KEY PERSON TIME PLANNING
Activity
Soldiers activity from ICAN Toolkit
Week beginning: 1.2.16
Role of the Adult
Adult bangs the drum as the children march
around.
Involve children in joining in with others in the
group.
Encourage listening skills and response to rhythm.
What do we want the children to learn?
Observations
Making relationships 22-36 months Interested in
others play and starting to join in.
Listening and attention 22-36 months Shows
interest in play with sounds, songs and rhymes.
Exploring and using media and materials 22-36
months Shows an interest in the way musical
instruments sound
30-50 months Beginning to move rhythmically.
Red group
Whole group activity
(See Red group file)
Exploring the different sounds
musical instruments can make,
using instruments made by the
children.
Encourage the children to make loud and quiet
sounds with the instruments.
Exploring and using media and materials 22-36
months Shows an interest in the way musical
instruments sound.
30-50 months Explores and learns how sounds
can be changed.
Green group
Whole group activity
following group
observation 27.1.16
(See Green group file)
Introduce the letter sound ‘p’.
Introduce the letter sound ‘p’ using the P parking
sign, following children’s car interest. Talk about
what the P parking sign represents and children’s
experience of car parks!
Reading 30-50 months Recognises familiar words
and signs.
Reading and Writing 40-60 months Hears and
says the initial sound in words / Links sounds to
letters, naming and sounding the letters of the
alphabet.
The World 30-50 months Comments and asks
questions about aspects of their familiar world,
such as the place where they live.
Blue group
Including
RD 25.1.16
SS 27.1.16
(See Blue group file)
Support with I Spy, letter sound sack games and
silly soup games using objects beginning with p.
CONTINUOUS PROVISION PLAN
Area
Role Play
Week beginning: 1.2.16
Activities /Enhancements
(Role of the Adult: What adults could do/ What
adults could provide)
Adults to encourage children to play in the role
play area; taking on roles, using props and mark
making as part of their role play.
Encourage children to role play and develop their
own storylines.
Book Area
Writing /Mark
Making
Adults to read to children and encourage them to
discuss the text; look at and talk about the print
and the pictures and share the
stories/information with others.
Explore various mark making materials available
in all areas.
Adults to encourage children to make marks and
write using the equipment available in all areas,
including the water and brushes, whiteboard
easel and pens and chalk available outdoors.
Blue group: Draw a car park. Encourage drawing
vertical lines for spaces. Add a P sign.
(Provide card, cars, road signs and clip art P sign)
What do we want the children to learn
Observations
(Development Matters: Observing what a child is learning )
Being imaginative 22-36 months Beginning to make- believe by
pretending.
30-50 months Engages in imaginative and role play based on own
first hand experiences.
40-60 months Plays alongside other children who are engaged in the
same theme.
Speaking 22-36 months Uses different types of everyday words
(nouns, verbs and adjectives)
Moving and handling 30-50 months Uses one handed tools and
equipment.
Writing 30-50 months Sometimes gives meaning to marks.
People and communities 30-50 months Shows interest in different
occupations.
Reading 30-50 months Listens to stories with increasing attention
and recall/ Joins in with repeated refrains and anticipates key events
and phrases in stories.
40-60 months Enjoys an increasing range of books.
Speaking 30-50 months Uses vocabulary focused on objects and
people that are of particular importance to them.
40-60 months Extends vocabulary, especially by grouping and
naming.
All groups
Moving and Handling 30-50 months Can copy some letters e.g.
letters from their name.
40-60 months Shows preference for a dominant hand / Begins to
use anticlockwise movement and retrace vertical lines.
Writing 22-36 months Distinguishes between the different marks
they make.
30-50 months Sometimes gives meaning to the marks they make
40-60 months Gives meaning to marks / Writes own name / Links
sounds to letters naming and sounding the letters of the alphabet.
Reading 30-50 months Recognises familiar words and signs.
All groups including
All groups
RD 25.1.16
SS 27.1.16
(See Blue group file)
Creative
Encourage the children to use various media,
materials, tools and techniques safely and
competently. Encourage the children to make
their own models and creations using the various
materials available.
Encourage children to scribe their names on their
pictures and creations.
Exploring and using media and materials 22-36 months
Experiments with blocks, colours and marks.
30-50 months Realises tools can be used for a purpose.
40-60 months Explores what happens when they mix colours /
Manipulates materials to achieve a planned effect.
Being imaginative 30-50 months Captures experiences and
responses with a range of media.
40-60 months Creates simple representations of events, people and
objects.
Moving and Handling 30-50 months Uses one handed tools and
equipment.
Writing 40-60 months Gives meaning to marks as they draw and
write / Writes own name.
Exploring and using media and materials 22-36 months Shows an
interest in the way musical instruments sound.
30-50 months: Explores and learns how sounds can be changed.
All groups including
Emptying and filling with various containers,
including jugs, bottles, scoops etc.
Adults to encourage the children to fill, pour and
empty, to count how many cups it takes to fill a
bucket etc.
Numbers 22-36 months Begins to make comparisons between
quantities.
30-50 months Shows an interest in number problems.
40-60 months Begins to identify own mathematical problems based
on own interests and fascinations.
Shape, space and measures 40-60 months Orders two items by
capacity.
All groups
Adults to encourage the children to design, build
and create their own constructions using the
various construction materials available.
Encourage the children to observe and talk about
shapes.
Encourage mark making in this area using the
whiteboards and clipboards available.
Encourage children to follow instructions to build
things.
Shape, space and measures 30-50 months Shows an interest in
shape by sustained construction activity or by talking about shapes
or arrangements.
Exploring media and materials 30-50 months Uses various
construction materials. Beginning to construct, making enclosures
and creating spaces.
Being imaginative 40-60 months Creates simple representations of
objects.
Writing 22-36 months Distinguishes between the different marks
they make.
All groups
Green group: Provide resources (plastic bottles,
tubes, spoons, glue, rice, pasta, coloured pens)
for children to design and create their own
musical instruments.
Blue group: Provide teddy bear pictures (child’s
interest) for making a collage. Encourage cutting
and sticking techniques.
Water
Construction
Green group
Whole group activity
following group
observation 27.1.16
(See Green group file)
RL 27.1.16
(See Blue group file)
Mathematics
Music
Physical
Jigsaw Table
Adults to encourage children to use the maths
table; counting and sorting a variety of objects.
Encourage children to use number language,
recognise numbers and engage in mathematical
play and problem solving discussions.
Encourage children to talk about, match and
recognise shapes.
Adults to encourage the children to play and
explore the sounds made by a variety of musical
instruments.
Encourage the children to explore rhythm and
move their bodies in response to music.
Play a variety of songs and encourage the
children to move and dance.
Numbers 22-36 months Uses some language of quantities.
30-50 months Uses some number names accurately in play. Recites
numbers in order 1 to 10
Shape, space and measures 30-50 months Uses shapes
appropriately for tasks.
40-60 months Selects a particular named shape.
All groups
Exploring and using media and materials 22-36 months Creates
sounds by banging, tapping, shaking etc.
30-50 months Imitates movement in response to music. Beginning
to move rhythmically.
40-60 months Explores the different sounds of instruments.
Being imaginative 30-50 months Creates movement in response to
music / Makes up rhythms.
All groups
Adults to encourage children to use the variety
of physical equipment available, such as the
trampoline, basketball hoop, green rocker and
stilts to develop balance and coordination.
Encourage the children to take turns, share the
balls etc.
Adults to encourage the children to observe the
effects of exercise on their bodies.
Making relationships 22-36 months Interested in others play and
starting to join in,
30-50 months Keeps play going by responding to what others are
saying or doing.
Health and self-care 30-50 months Observes the effects of activity
on their bodies.
Moving and handling 30-50 months Moves freely and with pleasure
and confidence in a range of ways.
40-50 months Experiments with different ways of moving.
Social communication 40-60 months Works as part of a group,
taking turns.
All groups
Adults to encourage the children to match
shapes, fit and join pieces together.
Shape, space and measure 16-26 months
Attempts, sometimes successfully, to fit shapes into spaces on inset
boards or jigsaw puzzles.
30-50 months Uses shapes appropriately for tasks.
All groups
OUTDOOR PLAY Enhancements
Activity
Week beginning: 1.2.16
Role of the Adult
What do we want the children to learn?
Teddy bear, teddy bear action rhyme.
Encourage children to focus attention, listen
to the rhyme, join in and follow actions.
Making relationships 22-36 months
Interested in others play and starting to join
in.
Listening and attention 22-36 months Shows
interest in play with sounds, songs and
rhymes.
Involve the children in playing their
musical instruments together in a
marching band.
Provide musical instruments, including those Exploring and using media and materials 22made by the children.
36 months Creates sounds by banging,
shaking, tapping or blowing / Shows an
Encourage children to explore the sounds
interest in the way musical instruments
they can make with their instruments when
sound.
playing in a group.
30-50 months Taps out simple repeated
Tap out a repeated rhythm to march to.
rhythms / Beginning to move rhythmically /
Imitates movement in response to music.
Green group
Whole group activity
following group
observation 27.1.16
(See Green group file)
Number recognition activities 1 to 10
using number floor tiles.
Involve children in making a number trail
around the outdoor area, using the number
floor tiles. Encourage numerical order.
Blue group including
TS 25.1.16
SR 25.1.16
BB 27.1.16
(See Blue group file)
Introduce games to encourage children to
find a particular number.
Numbers 40-60 months Recognise numerals 1
to 5 (and 6 to 10 for other Number outcomes
in 40-60 months band.)
Observations
Red group
including AL 26.1.16
(See Red group file)
Quiet Room CONTINUOUS PROVISION PLAN
Week beginning: 1.2.16
Activities/Enhancements
(Role of the Adult: What adults could do/What
adults could provide)
Quiet and Resting Area
Technology
Provide, and encourage children to operate,
technological toys including walkie talkies and Beebots. Support children in exploring the control
technology of toys.
Encourage positional language when using Bee-bots.
Provide laptop with various computer programs,
tablets and printer.
Support and extend the skills children develop; for
example teach and encourage children to click on
different icons in a computer program and use the
touch screen on tablets.
Red group: Introduce a number games program to
encourage reciting numbers.
Malleable / Messy Play
Activities from continuous provision including
playdough, gloop, foam etc. for sensory experiences
and mark making.
Encourage mark making with hands and tools.
Support children’s responses to different textures
and introduce vocabulary to enable children to talk
about their experiences.
Encourage children to create their own textures
with materials available, for example by thickening
gloop.
Provide playdough mats, including letter and
number mats.
What do we want the children to learn?
(Development Matters: Observing what a child is
learning)
Enabling Environments
The Learning Environment: Provide a safe, secure
space for children, provide a place for rest.
Technology 22-36 months Seeks to acquire basic skills
in turning on and operating some ICT equipment.
30-50 months Shows skill in making toys work by
pressing parts or lifting flaps to achieve effects such as
sound, movements or new images / Knows that
information can be retrieved from computers.
40-60 months Completes a simple program on a
computer.
Shape, space and measure 30-50 months Uses
positional language.
Numbers 22-36 months: Recites some number names
in sequence.
30-50 months Recites numbers in order to 10.
Exploring and using media and materials 22-36
months Experiments with marks.
30-50 months Beginning to be interested in and
describe the texture of things.
Moving and Handling 22-36 months Imitates drawing
simple shapes such as circles and lines.
30-50 months Uses one handed tools and equipment.
40-60 months Handles tools, objects and malleable
materials safely and with increasing control.
Writing 22-36 months Distinguishes between the
different marks they make.
30-50 months Ascribes meaning to marks that they
see in different places.
Observations
All groups
All groups including
DR 26.1.16
(See Red group file)
SAH 25.1.16
AM 25.1.16
AM 28.1.16
(See Red group file)
All groups including
OD 27.1.16
PN 27.1.16
(See Red group file)
Mathematics
Activities from continuous provision,
including number recognition and counting activities
within 10 and beyond using number flash cards and
a choice of counters from the Maths Trolley.
Model and encourage use of mathematical
language
Numbers 22-36 months Selects a small number of
objects from a group when asked.
30-50 months Uses some number names accurately in
play / Sometimes matches numeral and quantity
correctly / Shows an interest in representing numbers.
40-60 months Counts up to three or four objects by
saying a number name for each item / Counts objects
to 10 / Recognises numerals 1 to 5.
Shape, space and measure 22-36 months Beginning
to categorise objects according to shape and size.
30-50 months Uses positional language / Uses shapes
appropriately for tasks. / Beginning to talk about the
shapes of everyday objects, e.g. ‘round’, ‘tall’, ‘long’.
40-60 months Beginning to use mathematical names
for ‘solid’ 3D shapes and ‘flat’ 2D shapes and
mathematical terms to describe shapes / Selects a
particular named shape / Orders two or three items
by length or height.
All groups including
Provide collections of natural materials and objects
for observation and discussion.
Introduce vocabulary to enable children to talk
about their observations and to ask questions.
The World 22-36 months Notices detailed features of
objects in their environment.
30-50 months Developing an understanding of
growth, decay and changes over time. / Talks about
why things happen and how things work.
40-60 months Looks closely at similarities, differences,
patterns and change.
All groups
Provide open ended mark making resources in all
areas. Notice and encourage the marks children
make and the meanings that they give to them.
Moving and Handling 30-50 months Holds pencil
between thumb and two fingers.
40-60 months Begins to form recognisable letters.
Writing 22-36 months Distinguishes between the
different marks they make.
30-50 months Sometimes gives meaning to marks.
40-60 months Uses some clearly identifiable letters to
communicate meaning, representing some sounds
correctly and in sequence.
All groups
Blue group (TS SR BB): Provide resources to make a
number line (number line sheets with missing
numbers, number stickers).
Exploration of shape, space and measures.
Demonstrate the language for shape, position and
measures in discussions.
Encourage children to talk about the shapes they
see and use.
The World:
Investigation Area
Writing/Mark Making
AH 25.1.16
SS 27.1.16
TS 25.1.16
SR 25.1.16
BB 27.1.16
(See Blue group file)
Flexible Area
Small world play
Puzzles, games and jigsaws
Provide a variety of small world play scenarios
according to children’s interests.
The World 22-36 months Enjoys playing with small
world models.
Being imaginative 30-50 months Builds stories around
toys.
All groups
Provide a range of jigsaws, puzzles and table top
games, including board games, for children to
choose from.
Making relationships 30-50 months Keeps play going
by responding to what others are saying or doing.
Listening and attention 30-50 months: Is able to
follow directions.
Social communication 40-60 months Works as part of
a group, taking turns.
Shape space and measure 22-36 months Notices
simple shapes and patterns in pictures.
Numbers 40-60 months Counts objects or actions
which cannot be moved (board games)
Reading 30-50 months Beginning to be aware of the
way stories are structured / Suggests how the story
might end.
All groups including
PC ADC IS EMA 27.1.16
(Board games: See Blue
group file)
Blue group MF: Provide Story building puzzles for
story structure.
MF 29.1.16
(See Blue group file)
Food Preparation
Blue group: Make pizzas. Involve children in making
pizza toppings. Observe changes as pizzas are
cooked. Encourage working as part of a group,
taking turns.
Listening and attention 30-50 months: Is able to
follow directions.
Social communication 40-60 months Works as part of
a group, taking turns.
Moving and Handling 30-50 months Uses one handed
tools and equipment.
The World 30-50 months Talks about why things
happen and how things work.
40-60 months Looks closely at similarities, differences,
patterns and change.
LC JHR EW AH 26.1.16
MR 28.1.16
(See Blue group file)
Managing feelings and
behaviour. Exploring
emotions.
Blue group OT: Continue to look at emotion
scenarios, encouraging OT to extend his language
and thinking.
Managing feelings and behaviour 22-36months Can
express their own feelings such as sad, happy, cross,
scared, worried.
Speaking 22-36 months Uses language as a powerful
means of widening contacts, sharing feelings,
experiences and thoughts.
OT 25.1.16
(See Blue group file)