Weekly FS1 / FS2 Planning for Continuous Provision
Theme: Plants/growing
Health and Safety: Check seeds are not coated. Make children aware of poisonous plants e.g. foxglove. Teach children to wash hands when handling soil / outdoors. Be aware of glass, animal faeces, rusty metals etc. Teach children not to pick
wildflowers, for conservation reasons. Buy Soil Samples (see TTS catalogue).
Area of
Provision Eg:
water, sand,
role play
AREA OF
LEARNINGPS
ED/C&L/PD/M
D/L/UW/EA&D
PSED/C&L/PD/MD/L/UW/EA&D
Sand area
Characteristics of
Effective Learning
(CEL)
Shows curiosity
about objects in the
sand and an
interests in playing
in the sand.
Engages in an
open-ended
activity.
Shows particular
Uses senses to
explore.
Uses question
stems when
investigating in the
sand.
Identifies
similarities, and
differences in
materials in sand.
Makes predictions.
Tests own ideas.
Need / interest identified &
Evidence /Theme (What)
Opportunities for Assessment
(AfL)
Put seeds, seed heads, pods in
sand (to explore / dig / sieve).
Do they show curiosity in sand
play?
Add a variety of sands in trays
for investigation (e.g. sand tray /
seed tray) with small tools
(rakes / spades / dibbers/
sieves/ labels).
Do they use senses to explore?
Do they understand ‘who’,
‘what’, ‘where’ in simple
questions used in investigating?
Are they able to questions why
things happen and gives
explanations?
Do they notice similarities, and
differences in materials used?
Can they make predictions?
Are they able to test ideas out?
Overarching Principles:
1: Unique Child
2: Positive Relationships
3: Enabling Environments 4: Learning and Development
Page 1 of 5
Resources needed to
provide for this need /
interest
Watering cans / sieves
(different sizes / different
spouts / plastic / metal /
wood).
Spades and plant pots of
different sizes.
Diggers / JCB / tractors in
sand.
PSED/C&L/PD/MD/L/UW/EA&D
Small world
PSED/C&L/PD/MD/L/UW/EA&D
Writing area
Develops ideas of
grouping/sequenci
ng objects e.g.
seeds.
Create garden/park in tray with
woodland animals/ farm animals
linked to story of ‘Percy’s Park’.
Play Mobile people as
characters to re-tell stories ‘Jack
and the Beanstalk’ / ‘The
Enormous Turnip’
Takes turns and
shares resources
with others.
Introduces a
narrative into own
play.
Represents own
experiences
through play.
Can they sort, order, sequence,
count and label when playing
with resources?
Can they take turns and share
resources?
Do they represent experiences
through play?
Can they introduce a narrative
into own play e.g. based on the
stories?
Models the process
of mark making in
plant diarypractitioner as
scribe.
Uses appropriate
sight vocabulary.
Plant diaries.
Price List – Garden Centre.
Percy’s job list ‘To do’.
Instructions on seed packets
Zig – Zag books relating to
growth.
Letters to the giant/Jack’s Mum/
Percy …
.
Writes own
name/labels on
objects.
Shows a particular
interests in mark
making.
(Practitioner
introduces and
supports the use of
new vocabulary).
Do they show an interest in
writing/mark making?
Diaries-do they link sounds to
letters?
Are they using some clearly
identifiable letters to
communicate meaning in
diaries/lists?
Do they representing sounds
correctly and in sequence?
Can they write own name and
labels for diary?
Can they use a pencil and hold
it effectively to form
recognisable letters?
Overarching Principles:
1: Unique Child
2: Positive Relationships
3: Enabling Environments 4: Learning and Development
Page 2 of 5
Play Mobil gardeners.
Farm animals and farm
mat/ tractors / trailers /
ploughs.
Story Box: Jack and the
Beanstalk / Enormous
Turnip.
Paper/card etc.
Zig-Zag booklets.
Mark making items.
Vocabulary cards.
Alphabet cards.
Plastic letters.
Outdoor area
Initiates activities
without prompting.
Role play
area
PSED/C&L/PD/MD/L/UW/E
A&D
PSED/C&L/PD/MD/L/UW/EA&D
Seeks challenge.
Create an outdoor investigation
box (Planting seeds / bulbs /
flowers/ shrubs / apple pips).
Water and care for flowers.
Take digital photographs in
environment.
Shows a ‘can do’
attitude.
Visit local garden centre / green
grocer / farm / flower shop.
Understands the
concept of
growth/care for
living things.
Plant plastic people – see if they
grow!
Looking through fixed focal
length magnifying glasses.
Identifies
similarities/
difference.
Compare bark.
Describes
germination and
change.
Uses magnifiers to
observe objects
closely.
Acts out
experiences with
other
children/adults.
Represents own
experiences in play
and elaborates.
Takes on a role in
own play.
Engages in
imaginative play.
Grow potatoes in bucket (cherry
tomato plants / radish/ lettuce).
Create an outdoor sensory area
in a tub.
Set up the following:
Garden centre (in hall) and
Percy’s Potting shed in
classroom.
Florists as part of garden centre.
Do they initiate activities?
Can they ‘have a go’?
Do they seek challenge?
Have they an understanding of
growth, and changes over time?
Can they talk about the things
they have observed?
Can they identify
similarities/differences in plants?
Can they sequence germination
process from photographs?
Can they observe seeds closely
using magnifiers?
Can they use new vocabulary to
compare and contrast bark?
Can they explain how to care for
/why we water flowers?
Can they play in a group and
elaborating play ideas?
Can they play co-operatively
with others?
Do they engage in imaginative
role-play?
Overarching Principles:
1: Unique Child
2: Positive Relationships
3: Enabling Environments 4: Learning and Development
Page 3 of 5
Magnifying Glass.
Collection Tubs.
Trowels.
Plant Labels.
Compost.
Wheelbarrow.
Rakes.
Spades (Variety Of Sizes)
Watering Cans (Variety Of
Materials).
Brushes.
Clothing.
Artificial/ real flowers.
Gardening catalogues.
Compost.
Plant pots.
Seed packets.
PSED/C&L/PD/MD/L/UW/EA&
D
Construction
area
PSED/C&L/PD/MD/L/UW/EA&D
Creative area
Show sustained
interest and checks
how well own
activities are going.
Talks about shapes
and objects.
Uses appropriate
vocabulary to
describe
models/creations.
Joins objects
together to build.
Thinks of own
ideas.
Finds own ways to
solve problems.
Manipulate
materials to
achieve a planned
effect.
Finds new ways to
do things.
Changes strategy
as needed.
Reviews how well
the approach
worked.
Building Garden Sheds from
Wood / Bricks / Lolly Sticks/
Making greenhouse shelter from
junk materials.
Re-create Percy’s park from
junk materials.
Community Play.
Collage – using natural
materials, seeds etc.
Natural materials for printing
twigs / bark/ fruit / vegetables.
Making 3D beanstalk / sunflower
stalk.
Creating seed packets.
Providing materials make
flowers, tissue paper/ egg
cartons.
Paint own imaginative plants.
Draw paint giant’s key/spoon.
Rubbings from natural materials
bark / seeds.
Observational drawing of fruits
/seeds /plants on different
coloured paper with
chalk/crayon /paints.
Jack and the beanstalk – print
leaves, make golden eggs etc.
Construct plant pots from
Plasticine / clay / Playdough
Do they shows interest in shape
by sustained construction
activity?
Do they talk about shapes or
arrangements?
Do they talk about the shapes of
everyday objects using
appropriate vocabulary?
Can they join construction
pieces together to build and
balance?
Lego.
Duplo.
Wooden bricks.
Junk materials.
Lolly sticks.
Balsa wood.
Can they think of ideas and find
ways to achieve them?
Collage materials
Natural materials to be
collected and cleaned
Tissue paper
Egg cartons
Paint
Brushes
Variety of seeds
Bark
Leaves
Beans/peas
Plasticine.
Clay.
Playdough.
Can they solve problems they
encounter?
Can they manipulate materials
to achieve a planned effect?
Can they use tools and
techniques appropriately?
Can they select appropriate
resources?
Can they use colour
appropriately/mix colours?
Can they find new ways to
create things and change it as
needed?
Can they review their chosen
approach?
Overarching Principles:
1: Unique Child
2: Positive Relationships
3: Enabling Environments 4: Learning and Development
Page 4 of 5
Overarching Principles:
1: Unique Child
2: Positive Relationships
3: Enabling Environments 4: Learning and Development
Page 5 of 5