Bright Sparks
Foundation Stage
Statement of Intent We intend to give the children opportunities to develop their knowledge and understanding of time and people and communities through focused core books and enhanced provision. Our focus for this project is allowing the children to develop an understanding of festivals, colour, pattern and seasons. We will look at the space, colour, pattern, seasons, time and festivals.
Early Years Outcomes Focus: They know about similarities and differences between themselves and others, and among families, communities and traditions. Uses everyday language related to time. Orders and sequences familiar events. Measures short periods of time in simple ways.
Core Books: Whatever Next!, The Magic of Christmas, Owl Babies
Vocabulary: Celebration: Eid, Diwali, Rama and Sita, Hanaman, Ravana, Christmas, Jesus, Christmas tree, festival, diva, light, Bonfire night: firework, bang, spark, colour, pattern, Guy Fawkes, ticket, money, pay, pound pence, credit card Space: rocket, star, planet, earth, moon Nocturnal, diurnal, owl, prey, hibernation, season, spring, summer, autumn, winter Evergreen, deciduous
If you were going to make a rocket to go to the moon, what would it look like? How would you feel if you met an alien? What is different or the same about our planet Earth and a different planet in space? Can you make some instructions to send someone to the moon? Can you explain what happens in day and night? What is in space?
Whatever Next! – Meteor outside and a hidden alien in the classroom. Impact of Ignite: To inspire the children’s interest in space and prompt exploration of our space theme.
Possible Lines of Direction:
Investigate light and dark. Create paper aeroplane/rockets and talk about distance – How far do you have to go to reach the moon? Use directional language to guide a rocket to the moon. Creating our own rocket out of large cardboard boxes. Counting accurately to 20 using space objects. Moving in different ways. Making wishes to go on stars. Create textures of the different planets. Investigate space food.
Enhancing the Environment: Small world space theme. Large cardboard box to create rockets. Counting sheets using stars, rockets, planets and aliens. Space themed counting sheets. Balls of different sizes to look at the different planets sizes. Rocket models Beebots with rocket jackets. Space themed music to move to. Star sheets to write wishes on. Cornflakes, rice and sand to create different textures.
Can you create a decoration for the Christmas tree using recycled materials? Why do some trees lose their leaves? Who is Christmas important to and why do they celebrate it? What shapes could you use for the Christmas decorations? Can you explain what happen to some trees in the autumn? Can you name different seasons? Can you name the months of the year?
The Magic of Christmas – Visit to Rushmere Country Park to chop down the school Christmas Tree. Impact of Ignite: To observe and talk about seasons, change and to inspire the children’s interests in the school project ‘Tree Week’.
Possible Lines of Direction:
Create a months of the year wheel. Create a days of the week paper chain. Sing days of the week songs. Create Christmas tree decorations for our class tree. Look at fallen autumn leaves to discuss what happens to leaves in autumn and why? Discuss the textures of leaves and other forest objects. Leaf prints/rubbings. Singing Christmas songs. Investigate light and dark. Investigate colour mixing.
Enhancing the Environment:
Calendars Days of the week to order. Christmas tree and Christmas decorations. Autumn leaves and other forest objects that were collected from the trip to Rushmere Country Park. Torches, Black material, shiny materials such as foil and glitter paper. Paints to investigate colour mixing. Recycled materials to create Christmas tree decorations.
Can you create a non-fiction book about a nocturnal or diurnal animal? Why do some trees lose their leaves? Who is Christmas important to and why do they celebrate it? What shapes could you use for the Christmas decorations? Can you explain what happen to some animals at night? Can you explain what happen to some animals in autumn? Can you name different seasons? Can you name the months of the year?
Owl Babies – Owl/Forest noises played on a CD player. Impact of Ignite: To observe and talk about the changes in season and animal behaviours in autumn.
Possible Lines of Direction:
Talking about feelings and emotions. Observe different natural materials and talk about textures. Talk about day and night, using timerelated vocabulary. Sort animals that are nocturnal and diurnal. Talk about woodland creatures and look at non-fiction books. Create models of woodland creatures. Investigate light and dark. Look at animal babies and match them to the adult animal.
Enhancing the Environment:
Owl Babies story stack. Books about woodland animals. Pictures of day and night activities to sort. Natural materials to discuss textures. Pictures/models of woodland animals to sort into nocturnal and diurnal. Torches, Black material, shiny materials such as foil and glitter paper. Small world habitats.
Possible End of Project Celebrations
Lantern Festival Christmas Play and stay carousel Christmas songs for parents
Entitlement – Foundation 1 Area of Learning
Possible Learning Outcomes
Communication and Language
Listens to stories with increasing attention and recall. Is able to follow directions (if not intently focused on own choice of activity). Can retell a simple past event in correct order (e.g. went down slide, hurt finger). Uses vocabulary focused on objects and people that are of particular importance to them. Beginning to understand ‘why’ and ‘how’ questions. Understands use of objects (e.g. “What do we use to cut things?’)
Personal, Social and Emotional Development
Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children. Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met. Confident to talk to other children when playing, and will communicate freely about own home and community. Welcomes and values praise for what they have done. Enjoys responsibility of carrying out small tasks.
Physical Development
Gains more bowel and bladder control and can attend to toileting needs most of the time themselves. Can usually manage washing and drying hands. Dresses with help, e.g. puts arms into openfronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom. Mounts stairs, steps or climbing equipment using alternate feet. Walks downstairs, two feet to each step while carrying a small object. Mounts stairs, steps or climbing equipment using alternate feet. Walks downstairs, two feet to each step while carrying a small object.
Literacy
Listens to and joins in with stories and poems, one-to-one and also in small groups. Beginning to be aware of the way stories are structured. Looks at books independently.
Handles books carefully. Sometimes gives meaning to marks as they draw and paint. Ascribes meanings to marks that they see in different places. Gives meaning to marks they make as they draw, write and paint.
Maths
Knows that numbers identify how many objects are in a set. Sometimes matches numeral and quantity correctly. Shows an interest in number problems. Uses some number names and number language spontaneously. Shows an interest in shape and space by playing with shapes or making arrangements with objects.
Understanding of the World
In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea. Remembers and talks about significant events in their own experience Recognises and describes special times or events for family or friends. Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. Developing an understanding of growth, decay and changes over time.
Expressive Arts and Design
Creates movement in response to music. Sings to self and makes up simple songs. Makes up rhythms. Enjoys joining in with dancing and ring games. Imitates movement in response to music. Taps out simple repeated rhythms. Imitates movement in response to music. Taps out simple repeated rhythms.
Entitlement – Foundation
2
Area of Learning
Possible Learning Outcomes
Communication and Language
Maintains attention, concentrates and sits quietly during appropriate activity. Two-channelled attention – can listen and do for short span. Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes. Able to follow a story without pictures or props. Listens and responds to ideas expressed by others in conversation or discussion. Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Uses language to imagine and recreate roles and experiences in play situations. Links statements and sticks to a main theme or intention. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. Introduces a storyline or narrative into their play.
Personal, Social and Emotional Development
Initiates conversations, attends to and takes account of what others say. Explains own knowledge and understanding, and asks appropriate questions of others. Takes steps to resolve conflicts with other children, e.g. finding a compromise. Confident to speak to others about own needs, wants, interests and opinions. Can describe self in positive terms and talk about abilities. Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them. Aware of the boundaries set, and of behavioural
expectations in the setting. Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.
Physical Development
Experiments with different ways of moving. Jumps off an object and lands appropriately. Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles. Travels with confidence and skill around, under, over and through balancing and climbing equipment. Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. Uses simple tools to effect changes to materials. Handles tools, objects, construction and malleable materials safely and with increasing control. Shows a preference for a dominant hand. Begins to use anticlockwise movement and retrace vertical lines. Begins to form recognisable letters. Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed. Eats a healthy range of foodstuffs and understands need for variety in food. Usually dry and clean during the day. Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks. Shows understanding of how to transport and store equipment safely. Practices some appropriate safety measures without direct supervision.
Literacy
Can segment the sounds in simple words and
blend them together and knows which letters represent some of them. Links sounds to letters, naming and sounding the letters of the alphabet. Begins to read words and simple sentences. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Gives meaning to marks they make as they draw, write and paint. Begins to break the flow of speech into words. Can segment the sounds in simple words and blend them together. Links sounds to letters, naming and sounding the letters of the alphabet. Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Writes own name and other things such as labels, captions. Attempts to write short sentences in meaningful contexts.
Maths
Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Finds the total number of items in two groups by counting all of them. Says the number that is one more than a given number. Finds one more or one less from a group of up to five objects, then ten objects. In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. Records, using marks that they can interpret and explain. Begins to identify own mathematical problems based on own interests and fascinations. Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.
Selects a particular named shape. Orders two or three items by length or height. Orders two items by weight. Beginning to use everyday language related to money.
Understanding of the World
Enjoys joining in with family customs and routines. Completes a simple program on a computer. Uses ICT hardware to interact with ageappropriate computer software Looks closely at similarities, differences, patterns and change.
Expressive Arts and Design
Begins to build a repertoire of songs and dances. Explores the different sounds of instruments. Explores what happens when they mix colours. Experiments to create different textures. Understands that different media can be combined to create new effects. Manipulates materials to achieve a planned effect. Constructs with a purpose in mind, using a variety of resources. Uses simple tools and techniques competently and appropriately. Selects appropriate resources and adapts work where necessary. Selects tools and techniques needed to shape, assemble and join materials they are using. Create simple representations of events, people and objects. Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences. Chooses particular colours to use for a purpose. Introduces a storyline or narrative into their play. Plays alongside other children who are engaged in the same theme. Plays cooperatively as part of a group to develop
and act out a narrative.