Early Years Foundation Stage (EYFS) Learning Plan
Area of Learning & Development /
CoEL:
Specific focus for this session:
Counting 1 – 10
Date:
Age and No. of children
Groups:
Time:
Prior learning / Interests of the children / Implications from previous sessions Anything you
noticed through observation as part of previous learning / evaluation that will inform / support the
children’s learning in this plan? What do the children already know or understand?
Key Vocabulary: Think how you are enhancing the children’s vocabulary and understanding / think
about the age appropriateness of what you say. What are the key words and phrases you will use
here? Are you introducing any new vocabulary?
Resources and materials required: What resources will you need to have ready? Do different
groups need different resources?
Organisation: This involves showing your awareness of the organisation of all of the children, so you
need to show which learning activity you are leading in relation to the whole class. You might be
working with the whole class or a group of children. Show how the children are organised and how
you are following the children’s interest (e.g. as part of directed/free choice/as individuals / in
groups/whole class/ /outdoors)?
Differentiation for Learning Consider SEN, EAL, less able and more able. Ask yourself how each
activity allows for different learning preferences and what choices there are available to the children
(e.g. choosing whether to work independently or in a pair / choosing whether to work at a pc or writing
in a conventional way / choosing where to work i.e. on the carpet or at a table
Input / Modelling: This should be designed to catch the children’s attention. How will you introduce
the session? What stimuli will be provided (e.g. visual aid, story, objects, visit, visitor, song, and
poem)?
Activity: How will you develop the stimuli? What is the learning? Think about your role, other
adults’ role and the children’s role (Possible adult roles - observe, interact or intervene?) What will the
children do? - directed play, activities, games etc. How will you work/support other adults?
Plan out the teaching and learning steps of the activity and approx. timings.
Continuous Provision / Possible extensions/developments: Consider activities that you have
modelled in a previous lesson / activities that can become CP activities and allow choice / extended
learning (e.g. using a part of the role play area, or playing a game as a group) How will you
work/support other adults?
Assessment opportunities: (Who? What? How? When?) Who will you observe? Consider areas
you will focus on. How will you assess and how will you know if they have understood? When will you
assess? What evidence will tell you that the children have/ have not learned what you intended for the
session? What will you be looking for? How will you collect your assessment information?
Evaluation:
1. Comment on the children’s learning. Did the children achieve the intended learning objective?
Mention individual children. How do you know?
2. Evaluate your own progress and reflect on your professional development
3. Was the activity I chose relevant to the children’s needs and interests?
4. How effectively did I manage other adults in this activity/assessment of children?
5. How will I use this evaluation to plan for my next lesson/ session?