The Foundation Years Long Term Plan – Reception Regina Coeli Catholic School
Personal, Social and Emotional Development Self-confidence and Self-awareness Development Matters / Early Learning Goals Learning Intentions Planning and Resources Children will be able.... Ongoing observation and assessment used 30-50 months To select activities and use resources with support to identify and plan needs. Encourage children to talk about their Can select and use activities and resources with help. To take pleasure in learning new skills families. Welcomes and values praise for what they have done. To seek praise for what they have done Continue to build on relationship with Enjoys responsibility of carrying out small tasks. To demonstrate pride in their achievements parents and children from home visits. Is more outgoing towards unfamiliar people and more To develop confidence in different situations Use information obtained from home confident in new social situations. To be confident to talk to others when playing visits to provide activities. Confident to talk to other children when playing, and will To talk freely about their own home and community Develop classroom routines that are communicate freely about own home and community. To ask for help when needed embedded in daily routine. Shows confidence in asking adults for help. To be eager to try new experiences Visual timetable To make choices and sustain interests Encourage, listen and respond to children’s communications 40-60 months To express emotions and needs appropriately Provide an exciting range of activities to Confident to speak to others about own needs, wants, To be able to express their own opinions and ideas challenge and extend learning interests and opinions. To display confidence in their capabilities Value children’s contributions through Can describe self in positive terms and talk about abilities. To display high levels of involvement in self-chosen praise to motivate children’s learning activities Encourage children to show pride in their Early Learning Goal To select and use activities and resources achievements through praise and Children are confident to try new activities, and say why they independently discussion like some activities more than others. To persist for extended periods of time at an activity All adults to develop the children’s They are confident to speak in a familiar group, will talk about of their choosing independence by ensuring that children try things for themselves before their ideas, and will choose the resources they need for their To use their initiative. intervening. chosen activities. To be willing to try and enjoy a challenge. Have realistic but high expectations of They say when they do or don’t need help. To be confident to try new activities. the children To show a preference for particular activities Teach children to take care of resources To be able to talk about preferences and give reasons Provide opportunities for the children to why. speak in front of a group. To be confident to speak in a familiar group. Encourage children to talk about what To be able to talk about their ideas. they are doing and what they would like To be able to choose appropriate resources for their to do. chosen activities. To be able to say when they do/don’t need help.
The Foundation Years Long Term Plan – Reception Regina Coeli Catholic School
Personal, Social and Emotional Development Managing Feelings and Behaviour Development Matters / Early Learning Goals Learning Intentions Planning and Resources Children will be able.... Circle time to discuss school rules when 30-50 months all children are started. All adults to be consistent when applying Aware of own feelings, and knows that some actions and words To be aware that some actions can hurt others’ feelings the rules to ensure the children have a can hurt others’ feelings. To begin to share and take turns with support secure understanding of expected Begins to accept the needs of others and can take turns and To accept the needs of others behaviour. share resources, sometimes with support from others. To follow the rules of behavioural expectations in the Explain expectations of behaviour and Can usually tolerate delay when needs are not immediately setting consequences of actions. met, and understands wishes may not always be met. To manage when their needs are not immediately met Support children who experience Can usually adapt behaviour to different events, social To adapt their behaviour to different situations difficulty with change in routine e.g. situations and changes in routine. To manage changes in routine visual timetable, visual cue cards. Ask children to reflect on what they have done and what they could do differently 40-60 months To demonstrate empathy for people next time the situation arises. Understands that own actions affect other people, for To learn that some things are theirs and some things are Develop problem solving skills and example, becomes upset or tries to comfort another child shared encourage children to think about what when they realise they have upset them. To have an awareness of boundaries set and of different consequences there are to each Aware of the boundaries set, and of behavioural expectations behavioural expectations in the setting solution in the setting. To understand what is right and wrong Read stories that highlight consequences Beginning to be able to negotiate and solve problems without To behave appropriately in a range of different situations Small group circle times to explore aggression, e.g. when someone has taken their toy. To negotiate to solve problems and disputes feelings To think about issues from others viewpoint Continue to reinforce school rules and expectations of behaviour using positive Early Learning Goal To talk about how they show their feelings. reinforcement. Children talk about how they and others show feelings, talk To talk about how others show their feelings. Support children to develop strategies to about their own and others’ behaviour, and its consequences, To talk about their own and others behaviour. manage conflicts independently. and know that some behaviour is unacceptable. To be aware of the consequences of their own and others’ Use pictures, consistent gestures to show They work as part of a group or class, and understand and actions. children with SEN the expected follow the rules. To know that some behaviour is unacceptable. behaviours They adjust their behaviour to different situations, and take To be able to work as part of a group or class. Talk about fair/unfair situations changes of routine in their stride. To understand and follow the rules. To provide opportunities for children to To be able to adjust their behaviour to different work together in groups/as a class.
situations.
To be able to take changes of routine in their stride.
The Foundation Years Long Term Plan – Reception Regina Coeli Catholic School
Personal, Social and Emotional Development Making Relationships Development Matters / Early Learning Goals Learning Intentions Planning and Resources 30-50 months Children will be able.... Provide activities and resources that Can play in a group, extending and elaborating play ideas, e.g. To begin to understand the social expectations on how encourage turn taking and sharing building up a role-play activity with other children. to play in a group Use resources, such as, books and Initiates play, offering cues to peers to join them. To show friendly behaviour by initiating play puppets to help children to explore Keeps play going by responding to what others are saying or To use play to extend ideas by responding to what their ideas about friends and doing. others are saying or doing friendship and link to feelings. Demonstrates friendly behaviour, initiating conversations and To share and take turns Create areas that encourage children forming good relationships with peers and familiar adults. To build good relationships with peers and adults to sit and chat with friends To show awareness of other children’s needs Give children extended periods of 40-60 months To have a sense of belonging within the setting time to collaborate with each other Initiates conversations, attends to and takes account of what To be socially confident in interactions with peers and Ensure that children get to know others say. adults everyone in the group not just their Explains own knowledge and understanding, and asks To take account of what others say special friends. appropriate questions of others. To show empathy and understanding of other Provide opportunities for children Takes steps to resolve conflicts with other children, e.g. children’s needs and adults to listen to each other. finding a compromise. To begin to manage and resolve conflicts Provide activities that involve turn- To explain their own knowledge and understanding taking and sharing in small groups e.g. Early Learning Goals To ask appropriate questions of others board games. Children play co-operatively, taking turns with others. To play co-operatively. They take account of one another’s ideas about how to To be able to take turns with others. organise their activity. To be able to take account of one another’s ideas. They show sensitivity to others’ needs and feelings, and form To be sensitive to the needs and feelings of others. positive relationships with adults and other children. To form positive relationships with adults and other children.