I teach mixed Y1/2 using an Early Years approach and can outline how we do i - im only an NQT though and it took some getting used to! We plan Numeracy following the new framework, as anyone else would, but tend not to get through all children doing every task every day. We have one differentiated focus activity that my TA and I do with groups during the numeracy session, and if groups dont get done we make sure they get chance later on, or the activity the next day is rotated so they get chance first. For literacy we plan thematically and link units into themes. Same as above - the usual kind of focus work is planned, and we work with all children in focus groups where possible in the morning. Wider curriculum is planned in alongside themes that it fits well with, and its up to teachers to make them fit in with the best themes. They dont always fit, but we try our best. Afternoons are generally for these sessions, but where they link with literacy, literacy AM sessions and afternoons tend to blend and merge. We consequently on an average day have 2 tables set up for adult focussed activities, leaving 4 areas. One is a table for a craft based child initiated activity, one for small world C/I, one for writing C/I and one for construction C/I. These tables all have paper and pens on and children are expected to do writing related to whatever activity they 'choose'. Each table then has a laminated, folded "tag" on which outlines the activity. We teach our phonics session first thing, and try to link activities on tables to the focus phoneme, the theme, the numeracy objective, etc, so that the child initiated activities always relate. For example, last week we were doing stories from fantasy settings, with an underwater theme, focussing on the "igh" family of phonemes. On my small world table I had an underwater scene, and a tag saying "Oh no! The fish have had a fight! What might they do to sort it out?" highlighting the 'igh' sounds in red pen. On my craft table i had something like "Paint an imaginary fish that can fly!", again highlighting the 'y' sound. On my writing table i had "Egbert is blindfolded. Describe to him what it might look like in a fantasy setting under the sea. Is it bright?" In my construction i simply had something like "Build a high tower. How many more bricks did you use than your friend?" (It doesnt and cant always link!) By "play" its not as basic and exploratory as you would find in a foundation stage, but is more along the lines of setting up play based experiences for them to link to their learning, and base their writing on. Activities stay the same throughout most of the day but some will change as children tire of them etc or another idea pops into my head. I find planning it very hard, as i tend to think of more ideas just by being in my classroom and looking around at resources etc, but once you get going with it you find endless possibilities of things. Im not sure if that was really what you were asking but thought id try and explain as best as i could!