoy exploring the
objects and putting them into the water.
Support them with naming the objects.
Older children to attempt at predicting
whether they think the objects will float or
sink and ask them why.
Younger children to make a card with support.
Older children to choose what they would like
to use to decorate the card. Ask them who
they would like to send it too.