Journeys
Foundation Stage
Statement of Intent We intend to give the children opportunities to develop their knowledge and understanding of journeys through enhanced and enriched experiences and the learning environment. Our focus for this project is allowing the children to develop an understanding of different modes of transport and different journeys we can take around the world. We will look at different modes of transport, different ways of travelling, different lengths of journeys, journeys they make take. Early Learning Goal Children know about similarities and differences in relation to places, objects. They talk about the features of their own immediate environment and how environments might vary from one another.
Core Books: Jasper’s Beanstalk, The Very Hungry Caterpillar, The Little Red Hen, Jack and the Beanstalk
Vocabulary: train, bus, car, journey, travel, home, away, road, sky, sea, hot air balloon, aeroplane, helicopter
How do we travel to different places around the world? How would you feel if you had to travel somewhere different? Are all journeys that we take the same? What would you do if your transport broke down? Can you describe your journey to school? What types of transport can you name?
The Train Ride – Going to Buckinghamshire Railway Centre.
Impact of Ignite: To inspire learning about trains and inspire children to write in different forms.
Possible Lines of Direction:
Writing train tickets Creating maps Building a train station Model-making of trains and different transports Writing own journey stories Draw/ write about what they see out of the window while on a train ride.
Enhancing the Environment:
Role play train station Books to write train ride Tickets, maps, timetables Numicon Number cards (train seats) Non-fiction books about trains Junk modelling- large boxes to make trains with. Train set
Can you create your own hunt – what will you hunt for and what journey will you take? How would you feel if you went on a bear hunt and met a bear? What different hunts could you go on? Can you give a set of instructions for going on a bear hunt? Who is the key character? What different things did they see on their journey?
We’re Going on a Bear Hunt – Set up a bear hunt around classroom/outdoor area Impact of Ignite: To help children understand different things that they might see on a journey and walk them through a journey.
Possible Lines of Direction:
Create maps of own hunts Make a cave Write own version of story Create story with artwork – look at and create grasses Shopping lists of things needed to go on a hunt
Enhancing the Environment: Tuff tray of mud, water, grass, snow with small world characters Cave role play Photos from the story Books for writing their own version of stories Artwork from – Van Gogh Wheat field with crows Hunt by Paulo Uccello Water Lillies – Monet Jakson Pollock
Can you create a new home for the pigs that will stop the wolf coming in? What would happen if the three pigs stayed in a home that was made of straw and sticks? Can you explain what happened in the beginning, middle and end of the story? Can you make some instructions to help the three littlee pigs to build a new home. Can you describe the journey the pigs have taken? What are the different homes the three little pigs came in?
The Three Little Pigs – Building Day with large boxes and bricks Impact of Ignite: To encourage children to work together and inspire them to plan and build together.
Possible Lines of Direction:
compare the properties of straw, sticks and bricks? - what happens if you blow them? What happens if it "rains" on them? Building houses – measurement, size and shape Write own version of the story Look at different hosues around the world – how are they made different Design their own house that would be wolf proof
Enhancing the Environment:
Range of materials for children to build own houses with – lollipop sticks, straws, boxes, twigs Role play – Three different houses and character masks Story Sacks – retelling story Building site role play Non-fiction books on wolves, pigs, houses
Can you create your own version of the story? What would happen if the gingerbread man was made of something different? Can you explain what happened Can you make instructions for making gingerbread? Can you describe the journey the gingerbread man takes? Can you name some of the characters in the story?
The Gingerbread Man – Baking Gingerbread men Impact of Ignite: To inspire the children’s interest in the gingerbread man story.
Possible Lines of Direction:
Making up their own stories Making gingerbread Instructions about how to make gingerbread Make a gingerbread house Make characters from the story Write shopping lists Design the decoration, make them, eat them Write recipes Floating and sinking – make the gingerbread man a boat to cross the river Make rivers Follow maps
Enhancing the Environment:
Play dough Pictures of the story Shopping Lists Bakery shop Rivers – drain pipes, guttering, water etc. Puppets Baking ingredients and tools Masks Bakery role-play maps
Possible End of Project Celebrations 
Bring and share a book with someone special
Entitlement – Foundation 1 Area of Learning
Possible Learning Outcomes
Communication and Language
Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Maintains attention, concentrates and sits quietly during appropriate activity. Beginning to use more complex sentences to link thoughts (e.g. using and, because). hurt finger). Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. Questions why things happen and gives explanations. Asks e.g. who, what, when, how. Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’ Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. Listens and responds to ideas expressed by others in conversation or discussion.
Personal, Social and Emotional Development
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. Aware of own feelings, and knows that some actions and words can hurt others’ feelings. 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. Shows confidence in asking adults for help.
Physical Development
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. Usually dry and clean during the day. Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks. Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. Holds pencil between thumb and two fingers, no longer using whole-hand grasp. Holds pencil near point between first two fingers and thumb and uses it with good control. Can copy some letters, e.g. letters from their name.
Literacy
Enjoys rhyming and rhythmic activities. Shows awareness of rhyme and alliteration. Listens to stories with increasing attention and recall. Describes main story settings, events and principal characters. Recognises familiar words and signs such as own name and advertising logos. Knows information can be relayed in the form of print. Gives meaning to marks they make as they draw, write and paint. Continues a rhyming string. Hears and says the initial sound in words. Links sounds to letters, naming and sounding the letters of the alphabet.
Maths
Sometimes matches numeral and quantity correctly. Shows curiosity about numbers by offering comments or asking questions. Compares two groups of objects, saying
when they have the same number. Shows an interest in number problems. Uses some number names accurately in play. Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. Shows interest in shapes in the environment. Uses shapes appropriately for tasks.
Understanding of the World
Shows interest in the lives of people who are familiar to them. Remembers and talks about significant events in their own experience. Recognises and describes special times or events for family or friends. Shows interest in different occupations and ways of life. Knows how to operate simple equipment, e.g. turns on CD player and uses remote control. Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones. Completes a simple program on a computer. Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
Expressive Arts and Design
Uses movement to express feelings. Creates movement in response to music. Sings to self and makes up simple songs. Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there. Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’. Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces. Joins construction pieces together to build
and balance. Constructs with a purpose in mind, using a variety of resources.
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 twopart 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
Begins to read words and simple sentences. Uses vocabulary and forms of speech that are increasingly influenced by their
experiences of books. Writes own name and other things such as labels, captions. Attempts to write short sentences in meaningful contexts. Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words.
Maths
Estimates how many objects they can see and checks by counting them. Finds one more or one less from a group of up to five objects, then ten objects. Records, using marks that they can interpret and explain. Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, and sharing. Children use everyday language to talk about capacity, position, distance, time and money to compare quantities and objects and to solve problems.
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.