Planning for Learning through Colour

Talk about opposites and the fact that black is the opposite of white. Play a game in which children are picked to do the opposite of what they are told.

Read Elmer and Wilbur by David McKee. Talk about the colours on Elmer and Wilbur. Does Elmer have any black on him? How are the two elephants similar? How are they different?

Begin a big book colour dictionary

talk about how to cross roads safely and the importance of using zebra crossings where available.

Show children a piece of paper with a small spot of ink on it. Ask them what they see. Most are likely to tell you that they see a spot and not mention the rest of the paper. Talk about the importance of not only noticing when things are wrong.

colour detecting walk. Before leaving, talk about the importance of listening to instructions and staying together. Help children to notice that there is variation in the shades and tones of a particular colour. Explain that this week they will be focusing on black and white. How many things can they find that are just black or white?

Problem Solving, Reasoning and Numeracy (N)

By the end of the EYFS children should:

N1

Say and use number names in order in familiar contexts.

N2

Count reliably up to ten everyday objects.

N3

Recognise numerals 1 to 9.

N4

use developing mathematical ideas and methods to solve practical problems.

N5

In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting.

N6

Use language such as ‘more’ or ‘less’ to compare two numbers.

N7

Find one more or one less than a number from one to ten.

N8

Begin to relate addition to combining two groups of objects and subtraction to ‘taking away’.

N9

Use language such as ‘greater’, ‘smaller’, heavier’ or ‘lighter’ to compare quantities.

N10

Talk about, recognise and recreate simple patterns.

N11

Use language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and flat shapes.

N12

Use everyday words to describe position

Communication, Language and Literacy (L)

By the end of the EYFS children should:

L1

Interact with others, negotiating plans and activities and taking turns in conversation.

L2

Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning.

L3

Sustain attentive listening, responding to what they have heard with relevant comments, questions or actions.

L4

Listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.

L5

Extend their vocabulary, exploring the meanings and sounds of new words.

L6

Speak clearly and audibly with confidence and control and show awareness of the listener.

L7

Use language to imagine and recreate roles and experiences.

L8

Use talk to organise, sequence and clarify thinking, ideas, feelings and events.

L9

Hear and say sounds in words in the order in which they occur.

L10

Link sounds to letters, naming and sounding the letters of the alphabet.

L11

Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.

L12

Explore and experiment with sounds, words and texts.

L13

Retell narratives in the correct sequence, drawing on language patterns of stories.

L14

Read a range of familiar and common words and simple sentences independently.

L15

Know that print carries meaning and, in English, is read from left to right and top to bottom.

L16

Show an understanding of the elements of stories, such as main character, sequence of events and openings and how information can be found in non-fiction texts to answer questions about where, who, why and how.

L17

Attempt writing for various purposes, using features of different forms such as lists, stories and instructions.

L18

Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation.

L19

Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.

al Development (PS)

By the end of the EYFS children should:

PS1

Continue to be interested, excited and motivated to learn.

PS2

Be confident to try new activities, initiate ideas and speak in a familiar group.

PS3

Maintain attention, concentrate, and sit quietly when appropriate.

PS4

Respond to significant experiences, showing a range of feelings when appropriate.

PS5

Have a developing awareness of their own needs, views and feelings, and be sensitive to the needs, views and feelings of others.

PS6

Have a developing respect for their own cultures and beliefs and those of other people.

PS7

Form good relationships with peers and adults.

PS8

Work as part of a group or class taking turns and sharing fairly; understanding that there need to be agreed values and codes of behaviour for groups of people, including adults and children, to work harmoniously.

PS9

Understand what is right, what is wrong and why.

PS10

Consider the consequences of their words and actions for themselves and others.

PS11

Dress and undress independently and manage their own personal hygiene.

PS12

Select and use activities and resources independently.

PS13

Understand that people have different needs, views, cultures and beliefs that need to be treated with respect.

PS14

Understand that they can expect others to treat their needs, views, cultures and beliefs with respect.

is important to appreciate that the ideas presented in this book will only be a part of your planning. Many activities that will be taking place as routine in your group may not be mentioned. For example, it is assumed that sand, dough, water, puzzles, floor toys and large scale apparatus are part of the ongoing pre-school experience. Role play areas, stories, rhymes and singing, and group discussion times are similarly assumed to be happening each week although they may not be a focus for described activities. Groups should also ensure that there is a balance of adult-led and child-initiated activities.