Yearly Planning Sheet
SUBJECT
Year: 2014/15
WINTER
(Nursery)
Teacher: Miss Wood and Mrs Champion
SPRING
Focus: In my day (All about me/Grandparents/Family)
Autumn 1 (8 weeks)
Autumn 2 (7 weeks)
Focus: Eye Spy (Explorers)
Spring 1 (6 weeks)
Visits/Guests: Farm in school
PERSONAL,
SOCIAL AND
EMOTIONAL
(PSED)
Foundation: FS1
Spring 2 (5 weeks)
Visits/Guests: Forest Schools/Explorer day in wildlife area
SUMMER
Focus: Hot and Cold places (Homes/Castles/Weather)
Summer 1 (6 weeks)
Summer 2 (7 weeks)
Visits/Guests: Banquet/Nursery picnic
SEAD: New Beginnings
Separate from carer
Establish class and school routine
Routines-visual timetable/PDR
Locating areas of the classroom
Daily Self-registration
SEAD: Good to be me
Forming friendships/playing alongside
Others
Selecting resources
Trying out new activities
Making choices
Daily Self-registration
SEAD: Getting on and falling Out
Learning to share and take turns
Independence in the classroom
Working with others/collaborative
activities
Understanding right and wrong
Daily Self-registration
SEAD: Relationships
Understanding others and their
feelings
Working together/groups
Selecting and sharing resources
Consider actions and words
Daily Self-registration
SEAD: Changes
Preparing and understanding changes
What has changed
What can I do now?
Still excited and motivated to learn
Daily Self-registration
SEAD: Going for goals
Reflecting on themselves.
Setting goals
Transition-KS1 playtimes/assembly/dinners
Being encouraged and challenged
Trying something new
Daily Self-registration
Circle-time-related to topics/events
Getting to know you games
Myself/I like….
Learning names
Making friends
Circle-time-related to topics/events
Feelings
People who help us
Meaning of ‘Christmas’ and traditions
Firework safety
Circle-time-related to topics/events
Feelings of explorers on their missions
Types of adventures
What to pack in rucksack (survival)
Chinese New Year and traditions
Circle-time-related to topics/events
Looking after animals/plants
How do plants grow? New Life
Meaning of ‘Easter’ and traditions
Enhancing the ‘Wildlife Area’
Circle-time-related to topics/events
Importance of a home/shelter
Promises (Noah’s Ark)
Who lived in a castle (jobs/roles)
Fairy Tales Characters (personalities)
Circle-time-related to topics/events
What to wear for the different weather
Tasting fruit (likes and dislikes)
Different environments (hot/cold)
How does the weather make you feel?
Nursery (foundation stage 1) Letters and Sounds
Phase 1 ‘Letters and Sounds’ (throughout the year) planned according to progress/attainment from phonic trackers and observations/assessment
SEE HALF TERMLY PHONIC PLANS FOR DETAIL
COMMUNICATION,
LANGUAGE AND
LITERACY
(CL and L)
**Looking at author
Giles Andreae as an ongoing theme throughout
the year
MATHS
(M)
Phase 1 Phonics
Regular songs and rhymes
Letter of the week (jolly phonics)
Forming letter of the week
Daily ‘review’ (S&L)
Days of the week
Mark-making
Books linked to topic/theme-Titch,
Starting Nursery
Giles Andreae-Cock-ad-doddle-doo
Phase 1 Phonics
Regular songs and rhymes
Letter of the week (jolly phonics)
Forming letter of the week
Daily ‘review’ (S&L)
Days of the week
Mark-making
**Assessed writing piece
**Assessed writing piece
Books linked to topic/theme-Peepo,
Rosie’s Walk
Books linked to topic/theme-Man on
the moon, Whatever next, Mr Wolf’s
pancakes
Poetry-The senses
Non-fiction-Labelling parts of the body/ Familiar settings-Giles Andreae-I love
Autumn walk list
my mummy/I love my daddy
Daily self-registration (counting how
many children here and away)
Singing and learning number rhymes to 5
Counting aloud in order to 5
Counting in sequence to 5
Sorting (by colour)
Counting objects/fingers
Length (size of feet)
Estimating (objects in hand)
Phase 1 Phonics
Regular songs and rhymes
Letter of the week (jolly phonics)
Forming letter of the week
Daily ‘review’ (S&L)
Days of the week
Mark-making/writing
Non-fiction-recounts (moon landing/
Adventure)
Performance Poetry-Exploring
Daily self-registration (counting how
Daily self-registration (counting how
many children here and away)
many children here and away)
Counting and sequencing numbers to 5 andNumber recognition 1-10
more
Numbers and quantity
Recognising and naming numbers to 5 and Counting objects from a group
more
Positional language (journey)
Height (size of children)
3D shapes (rockets)
2D shapes and shape pictures
Directions (beebots)
Weight (different parcels)
Money and coin recognition
(shopping for camping)
Phase 1 Phonics
Regular songs and rhymes
Letter of the week (jolly phonics)
Forming letter of the week
Daily ‘review’ (S&L)
Days of the week
Mark-making/writing
**Assessed writing piece
Phase 1 Phonics
Regular songs and rhymes
Letter of the week (jolly phonics)
Forming letter of the week
Daily ‘review’ (S&L)
Days of the week
Mark-making/writing
**Assessed writing piece
Phase 1 Phonics
Regular songs and rhymes
Letter of the week (jolly phonics)
Forming letter of the week
Daily ‘review’ (S&L)
Days of the week
Mark-making/writing
**Assessed writing piece
Books linked to topic/theme-Mad about Books linked to topic/theme-The kiss
Books linked to topic/theme-Blanche and
Minibeasts, The Butterfly, Olivers
that missed, Giles Andreae-Nat Fantastic
Rocky, Handa’s Hen
Milshake/vegetables/fruits salad
Fairy stories-Rapunzel
Stories from a range of cultures-Handa’s
Pattern and rhyme-Giles Andreae-Bustle in Non-fiction-Facts about castles/castle life Surprise
the bushes
Non-fiction-instructions (making fruit salad)
Traditional Tales-Jack and the Beanstalk
Daily self-registration (counting how
many children here and away)
Ordering numbers 1-10
Writing numbers 1-5, 5-10
Numbers and quantity
Counting objects from a group
Daily self-registration (counting how
many children here and away)
More and less/sharing
Counting 1-10 and beyond
Writing numerals
Combining two groups
Daily self-registration (counting how
many children here and away)
More/less/same
Counting 1-10 and beyond
Writing numerals
Estimation
Patterns
Properties of 2D shapes/Shapes in buildings Properties of 3D shapes
Symmetry (butterflies)
Capacity
Repeating patterns (African necklaces)
Data handling (tally/different minibeasts) Time (Sand timer)
Outside number hunt
Animals and Humans (Sc)
Town/Farm (Geo)
Seasons-Autumn
Autumn walk around school/features
UNDERSTANDING
OF THE WORLD
(UW)
Exploring the senses (different types)
Our bodies and parts of the body
(naming and labelling)
Learning about the nursery environment
and routines
Exploring things I can do….
Farms and farming
Animals and Humans (Sc)
Town/Farm (Geo)
Seasons-Winter
Winter walk around school/features
Community (RE)
Plants (Sc)
Environment (Geo)
Seasons-Spring
Spring walk around school/features
Chinese New Year (RE)
Families (different forms of families)
Family tree and family members
The past (grandparents)
Toys of the past
My community/where I live/local area
Explorers and adventures
Neil Armstrong/Ranulph Fiennes
David Attenborough
Moon Landing
Camping and Survival
Celebrations/Festivals
Bonfire night/Christmas/ Diwali
Celebrations/Festivals
Chinese New Year/Shrove Tuesday
Plants (Sc)
Environment (Geo)
Easter (RE)
Everyday materials (Sc0
Around the world (Geo)
Noah’s Ark (RE)
Seasons-Summer
Summer walk around school/features
Wildlife and Nature
Habitats
Types of creatures/identifying minibeasts) My house and different types of houses
Plants and how they grow
Looking at homes around the world
Part of a flower
Old building (castles)
Easter/New Life
Materials (building)
Story of Noah’s Ark
Floating and sinking (testing boats)
Celebrations/ Festivals
Easter
Around the world (Geo)
Everyday materials (Sc)
Celebrations (RE)
Climate/Environment
Hot and cold places
Exploring different types of weather
Freezing and heating materials
Testing materials (waterproof)
Seasonal Changes
Observe a specific area (our outdoor area, school wildlife area) each season and note changes in the environment- plants, trees, wildlife, weather etc.
A ‘seasons tree’ will be set up the classroom to link the changes seen and observed
Exploration station
Have continuous provision area available in classroom for children to explore different sensory materials independently (link with topic).
Cooking/Baking
All children will take part in cooking over the year; this will take place weekly with different children each time.
EXPRESSIVE ARTS
AND DESIGN
(EA)
PHYSICAL
DEVELOPMENT
(PD)
INSIDE ROLE-PLAY
‘Sticky Kids’-actions songs and music
Rhymes and songs (linked to topic)
Painting routine/sequence
Learning names of colours
‘Sticky Kids’-actions songs and music
Rhymes and songs (linked to topic)
Painting routine/sequence
Learning names of colours
‘Sticky Kids’-actions songs and music
Rhymes and songs (linked to topic)
Mixing paints
‘Sticky Kids’-actions songs and music
Rhymes and songs (linked to topic)
Mixing paints
‘Sticky Kids’-actions songs and music
Rhymes and songs (linked to topic)
Choosing a colour for a purpose
‘Sticky Kids’-actions songs and music
Rhymes and songs (linked to topic)
Choosing a colour for a purpose
Paper plate portraits (self/family)
Ring games (Simon says…..)
Exploring different media (senses)
Leaf printing (Autumn)
Autumn decorations
Firework chalk paintings (bonfire night)
Creating family trees
Family photo collage
Christmas cards and decorations
Making rockets (large construction)
Moon landing (drama)
Black and white pictures
Making dens (camping)
Natural Art/Collages (linked with Andy
Goldsworthy
Using clay/saltdough (minibeast models)
Decorating Easter eggs
Daffodil paintings
Fairy tales puppets (wooden spoons)
Design a ‘coat of arms’
Junk model castles
Making own home (small construction)
Small world scenery (weather)
Rain makers/Wind catchers
Fruit printing (Handa’s surprise)
Aboriginal art
*Regular role-play/small world play
Handling and using one-handed tools
Toilet routine
Putting on coats/aprons
Using a collection of mark-making tools
Using large equipment (outside)
*Regular role-play/small world play
Handling and using one-handed tools
Toilet routine
Putting on coats/aprons
Using a collection of mark-making tools
Using large equipment (outside)
*Regular role-play/small world play
Developing and using appropriate grip
Fastening coats/aprons
Using a collection of mark-making tools
Using large equipment (outside)
*Regular role-play/small world play
Developing and using appropriate grip
Fastening coats/aprons
Using a collection of mark-making tools
Using large equipment (outside)
*Regular role-play/small world play
Applying tripod grip
Forming letters of name
Keeping healthy
Using a collection of mark-making tools
*Regular role-play/small world play
Applying tripod grip
Forming letters of name
Keeping healthy
Using a collection of mark-making tools
Movement and actions (farm animals)
What can you do (experiment with
using different parts of the body)
Movement in response to music (moon
Firework movements and dance (stimulus) walking)
Obstacle course outside (route)
Pathways (fast and slow)
Making dens
Minibeast ball (experiment with different Ball and skill activities (Old medieval games) Collaborative games (parachute)
ways of moving)
Moving in different directions (using
Exercises (before and after)
Matching actions to music (contrasting
ribbons, streamers)
African games
Movements)
*PE sessions in the hall ready for FS2
*PE sessions in the hall ready for FS2
PE Focus-‘I’m riding on my bike’
PE Focus-‘I’m riding on my bike’
*Regular ‘dough disco’ (fine m)
*Regular ‘squiggle and wiggle’ (gross m)
*Regular ‘dough disco’ (fine m)
*Regular ‘squiggle and wiggle’ (gross m)
*Regular ‘dough disco’ (fine m)
*Regular ‘squiggle and wiggle’ (gross m)
Home Corner
Shop
*Regular ‘dough disco’ (fine m)
*Regular ‘squiggle and wiggle’ (gross m)
Camping and Campsite
Wildlife Garden
*Regular ‘dough disco’ (fine m)
*Regular ‘squiggle and wiggle’ (gross m)
Fairy Tale Castle
*Regular ‘dough disco’ (fine m)
*Regular ‘squiggle and wiggle’ (gross m)
African Mud Hut