Foundation Stage Medium Term Planning Personal, Social and Emotional Communication, Language & Literacy Sharing and

being sensitive to others Showing awareness of the environment and awareness of personal safety Talking about feelings Knowledge & Understanding Sequencing and telling stories Writing to communicate ideas Talking activities through Recognising letters and using rhyming sounds FOCUS Physical Developing fine motor skills and moving with control Coordinating movements Showing awareness of space

Investigating the environment and observing SUMMER Investigating materials Recording using drawings and taking photographs Problem Solving, Reasoning and Numeracy Creative Sorting and counting, estimating and measuring Recognising numerals Exploring pattern and shape Comparing Area of Provision Outside area Book corner or display area Investigation area Area of Learning Knowledge and understanding of the world Personal, social and emotional dev. Mathematical development Communication lang. and literacy Creative

Using imagination in role play Investigating sounds Understanding that different media can be combined Exploring colour and shape Enhancements Additional resources, visits, Resource Implications visitors, displays Box of materials for making a den, long pieces of fabric, cushions, mats, pegs Picnic set Display of photos taken on investigative walk to show changes as summer season begins Objects collected by children outside at setting and brought from outings with families Focused Activities Investigating materials and objects and deciding what to use to make a den. Understanding need to play in shade, to wear a hat and to use sun cream Finding ways to measure plants growing, describing shapes of flowers, leaves Retelling the The Hungry Caterpillar, using a story sack Painting flowers and making collages using different media Collect items for den box Digital cameras, photos and childrens pictures Table or shelves for objects and labels for the children to write on or dictate Resource Implications Outdoor resources Summer box of sunhats and areas in shade to play in Measures, rulers, sticks, chalk Story sack Flowers, plants Painting materials, large size paper

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Summer - den
Class: foundation stage Areas of Learning Knowledge and understanding Physical dev. P.S.E.

Planning for a FOCUS

Date: Group/Individual Names

Intended Learning Opportunities Decide what materials and tools, resources are needed for the work. Plan together with other children in a small group, take turns and share resources Carry equipment safely and use trolleys or boxes Try things out and decide on the best way to build the den Resources Large pieces of fabric Mats Large pegs cushions boxes Key Questions What do you think you will need? How do you think we can do this? Where is the best place to have your den? Practitioners Role Talk about activity in whole group. Show children where to find resources and help them to collect things together. Read stories about dens if available and record activity using observations of children including photos. Encourage them to think about how the den will be affected by rain or wind and what they can do to deal with these elements. Evaluation/Observation Key Vocabulary Roof Branch Ground space tree stick shade

Evidence of learning towards Development Matters/Early Learning Goals

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Summer walk
Class: foundation stage Areas of Learning Knowledge and understanding Communication, language and literacy Intended Learning Opportunities

Planning for a FOCUS

Date: Group/Individual Names

Looking closely at changes in the outside environment. Observe, find out about and identify features in the natural world. Use a camera with adult support to support learning and record activity. Use talk to organize, sequence and clarify thinking, ideas and events. Extend vocabulary, exploring the meaning and sounds of new words. Resources Environment around setting or nearby park Digital cameras Key Questions What can you see here? What has happened to the tree? What can you hear? Can you tell me about ? What do you think..? Practitioners Role Do a risk assessment of walk. Encourage the children to look really closely at plants, bushes, trees etc. Give them time to investigate natural objects and living things. Allow children to use the camera, identify and name parts of camera. Discuss changes which have occurred in the environment and give children time to share ideas and thoughts with each other and with adults. Support speaking and listening and prepare follow up activities with photos and collected objects. Evaluation/Observation Key Vocabulary Grow Flower Tree Sun Bird Insect Camera bud leaf soil summer bee butterfly photograph

Evidence of learning towards Development Matters/Early Learning Goals

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Summer picnic
Class: foundation stage Areas of Learning PSRN Communication lang. and literacy PSE

Planning for a FOCUS

Date: Group/Individual Names

Intended Learning Opportunities Take turns and respect each other Sort and match resources and use mathematical ideas to solve problems such as what to do if there are not enough plates or cups. Use language such as more or less. Interact with others and negotiate plans Resources Picnic set Picnic food, real or role play Picnic blanket Shady area Dolls, teddies Key Questions What shall we pack up for our picnic? How shall we carry everything? Where shall we go for our picnic? What shall we make to eat? Who is coming on the picnic? Practitioners Role Talk about going on a picnic at whole group time or at circle time. Read stories about picnics, such as the Teddy Bears picnic and P.B. Bears picnic. Ask the children if they have been on a picnic and see if they can remember what they took or where they went. Collect resources with the children and take everything outside with them. Observe how they organize the activity. If it is raining or it is cold make a space for a picnic inside. Evaluation/Observation Key Vocabulary Picnic Knives Spoons Sandwiches Fruit plates forks cups drinks biscuits

Evidence of learning towards Development Matters/Early Learning Goals

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Summer caterpillar story

Class: foundation stage Areas of Learning Communication, lang. and literacy PSE

Planning for a FOCUS

Date: Group/Individual Names

Intended Learning Opportunities Work as part of a group and take turns Be confident to speak in a group Sustain attentive listening, responding to what they have heard Retell narratives in the correct sequence, drawing on the language patterns of stories Resources Hungry caterpillar story (Eric Carle) story sack Key Questions Can you begin the story? Can you remember what happens next? Do you know who the author of this story is? What happens at the end of the story? Why do you like this story? Practitioners Role Read the story with the group and then look at the story sack together. Decide with the children who is going to tell the story and who is going to do which part. Allow the children to make decisions and to sort out the activity. Let the children return to the activity and observe how they manage the activity. Speak to the children about the importance of keeping all the resources together. Evaluation/Observation Key Vocabulary Caterpillar leaf Fruit; strawberries, apple, oranges etc Food cocoon butterfly

Evidence of learning towards Development Matters/Early Learning Goals

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Summer- painting
Class: foundation stage Areas of Learning Creative development Communication, language and literacy

Planning for a FOCUS

Date: Group/Individual Names

Intended Learning Opportunities Interact with other children and take turns in conversation Explore colour shape and texture in 2D and 3D Use imagination in art and design Resources Flowers in a container Paints in small pots Brushes of different sizes Selection of famous flower paintings, such as Van Goghs Sunflowers Large paper on table or easel Key Questions Can you look closely at the shapes? What colours do you need? Do you need a big brush? Practitioners Role Talk about the activity and what colours and equipment the children need. Allow the children to explore and experiment and to repeat the activity if they want to. Remember that it is the process which is important not the end product. Observe how the children approach the activity and only intervene if needed. Evaluation/Observation Key Vocabulary Flowers Petal Shape Straight Long colours stem circle, oval round short

Evidence of learning towards Development Matters/Early Learning Goals

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Summer- pse in sun

Class: foundation stage Areas of Learning Personal social and emotional Physical dev

Planning for a FOCUS

Date: Group/Individual Names

Intended Learning Opportunities Show awareness of own needs and taking care of self Taking responsibility for themselves by putting on a sunhat and playing in the shade Talk about what happens to our bodies when they get hot, what we need to do eg. drink plenty of water and rest if it is very hot. Resources Sun cream from home with name labels Box of sunhats Books about summer and sun safety Posters and photos about sun safety Jugs of water, cups Rest areas in shade Key Questions What happens to our skin in the sun? Why do we put sun cream on? Why do you think we feel hot in the sun? What happens when you run around when it is hot outside? Practitioners Role At circle time or at whole group time discuss the importance of looking after our bodies in the sun. Collect together all the things we need to use when it is hot; sun cream, hats, Tshirt, flask for water etc. Ask children to identify, name objects and talk about what we do with them. Look at posters and information about sun safety and make sure children understand the need to look after their bodies. Evaluation/Observation Key Vocabulary Sun Shade Thirsty Sweaty Sun cream hot cool water rest sun hat

Evidence of learning towards Development Matters/Early Learning Goals

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Summer - measuring
Class: foundation stage Areas of Learning maths knowledge and inderstanding

Planning for a FOCUS

Date: Group/Individual Names

Intended Learning Opportunities Use mathematical language such as shorter, taller, bigger, longer Use developing mathematical ideas and methods to solve practical problems Find out about and identify features of living things Say and use number names Resources Plants, flowers growing inside and outside Measuring tapes Sticks Pieces of string Notebooks, paper, pencils in box Key Questions How do you think we can check to see of these plants are growing? What can we use to measure? Practitioners Role Discuss different ways to measure the growth of plants. Listen to childrens suggestions and ideas. Collect together resources which they suggest and let them try out their ideas. Talk about how to record the measurements and decide on the best way to do this with group. Support children with activity. Keep equipment and records in labeled box so that they can return to the activity later. Evaluation/Observation Key Vocabulary Tall Big Measure string short small tape

Evidence of learning towards Development Matters/Early Learning Goals

Future needs/what next ?

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Summer - fruit
Class: foundation stage Areas of Learning Physical dev Communication, lang and literacy maths

Planning for a FOCUS

Date: Group/Individual Names

Intended Learning Opportunities Recognize the importance of keeping healthy and those things which contribute to this. Develop vocabulary Say and use number names, sort and use maths ideas to solve problems Resources Selection of fruits for snack Chopping board and knife Key Questions Which fruit do you like? What does it feel like? Can you tell me what it tastes like? How many pieces are there? Practitioners Role Ensure children wash hands before activity. Check for any allergies. Give each child a whole fruit initially. Ask them to describe the fruit and name it if they can. Talk about the origin of the fruit and where the children go to get fruit with their family. Encourage reluctant children to try different tastes. Evaluation/Observation Key vocabulary Apple Banana Pineapple Cut piece orange kiwi fruit pear chop

Evidence of learning towards Development Matters/Early Learning Goals

Future needs/what next ?

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