Planning

Intent

Adults in the provision will;

• ensure planning allows for abroad curriculum in line with our school drivers: The Arts, The Environment, Community and Spirituality

• ensure children are provided with opportunities to talk about what interests them and to have their voices heard.

• provide opportunities for children to be consulted throughout the planning process.

• support children to make links between what they have spoken about and the activities taking place in class.

• provide opportunities for all children to reflect on and evaluate their own learning.

• provide opportunities for children to retrieve knowledge, use prior knowledge, make connections between learning, revisit previous learning and extend subject specific vocabulary ready for future learning

• ensure that planning pushes children’s learning forward and interleaves with key concepts and big ideas

• refer regularly to the Next Steps document to ensure that their knowledge of the children is up to date.

Implementation

Adults in the provision will;

• use the Floorbook Approach with the children to ascertain prior knowledge and next steps.

• provide each area with a purpose to write and a message centre where children can independently choose the writing materials needed; a purpose for high quality oracy and a purpose to use maths skills and knowledge with access to resources they might need to scaffold this learning

• use observations from their time with the children to determine P.L.O.D.s for the floorbook themes.

• be responsible for “tweaking” areas of the environment to follow children’s current interests and to support the development of skills.

• ensure that children can record their voice using writing, pictures or diagrams.

• Include the children in planning any changes to the learning environment and the making of labels and signs to support use of the area.

• use the children’s initial questions to form the basis of planning for the rest of the term. Children will be reminded who asked the questions and as a class we will discuss whether or not it has been answered.

• support children to look back through the floorbook to reflect on the learning that has taken place and ensure the children’s voices are recorded using writing, pictures or diagrams.

• communicate regularly to discuss PLODs and determine which ones to follow next.

• apply their own knowledge of the children’s Next Steps to ensure progression of learning through play; sprinkling over the top of play.

Impact

Children will demonstrate high levels of engagement with their own learning and their learning environment because it offers Joy and Purpose. Adults will have a strong, confident working knowledge of the children in order to support them to develop their learning at the level appropriate to them. The learning environment will be calm and full of joyful learning.