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planning.....................long term?


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HI all,

 

I am currently looking at changing planning as we all probably are!

 

Trying to get a balance between in the moment planning and a curriculum that includes letters and sounds and all the other important things throughout the year.

 

How and when do you plan? I really like "in the moment planning" but not convinced i should immerse in this completely, and feel that maybe a balance is a good way to go, considering that the outcomes in reception have gone up another notch.

 

I have also really worked on our environment and have created defined zones in the setting to encourage creativity and critical thinking but as we know this alone will not create effective learning and development.

 

So, do you plan a curriculum? Do you have long term plans and if you do, do you include letters and sounds in blocks which you repeat each term to ensure progression.

 

Do you include a pathway for writing in your long term plans so starting with gross motor activities at the start of the year or on a weekly basis and then also fine motor skill activities?

 

Also the difficult task is really that we are planning for practitioners also in our curriculums - so a long term plan appears to be necessary to ensure that the practitioners are also providing effective teaching.

 

I hope all this makes sense - looking for some advice on whether I plan a long term plan for Autumn term including fixed activities in the weekly plans alongwith in the moment planning that is defined from observations on each child on a weekly basis.

 

Thanks

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Looking forward to hearing everybody's ideas. I am really interested in planning and how this fits

with the child's interests and how this sits with outcomes that need to be met. In my research I have seen planning to be largely dispositional focused rather than skills and knowledge dominated.

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I always figure most activities can be used to cover the outcomes you're looking for. I don't tend to plan for a specific outcome, as I'm returning to this planning lark temporarily and don't know the children that well, I've been deciding the activity based on the children's interests and staff have been deciding what they need their key children to get from it.

I try to be very uncomplicated

But of course, I'm not in reception so I don't have the same pressures

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I always considered my long term plan was simply the major things I wanted to cover throughout the year, so as I had children for over two years, my long term plan was over the two years. It had harvest in for both years, then alternately Divali or Hanukkah, then Christmas. Into spring we generally did Chinese New Year as it was always popular. Something springlike next involving walking out and finding things to learn more about. Easter. Then summer term was generally left open. In between we were totally led by the interests of the children, occasionally 'led' by a provocation if need be. These spur of the moment events were usually the best, inspired by the thoughts of the children. 'What do we know about cats?' Was certainly one of the best of all time that stays in my mind.

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I ten to look at long term planning to be more about your ethos, beliefs, and vision. so, how you support independence through the year, how you show children what to do, how to care for resources, how you view snack time etc After all this runs through everything you do.

I can see some logic to planning for things like letters and sounds, broadly beginning with a range form the aspects but then honing down onto the things your children need more of, depending on their needs. But I probably wouldn't think more than a term at a time.

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  • 2 weeks later...

Thank you all for your responses - very helpful.

 

It is becoming tricky to decide where I am taking each cohort and If I should be taking them anywhere.

 

How to ensure progression at each of their developmental stages.

 

How to ensure they are always stimulated to learn and not playing by rote.

 

Do I just continue to plan in the moment or should I have a long term vision of where the children should be heading? I.e. able to write their names or recognise some letters, doing up their coats.

 

Do any of you work backwards from the Early Years Profile in reception class?

 

Too much thinking for a Sunday I reckon!

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