power: F.3, F.4, F.5, negotiator Social Construct cooperating with others in social situations 1.3, 1.4, 1.5 Level 1 continued focus on behaviour levels and social constructs of developing a sense of personal identity as a capable learner learning during afternoon carpet acting with increasing independence and responsibility time towards learning and personal organisation. Children build early understandings about diversity by: conversation, discussion, play, Observation investigating and communicating positively about the social responses to text, etc Checklist: Refer to and cultural practices of people in their community. Social Construct Level 1 Health and Physical Learning: SOSE & HPE Learnings Assessment Children build a sense of their own wellbeing by: fine-motor activities observation HPE: Developing making choices about their own and health and safety others’ gross-motor activities including recorded annotations concepts and skills with increasing independence checklists “Obstacle Course Engineers” for physical activity: Outdoor play: PMP F.1, F.2, F.3, 1.1, 1.2 using and extending gross-motor skills when integrating specialist PE lessons movements and using equipment transitions using and extending fine-motor skills when integrating movements and manipulating equipment, tools and objects Early mathematical understandings and active learning processes (thinking & investigating): Mathematics, Science, SOSE & Technology Learnings Assessment Children think and enquire by: Frog pond planning & “Planning reflecting” generating and discussing ideas and plans and solving samples Problem-solving sessions problems Observation Everyday child-centred problem solving Morning carpet session
power: F.3, F.4, F.5, 1.3, 1.4, 1.5 negotiator continued focus on behaviour levels and social constructs of learning during afternoon carpet time Social Construct Level 1 cooperating with others in social situations developing a sense of personal identity as a capable learner acting with increasing independence and responsibility towards learning and personal organisation. Children build early understandings about diversity by: investigating and communicating positively about the social and cultural practices of people in their community. conversation, discussion, play, responses to text, etc Observation Checklist: Refer to Social Construct Level 1 Health and Physical Learning: SOSE & HPE Learnings Assessment Children build a sense of their own wellbeing by: HPE: Developing concepts and skills for physical activity: F.1, F.2, F.3, 1.1, 1.2 making choices about their own and others’ health and safety with increasing independence fine-motor activities gross-motor activities including “Obstacle Course Engineers” Outdoor play: PMP specialist PE lessons transitions observation recorded annotations checklists using and extending gross-motor skills when integrating movements and using equipment using and extending fine-motor skills when integrating movements and manipulating equipment, tools and objects Early mathematical understandings and active learning processes (thinking & investigating): Mathematics, Science, SOSE & Technology Learnings Assessment Children think and enquire by: generating and discussing ideas and plans and solving problems Frog pond planning Problem-solving sessions Everyday child-centred problem solving Morning carpet session “Planning & reflecting” samples Observation
ey_daily_routines_formats.docx