EARLY YEARS FOUNDATION STAGE PLANNING FOR KG1 HONEYBEE
STANDARDS Highlighted are the standards that I am working on this week.
Date/Week: 22nd Week 12.03.2017
2016-2017
Theme:
PERSONAL SOCIAL AND
EMOTIONAL
DEVELOPMENT.
MAKING RELATIONSHIPS
Initiates play, offering cues
to peers to join them.
Keeps play going by
responding to what others
are saying or doing.
Demonstrates friendly
behaviour, initiating
conversations and forming
good relationships with
peers and familiar adults.
(30-50 mths)
SELF CONFIDENCE
Enjoys responsibility of
carrying out small tasks.
Is more outgoing towards
unfamiliar people and more
confident in new social
situations.
(30-50 mths)
MANGAING FEELINGS &
BEHAVIOUR
Aware of own feelings and
knows that some actions
and words can hurt others’
feelings.
Begins to accept the needs
of others and can take
turns and share resources,
COMMUNICATION AND
LANGUAGE.
LISTENING AND ATTENTION
Listens with interest to the
noises adults make when
they read stories.
Listens to others one to one
or in small groups when
conversation interests them.
Listens to stories with
increasing attention and
recall.
Is able to follow directions (if
not intently focused on own
choice of activity).
UNDERSTANDING
Developing understanding of
simple concepts (e.g.
big/little).
Understands use of objects
(e.g. “What do we use to cut
things?”).
Responds to simple
instructions, (e.g. to get or
put away and object).
Beginning to understand
“Why?” and “How?”
questions.
Shows understanding of
prepositions such as ‘under,’
‘on top,’ ‘behind,’ by carrying
TERM 2
Theme: Transports/Production
LEARNING INTENTIONS, GOALS OR OBJECTIVES
LITERACY. MATHEMATICS. UNDERSTANDING PHYSICAL EXPRESSIVE ART &
THE WORLD. DEVELOPMENT. DESIGN.
READING NUMBERS
Enjoys rhyming and Uses some number PEOPLE & COMMUNITIES MOVING AND EXPLORING & USING
rhythmic activities. names and number Shows interest in the lives HANDLING MEDIA AND MATERIALS
language of people who are familiar Turns pages in a Creates sounds by
Shows awareness of spontaneously. to them. book, sometimes banging, shaking,
rhyme and alliteration several at once. tapping, or blowing.
Uses some number Remembers and talks
Recognizes rhythm in names accurately in about significant events in Shows control in Enjoys joining in with
spoken words. play. their own experience. holding and using jugs dancing and ring games.
to pour, hammers,
Listens to and joins in Recites numbers in Recognises and describes books and mark- Sings a few familiar
with stories and poems, order to 10. special times or events for making tools. songs.
one to one and also In family or friends.
small groups. Beginning to represent (30-50 mths) Mounts stairs, steps Beginning to move
numbers using fingers, or climbing rhythmically.
Joins in with repeated marks on paper or THE WORLD equipment using
refrains and anticipates pictures. Comments and asks alternate feet. Imitates movement in
key events and phrases in questions about aspects of response to music.
rhymes and stories. Shows an interest in their familiar world such as Runs skilfully and
numerals in the the place where they live negotiates space Taps out simple
Beginning to be aware of environment. or the natural world. successfully, adjusting repeated rhythms.
the way of the way speed or direction to
stories are structured. Realises not only Can talk about some of the avoid obstacles. Explores and learns how
objects, but anything things they have observed sounds can be changed.
Suggests how the story can be counted, such as plants, animals, Can stand
might end. including steps, claps or natural and found objects. momentarily on one Uses various
(30-50 mths) jumps. foot when shown. construction materials.
Talks about why things
WRITING SHAPES & SPACE happen and how things Realises tools can be
Distinguishes between Beginning to categorise work. HEALTH AND SELF- used for a purpose.
the different marks they objects according to the CARE
make properties such as shape Developing an Drinks well without
(22-36 mths) or size. understanding of growth, spilling. BEING IMAGINATIVE
decay and changes over Developing preferences
Sometimes gives meaning Begins to use the time. Observes the effects for forms of expression.
to marks as they draw language of size. of activity on their
and paint. Shows care and concern bodies. Uses movement to
sometimes with support out and action or selecting
from others. picture.
(30-50 mths)
SPEAKING
Uses language as a powerful
means to widening contacts,
sharing feelings, experiences
and thoughts.
Holds a conversation,
jumping from topic to topic.
Learns new words very
rapidly and is able to use
them in communicating.
Uses a variety of questions
(e.g. What, When, Who).
Beginni9ng to use more
complex sentences to link
thoughts (e.g. using and
because).
Questions why things happen
and gives explanations. Asks
e.g. Who, What, When, and
How.
Uses vocabulary focused on
objects and people that are
of particular importance to
them.
Uses talk in pretending that
objects stand for something
else in play, e. g. “This box is
my castle.”.
Understands some talk for living things and the express feelings.
Ascribes meanings to about immediate past environment. Can usually manage
marks they see in and future, e.g. ‘before,’ (30-50 mths) washing and drying Creates movement in
different places. ‘later,’ or ‘soon.’ (22-36 hands. response to music.
(30-50 mths) mths) TECHNOLOGY /ICT
Knows how to operate Sings to self and makes
READERS WRITERS Shows and interest in simple equipment, e.g. up simple songs.
WORKSHOP shape and space by turns on CD player and
Non Fiction Teaching playing with shapes or uses remote control. Notices what adults do,
Points making arrangements imitating what is
Readers think about the with objects Shows an interest in observed and then doing
message of the story. technological toys with it spontaneously when
Uses shapes knobs or pulleys, or real the adult is not there.
Readers retell/ appropriately for tasks. objects such as cameras or
summarise a story and mobile phones. Engages in imaginative
cover the story Shows interest in shapes role-play based on own
elements. in the environment. Shows skill in making toys first-hand experiences.
(30-50 mths) work by pressing parts or
lifting flaps to achieve Builds stories around
effects such as sound, toys, e.g. farm animals
movements or new needing rescue from an
images. armchair ‘cliff’.
Knows that information Uses available resources
can be retrieved from to create props to
computers. support role-play.
(30-50 mths)
Captures experiences
and responses with a
range of media, such as
music, dance and paint
and other materials or
words.

Period 1- 7.10-7.50
Math
Reinforce the theme of
the week: Transportation
(Name some familiar
transports).
Production; Introduce this
event, explain to them
some important details
about it; They will sing
songs, parents will come
they day that we present
the production, they will
wear costumes, etc.
Second step: “Having fun
with friends” Day 1: puppet
Sunday script
Introduce number 16 and
reinforce previous number
(0-15) using different
objects, resources and
songs. Encourage children
recite numbers in order
and count using their
fingers.
EARLY YEARS FOUNDATION STAGE PLANNING ACTIVITIES FOR KG1 HONEYBEE
Period 2- 7.50-8.30 Period 3- 8.30-9.10 Period 4- 9.50- Period 5- 10.20-11.00 Period 6- 11.35- Period 7- 12.10-12.50
.10.20 12.10
Math PD- Fine Motor EAD Library Arabic Literacy
Ms.Hanaa
Group 1: Play with Group 1: Develop fine Group 1: Child Read: During this Introduce letter Qq and
puzzles and Math motor skills by cutting initiated learning week students the sound that makes the
resources. (Link to CL, out pictures. (Link to (Link to all areas) -We all go traveling by will learn ther letter" letter Qq using the Jolly
Sheena Roberts. (online Seen" and letter
UTW and PD) CL, EAD and UTW) phonics resources.
"Saad the home work
Group 2: Production: book) Encourage children sing
inside the Arabic
Group 2: Production: Group 2: Enjoy playing Practice with and repeat the letter
book page 132,142"
imaginatively with -This is the way we go
Practice with Elephants/Turtles. ‫األسبوع هذا خالل‬ sound when we play Jolly
malleable materials. to school by Laine ‫حرف الطالب يتعلم سوف‬
Narrators. (Link to (Link to CL, L, PSED phonics songs. (link to EAD
(Link to EAD, CL and Falk. " ‫" وحرف "السين‬
CL, L, PSED and EAD) and EAD) and CL)
PSED) ‫"الصاد‬، ‫داخل المنزلي الواجب‬
‫كتاب‬
Using flashcards introduce
‫" صفحة اللغوية المعارف‬13
Group 3: Develop fine 2،142 some words that begin
motor skills by cutting The Resources, with the letter Qq: Queen,
pieces of fabric to do ARABIC BOOK. quilt, question, etc.
their own quilts for ARABIC CD. Encourage children
the literacy art craft. IREAD ARABIC. identify beginning sounds.
(Link to EAD, CL and
PSED) Group 1: English Book
Activities related to letter
Q. (Link to EAD and PD)
Group 2: Art craft: “Q is
for quilt”. Students will
cut out letters Q and will
make their own Quilts.
(Link to CL and PD)
Group 3: Reading and
writing. Students will read
books independently on the
carpet or practice writing
letters A to Q.
 Math
The whole class will use
zone 1 on Monday.
Reinforce number 16 and
review all shape using
songs and games. (Link to
PD, CL and EAD)
Group 1: Math Art craft:
Number Line, counting up
to 16. Students will do a
number line using number
sticker. Ask students to
write number 16
Group 2: Outdoor
provision area: Children
Monday
will decide what activities
they want to play.
-Large and small
construction.
- Role play
- Dry sand
- Colored water
- Painting
- Tracing
(Link to PD, EAD, L, M and
CL)
PD- Fine Motor EAD EAD PSED - Second Step CL Literacy
Music program
Group 1: Assess the Group 1: Learn a song Group 2: Learn a song Whole class: Second Group 2: Assess the Reinforce letter Qq and
children through about transportation. about transportation. step program. Day 2: children through the sound that makes the
different activities. Children will colour Children will colour Story and Discussion. different activities. letter Pp using the Jolly
(Link to PD, EAD, CL and decorate land and decorate land (Link to PD, EAD, CL phonics resources.
and PSED) vehicles. Ask student vehicles. Ask student Group 2: Math Art and PSED)
to make up their own to make up their own craft: Number Line, Read:
Group 2: Outdoor names using ‘Road names using ‘Road counting up to 16. Group 1: Outdoor - Fast and slow by Britta
provision area: letters’ (Link to CL, letters’ (Link to CL, Students will do a provision area: Teckentrup
Children will decide PD and EAD) PD and EAD) number line using Children will decide - Bus Stop by Monica
what activities they number sticker. Ask what activities they Wellington.
want to play. Group 2: Indoor Group 1: Indoor students to write want to play.
-Large and small provision area (in the provision area (in the number 16 -Large and small
construction. class). Children will class). Children will construction.
- Role play decide what activities decide what activities Group 1: Indoor - Role play
- Dry sand they want to play. they want to play. provision area (in the - Dry sand
- Colored water -Large and small -Large and small class). Children will - Colored water
- Painting construction. construction. decide what activities - Painting
- Tracing - Role play - Role play they want to play. - Tracing
(Link to PD, EAD, L, M (Link to PD, EAD, L, M
-Drawing and tracing -Drawing and tracing -Large and small
and CL) activities activities construction. and CL)
- Read books - Read books - Role play
-Puzzles, etc -Puzzles, etc -Drawing and tracing
(Link to PD, EAD, L, M (Link to PD, EAD, L, M activities
and CL) and CL) - Read books
-Puzzles, etc
Song: (Link to PD, EAD, L, M
We can fly in a plane. and CL)
We can ride on a
train,
In a boat we will row
We can go, go, go!
We go near,
We go far,
In a bus or a car.
We go high or we go
low,
So where should we
go?
 Math Arabic
Ms.Hanaa
Reinforce number 16 and During this
diamond shape using songs week students
and games. (Link to PD, CL will learn ther letter"
Seen" and letter
and EAD)
"Saad the home work
inside the Arabic
Group 1: Math book:
book page 132,142"
Children will do the ‫األسبوع هذا خالل‬
worksheets related to ‫حرف الطالب يتعلم سوف‬
" ‫" وحرف "السين‬
number 16. (Link to PD, CL
‫"الصاد‬، ‫داخل المنزلي الواجب‬
and EAD) ‫كتاب‬
‫" صفحة اللغوية المعارف‬13
Group 2: Play math games 2،142
on the carpet. (puzzles, The Resources,
ARABIC BOOK.
peg boards, magnetic
ARABIC CD.
shapes, etc.)
IREAD ARABIC.
(Link to CL, EAD and PD)
Tuesday
PD- Fine Motor EAD PSED UW Literacy
Group 1: Develop fine Continue learning the Second step program: Continue talking about Reinforce letter Qq and
motor skills by cutting transportation song. Day 3: In small groups Land, water and air the sound that makes the
pieces of fabric to do play skill and practice transports. letter Pp using the Jolly
their own quilts for Group 1; Those games while the rest of phonics resources.
the literacy art craft. children who did not children are playing on Whole class:
(Link to EAD, CL and finish the EAD the carpet.(Link to CL, Production: Practice Group 1: Reading and
PSED) activity yesterday will UT and EAD) with Narrators, writing. Students will read
have extra time to elephants and turtles. books independently on the
Group 2: Develop fine Group 1: Child initiated carpet or practice writing
complete it. (Link to CL, L, PSED
motor skills by cutting learning (Link to all letters A to Q.
and EAD)
out pictures. (Link to Group 2: Child areas)
CL, EAD and UTW) initiated learning Group 2: English Book
(Link to all areas) Group 2: Production: Activities related to letter
Group 3: Enjoy playing Practice with Narrators. Q. (Link to EAD and PD)
imaginatively with (Link to CL, L, PSED and
Group 3: Production:
malleable materials. EAD) Group 3: Art craft: “Q is
Practice with
(Link to EAD, CL and for quilt”. Students will
Elephants/Turtles.
PSED) cut out letters Q and will
(Link to CL, L, PSED
make their own Quilts.
and EAD)
(Link to CL and PD)
 Math PD- Fine Motor EAD PSED CL UW Literacy

Reinforce number 16 and Group 1: Enjoy playing Group 1: Child Second step program: Group 1: Child initiated Child initiated Reinforce letter Qq and
diamond shape using songs imaginatively with initiated learning Day 4: In small groups learning (Link to all learning and ITC: the sound that makes the
and games. (Link to PD, CL malleable materials. (Link to all areas) play skill and practice areas) Children will play letter Pp using the Jolly
and EAD) (Link to EAD, CL and games while the rest computer games phonics resources.
PSED) Group 2: Production: of children are playing Group 2: Production: individually while
Group 1: Play math games Practice with on the carpet.(Link to Practice with Turtles. other play on the Group 1: Art craft: “Q is
on the carpet. (Puzzles, Group 2: Develop fine Narrators. (Link to CL, UT and EAD) (Link to CL, L, PSED and carpet. Use for quilt”. Students will
peg boards, magnetic motor skills by cutting CL, L, PSED and EAD) EAD) http://www.sesamest cut out letters Q and will
shapeS, etc.) pieces of fabric to do Group 1: Child reet.org/ and let make their own Quilts.
(Link to CL, EAD and PD) their own quilts for initiated learning Read: them choose what (Link to CL and PD)
the literacy art craft. (Link to all areas) - This games they want to
Group 2: Reading and
Group 2: Math book: (Link to EAD, CL and is the way we play. (Link to PSED,
Group 2: Production: go to school by writing. Students will read
Children will do the PSED) PD and CL)
Practice with Turtles. Laine Falk. books independently on the
worksheets related to
Group 3: Develop fine (Link to CL, L, PSED carpet or practice writing
number 16. (Link to PD, CL
motor skills by cutting and EAD) letters A to Q.
and EAD)
out pictures. (Link to
CL, EAD and UTW) Group 3: English Book
Activities related to letter
Wednesday
Q. (Link to EAD and PD)
 Math
Reinforce number 16 and
diamond shape using songs
and games. (Link to PD, CL
and EAD)
Group 1: Those children
that did not complete the
activities related to
number 15 will have time to
finish them. (Link to PD
and EAD)
Group 2: Child initiated
Thursday learning.
121 with those children
that need more help with
numbers and shapes. (Link
to PSED, EAD and PD)
Evaluation
PD- Gross motor Literacy UW (understanding CL Literacy Math
PE Mislabel of the word)
Mount stairs, steps Reinforce letter Pp Continue talking about Whole class: Production: Group 1: Assess the Group 1 : Child initiated
or climbing and the sound that Land, water and air Practice with Narrators, children through learning (Link to all areas)
equipment using makes the letter Pp transports. elephants and turtles. different activities.
alternate feet. (Link to CL, L, PSED and Group 2: Assess the
using the Jolly Encourage children (Link to PD, EAD, CL
EAD) children through different
phonics resources. draw different and PSED)
Run skillfully and
transports, being able activities. (Link to PD,
negotiates space
successfully, Group 1: Those to understand that Group 2 : Child EAD, CL and PSED)
adjusting speed or children that did not land transports need initiated learning
direction to avoid complete the to be on the land, air (Link to all areas)
obstacle. activities related to transports on the sky
Assessments Assessments
letter Q will have and water transport
time to finish them. on the sea. (Link to
(Link to PD and EAD) EAD, PD and CL)
Group 2: Children will
choose if they want
to read books on the
carpet or if they want
to practice writing
their names. (Link to
PD, CL and UTW)
Assessments
Child Initiated Learning
Last week children were playing on the kitchen with different toys. Using a menu and a potato “Tal” came
showing me that she took a potato and there was a potato on a little menu, so she observed that potato
beings with P and she pointed out the literacy board where we display the resources related to the letter of
the week.
This week I will prepare more resources, so when they are playing freely on the carpet, they can reinforce
letters and number by themselves.
 Notes

Links:

LIT:

Sesame Street Letter Q

https://www.youtube.com/watch?v=YlYJgf8XW1c

MATH:

Number 16 song:

https://www.youtube.com/watch?v=YqQLsyVSOJY

Numbers songs:

https://www.youtube.com/watch?v=3ku3FueLlV8

CL:

We all go traveling by

https://www.youtube.com/watch?v=cSw50Jw0H34&list=PLyY4n9S5petq51n8pGJmxMo369ZFMFnhj

Up, Up, Up!

https://www.youtube.com/watch?v=Lrd0TiER_J0&list=PLyY4n9S5petq51n8pGJmxMo369ZFMFnhj&index=3

UTW:
Mr TUMBLE transports

https://www.youtube.com/watch?v=VkQZGNU9hh0

Always Be a Good Sport

https://www.youtube.com/watch?v=0JvTJchlk48

PD:

Reach Up High | Tofa Tafa with Lyrics | Children Love to Sing Kids Action Dance Party Songs

https://www.youtube.com/watch?v=bRpMZUylwfY

Just Dance 4 - "Im Gonna Catch You" Kids Music Video with Lyrics

https://www.youtube.com/watch?v=h6tnKD1pem4

PSED:

Caillou: Practice Makes Perfect – Official Music Video The wheels of the bus:

https://www.youtube.com/watch?v=67tp6BlTHrI

The wheels on the bus:

https://www.youtube.com/watch?v=GzrjwOQpAl0

EAD: Sing and dance:

Just Dance Kids - Monkey Dance

https://www.youtube.com/watch?v=u_p53AgGnko
The mixed up chameleon

https://www.youtube.com/watch?v=aw65kyqy_kE
 Second Step
Week 20: Having Fun with Friends

Lesson Objective: Key Terms / Vocabulary: Fair, taking turns, Materials Needed:
Children will be able to: trading, playing together. Boy and girl puppets,
1. Demonstrate asking to play together, fair ways to play
trade, or take turns when playing with poster, toys similar to
another child. those shown in the
2. Demonstrate using fair ways to play in poster
everyday situations.
Sunday Monday Tuesday Wednesday Thursday
Teach the Lesson: Reinforce the Lesson: Reinforce the Lesson: Reinforce the Lesson: Reinforce the Lesson:
Day 1: Puppet Script Day 2 : Story and Day 3: Skill - Practice Day 4: Skill Practice Day 5: Read a book related
Materials: Fair ways to Discussion Activity 1 Activity 2 to this week’s theme.
play Poster, Boy and Girl Materials: How to Calm Fair ways to play: Feelings What’s Fun with Friends? Go online to
puppets Down and Fair ways to Materials: Feelings cards, (Mealtime, objective 2) SecondStep.org for
 Teacher. Use the Play posters Fair Ways to Play Poster. Materials: Chart paper, recommended books,
poster to review the  Show the photo.  Have children sit in marker resources and videos.
Fair Ways to Play Ask children what a circle, with the  Introduce a
 Read scripted story they see and what Feelings cards face discussion at Send home this week’s
modeled using the is happening. Point up in front of mealtime. Home Link from the
puppets. out the story them.  Ask each of the Material Notebook.
 Teach and sing elements.  Review the Fair children what fun
“Playing Fairly”  Point to the How Ways to Play things they like to
(Track 23 of the join to Calm Down poster and the do with their
in and sing CD) poster. Model feelings cards. friends at school.
Lyrics in the each step and have  Read the first Write their ideas
Teaching materials the children copy scenario. Choose a on chart paper.
Notebook. Sing the you. card that shows  Have the children
 song again during  Give think-time. your feelings and name someone
the week. Call on one or two name it. who likes the same
 Play: The mixed-up children at  Have each child things they do.
rules! Game from random. (Angry choose a Feeling  Then have the
the teaching said) Card for the children name
Materials Notebook  Allow children to scenario. Then someone who likes
one or more times discuss possible repeat with the different things.
during the day. ideas. Focus their rest of the  Notice and
 Continue to play discussion around scenarios or make reinforce
each day this week. the Fair Ways to up your own. children’s use of
Play. Use the listening and
poster as needed. waiting skills.