Weather Wonders |Toddler Mini-Project Planner
1-week mini-project planner for Toddlers (18–36 months)
A sensory-rich exploration of weather, movement and material change, designed to build early scientific thinking, descriptive language and whole-body learning.
(This pathway component will be available for download by: March 31st 2026)
What this document is
This document is a 1-week Toddler Mini-Project Planner for children aged 18–36 months, focused on the theme Weather Wonders.
It provides a structured yet flexible framework for exploring Understanding the World (UW) through real, observable changes in weather and materials (e.g. ice melting, wind blowing), while simultaneously developing Communication & Language (C&L) through descriptive vocabulary and Physical Development (PD) through expressive movement.
The planner supports practitioners to offer meaningful, hands-on science experiences that are rooted in toddlers’ everyday observations of the world around them.
It is intended to support professional judgement and reflective practice and does not replace statutory EYFS guidance or Development Matters.
Who this document is for
This mini-project planner is especially valuable for:
Toddler practitioners introducing early science concepts in an age-appropriate way
Key persons supporting language development through real-world observation
Settings looking to strengthen Understanding the World in the toddler phase
Practitioners working with children who learn best through movement and sensory play
EYFS leaders seeking clear links between schema play, PD and early scientific thinking
What this document helps you do
This document supports practitioners to:
Introduce early science concepts such as change, temperature, melting and cause → effect
Build rich descriptive language linked to real experiences (cold, wet, windy, sunny)
Support Transforming, Trajectory and Orientation schemas through purposeful play
Encourage children to observe, compare and comment on their environment
Develop gross motor control through weather-inspired movement (jumping, swaying, running)
Provide inclusive, sensory-accessible learning experiences for all children
What’s included in this mini-project planner
This planner provides a complete, practitioner-friendly framework for delivering a 1-week mini-project focused on weather, movement and material change.
Included in the document:
A clear Project Intent explaining why weather is a powerful learning context for toddlers
EYFS-aligned Intended Learning Focuses, with strong emphasis on UW, C&L and PD
A concise 1-week project overview outlining core intentions and child-led experiences
A carefully curated core and extension vocabulary set (e.g. sun, rain, wind, melt, cold, observe)
Continuous provision enhancements across three key learning zones:
Transformation Station (ice, melting, material change – Transforming schema)
Wind & Movement Zone (scarves, bubbles, fans – Trajectory & Orientation schemas)
Descriptive Art & Sound Station (weather colours, sound effects, symbolic representation)
A flexible weekly detailed plan including:
ice melting and material-change experiments
puddle-jumping and weather-movement games
real-world weather observation and discussion
shadow play and comparison activities
Optional 2–5 minute learning bursts for rhyme, movement, maths and vocabulary
Inclusion and differentiation guidance for EAL, sensory needs and SEND
Family engagement ideas to extend weather learning into the home
An evaluation and reflection section to support assessment, next steps and curriculum responsiveness
How this fits within the Toddler curriculum framework
Weather Wonders is part of the Toddler Mini-Project Planner series—short, high-impact 1-week projects designed to complement the 12 core toddler projects.
This mini-project works particularly well:
as a responsive plan during seasonal weather changes
when children show strong interest in water, ice, wind or outdoor play
to strengthen Understanding the World without relying on abstract concepts
as a bridge between sensory play and early scientific thinking
It aligns closely with the wider toddler curriculum focus on:
schema-led learning
language through lived experience
movement as a pathway to understanding
play-based foundations for science and enquiry
Together, these elements ensure toddlers experience weather not as a topic to “learn about”, but as something to observe, feel, move through, talk about and understand in developmentally appropriate ways.
Additional Project Planners
Main Project Planners (3-4 Weeks)
All About Me & My World
People Who Help Us
Autumn - Senses, Colours & Change
Light, Dark & Celebrations
Winter-Weather, Warmth & Cosy Spaces
Transport & Journeys
Growing & Changing
Animals & Their Homes
Food & Nutrition
Minibeasts & Nature Explorers
Summer - Sand, Sea & Sun
Playful Patterns & Construction
Mini-Project Planners (1 Week)
Big Machines & Building
Cooking & Food Play
Teddy Bears’ Picnic
Colours Everywhere
Water Play Week
My Favourite Things
Rhyme Time Week
Weather Wonders
This document is part of our EYFS Curriculum & Pedagogy Membership (Professional), which provides full access to age-specific curriculum frameworks, planning guidance, assessment tools and leadership support.
(This pathway component will be available for download by: March 31st 2026)
Recommended next read Selection
Or read our ‘Little Owls Resources’ Curriculum Intent Statement’
Additional Documents | Professional Membership Contents (Toddler 18-36 Months)
Navigate our Curriculum & Pedagogy guidance documents here.
Pedagogical identity:
Relationship-led, sensory-rich toddler practice grounded in schemas, play, and responsive adult interaction.
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👉 This section prevents over-planning and aligns practice.
Toddler Pedagogy Position Statement – How Toddlers Learn (18–36 Months) [Free Orienting Sample]
Toddler Curriculum Overview & Rationale[Free Orienting Sample]
Curriculum Intent in Toddler Rooms (What It Means — and What It Doesn’t)
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👉 Adult understanding, not child targets.
Progression across 6-month bands (18–24 | 24–30 | 30–36 months)
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👉 Observation is the driver of planning.
Communication & Language
PSED
Physical Development
Maths Seeds
Characteristics of Effective Learning
Behaviour & Emotional Regulation
Schema Observation & Analysis
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👉 The environment does the teaching.
Universal Continuous Provision
Continuous Provision Setup Guides | Toddler Room
Small World
Messy / Wet Play
Dry Sensory & Loose Parts
Construction
Role Play / Home Corner
Mark Making
Book Area / Reading Nook
Music & Sound
Outdoor
Continuous Provision Maps (18–36 Months)
C&L
PSED
PD
Maths Seeds
Literacy Seeds
UW
EAD
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👉 Movement, regulation and sensory experience.
Outdoor Continuous Provision Pack
Outdoor Zone-by-Zone Setup Guide (Gross Motor, Sensory/Nature, Creative/Mark Making, Small World Outside, Water/Mud)
Seasonal Adjustments Planner
Outdoor Risk–Benefit Assessment Template + examples
Nature-Based Learning & Schema Guide
Outdoor Mark Making & Literacy Opportunities Sheet
Outdoor Maths Seeds Sheet
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👉 Projects are optional contexts, not directives.
How Projects Work in Toddler Rooms (Guidance)
Project/Theme Planners:
12 × Main Project Planners (3–4 Weeks)
8 × Mini-Project Planners (1 Week)
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👉 Invitations, provocations and shared experiences.
Supports Child-led learning and responsive provision
Area of Learning Progression Maps & Adult Focus Sessions
(Organised by Age Band: 18–24 months | 24–30 months | 30–36 months)
Supports intentional teaching, vocabulary development and staff confidence
Understanding the World – Experience Progression Pack
Expressive Arts & Design – Creative Media & Expression Toolkit
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👉 Proportionate, meaningful assessment.
Report Template
Practitioner Guidance
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👉 Early identification, gentle support.
SEND Inclusion Strategy Pack (18–36 Months)
Practical SEND & inclusion strategies for toddlers aged 18–36 months
Six quick-reference strategy sheets covering communication, sensory needs, anxiety and behaviour
Aligned with the EYFS Framework and the Assess–Plan–Do–Review approach
Inclusive, diagnosis-free guidance ready to use in everyday practice
Ideal for observations, provision planning, team use and Ofsted evidence
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👉 Strong partnerships, realistic expectations.
Transition
Home–Setting Communication
Parent Information Pages
Additional Whole-Setting Guidance | for Professional Members
Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.
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Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
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EYFS Group Setting Policies Pack
↪ x 22 Policy Documents
↪ Policy Sign-Off and Confirmation Document
↪ EYFS Setting Policy Folder Contents List
Childminder Setting Policies Pack
↪ x 22 Policy Documents
↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document
↪ Childminder Policy Folder Contents List
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↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.
Looking for a different age group pathway?
Select the pathway that best reflects your role or the age group you work with. You do not need to use everything. (Some practitioners may use more than one pathway.)
What is Professional Membership?
Find our more about our Professional guidance for confident, reflective EYFS practice (Birth–5)
Alternatively, learn more about and explore our printable provision resources.
Thousands of ready-to-use printables to support provision, organisation, routines and learning across EYFS.
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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.
Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.
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