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Short Term Planning Templates In Reception


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Hello everyone,

I am looking for some inspiration for some ideas of how some of you are doing your short term planning! i'm wondering how you layout your short term planning or what formats you use. I'm really interested in any ideas you may have. In my receiption class, I have a planning wall with each of the six areas of the foundation stage forum on and i pop post it notes on each area with the weeks ideas. But wondered what else you may all do ?

Thank you so much !

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[i've been using these formats for the last year and I find them really useful. Int Inside and Outside planning is colour coded so you can see at a glance what's going on where. For the Lit/Maths planning the space at the bottom is for any activities that are ongoing all week. They're by no means perfect but they work for me! :o

 

Blank_Inside.doc

Blank_Literacy.doc

Blank_Maths.doc

Blank_Outside.doc

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ah thank you so so much, these are so helpful to look through. it really helps get my head round short term planning.

thank you . i'll let you know how i get on.

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I apologise in advance for being really dense but however of these blank proformas I look at, I atill have no idea where to start filling these in! Please can someone hlep me? This is my first year of teaching a YR class instead of mixed YR/Y1/Y2 and I'm desperate to get it right!

Our 'topic' is Ourselves but we've just been doing assessments/settling in over these first 2 weeks (children in full time from Monday)

Any help very gratefully received!

Thanks

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I apologise in advance for being really dense but however of these blank proformas I look at, I atill have no idea where to start filling these in! Please can someone hlep me? This is my first year of teaching a YR class instead of mixed YR/Y1/Y2 and I'm desperate to get it right!

Our 'topic' is Ourselves but we've just been doing assessments/settling in over these first 2 weeks (children in full time from Monday)

Any help very gratefully received!

Thanks

 

 

This is my planning for this week. It's not very detailed as I'm still doing lots of playing with the children, but this is what I've planned for, you're welcome to have a look :o

 

Inside_Week_2_14.9.09.doc

Week_1_All_About_Me.doc

Week_1_Numbers_1_to_5.doc

Outside_week_2_14.9.09.doc

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This is my planning for this week. It's not very detailed as I'm still doing lots of playing with the children, but this is what I've planned for, you're welcome to have a look :o

 

Inside_Week_2_14.9.09.doc

Week_1_All_About_Me.doc

Week_1_Numbers_1_to_5.doc

Outside_week_2_14.9.09.doc

 

 

Hello, this all looks great, but just have a quick question. Hwo do you fit all this into the day and still include a large proportion of child initiated time?

 

Thanks,

Jane

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It works quite well. At the moment I only have 18 children with 2 adults. I do a whole class input after registration in the morning, after playtime and after each for lunch - one each for literacy maths and topic. Each carpet session only lasts about 15 mins max, then the children go off to do their activities as they choose, while my TA and I lead small groups activities that last about 10 minutes per group of children. So during the course of the day the children have about 30 mins of adult led activity each and the rest is their self directed activities. Obviously we have time out of the classroom for PE and Music (we have specialist teachers for these which is how we get our PPA) but in general most of the children's time in class is self directed. After Christmas when the class goes up to 30 we gain an additional TA, which allows us to carry on in pretty much the same way.

 

For the self directed tasks we use an activity board. Good old Sparklebox - we have signs up around the classroom and outdoor area showing the children the different ares, and we also have smaller versions of these signs on a magnetic board with boxes to show how many children can safely play in each area. The children have a fridge magnet with their photo in and they put their magnets in the area they want to go to and change it when they do something else. It's a great way for them to manage their time and also for us to see where they are when we need them! :o

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It works quite well. At the moment I only have 18 children with 2 adults. I do a whole class input after registration in the morning, after playtime and after each for lunch - one each for literacy maths and topic. Each carpet session only lasts about 15 mins max, then the children go off to do their activities as they choose, while my TA and I lead small groups activities that last about 10 minutes per group of children. So during the course of the day the children have about 30 mins of adult led activity each and the rest is their self directed activities. Obviously we have time out of the classroom for PE and Music (we have specialist teachers for these which is how we get our PPA) but in general most of the children's time in class is self directed. After Christmas when the class goes up to 30 we gain an additional TA, which allows us to carry on in pretty much the same way.

 

For the self directed tasks we use an activity board. Good old Sparklebox - we have signs up around the classroom and outdoor area showing the children the different ares, and we also have smaller versions of these signs on a magnetic board with boxes to show how many children can safely play in each area. The children have a fridge magnet with their photo in and they put their magnets in the area they want to go to and change it when they do something else. It's a great way for them to manage their time and also for us to see where they are when we need them! :o

 

 

Great thanks. When do you scaffold the children's learning during their child initiated time and when do you get chance to do observations?

 

Sorry for all the questions, but just trying to get it all clear in my head!!!

 

Thanks,

Jane

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We usually have one adult leading activities while the other plays with the children and carries out the observations. We're lucky to have a couple of parents and one school govenor who all come in during the week to play with the children as well which really helps.

 

It doesn't always run smoothly - what setting does!? Today I've been running on empty as I'm full of cold, so it's been pne pf those days where the plans went out the window and I spent most of the day watching the children. Off home to bed very soon! :o

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We usually have one adult leading activities while the other plays with the children and carries out the observations. We're lucky to have a couple of parents and one school govenor who all come in during the week to play with the children as well which really helps.

 

It doesn't always run smoothly - what setting does!? Today I've been running on empty as I'm full of cold, so it's been pne pf those days where the plans went out the window and I spent most of the day watching the children. Off home to bed very soon! :o

 

 

Thanks again. Hope you feel better soon. Jane x

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I'm feeling the same about planning for Reception...where to get objectives from etc...

 

JessD your planning is similar to what i've started doing so I feel like I'm heading in the right direction.

 

Once the children are settled and initial assessments are completed what does your Literacy planning look like? What aspects do you try and cover each week? Do you use a book as a focus for your Literacy planning?

 

Questions, Questions...sorry. Just really trying to get my head around Reception planning after teaching Year 5.

 

Thanks

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I was the same - came to Reception after being in Year 4.

 

Literacy planning looks mostly the same, as does the maths, But instead of all the children doing the same activity it's differentiated.

 

Still not feeling great, thanks Jane, hoping I get my voice back by tomorrow! :o

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I have just changed my planning format and would welcome any advise on it. I am planning enhancements to continuous provision (e.g. what goes in the sand/construction etc). A weekly over view that has carpet sessions on for the week and when adult led activities are happening and which adult is doing it and then the adult activities are on a separate individual activity plan. I do my phonics planning for the week on a separte sheet - is this too much? Its different to the lit and num planning you attached which is more like what I did last year, thought my changing it this way I would be able to show cross currciular links easier and record the evaluation and next steps on the plans.

 

Hope I haven't confused anyone!

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