Planning for Progress 2

Edited by Margaret Lally

ISBN 1 873928 36 X - Price: £20 / p&p: £7

"It's just what we've been waiting for!" - A nursery teacher.

Now expanded and extensively revised to cover the Early Learning Goals and the Stepping Stones, 'Planning for Progress 2' is in use in thousands of settings across the UK. Packed full of suggestions for classroom activities, 'Planning for Progress 2' is bound in a plastic ringbinder in six sections with laminated, tabbed dividers for ease of reference. It covers the following curriculum areas:

Personal Social and emotional development
Communication, Language & Literacy
Mathematical development
Knowledge and Understanding of the world
Physical Development
Creative Development

'Planning for Progress 2' provides a thorough curriculum framework for children in Nursery and Reception classes.

"Brilliant!" - A nursery head.

Each section has five parts:

a statement of why each area is important for young children
an outline of the knowledge, skills and attitudes that provide an appropriate curriculum entitlement for young children
exemplar planning frameworks that balance both child-initiated and adult-directed activities
key assessment questions to lead staff when considering children's current achievement and future learning needs
implications for resourcing and organisation.

'Planning for Progress 2' was written by experienced Early Years teachers in Tower Hamlets and Newham during INSET sessions.

Planning for Inclusion in the Early Years

ISBN 1 903616 27 1 - Price: £6 / p&p: £2

Planning for Progress 2, the much acclaimed Early Years Curriculum Framework from the London Boroughs of Tower Hamlets and Newham is now in use on a daily basis in thousands of Early Years settings across the UK.

The principles and issues of Planning for Progress 2 still form the basis of Planning for Inclusion. In addition, the following strategy was decided:

to use the six areas of learning as the basis for our work, making this guidance specific to children in the Foundation Stage
to take the first Stepping Stone in each strand of each area of learning and to identify the skills,knowledge, understanding and attitudes that might precede it to develop guidance to include all children in the Foundation Stage
to develop ideas for supporting these learning intentions and the adult input and language required
to identify activities and resources that would appeal to and include all children
to suggest how existing resources (equipment and materials) can be accessed by all
to share knowledge and expertise in order to enhance provision, in line with good early years practice for all children
to acknowledge that the process of planning to include children with SEN will enrich and enhance the provision for all children and the professional development of all staff.

This publication gives general and practical ideas for planning within the Foundation Stage. Consideration must be given to individual children's developmental, physical and medical needs when planning their involvement in activities.

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Assessing EAL Children at the Foundation Stage

ISBN 1 903616 23 9 - Price: £5 inc. p&p

The purpose of this document is to support practitioners in the assessment of children in the Foundation Stage who have English as an Additional Language (EAL). It clearly makes the link between planning and assessment, giving practitioners practical ideas to support the learning of young bilingual children.

The development of children learning EAL has been set alongside the Early Learning Goals and Stepping Stones. It must be remembered though, that young children learning through a second language will still be developing their first language too, as well as learning about the curriculum. Research shows that their cognitive development is enhanced by learning in their first language while they are learning their second language. The document was produced through workshop sessions with early years teachers and EAL teachers. For ease of use, the four different strands of the Language for Communication curriculum have been grouped together in approximate stages of development.

However, patterns of development will vary according to many factors, and may not be linear. Children progress in very individual ways. It is expected that children's progress will not necessarily fall neatly into one page. It is envisaged that this document will slot into the back of 'Starting Points: Guidance for Assessment during the Foundation Stage'.