CYPS – Foundation Degree How to plan an activity M.Henshaw@derby.ac.uk

Aims To examine the principles of activity planning.

For this module You will have carried out an audit of provision in relation to equality and diversity. From this audit you will have identified an area for development and you will need to plan an activity in order to improve or raise awareness of this area.

The activity Plan Your activity will have a focus – that focus will be the area you are trying to develop. You may choose to do this with Adults – Colleagues /Parents Children – from birth - Eight Young people – Eight plus

What if we do not use focussed activities? Most settings are now required to plan either lesson plans or play plans. Your setting may not carry out focussed activities, however it is a transferable skill and one you will inevitably use in your career. On the final slide there are links to activity plan layouts.

Skills to demonstrate Target and address the needs of individuals. Highlight an area for development and setting goals to achieve this. Devise a plan to achieve identified goals. Evaluate the effectiveness of your plan.

A good activity plan. Clearly identify What you intend to do – The aim Who you are doing it with – The audience Why you are doing it – The objective How you will do it – The plan The resources required- Materials How to challenge and meet individual needs – differentiation Any practitioner/Student should be able to pick up your plan and to carry out the activity.

Consider How your objectives link to the curriculum used by the setting. Children’s prior learning – how you can build on existing knowledge. The target group – are you using appropriate language eg do not use jargon with parents. Length of the activity – consider attention span. What questions you will ask to clarify understanding. Opportunities for assessment and future planning.

Possible headings for your plan. The Focus area of learning Learning Objectives Background information / Prior learning. Introduction Main activity Follow up activities to evidence learning. Adult Role Key Questions / Vocabulary Resources

This is a focus activity sheet that could be used Date: Staff initials: Learning Intention Activity Differentiation Extension activity Differentiation Simplified activity Additional Resources Children Target Group (child initials) Child Selected All Evaluation Next Steps (how could this be followed up) This is a focus activity sheet that could be used

Why we need to plan Inform staff deployment To evaluate practice To ensure curriculum covered Inform parents, carers, visitors, inspectors of educational programme Meet individual needs To ensure collaboration and consistency Reach Aims and objectives

Differentiation Remember that two children of the same age can be similar in some ways but different in other ways. Try to understand the unique characteristics of each child. This helps children to feel good about themselves. This will also help you plan activities that are developmentally appropriate for each child. Appropriate activities help children learn and are lots of fun

How do we differentiate? We could adapt equipment to meet children's needs e.g. instruments can be suspended so that they can be hit with one hand Very often we target questions to individual children In some activities differentiation is by outcome e.g. when we provide dough different children will use the material in different ways. The outcome will be different We might actually need to set down different learning intentions e.g. some children might be working towards the yellow stepping stones whilst others are working within blue Some children might be able to teach others a particular skill

How do we differentiate? cont Adult gives extra support. Adult models specific vocabulary/ behaviour We might provide different equipment e.g. Snips/trainer scissors/left-handed scissors. We might offer a range of puzzles including inset puzzles, jigsaws with 2/3 pieces, right the way through to 20 pieces or more. Offer a range of mark-making equipment e.g. thick stubby crayons, broad tipped chunky felt pens, large pieces of natural chalk We might provide several individual small trays of sand-perhaps for those children who are more intent on tactile exploration than group imaginative play.

Differentiating instruction means creating multiple paths so that children and young people of different abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows them to take greater responsibility and ownership for their own learning, and provides opportunities for peer teaching and cooperative learning.

Classroom example http://video.google.com/videoplay?docid=4171206737458657618 This link demonstrates how differentiation works in the classroom.

Remember This module is about equality and diversity. Your plan should demonstrate the principles of equality and diversity. Children/Adults/young people should have individual needs considered in your plan. Good practice involves children and young people in the planning process.