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Children discussing what they have made and its purpose.

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We have enjoyed this topic so far. Transport is a wide topic and it has also allowed us to follow the childrens interests. A next step for Sarah and I especially for the next topic is to start of a learning wall in the base.

Edel.

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This is my rocket, it's going to the moon!

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"'I want to learn more about planes. I want to learn how they fly''.

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"I love fast cars! I want to learn how they go fast''

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The children are thoroughly enjoying the topic. The transport topic so far has been great for developing the children's independent emergent writing skills. The children are embedded in our planning process already as we try to follow their interests, however working with a focus group for this task has helped Edel and I to see what the children know already, what they have gained from the topic and what they would especially like to focus on next. It appears cars and buses are what my class in particular would like to learn about next.
Sarah

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"'I loved learning about rockets, I really want to learn about fast cars"'.

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"'We like boats, we made a boat from the lego"'.

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What we have learned and what we would like to learn next.

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What we have learned and what we would like to learn next.

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"This is a car. It can go really fast. They are transports" I want to learn about helicopters next."

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"This is my car I made. It goes fast too." Next time I want to learn about buses because they are long"

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'I made a bus with magnetico. Next I want to learn about cars. They go fast."

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Rockets count backwards before they take off - they say  (FOCUS GROUP ALL JOINED IN!)
"10,9,8,7,6,5,4,3,2,1 - BLAST OFF!!!!!!!
"I want to learn about buses because I like the wheels on the bus song. They are long."

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What is transport?
"It is cars, boats and planes. I like cars because they go fast."

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We encouraged the children to talk about and draw what they have learned so far."My favourite transport is a bus. I liked making paper planes."

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We encouraged the children to talk about and draw what they have learned so far."My favourite transport is a bus. I liked making paper planes."

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"We learned about rockets. Rockets only go to the moon."

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Whiteboard placed at childrens level in writing area. 

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Whiteboard placed at childrens level in writing area. 

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Next Step- Coloured whiteboard markers.

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Police men in airport writing in notepads. 

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Police men in airport writing in notepads. 

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Next step- Clipboards, highlighters and pens.

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ELG:
Children use their phonic

knowledge to write words in

ways which match their spoken

sounds. They also write some

irregular common words. They

write simple sentences which can be read by themselves &

others. Some words are spelt

correctly & others are

phonetically plausible.
ELG:
Children show good control &

co‐ordination in large & small

movements.

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Writing

• Gives meaning to marks they make as they draw, write & paint.
• Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

• Writes own name and other things such as labels, captions.

• Attempts to write short sentences in meaningful contexts.
Physical development
• Shows a preference for a dominant hand. • Begins to use anticlockwise movement & retrace vertical lines.

• Begins to form recognisable letters.

• Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.

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This may not appear to be necessarily writing skills on the offset - however the children loved the challenge of writing their names using the special permanent marker on the bottles. They also developed their cutting skills making these rockets and developed their control with the fiddly tape.

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https://www.pinterest.com/writeshop/?redirected=1

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Alongside our new topic of transport we wanted to fully immerse writing opportunities into our planning to encourage mark making, writing and fine motor development. This padlet documents the evolution of our areas and improvements we have made so far.

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Writing should not only be a teacher lead activity. Children should have access to words and writing in all areas of the learning environment. Writing skills are also improved by fine motor development so they do not always need to be writing words to improve their work.

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Writing should not only be a teacher lead activity. Children should have access to words and writing in all areas of the learning environment. Writing skills are also improved by fine motor development so they do not always need to be writing words to improve their work.

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Week 2: Teacher lead writing in books and on bordered pages

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Week 2: Teacher lead writing in books and on bordered pages

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Developing fine motor skills in space dough.

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Developing fine motor skills in space dough.

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the children made space ships, made their names using sausages and stars

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Through a little teacher input and suggestion the children began to write their names, numbers and letters into the foam

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Find and save ideas about Writing Area on Pinterest, the world's catalog of ideas.

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http://www.abcdoes.com/abc-does-a-blog/2015/01/brilliant-idea-for-your-writing-area/

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Mark making experiences in "sparkly space sand" in the Maths area.

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Week 1: Planned teacher lead writing opportunities on whiteboards.

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Week 1: Planned teacher lead writing opportunities on whiteboards.