Marion
-
Posts
5,643 -
Joined
-
Last visited
Content Type
Profiles
EYFS Articles
Local Authority
Newsletters
Topic support
Book recommendations and reviews
Courses and events
Vacancies
Help documents
News items
Tapestry Newsletters
Podcasts
Tapestry Import
Forums
Downloads
Events
Gallery
Store
Posts posted by Marion
-
-
Thanks Steve I am sure we are all eagerly awaiting more details.
-
I usually find a firm 'but I want you to go and try' is quite effective but even that is seen by some parents as 'forcing'
-
The ones hi lighted are the ones being covered that half term in subsequent half terms different statements will be hi lighted to ensure complete coverage of the ELGs.
-
Must say Im very very impressed by Henry. I took a group of junior children to an activities centre for a residential visit and one of the activities was something called aeroball (netball on a trampoline sort of) and after 3 minutes bouncing I had lost control on my legs once back on solid ground.
All I can say is WOW!!!
-
so your long term plan ensures that you cover all the ELG's but from there you basically see how it goes and plan activites that fit into your termly topic and from the activities work out what ELG's you think you are covering and from observations work out what ones the children have achieved?? sorry long sentence!!
jo
The Norfolk planning is medium term. We use our own adaption of it. The way we work and I am sure other people work in different ways (dont think there is a right or wrong
) is we 'brainstorm' as a team all the activities to fit our topic for that half term, then we hi light all the ELGs we will cover. I know some people look at the ELGs first then work out activities to fit really its a matter of working out what suits you, your class and your setting.We use our medium term plans to inform our weekly/daily planning but in Foundation Stage only between 60%-40% of activies should be adult led, so sometimes the learning is child initiated and we need to be aware of this.
Hope that makes sense
-
I dont think cupboards can come out of the building budget unless maybe they are fixtures at least thats what our head told us.
-
We usually do this as an outdoor role play and include rainguages wind socks giant thermometers weather charts with stick on symbols indoor we use a program called pic a picture which records a weeks weather.
-
hi tigger welcome to the forum its an addition to the pips material and available from the standards site.
http://publications.teachernet.gov.uk/defa...DfES+0280+2004&
-
or you could use a digital camera on a frosty morning
-
Think its really the Southwark planning but on Norfolk site hope it helps
http://www.norfolkesinet.org.uk/pages/view...asp?uniqid=2158
-
It really doesnt matter if you repeat ELGs more than once a year or more than once a term for that matter the important thing is ensuring you cover everything and give the children as many experiences as possible to meet the ELGs. At least thats the way we work.
The activity I mentioned earlier had no adult focus and was completely led by the children the adults observed and responded to the children's requests for more resources. Sometimes its important to stand back and be amazed by the learning the children achieve without us.
-
We are a Foundation Stage Unit with both Nursery and Reception aged children. All the children are free to join in the phonic activities and many of the nursery children enjoy doing so(by choice) but they are not formally 'taught' phonics.
-
You and the dress are beautiful Thanks for sharing
Good Luck for the future
-
I found an example of how we used to plan weekly (the minibeast topic ) which sounds like how you plan and the planning format we now use (had OFSTED at the end of January and were using new style at that point) we do seperate Literacy and numeracy planning which I cant foind on my lap top but will add when I can.
-
Cant find my Medium term planning on this lap top may be at school and unfortunately its Easter
Did find old planning for a days Mini beast safari -
As Fox says it is possible to cover any ELG outdoor just as it is indoor (probably on a larger scale) Your post made me stop and think about what ELGs we can achieve outdoors and these are the ones I came up with for one simple role play activity. We put out cars (the ride in type) and trikes table cash register phone buckets of water sponges soap toy petrol pump various mark making tools paper coins CD player with a copy of 'Car Wash' (from Nemo which most of them are familiar with) there are always bricks and tools available outdoors too.
PSE
Continue to be interested, excited and motivated to learn.
Be confident to try new activities, initiate ideas and speak in a familiar group.
Respond to significant experience showing a range of feelings when appropriate.
Form good relationships with adults and peers.
Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously.
Understand what is right, what is wrong, and why.
Consider the consequences of their words and actions for themselves and others.
Select and use activities and resources independently.
CLL
Interact with others, negotiating plans and activities and taking turns in conversation.
Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning.
Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions.
Listen with enjoyment, and respond to songs and other music,
Extend their vocabulary, exploring the meanings and sounds of new words.
Speak clearly and audibly with confidence and control and show awareness of the listener, for example by their use of conventions such as greetings, ‘please’ and thank you’.
Use language to imagine and recreate roles and experiences.
Use talk to organise sequence and clarify thinking, ideas, feelings and events.
Link sounds to letters, naming and sounding the letters of the alphabet.
Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
Read a range of familiar and common words
Know that print carries meaning and, in English, is read from left to right and top to bottom.
Show an understanding how information can be found in non-fiction texts to answer questions about where, who, why and how.
Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
Attempt writing for different purposes, using features of different forms such as lists, stories and instructions.
Write their own names and other things such as labels and captions
Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.
MD
Count reliably up to 10 everyday objects.
Recognise numerals 1 to 9.
Use developing mathematical ideas and methods to solve practical problems.
In practical activities and discussion begin to use the vocabulary in adding and subtracting.
Use language such as ‘more’
Begin to relate addition to combining two groups of objects
Use language such as ‘greater’, ‘smaller’, heavier’ or ‘lighter’ to compare quantities.
Use everyday words to describe position.
Use developing mathematical ideas and methods to solve practical problems.
KUW
Investigate objects and materials by using all of their senses as appropriate.
Find out about, and identify, some features of, objects and events they observe.
Ask questions about why things happen and how things work.
Build and construct with a wide range of objects, selecting appropriate resources, and adapting their work where necessary.
Select the tools and techniques they need to shape, assemble and join materials they are using.
Find out about and identify the uses of everyday technology
Observe, find out about and identify features in the place they live
PD
Move with confidence, imagination and safety.
Move with control and co-ordination.
Show awareness of space, of themselves and of others.
Recognise the changes that happen to their bodies when they are active.
Use a range of small and large equipment.
Handle tools, objects, construction materials safely and with increasing control.
CD
Explore colour, texture, shape, form and space in two or three dimensions.
Sing simple songs from memory, and match movements to music.
Use their imagination in art and design, music, dance, imaginative and role play and stories.
Respond in a variety of ways to what they see, hear, smell, touch and feel.
Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role play, movement, designing and making
All THAT from ONE activity WOW!
-
We use our LEA baseline which they process to complete the profile data but it is a highly visible way to track progress.
-
We were OFSTEDed at the end of January and were not asked for evidence on our planning. We usually use a class list or just post it notes to record how children have responded to activities and whether it needs consolidating or expanded upon. We share this infomation at the end of each session. The team of inspectors we had in said this was totally acceptable and suggested that the system could be adapted in the rest of the school.
-
I work very much the same as Becky. I send home 5 Action Words per week and in the summer term I begin to send these home as a look say cover write activity to promote spelling. The Action Word book has a number of activities which can be used at home to reinforce the words. Only a very few of my children will progress onto Y1 words.
-
Surely Playing with Sound is aimed at Foundation Stage AND Year 1. At my training course we were told we could use it to suppliment our existing practice
-
We usually include animal hand puppets and twigs and leaves
My Easter task is to put together a Jungle box for the outdoor role play
Have just ordered pith helmets and an inflateable parrot (think Ive lost it roll on tomorrow ) -
Thats the one I was looking for its really good fun
-
Becky Julia Graham has a copy of our transition policy or I could send you a copy if you would like a look. Head took a copy to HMI meeting last week and said they were impressed.
Are you going to the transition courses in June?
Sarah you would certainly be welcome to come and look around our unit if you wanted. Its not purpose built (so Im very jealous of you and Becky) but as Becky says looking around and sharing ideas certainly helps if only to say 'thats not for us
-
http://www.songsforteaching.com/avni/littleredhen.htm
The little red hen was going for a walk
That’s when she saw some wheat near a rock
The little red hen was going for a walk
That’s when she saw some wheat near a rock
She picked it up, dusted it clean saying.
“This is even better than a lima bean.”
What I have to do to plant this thing
Is dig a hole as round as a ring
Drop it in, cover it up
Does anybody out there want to help me out?”
The little duck said, “Not I quack, quack”
The little pig said, “Not I oink, oink”
The little cat said, “Not I meow, meow”
So the little red hen said, “I’ll do it somehow.”
She didn’t complain, and she didn’t moan
The little red hen did it all alone.
“It’s time to cut the wheat and take it to the mill
They’ll grind it into flour way up on the hill
Then carry it home, a sack or two
Does anybody out there want to help me out?”
Refrain:
The little duck said, “Not I quack, quack”
The little pig said, “Not I oink, oink”
The little cat said, “Not I meow, meow”
So the little red hen said, “I’ll do it somehow.”
She didn’t complain, and she didn’t moan
The little red hen did it all alone.
“To bake some bread, an egg or two,
Use the flour from the wheat that we grew
Put it in the oven and wait till it’s done
Does anybody out there want to help me out?”
Refrain:
The little duck said, “Not I quack, quack”
The little pig said, “Not I oink, oink”
The little cat said, “Not I meow, meow”
So the little red hen said, “I’ll do it somehow.”
She didn’t complain, and she didn’t moan
The little red hen did it all alone.
Now that the bread is ready to eat,
I’m glad that I found that little bit of wheat.
It’s time to sit down and enjoy this feast
Does anybody out there want to help me out?”
Refrain:
The little duck said, I do quack, quack”
The little pig said, “I do oink, oink”
The little cat said, “I do meow, meow”
But the little red hen said, “I’ll do it somehow.”
She didn’t complain, and she didn’t moan
The little red hen ate it all alone.
http://www.songsforteaching.com/intellitun...ittleredhen.htm
Oh, the Little Red Hen
Was asking all her friends
"Who will help me plant my grain?"
"Not I," said the dog.
"Not I," said the cat.
"Not I," said the little mouse.
So the Little Red Hen
With no help from her friends
Planted it by herself.
Oh, the Little Red Hen
Was asking all her friends
"Who will cut and grind my wheat?"
"Not I," said the dog.
"Not I," said the cat.
"Not I," said the little mouse.
So the Little Red Hen
With no help from her friends
Cut and ground it by herself.
Oh, the Little Red Hen
Was asking all her friends
"Who will help me bake my bread?"
"Not I," said the dog.
"Not I," said the cat.
"Not I," said the little mouse.
So the Little Red Hen
With no help from her friends
Ate it by herself.
So the Little Red Hen
With no help from her friends
Simply ate it by herself.
Yum! Yum!
http://www.songsforteaching.com/intellitun...ehennypenny.htm
Little Henny Penny
thought the sky was falling,
falling to the ground.
Little Henny Penny
said the sky was falling,
It almost knocked her down!
Run, Litlle Henny Penny!
Tell your friends!
Run, Little Henny Penny,
before it ends!
Run, Little Henny Penny!
Tell the king!
Tell the king the sky is falling,
falling right down.
Little Henny Penny
told Lucy Goosey
the sky was falling down.
Little Henny Penny
told Turkey Lurkey,
and all his friends around.
Run, Litlle Henny Penny!
Tell your friends!
Run, Little Henny Penny,
before it ends!
Run, Little Henny Penny!
Tell the king!
Tell the king the sky is falling,
falling right down.
Little Henny Penny
told Foxy Loxy
the sky was falling down.
Little Henny Penny
and all her friends,
followed him to town.
Run, Little Henny Penny!
It's a trick!
Run, LIttle Henny Penny!
You're in a fix.
Run, Little Henny Penny!
Run right home.
The sky was never falling,
falling right down!
) is we 'brainstorm' as a team all the activities to fit our topic for that half term, then we hi light all the ELGs we will cover. I know some people look at the ELGs first then work out activities to fit really its a matter of working out what suits you, your class and your setting.
Have just ordered pith helmets and an inflateable parrot (think Ive lost it roll on tomorrow )
What To Do?
in Training and Professional Development
Posted
I think one of the things to consider is how the qualification is viewed in your area/setting. My nursery nurse completed the Foundation Degree 2 years ago and when I mentioned this at a recent meeting for extended services I was told 'its useless' as her mentor and knowing how much effort went into obtaining it this is extremely frustrating. It seems to be the opinion here is its not needed in primary schools. Dont know if any other areas are getting negative responses to this qualification????