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All the Same, All different Focus matched to Curriculum

By Donna Mcdonald,2014-03-20 16:15
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All the Same, All different Focus matched to Curriculum

    Mount Cameron Primary School Nurseries

    All the same, All different

    Curricular Focus Plan

    Emotional, personal Communication and language Knowledge and Expressive and Physical development and and social development understanding of the aesthetic development movement

     world

    ?care for themselves ?have fun with language ?develop their powers of ?investigate and use a ?enjoy energetic activity

     observation using their variety of media and

    ?develop independence ?listen to other children and adults ?explore different ways in which senses techniques

     during social activities and play they can use their bodies in

     ?recognise objects by sight, ?express thoughts and physical activity ?persevere in tasks

    sound, touch, smell and feelings in pictures, ?listen with enjoyment and respond

    ?express feelings, needs and taste paintings and models to stories, songs, music, rhymes, ?use their bodies to express ideas

    preferences poetry and feelings in response to music

     ?listen and respond to the sounds and ?ask questions, ?use role play or puppets and imaginative ideas

    rhythm of words in stories, songs and ?form positive experiment, design and to recreate and invent

    music ?run, jump, skip, climb, balance, relationships with other make, and solve problems situations

    throw and catch with increasing children and adults ?pay attention to information and

    ?sort and categorise things ?use verbal and non-verbal skill and confidence instructions from an adult

    ?make and express choices, ?talk to other children or an adult into groups language in role play

    plans and decisions about themselves and their ?co-operate with others in

     experiences ?become aware of ?listen and respond to physical play and games ?become aware of and ?express needs, thoughts and everyday uses of sounds, rhythms, songs

    ?develop increasing control of the respect the needs and feelings technology and use these and a variety of music

    ?take part in short and more extended fine movements of their fingers feelings of others appropriately

    conversations ?make music by singing, and hands

    ?play co-operatively, take ?use talk during role play and re-?be aware of change and its clapping and playing

    turns and share resources effects on them percussion instruments tell a story or rhyme ?develop an awareness of space

     ?use books to find information

    ?care for the environment ?care for living things ?be safe in movement and in using ?recognise the link between the ?use instruments by

    tools and equipment and for other people in written and spoken word themselves and in

    ?understand some of the language and ?be aware of feeling good the community groups to invent music

     layout of books and of the importance of

    ?develop positive attitudes ?use their own drawings and hygiene, diet, exercise and ?move rhythmically and towards others personal safety expressively to music marks to express ideas

    and feelings

    1

    Our Equal Opportunities Policy work will permeate all focus work and everyday interactions across the year in addition to the work

    carried out in this specific focus.

    Mount Cameron Primary School Nurseries

    All the same, All different

    Curricular Focus Plan

     Learning and Teaching Activities Assessment

     Structured Play Directed Activities Together sessions Resources Observations/Activity Goals for and discussion focus Learning

    Library Corner: books Compare similarities and Storytime: Books: Play areas to gather evidence Week 1 with positive images of differences in hair colour, Mum’s Late of achievement in learning ; Mum’s Late We are all disability, puppets and eye colour, height, favourite Sealsurfer goals ; Sealsurfer (grandfather the same posters foods, toys and grandson watch new Posters: Discussion with individual life being born) Display All the Same, Drawings and paintings: my Images of children to check ; A-Z Alphabet Book ?care for All different posters family, my friend Inclusion understanding of learning (Counting Book One to themselves around nursery goals Ten featuring children Children’s Passports Circle Time from an inclusive nursery, ?express Small house play with (all about me, things I can Starter Kit Take photographs of children signing and Braille) feelings, needs family including family do, things I would like to demonstrating achievement in and members with a learn to do) and Staff Circle Time activities and goals Circle Time Activities: preferences disability passports washing line of rainstick ; Pass a smile/kind thought wishes for relaxation Take notes for individual ; Things I can do now that I ?form positive Technology in house children who are having couldn’t do when I was relationships corner and around Sealsurfer frieze Circle Time difficulty with tasks or younger with other nursery treasure box understanding and use notes to ; Things I am good at, children and Take children on a inform next steps for the child things I would like to do adults Remote control toys ‘Listening Walk’ outside, Big bag of better then they draw what they worries kit and Consult with children and ; Big Bag of Worries story Games Table: hear and results are put story parents on understanding, ?become aware and activity Pelmanism (faces) together into a chart. work covered and areas of of and respect Puppets interest the needs and Visit from the nurse: looking after Computers: Feely bag/box feelings of myself My World (body and Kim’s game Keep running records, profiles others face activities) Kim’s game/Charades items and assessment records to ICT Bay: My World Pick a Picture inform curricular plans and Softease RM Colour Magic Toothbrushing programme Feely Bag report to parents/carers Using the technology: (drawings of myself through reports and Transition Discussion - How do computers and my friend) Nursery routines: Records help us to do tasks? caring for myself and others

    2

    Our Equal Opportunities Policy work will permeate all focus work and everyday interactions across the year in addition to the work

    carried out in this specific focus.

    Mount Cameron Primary School Nurseries

    All the same, All different

    Curricular Focus Plan

    Learning Structured Play Directed Activities Together Sessions Resources Observations/Activity Goals and Discussions focus

    Sensory Corner Superspecs activity Storytime: Books: Play areas to gather evidence Week 2 (including Braille card design, decorate and wear Dad and me in of achievement in learning ; Dad and me in the We are all and poster) your own pair of the morning goals morning (boy who is different ‘Superspecs’ Scarlet’s Big hearing impaired) Library: Adventure Discussion with individual ; Scarlet’s Big Adventure Big print books Make tactile thank you card Bag Book Story children to check (friendship with a family ?express Wet sand : for Mr. Ross and his guide understanding of learning who are hearing impaired) feelings, needs drawing and writing in dog Posters: goals ; ‘Bag Book’ story and the sand Images of Discuss All the Same, All different preferences Prepare a welcome sign in Inclusion Take photographs of children posters Writing Table: Braille for Mr. Ross demonstrating achievement in Circle Time activities ?form positive Try drawing with thick Musical activities and goals relationships gloves on/using the Finger painting/ instruments Learn, sing and play along with a with other other hand Hand painting/ Take notes for individual song for Mr. Ross (make a tape to children and Foot painting Signing video children who are having give to him) adults Listening Centre: difficulty with tasks or Sound Lotto Investigations and problem understanding and use notes to Watch and sing along to signing Gym equipment solving: inform next steps for the child ?become aware video Construction: Display of lenses, different of and respect Visit from Mr. Ross and his guide Variety of Build a tower then types of glasses (e.g. safety Consult with children and the needs and dog glasses build a tower with a glasses, sunglasses, etc.) parents on understanding, feelings of Visit from a person from the blindfold on Try looking through a work covered and areas of others Glasgow Society for the Deaf Circle Time clouded lens (coat front of interest Starter Kit Music Corner: lens with jelly) Bears and the Honeypot game ?care for the Explore instruments Keep running records, profiles Pin the Tail on environment Play ‘Pin the tail on the and assessment records to Wonderbox Investigations the Donkey and for other House Corner: donkeygame inform curricular plans and game people in the Glasses, torch, Braille report to parents/carers Gym Hall: community signs through reports and Transition Sensory challenge activities Interactive Whiteboard: Sound Lotto Records. Drag and drop pictures, ICT Bay: game Computers: numbers, write own name My World (Music) Tizzy’s Toybox Living Books: Gloves Roamer activity Harry and the Haunted House

    3

    Our Equal Opportunities Policy work will permeate all focus work and everyday interactions across the year in addition to the work

    carried out in this specific focus.

    Mount Cameron Primary School Nurseries

    All the same, All different

    Curricular Focus Plan

    Learning Structured Play Directed Activities Together Sessions Resources Observations/Activity Goals and Discussions focus

    Sensory Corner Watch a short programme Storytime: Play areas to gather evidence Books: Week 3 (including signing on television without any of achievement in learning ; Moya and the Elephant Moya and the We are all poster/cards, tuning sound and discuss what the goals Dance (girl who has a Elephant Dance the same and fork) children think happened in disability lets her (and CD) all different the programme. Discussion with individual imagination run wild) Counting Book Library Corner: books children to check ; Mama zooms (Mum and One to Ten with positive images of Finger spelling/sign understanding of learning ?express her child have fun with My Dad Uses disability language actions game. goals feelings, needs her wheelchair) His Wheelchair and ; My Dad Uses His Are We There House Corner: Make Moya a get well card Take photographs of children preferences Wheelchair (non-fiction) Yet? Disabled Parking Sign demonstrating achievement in ; Are We There Yet? (Dad Persona Dolls Paint pictures for Moya activities and goals ?form positive Posters: takes his children on an Doll’s wheelchair using own imagination relationships Images of outing in his specially Take notes for individual with other Inclusion adapted car) Construction: Frieze: children who are having children and Numbertime: Use the construction Mama Zooms difficulty with tasks or adults Video: Counting Book One to Ten equipment to make a understanding and use notes to 10 signed (featuring children from an moving object or a Collage: inform next steps for the child nursery songs ?become aware inclusive nursery, signing, Braille) wheelchair Decorate a model of and respect Music: wheelchair made out of clay Consult with children and Circle Time the needs and 10 signed nursery songs Listening Centre: or art straws or boxes/junk parents on understanding, Starter Kit feelings of Compose software (Computer Moya and the Elephant work covered and areas of others task) Dance CD Easiteach: interest Roamer Use interactive whiteboard Wonderbox Investigations ?care for the Jigsaws with positive and software to draw/drag Keep running records, profiles Interactive Circle Time Activities environment images of disability and drop images from and assessment records to Whiteboard Gym hall: and for other storybooks inform curricular plans and ; Moya and the Elephant people in the Technology: report to parents/carers Child sized Dance CD (music and community Roamer Storysacks: through reports and Transition wheelchair movement) Sharing focus books and Records. ; Team Games/Team ‘Smart Wheelchair’ resources with parents and Challenge play carers Hokey Cokey (try doing it sitting down)

    4

    Our Equal Opportunities Policy work will permeate all focus work and everyday interactions across the year in addition to the work

    carried out in this specific focus.

    Mount Cameron Primary School Nurseries

    All the same, All different

    Curricular Focus Plan

    Learning Structured Play Directed Activities Together Sessions Resources Observations/Activity

    Goals and Discussions focus

    Sensory Corner Design a farm for the Storytime: Books: Play areas to gather evidence Week 4 (including feely bag, ‘Pillars of Space’ animals The Pillars of of achievement in learning ; The Pillars of Space Let’s join glasses, Braille card out of junk Space goals (Farmyard animals with together and and poster) Don’t Call Me disabilities looking to celebrate! Drawings/paintings Special Discussion with individual design a new farm)

     Library Corner: books designing a farm for the children to check ; Don’t Call Me Special

    with positive images of animals Posters: understanding of learning ?develop (simple questions and

    disability Images of goals positive answers helping children

     Bliss Symbols game Inclusion attitudes to understand disability)

    House Corner: Take photographs of children towards others

    Disabled Parking Sign Access Game Bliss Symbols demonstrating achievement in Circle Time Activities Persona Dolls poster or cards activities and goals ?become aware

    Doll’s wheelchair Digital camera: of and respect Gym hall:

     Taking pictures of each Circle Time Take notes for individual the needs and Musical Chairs how does it feel

    Construction: other playing together in Starter Kit children who are having feelings of to be left out? Change the rules so

    Design a tool to help nursery difficulty with tasks or others ‘Inclusive’ Party games

    someone who is Access Game understanding and use notes to disabled Celebration: inform next steps for the child Visit to Early Learning Unit Preparations for party time Digital camera/ ?care for the Writing Table: (decorations, party food and Video camera Consult with children and Visit to school entrance talk environment Party invitations hats, party banners) parents on understanding, about how we could make it better and for other work covered and areas of for people with a disability people in the Technology: Video: interest community Roamer Make, watch and discuss ICT Bay: Make simple thank you Computers: video of visit to Early Keep running records, profiles cards (Microsoft Publisher)

    Play with pictures from Learning Unit and assessment records to Discussion using the technology

    digital camera copy to Make and present ‘sensory inform curricular plans and How could technology help people

    Colour Magic and paint tub’ for children report to parents/carers who are unable to hear/see very

    over areas through reports and Transition well?

    Focus work/extended play activities planned for this week to evolve as a result of: Week 5 ; consultation with children, parents and visitors Investigation ; the results of planned observations (play areas and individual children) and challenge ; meeting the needs and choices of our children

    5

    Our Equal Opportunities Policy work will permeate all focus work and everyday interactions across the year in addition to the work

    carried out in this specific focus.

    Mount Cameron Primary School Nurseries

    All the same, All different

    Curricular Focus Plan

    Background reading/professional development resources in school

Understanding Disability (video)

    Inclusion in the Early Years - Disability Equality in Education Course Book

    Everybody In

    A Guide for Practitioners and Teachers Disability Equality Resource Pack Disability Awareness Pack

    Mount Cameron Primary Equal Opportunities Policy Mount Cameron Primary Better Behaviour, Better Learning Policy SLC Equal Opportunities Policy

    SLC Inclusive Education Folder

    SLC 7 Core Policies

    Count Us In

    A Guide to Disability Discrimination Legislation Children’s Charter: what children and parents/carers have a right to expect National Care Standards

    SSSC Code of Practice

    For Scotland’s Children

    6

    Our Equal Opportunities Policy work will permeate all focus work and everyday interactions across the year in addition to the work

    carried out in this specific focus.

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