EARLY YEARS FOUNDATION STAGE PLANNING FOR KG1 HONEYBEE
STANDARDS Highlighted are the standards that I am working on this week.
Date/Week: 15th Week 15.01.2017
2016-2017
Theme:
PERSONAL SOCIAL AND
EMOTIONAL
DEVELOPMENT.
MAKING RELATIONSHIPS
Initiates play, offering cues
to peers to join them.
Keeps play going by
responding to what others
are saying or doing.
Demonstrates friendly
behaviour, initiating
conversations and forming
good relationships with
peers and familiar adults.
(30-50 mths)
SELF CONFIDENCE
Enjoys responsibility of
carrying out small tasks.
Is more outgoing towards
unfamiliar people and more
confident in new social
situations.
(30-50 mths)
MANGAING FEELINGS &
BEHAVIOUR
Aware of own feelings and
knows that some actions
and words can hurt others’
feelings.
Begins to accept the needs
of others and can take
turns and share resources,
COMMUNICATION AND
LANGUAGE.
LISTENING AND ATTENTION
Listens with interest to the
noises adults make when
they read stories.
Listens to others one to one
or in small groups when
conversation interests them.
Listens to stories with
increasing attention and
recall.
Is able to follow directions (if
not intently focused on own
choice of activity).
UNDERSTANDING
Developing understanding of
simple concepts (e.g.
big/little).
Understands use of objects
(e.g. “What do we use to cut
things?”).
Responds to simple
instructions, (e.g. to get or
put away and object).
Beginning to understand
“Why?” and “How?”
questions.
Shows understanding of
prepositions such as ‘under,’
‘on top,’ ‘behind,’ by carrying
TERM 2
Theme: Animals (Birds)
LEARNING INTENTIONS, GOALS OR OBJECTIVES
LITERACY. MATHEMATICS. UNDERSTANDING PHYSICAL EXPRESSIVE ART &
THE WORLD. DEVELOPMENT. DESIGN.
READING NUMBERS
Enjoys rhyming and Uses some number PEOPLE & COMMUNITIES MOVING AND EXPLORING & USING
rhythmic activities. names and number Shows interest in the lives HANDLING MEDIA AND MATERIALS
language of people who are familiar Turns pages in a Creates sounds by
Shows awareness of spontaneously. to them. book, sometimes banging, shaking,
rhyme and alliteration several at once. tapping, or blowing.
Uses some number Remembers and talks
Recognizes rhythm in names accurately in about significant events in Shows control in Enjoys joining in with
spoken words. play. their own experience. holding and using jugs dancing and ring games.
to pour, hammers,
Listens to and joins in Recites numbers in Recognises and describes books and mark- Sings a few familiar
with stories and poems, order to 10. special times or events for making tools. songs.
one to one and also In family or friends.
small groups. Beginning to represent (30-50 mths) Mounts stairs, steps Beginning to move
numbers using fingers, or climbing rhythmically.
Joins in with repeated marks on paper or THE WORLD equipment using
refrains and anticipates pictures. Comments and asks alternate feet. Imitates movement in
key events and phrases in questions about aspects of response to music.
rhymes and stories. Shows an interest in their familiar world such as Runs skilfully and
numerals in the the place where they live negotiates space Taps out simple
Beginning to be aware of environment. or the natural world. successfully, adjusting repeated rhythms.
the way of the way speed or direction to
stories are structured. Realises not only Can talk about some of the avoid obstacles. Explores and learns how
objects, but anything things they have observed sounds can be changed.
Suggests how the story can be counted, such as plants, animals, Can stand
might end. including steps, claps or natural and found objects. momentarily on one Uses various
(30-50 mths) jumps. foot when shown. construction materials.
Talks about why things
WRITING SHAPES & SPACE happen and how things Realises tools can be
Distinguishes between Beginning to categorise work. HEALTH AND SELF- used for a purpose.
the different marks they objects according to the CARE
make properties such as shape Developing an Drinks well without
(22-36 mths) or size. understanding of growth, spilling. BEING IMAGINATIVE
decay and changes over Developing preferences
Sometimes gives meaning Begins to use the time. Observes the effects for forms of expression.
to marks as they draw language of size. of activity on their
and paint. Shows care and concern bodies. Uses movement to
sometimes with support out and action or selecting
from others. picture.
(30-50 mths)
SPEAKING
Uses language as a powerful
means to widening contacts,
sharing feelings, experiences
and thoughts.
Holds a conversation,
jumping from topic to topic.
Learns new words very
rapidly and is able to use
them in communicating.
Uses a variety of questions
(e.g. What, When, Who).
Beginni9ng to use more
complex sentences to link
thoughts (e.g. using and
because).
Questions why things happen
and gives explanations. Asks
e.g. Who, What, When, and
How.
Uses vocabulary focused on
objects and people that are
of particular importance to
them.
Uses talk in pretending that
objects stand for something
else in play, e. g. “This box is
my castle.”.
Understands some talk for living things and the express feelings.
Ascribes meanings to about immediate past environment. Can usually manage
marks they see in and future, e.g. ‘before,’ (30-50 mths) washing and drying Creates movement in
different places. ‘later,’ or ‘soon.’ (22-36 hands. response to music.
(30-50 mths) mths) TECHNOLOGY /ICT
Knows how to operate Sings to self and makes
READERS WRITERS Shows and interest in simple equipment, e.g. up simple songs.
WORKSHOP shape and space by turns on CD player and
Non Fiction Teaching playing with shapes or uses remote control. Notices what adults do,
Points making arrangements imitating what is
Readers think about the with objects Shows an interest in observed and then doing
message of the story. technological toys with it spontaneously when
Uses shapes knobs or pulleys, or real the adult is not there.
Readers retell/ appropriately for tasks. objects such as cameras or
summarise a story and mobile phones. Engages in imaginative
cover the story Shows interest in shapes role-play based on own
elements. in the environment. Shows skill in making toys first-hand experiences.
(30-50 mths) work by pressing parts or
lifting flaps to achieve Builds stories around
effects such as sound, toys, e.g. farm animals
movements or new needing rescue from an
images. armchair ‘cliff’.
Knows that information Uses available resources
can be retrieved from to create props to
computers. support role-play.
(30-50 mths)
Captures experiences
and responses with a
range of media, such as
music, dance and paint
and other materials or
words.

Period 1- 7.10-7.50
Math
Introduce number 9 and
reinforce previous number
(0-8) using different
objects, resources and
songs. Encourage children
recite numbers in order
and count using their
fingers. Shape of the
week: Rectangle. (Link to
PD, CL and EAD)
Second step day 1: Puppet
Script (Link to CL, PSED
and UTW)
Outdoor activity (Whole
Sunday class): Sorting shapes.
Using shapes of different
sizes and colours. Children
will have to pay attention
to the teacher and find
shapes with specific
characteristics (e.g. Red
circles, big squares)
EARLY YEARS FOUNDATION STAGE PLANNING ACTIVITIES FOR KG1 HONEYBEE
Period 2- 7.50-8.30 Period 3- 8.30-9.10 Period 4- 9.50- Period 5- 10.20-11.00 Period 6- 11.35- Period 7- 12.10-12.50
.10.20 12.10
Math PD- Fine Motor EAD Library Arabic Literacy
Ms.Hanaa
Group 1: Number 9 Group 1: Children will Introduce color Read the very hungry During this week Introduce letter Jj and
using “Counting keys”. cut different green. Ask children if students will learn the sound that makes the
caterpillar.
Children will have to materials with they know how to ther letter" Tha'a" letter Jj using the Jolly
the home work inside
grab and slide 9 keys scissors. (Link to EAD make orange green phonics resources.
the Arabic book page
onto the key ring. and CL) using primary colours Encourage children sing
"55,56".
(Challenge: Children (Yellow, red and blue) and repeat the letter
will get an extra Group 2: Children will (Link to PD and UTW) ‫يتعلم سوف األسبوع هذا خالل‬ sound when we play the
sticker if they are play with play dough. ‫"الظاء " حرف الطالب‬ song. (link to EAD and CL)
(Link to CL, EAD and ‫ المختلفة وأشكاله‬، ‫الواجب‬
able to choose 9 keys Introduce the theme ‫العربية اللغة كتاب داخل المنزلي‬
of the same colour.) UTW) of the week: Birds. Using flashcards or the
‫" صفحة‬55،56
(Link to CL, EAD and Show them pictures English book and introduce
Group 3: Children will some words that begins
PD) using the projector,
play on the carpet with the letter Jj: Jump,
encouring they repeat
Group 2: Number 1 to with blocks. (Link to Jellyfish, Juice, jelly, etc
their names and talk
9 using “Number EAD, CL and PSED)
about how they are.
tracks”. Teacher will Group 1: Ask student to
say out loud a number find sticky puzzle letters
Group 1: Children will
between 1 and 9 and Jj and get as many as they
copy and colour
children using can. (Challenge: If they
pictures of birds
counters will have to are able to find more than
using tracing paper.
get the correct 5 letters J they will get 2
(Link to CL, PD and
amount. (Challenge: stickers) (Link to CL and
UTW)
Children will get an PD)
extra sticker if they Group 2: Children will
Group 2: Writing letter Jj,
are able to do the draw by themselves
Children will write letters
activity without the their own birds.
Jj on individuals white
number track) (Link to CL, PD and
boards with the help of
UTW)
(Link to CL, EAD and the teachers. (Link to CL
PD) and PD)
 Math
Reinforce number 9 and
rectangle shape using
songs and games. (Link to
PD, CL and EAD)
Group 1: Math Art craft:
My bird have 9 feathers,
Children will decorate a
bird with 9 feathers. Ask
children to write number
next to the feathers, if
they cannot write them,
give them stickers with
number 1 to 9.
(Link to PD, EAD, CL and
PSED)
Group 2: Outdoor
provisionary area:
Monday
Children will decide what
activities they would like
to do while they are in the
provision area.
In the provisionary area
we will have 4 areas:
creative area with
painting, playing area with
with blocks and toys,
writing area with boards
and markers and a sensory
area with water and sand,
(Link to PD, EAD, L, M and
CL)
PD- Fine Motor EAD EAD PSED - Second Step CL Literacy
Music program
Group 1: Math Group 2: Play their Group 2: Create bird Second step day 2: Birds: As we talked Reinforce the letter and
activity: Children will favourite songs and mask’s using paper Story and discussion. last week, January’s the sound of Jj using Jolly
cut out 9 birds colour song related to the plates and other (Link to CL and UTW) theme is Animals. This phonics resources. (Link to
and stick them on a theme of the week. different materials. week children will be EAD and CL)
paper. Student will do Allow children to play (foam, glitter, Theme of the week: learning about animals’
a number 9 using trips maracas and dance in feathers…) Birds: We will play on names, where they Ask children to do simple
of construction the class. the carpet, pretending live, what sound they sentences using words that
paper.(Link to PD, Encourage all student Group 1: Outdoor we are birds. Using the make, etc. begin with letter Jj. (Link
EAD, CL and PSED) participate during the provisionary area: projector show children Introduce some birds to CL and UTW)
activity, especially Children will decide different sounds made using the interactive
Group 2: Outdoor by birds, (Link to CL, L Group 1: Art craft: J is
those students that what activities they board. Ask children
provisionary area: and UTW) for jelly fish. Children will
do not show a lot would like to do while simple questions such
Children will decide do their own jellyfish using
interest in musical they are in the as, what is your
what activities they construction papers,
activities. (Link to PD provision area. favourite bird?
would like to do while different shapes and
and CL) In the provisionary (Link to UTW and
they are in the materials. (Link to EAD
area we will have 4 EAD)
provision area. and PD)
Group 1: Outdoor areas: creative area
In the provisionary provisionary area: with painting, playing Read and sing: Read: Group 2: Ask student to
area we will have 4 Children will decide area with blocks and
find sticky puzzle letters
areas: creative area what activities they toys, writing area - Down by
Jj and get as many as they
with painting, playing would like to do while with boards and the bay by
can. (Challenge: If they
area with blocks and they are in the markers and a sensory Raffi.
are able to find more than
toys, writing area (Link to L and EAD)
provision area. area with water and
5 letters J they will get 2
with boards and In the provisionary sand,
stickers) (Link to CL and
markers and a sensory area we will have 4 (Link to PD, EAD, L, M
PD)
area with water and areas: creative area and CL)
sand, with painting, playing
(Link to PD, EAD, L, M area with blocks and
and CL) toys, writing area
with boards and
markers and a sensory
area with water and
sand,
(Link to PD, EAD, L, M
and CL)
 Math
Reinforce number 9 and
rectangle shape using
songs and games. (Link to
PD, CL and EAD)
Group 1: Let children play
‘’count and clip’’ activity,
Children have to count and
place the clothespin on the
correct number. (Link to
CL, and PD)
Group 2: Math Art craft:
My bird have 9 feathers,
Children will decorate a
bird with 9 feathers. Ask
children to write number
next to the feathers, if
Tuesday they cannot write them,
give them stickers with
number 1 to 9.
(Link to PD, EAD, CL and
PSED)
Arabic
Ms.Hanaa
During this week
students will learn
ther letter" Tha'a"
the home work inside
the Arabic book page
"55,56".
‫يتعلم سوف األسبوع هذا خالل‬
‫"الظاء " حرف الطالب‬
‫ المختلفة وأشكاله‬، ‫الواجب‬
‫العربية اللغة كتاب داخل المنزلي‬
‫" صفحة‬55،56
PD- Fine Motor EAD PSED UW Literacy
Group 1: Children will Group 1: Create bird Second step day 3: In Reinforce birds: Reinforce the letter and
play with play dough. mask’s using paper small groups play skill showing to the the sound of Jj using Jolly
(Link to CL, EAD and plates and other and practice games children a variety of phonics resources. (Link to
different materials.
UTW) while the rest of pictures, asking them EAD and CL)
(foam, glitter,
children are playing on different questions
feathers…)
Group 2: Children will the carpet. (Link to CL, about birds, for Group 1: English book:
play on the carpet Group 2: Children will UT and EAD) example, where they Writing the letter Ii.
with blocks. (Link to copy and colour live? O how they are? Letter formation:
EAD, CL and PSED) encourage children to
pictures of birds They will have the
using tracing paper. opportunity to write the letter Ii in
Group 3: Children will appropriate way. (Link to
(Link to CL, PD and answer, expressing
cut different PD)
UTW) their ideas or
materials with
thoughts. We will
scissors. (Link to EAD Group 2: Art craft: J is
encourage they take
and CL) Read: for jelly fish. Children will
turns and respect
do their own jellyfish using
their classmates when
- Mr. Cookie Baker construction papers,
they are speaking.
by Monica different shapes and
(Link to PSED and CL)
Wellington. materials. (Link to EAD
Outdoor activity: take and PD)
. a walk around the
school to find birds.
Encourage children
understand how do we
have to behave when
we see animals. (Link
to CL and PD)
 Math
Reinforce number 9 and
rectangle shape using
songs and games. (Link to
PD, CL and EAD)
Group 1: Math book:
Children will do the
worksheets related to
number 9. (Link to PD, CL
and EAD)
Group 2: Let children play
‘’count and clip’’ activity,
Children have to count and
place the clothespin on the
correct number. (Link to
CL, and PD)
Wednesday
PD- Fine Motor EAD PSED CL UW Literacy
Group 1: Child Group 1: Children will Second step day 4. In Continue: Simple Continue discussing Reinforce the letter and
initiated leaning (Link draw by themselves small groups play skill questions and answers: about birds: for the sound of Jj using Jolly
to all areas of their own birds. and practice games Encourage children learn example about their phonics resources. (Link to
learning) (Link to CL, PD and while the rest of simple questions such as, sounds. Can you cheep EAD and CL)
UTW) children are playing on what is your name? How like a cock?
Group 2: Children will the carpet.(Link to old are you? How is your Encourage children to Group 1: Writing letter Jj,
do letters and Group 2: Child CL, UT and EAD) teacher? And simple describe birds and to Children will write letters
numbers using initiated leaning (Link answers. My name is…... notice similarities and Jj on individuals white
stencils. (Link to to all areas of Group 1: Children will I am 3/4years old. My differences between boards with the help of
learning) practice how to write the teachers. (Link to CL
PSED, CL and EAD) teacher is… them. Watch a video
their names. (Link to and PD)
about birds. (link to L
CL and PD)
Sing a song together: and UTW)
What's Your Name? Let Group 2: English book:
Group 2: Children will
children play on the Writing the letter Ii.
read books on the
carpet and observe if Letter formation:
carpet. Encourage
they use questions when https://www.youtube. encourage children to
they take care of the
they talk with others. com/watch?v=jF0Id- write the letter Ii in
book while they read.
(Link to PSED, L and hH9y4 appropriate way. (Link to
(Link to L, CL, PD and
EAD) PD)
UTW)
Read: brown bear, brown
bear what do you see.
 Math
Reinforce number 8 and
rectangle shape using
songs and games. (Link to
PD, CL and EAD)
Group 1: Children will
decide which math activity
they prefer to do during
the lesson (for example:
play with magnetic shapes,
count and link, pegs and
boards, etc.)
Thursday
Group 2: Math book:
Children will do the
worksheets related to
number 8. (Link to PD, CL
and EAD)
121 with those children
PD- Gross motor Literacy UW (understanding CL Literacy Math
PE Ms.Abel of the word)
Visit to the farm. Visit to the farm Continue: Computer Second step day 5: Read Group 1: Children will Group 1: Children will
games: Encourage all a book related to the decide which Literacy practice how to write their
-Mount stairs, steps Reinforce the letter student play a week’s theme. (Link to activity they prefer names. (Link to PSED and
or climbing equipment and the sound of Jj PSED, UTW and EAD)
computer game using to do during the PD)
using alternate feet. using Jolly phonics Reading together:
the control remote lesson (for example:
resources. (Link to while others play play with letters, read Group 2: Children will
-Run skillfully and Continue reading: We
negotiates space EAD and CL) freely on the carpet. books, mystery box, decide which math activity
will read: Animals
successfully, (Link to PSED, CL and etc.) they prefer to do during
Outdoor activity: friends and Dear Zoo.
adjusting speed or PD) the lesson (for example:
Searching the letter I will ask them questions
direction to avoid Group 2: Children will play with magnetic shapes,
obstacle. Jj will spread out all such as Where do you
practice how to write count and link, pegs and
the flashcards (letter think that animals might
their names. (Link to boards, etc.)
A to J) on the grass live? How do you think
PSED and PD)
area and I will ask animals would feel when 121 with those children
children to find only they meet a human for 121 with those that need more help with
the letter of the the first time? Talk children that need numbers and shapes. (Link
week. Who will be about the importance of more help with to PSED, EAD and PD)
able to find the being quiet and gentle letters. (Link to
biggest number of when we are near to PSED, EAD and PD)
letters I? (link to CL, animals. Ask children to

that need more help with PSED and PD) draw their favourite

numbers and shapes. (Link wild animal. (Link to

to PSED, EAD and PD) PSED, UTW and EAD)

Evaluation
Child Initiated Learning

Children had a lot fun going to the farm where they had the opportunity to see some
animals. They also enjoyed when we did and ate out own jelly.
They had showed a lot interest in outdoor activities, where all of them were engaged
and participating, so while the weather is cold we will use as much outdoor areas to do
different activities.
Last week children were building towers, houses, bridges using blocks. They were playing together and
sharing. We had different accidents were some towers fell down due to the space in the class is reduce, but
they were very understanding with their peers and teachers.
This week I will borrow some constructions toys from other classes, so they can create bigger constructions
and play with different resources.
 Notes

Links:

LIT:

Sesame Street Letter J

https://www.youtube.com/watch?v=WUmnzlm3cWU

Learning ABC Alphabet - "J"

https://www.youtube.com/watch?v=sTQPe6_UYSY

MATH:

shapes song

https://www.youtube.com/watch?v=dsR0h50BiFQ

Numbers songs:

https://www.youtube.com/watch?v=3ku3FueLlV8
CL:

Birds Flash Cards

https://www.youtube.com/watch?v=ei4yzmjAEhg

What's Your Name? Song for Kids

https://www.youtube.com/watch?v=BAFSTrSNJMg

UTW:

Mr TUMBLE Birds

https://www.youtube.com/watch?v=9Ps7H4osVxg

WHAT IS A BIRD SONG ♫

|https://www.youtube.com/watch?v=Cl4MvIZ5I_s

PD:

Reach Up High | Tofa Tafa with Lyrics | Children Love to Sing Kids Action Dance Party Songs

https://www.youtube.com/watch?v=bRpMZUylwfY

Just Dance 4 - "Im Gonna Catch You" Kids Music Video with Lyrics

https://www.youtube.com/watch?v=h6tnKD1pem4

PSED:

Caillou - Caillou Goes to the Zoo (S01E23) | Cartoon for Kids

https://www.youtube.com/watch?v=_K134-C9j1k
Dear Zoo

https://www.youtube.com/watch?v=Kzl9IyeMWto

EAD: Sing and dance:

Just Dance Kids - Monkey Dance

https://www.youtube.com/watch?v=u_p53AgGnko

(link to PD)

I am the music man

https://www.youtube.com/watch?v=AiSSYO9t7e0
 Second Step
Week 13: We Feel Feelings in Our Bodies

Lesson Objective: Key Terms / Vocabulary: uncomfortable , Materials Needed:

Children will be able to: worried, clues Girl puppet, feelings
1. Identify worry as an unconformable cards
feeling
2. Identify growing up to talk to when
they fell worried
Sunday Monday Tuesday Wednesday Thursday
 Teach the Lesson  Reinforce the  Reinforce the  Reinforce the  Reinforce the
Day 1: Puppet Script Lesson: Lesson: Lesson: Lesson:
 Read Puppet Day 2: Story and Day 3: Skill - Practice  Day 5: Read a
Script Discussion Activity 1 (comfortable Day 4: Skill - Practice book related to
 Discuss last  Show the photo and unconfortable Activity 2 tell grown this week’s
week’s concept on the card but feelings , small group up about worried theme.
about caring and cover the happy objective 1 (Materials: feelings ( Objective 2)  Go online to
helping. How photo with feeling cards( one card SecondStep.org
 At meal time,
can we show we paper. each of happy, sad, for
ask children one
care and help  Ask children scared, surprised,
by one who they recommended
others? what they see angry, and worried) books, resources
 Give thinking and what is  Have children sit would tell if they and videos.
time. happening. in a circle. were worried at
 Teach and sing  Point out the Introduce the school. Send home this week’s
“feeling in my story elements. game.  Then ask who Home Link from the
Body” song  Give think - they would tell if Material Notebook.
(Track 16 of the time and call on  Story Scenarios: they were
Join In and Sing one or two  We’re going to worried at
CD). Sing the children at use our feelings home.
song again during random. cards again  Reinforce this
the week.  Model how our today. We will message: it is
 Play the shape body will react think about always
shifter game when we are which feeling important to tell
from teaching feeling worried make our bodies a grown-up if
material  We feel feelings comfortable and you are worried
notebook one or in our bodies, which ones about
more time during feeling worried make them something.
the day is uncomfortable. Tell a grown up
 Continue to play uncomfortable,  Go through each if your tummy
each day this telling growing card hurts.
week up about your  Have them
feelings help notice how their
you feel better bodies are
feeling
 Discuss which
part of their
bodies feel
comfortable or
uncomfortable