Early Years

Nursery Primary 1

Planning / Assessment

Planning process - Termly

PRIORITIES FOR OCTOBER-DECEMBER

Language

• I can retell a story or rhyme.

• I can listen to information and instructions from an adult

• I can write a brief imaginative story

• I can form letters and space words legibly.

Planning process - weeklyw/c Mon Tues Wed Thurs FriReading 1 Tally ‘ap’

words

Reading 2 Tally ‘at’ words

Reading 3 Initial sounds

Writing 1 Talking partners -

Writing 2 Mind map story ideas

Writing 3 (all groups)

Maths 1 + to 10

Maths 2 Place value to 10

Maths 3 No’s to 10

W/c Mon Tues Wed Thurs FriFocus children

T – Amy

CA -Lucy

Books / stories

Scottish poems

Display Scotland / t. Andrew

Construct / puzzles

Building materials

Chalk / pen board

Initial sound game

Horseshoe table

Outdoor learning

Maths – 0-20 PV

sand Letters / numbers

Transient art

Building materials

Planning process – daily plan

Curricular Area

Language

Learning Intention

•I can use tallying to make ‘at’ words

•I can identify sounds within a word

Task outline/ C-C link

Groups alternate between whiteboards, magnetic letters, fruit and learning zones (sand)

Evaluation / spontaneous response

Observed that children used writing zone well to practise formation of letters with pencils

Planning – the benefits

• I have found…

– Not having to predict lessons that I’ll be doing a few months in advance that might not suit the needs/interests of the children

– Time saved – able to plan more effectively for children’s learning– I can share ideas with the children and use their ideas in planning– Children understand more about what and how they are learning

(discussion)– I am being more responsive to the needs and interests of the

individual child– The children see the relevance in building on what they have just

learned– The simplicity of the task

Collaborative planning - maths

Time

small hand

different types of clocks

watches tell the time

some clocks have

numbers

some clocks don't

have any number

big hand

I know that the big hand tells me what hour it is

I know that when the big hand is at 12

it is o'clock

I know that the small hand is the minute

hand.

I know the difference between an

analogue and a digital clock.

I can match a digital clock and an

analogue time together

I know what numbers go on to a

clock and where they are on a clock

Collaborative planning – the benefits!

• Children more involved in their learning• Children have ownership of their learning• Children more enthusiastic and motivated• Being part of the planning process allows children

to have prior notice about the next lesson• Challenging behaviour?• Visual display of the progress made in their

learning

Assessment

• Formative assessment• Photography / Video• Area observation sheet• Discussion• Written work - reduced• Observation – sticky labels/post its

Observations need to be manageable and still meet the expectations of the workplace

Ongoing Assessment Name: Date:

*Good place value 0 – 10

*Difficulty forming numbers 2 and 6

Moving Observations from Nursery to P1

• Reasons for that –

*Early years nursery and primary 1 together - CFE

*Active learning – different way of working