ABSTRACT
In this case study, a history-focused topic was taught over four weeks to 3- to 5-year-olds in an Early Years Unit attached to a primary school. The Nursery class was taught by Elizabeth Hart and the Reception class by Sarah Spink, both fourth-year BA (QTS) students on their Final Block Placement. Together they developed a shared medium-term plan for each Area of Learning. Box 9.1 shows the plan for history within the area of Knowledge and Understanding of the World. Medium-term plan (weeks 1–4) for Knowledge and Understanding of the World – Nursery and Reception (‘Toys and Games, Now and Then') https://www.niso.org/standards/z39-96/ns/oasis-exchange/table">
Week
Learning Objectives
Activities
Links to Early Learning Goals, Knowledge and Understanding of the World
Assessment opportunities
1
To sustain attentive listening, responding to what they have learned with relevant comments, questions or actions
Each day children will describe a favourite toy, explain what it is made of, why they like it, demonstrate how it works. Range of toys may include, e.g. computer game, construction toy, talking doll, puppet, toy car
Show interest in the world in which they live. Investigate objects using all their senses as appropriate. Find out about and identify uses of everyday technology
(Focus children) can speak with confidence, show awareness of listeners, take turns to speak
2
To develop and stimulate interest in an awareness of the past; of changes over time and reasons for changes, and of continuity
Each day a parent or adult working in class shows and describes a favourite toy from their childhood; invites and answers questions. Range may include e.g. teddy, doll, bricks, toy car, fort/doll’s house
Talk about similarities and differences between children’s favourite toys and parents’ favourite toys. Raise questions and suggest reasons for differences
(Focus children) ask questions, identify similarities and differences between their favourite toys and parents’ favourite toys
3
To work as part of a class, sharing fairly, understanding need for agreed values and codes for adults and children to work harmoniously together. Extend vocabulary. Use everyday words to decide position; more/less; size; sets
Collect information about parents’ teddies. Collect information about parents’ favourite toys. Set up a ‘teddy bear museum’ of ‘old’ and ‘new’ teddies using parents’ and children’s teddies. Agree rules and labels for museum. Make work bank to describe old and new teddies
Find out about past and present events in their own lives and in those of their families
Children and parents work together to complete information sheets on favourite toys and on teddies. Children use teddy museum according to agreed rules. Use appropriate adjectives to describe old and new teddies. Parents visit toy museum with children
4
To move with confidence, control and co-ordination; to use imagination in music, dance (role-play)
Children will learn about and participate in a variety of outdoor games from the past in outdoor play area: hopscotch, hoops, marbles, oranges and lemons, Poor Mary lies a-weeping, The Farmer’s in his Den, The Grand Old Duke of York
Find out about past and present; similarities and differences
Children understand that these games were played by children a long time ago. Children participate. Demonstrate understanding of roles in games.
