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This assessment is to devise a medium term plan and to plan a range of activities and experiences that would benefit development for children aged between four and five years. The activities I will be planning will be closely linked

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Introduction The setting in which I am carrying out this assessment is a county infants school in the reception class. The school is located on the outskirts northwest of the town Ipswich. There are children altogether attending the school and there are twenty-eight children in the reception class. Inside the classroom there is space on the carpet for all the children to sit, there are tables and chairs but not enough for all of the children. They have regular use of a classroom (that will be used when the next year of children move up at Easter) and also the main hall. Outside there is a large playground with an adventure playground at one end containing climbing apparatus, there is also a medium sized field that is only used in good weather. The children in the school are all aged between four and seven years. The class I am focusing on has children in the age range of four and five. The class follows the Foundation Stage curriculum. Aim The aim of this assessment is to devise a medium term plan and to plan a range of activities and experiences that would benefit development for children aged between four and five years. The activities I will be planning will be closely linked to the six areas of learning from the Foundation Stage curriculum. The areas that I hope the children will be encouraged in will be: * Knowledge and understanding of the world * Personal, social and emotional * Communication, language and literacy * Physical development * Mathematical development * Creative development I aim to help their development in all of these areas by providing a wide range of resources, ideas and experiences. As part of the planning I aim to implement two activities. The two activities are: * The train game is where the carriages form a number line. It consists of four train cards, four carriages numbered one, four carriages numbered two, four carriages numbered three, four carriages numbered four and four carriages numbered five. ...read more.


Tell the children it is away that the teachers can know what the children know. Preparation One large piece of paper stuck to the board (maybe with a drawn picture in the centre) and large pens. Children to sit as if they were in registration or circle time. Implementation ? Explain to the children that a mind map is to help the adults know what the children know ? Ask the children to put up their hands if they know anything about China ? Write the information on the paper as if to resemble a spider diagram ? It may be necessary to explain some of the suggestions if the other children look confused ? Do not take all of the answers from the more confident children that have a lot to say. Try to encourage all of the children to join in ? Ask questions to encourage the children to elaborate ? On the same piece of paper at the end of the subject China it can be repeated in order of seeing what the children have learnt. ? Display in a part of the classroom where it may be seen at all times. This is the resource I made to aid me in the train game. I made it by printing the pictures, colouring them in brightly and backing each individual picture onto card. Unfortunately no activities that can be carried apart from the original game and extensions of that it was originally made for. Results The train game-The children could generally handle the cards well although it arose occasionally that the children could not lift up the cards because they were flat on the table. Throughout the game I asked the children questions about their lines such as: ? "What number are you looking for?" ? "How many more do you need to finish?" Most of the answers off the children were one worded. ...read more.


I think this would be the most beneficial way to expand as it has links to language and literacy already (listening and reading) it would bring in other areas (reading more and writing. I think that it would also encourage the other children to make more suggestions. An adult would have to be present at all time as they are the one who would be writing down the children's suggestions and also to encourage the ideas of the children's. To begin with I viewed curriculum plans that are being implemented already to get and idea about how the curriculum plans are set out and an idea about the information included in them. The second step was to think of a range of activities that could be carried out in the setting and then compare them to developmental norms and milestones for this age range and also the curriculum guidance for the Foundation Stage to get ideas. I tried to link most of the activities to at least one early learning goal. Activities that were suitable to the subject and could be linked to early learning goals were included in my curriculum plan; however there was a few that are not linked to the early learning goals, which I included anyway because I thought that they were good for learning in certain areas. I decided what to include by the relevance to the early learning goals. For all of the activities I needed to think about the availability of resources, the space that it needed to be carried out, the overall safety of the activity, to make sure it was fair to all the children, not discriminative and that there was enough time allocated. I discussed my overall curriculum plan with my supervisor to get acknowledgment on whether it was suitable to the children or not and to ask whether I had included everything that is normally included in a curriculum plan. ...read more.

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