EYFS

	Autumn Term	Spring Term	Summer Term
*Big Question*	Identity What is on your doorstep?	Diversity What does it mean to be rich?	Sustainability What does the future look like?
*Core Values*	Respect	Enthusiasm	Co- operation	Compassion	Determination	Reflection on all core values
*Topics*	Marvellous Me & Emergency 999	Giants, Fairies and Beanstalks	Odyssey from the deep to Jupiter	Wellies and Wiggly Worms!	Digging for Dinosaurs	Journeys across the world
*Texts/Stimulus*	Think Big! by Kes Gray and Nathan Reed Book of Nursery Rhymes Elmer Gruffalo Rainbow Fish Winnie the Witch How an Egg Grows into a Chicken Range of non-fiction books and video clips about people who help us Range of PSED books about starting school, emotions, inclusion Homes	Mr Wolf’s Pancakes by Jan Fearnley Chicken Licken Gingerbread Man Little Red Riding Hood Three Little Pigs Jack and the Beanstalk The Elves and the Shoemaker Revolting Rhymes The Giant of Jum How to Catch a Dragon	Little Whale by Jo Weaver Storm Whale Snail and the Whale Range of non-fiction texts about sea creatures Range of non-fiction texts about space Somebody Swallowed Stanley	Bee and Me by Alison Jay Hungry Catepillar Range of non-fiction books and video clips about minibeasts What the Ladybird heard Superworm Snail Trail	Simon Sock by Sue Hendra, Paul Linnet and Nick East Harry and the Bucket Full of Dinosaurs Tyrannosaurus Drip If I had a Dinosaur Dinosaur Farm Smeds and Smoos Range of non-fiction books and video clips about dinosaurs Cyril the Squirrel Grandad’s Secret Giant Dave the Lonely Monster	Be Brave Little Penguin by Giles Andreae and Guy Parker- Rees The Lion Inside by Rachel Bright and Jim Field The Koala who could The Way Home for Wolf Range of books about bravery Range of non-fiction books about animals and various animal habitats How to Ride a Polar Bear The Journey Home Ernest Shackleton (Big Dreams, Little People) Big Bear, Little Bear Blown Away Polar Bear, Polar Bear, what do you hear?
*Personal, Social, Emotional Development*	-Settling in: Rules and Routines -Understanding that they are part of a classroom community -Groups (E, RF, HC etc.) -Circle time -Self-help skills and independence -Learning to play/take turns/be kind/support each other -Begin to think about others’ feelings - Introduce self registration - Book focus: Challenge stereotypes in the workplace Learn tolerance and respect for other people’s opinions -Thinking about risk taking and personal safety -Use group texts to consider what it’s like to be different, kindness, consideration, being scared, acceptance -Learning to be part of the school community -Being tolerant of others and their ideas and beliefs -Understanding about inclusion in the classroom – build constructive and respectful relationships -Teddy bear first aid -Helping friends in the playground -Mindfulness to help the children regulate their behaviour and energy levels	-Book focus: Thinking about kindness Helpfulness Compassion Honesty Fairness -Needing/asking for help -What effect our behaviour has on others -Mindfulness (stories, music, Cosmic Kids) – learning how to regulate ourselves - Playground Games -Consider our own qualities -See self as a valuable individual -Understanding the perspectives of others -Learning about how to regulate the self using the Therapeutic Approach to behaviour management -Learn about consideration and compassion for others and understanding how to meet others’ needs as well as our own using role play, story books and circle time. -Mindfulness to help the children regulate their behaviour and energy levels -Recap previous learning where necessary	-Group and partner working -Developing confidence in self -Developing empathy -Explore materials and decide what to do with them -Understand the idea of belonging -Understanding that whales are endangered -Thinking about our impact on the sea and how we can help to look after our oceans -Thinking about what life would be like in a rocket or a submarine -Thinking about unfamiliar environments and how we would explore them. How we might feel. -Mindfulness to help the children regulate their behaviour and energy levels -Recap previous learning where necessary	-Group work – becoming confident to express ideas -Explore materials and decide what to do with them -Continue to learn about friendship and ensure we are being good friends -Understanding how to be respectful to each other and the teachers -Remembering our manners -Mindfulness to help the children regulate their behaviour and energy levels -Recap previous learning where necessary	-Begin Year 1 transition (mixing classes and visits to Year 1 classrooms over this term) -Understanding friendship -Accepting differences -Understanding the perspectives and feelings of others -Developing empathy -Tolerance -Inclusions -Mindfulness to help the children regulate their behaviour and energy levels -Recap previous learning where necessary	-Understanding the perspectives and feelings of others -Thinking about and facing our fears -Being brave and having a go, in order to achieve our goals -Perserverence -Understanding the challenges animals face around the world -Developing empathy -Meet the Year 1 teachers -Class mixing – ‘Getting to know you’ games -Transition Booklets -Mindfulness to help the children regulate their behaviour and energy levels -Recap previous learning where necessary
*Communication and Language*	-Listen and engage in story times -Build familiarity with stories -Anticipate key events -Understanding how and why events happen in the book -Develop own narratives and explanations -Imagine possitibilities -Listen to and learn rhymes and songs -Introduce chatter partners and how we talk to them -Learning to express opinions and listen to opinions of others -Conversation skills through role play (introduction to home corner and how to play) -Introduce pegs and lolly sticks to encourage answering questions -Use deeper questioning to encourage discussion -Retelling stories in their own words (role play & actions)	-Listen and engage in story times -Build familiarity with stories -Working in groups as whole class/class groups or in talk partners -Listen and respond to others’ comments -Express ideas and thoughts about the story -Answer ‘how’ and ‘why’ questions in relation to the story -Ask questions to deepen understanding -Develop own narratives and explanations -Imagine possitibilities -Use past, present and future tenses correctly -Use deeper questioning to encourage discussion -Encourage the children to use full sentneces and extend their sentences using connectives. -Listen to and learn rhymes and songs -Retelling stories in their own words (role play & actions)	Listen and engage in story times -Build familiarity with stories -Working in groups as whole class/class groups or in talk partners -Listen and respond to others’ comments -Express ideas and thoughts about the story -Answer ‘how’ and ‘why’ questions in relation to the story -Ask questions to deepen understanding -Develop own narratives and explanations -Imagine possitibilities -Use past, present and future tenses correctly -Use deeper questioning to encourage discussion -Listen to and learn rhymes and songs -Encourage the children to use full sentneces and extend their sentences using connectives. -Retelling stories in their own words (role play & actions)	-Listen and engage in story times -Build familiarity with stories -Working in groups as whole class/class groups or in talk partners -Listen and respond to others’ comments -Express ideas and thoughts about the story -Answer ‘how’ and ‘why’ questions in relation to the story -Ask questions to deepen understanding -Develop own narratives and explanations -Imagine possitibilities -Use past, present and future tenses correctly -Use deeper questioning to encourage discussion -Use a range of vocabulary in imaginative ways -Listen to and learn rhymes and songs -Encourage the children to use full sentneces and extend their sentences using connectives. -Retelling stories in their own words ((role play & actions)	-Listen and engage in story times -Build familiarity with stories -Working in groups as whole class/class groups or in talk partners -Listen and respond to others’ comments -Express ideas and thoughts about the story -Answer ‘how’ and ‘why’ questions in relation to the story -Ask questions to deepen understanding -Develop own narratives and explanations -Imagine possitibilities -Use past, present and future tenses correctly -Use deeper questioning to encourage discussion -Use a range of vocabulary in imaginative ways -Listen to and learn rhymes and songs -Encourage the children to use full sentneces and extend their sentences using connectives. -Retelling stories in their own words ((role play & actions)	-Listen and engage in story times -Build familiarity with stories -Working in groups as whole class/class groups or in talk partners -Listen and respond to others’ comments -Express ideas and thoughts about the story -Answer ‘how’ and ‘why’ questions in relation to the story -Ask questions to deepen understanding -Develop own narratives and explanations -Imagine possitibilities -Use past, present and future tenses correctly -Use deeper questioning to encourage discussion -Use a range of vocabulary in imaginative ways -Listen to and learn rhymes and songs -Encourage the children to use full sentneces and extend their sentences using connectives. -Retelling stories in their own words ((role play & actions)
*Physical Development*	-Learning day-to-day routines such as lining up and meal-/snack times -Pencil grip -Building up hand strength with squeezy toys and play dough -Letter formation -Scissor skills -Threading -Tracing -Tweezers -Indoor PE: listening skills with Justin Fletcher, mindfulness with Cosmic Kids, dancing with Just Dance and various videos -Outdoor PE: playing games to encourage listening and taking part. -Encourage children to consider the risks of their play and think about the consequences -Children to think about how to stay healthy – healthy food and exercise, sleep… -Using lots of find motor tools in Continuous Provision – paint brushes, scissors, spades, knives, forks and spoons	-Pencil grip -Letter formation -Outdoor PE: playground games -Indoor PE: wall apparatus and benches -Christmas Play dances -Simple cooking activities (gingerbread men) -‘Pancake’ races and tossing competitions -Using lots of find motor tools in Continuous Provision – paint brushes, scissors, spades, knives, forks and spoons -Recap previous learning where necessary	-Letter formation -Chinese Dragon dancing -Indoor PE: wall apparatus and benches – extending by making it more challenging (trickier balances and climbing) -Adventure Playground -Teach the children to understand how to be considerate of the other children on the equipment -Using lots of find motor tools in Continuous Provision – paint brushes, scissors, spades, knives, forks and spoons -Recap previous learning where necessary	-Waggle dance -Indoor PE: wall apparatus and benches – extending by making it more challenging (trickier balances and climbing) -Adventure Playground -Using lots of find motor tools in Continuous Provision – paint brushes, scissors, spades, knives, forks and spoons -Recap previous learning where necessary	-Letter formation -Move in different ways, i.e. like a T-Rex -Ball skills -Beanbag game (balancing and using with tennis rackets) -Sports Day skills (including weaving) -Outdoor PE: range of activities on the field – children move round circuit. -Football skills -Throwing skills -Catching skills -Running -Assault course -Basic hockey stick and ball -Developing balance and agility -Smaller letter focus (Year 1) -Using lots of find motor tools in Continuous Provision – paint brushes, scissors, spades, knives, forks and spoons -Recap previous learning where necessary
*Literacy* (taught through ‘Rocket Phonics and ‘Read into Writing’’ curriculum)	-Phonics (Rocket Phonics) -Letter formation -Listening to and discussing stories -Demonstrate understanding of the story -Read simple sentences -Learn new vocabulary -Use phonics knowledge to write words and simple sentences -Name writing -A number of writing outcomes (Read in to Writing) -Learning from non-fiction books and the internet (people who help us and our bodies) -Learn some ‘sight words	-Phonics (Rocket Phonics) -Letter formation -Listening to and discussing stories -Demonstrate understanding of the story -Read simple sentences -Learn new vocabulary -Use phonics knowledge to write words and simple sentences -Learn to read and write some ‘sight words -A number of writing outcomes (Read in to writing)	-Phonics (Rocket Phonics) -Letter formation -Listening to and discussing stories -Demonstrate understanding of the story -Read simple sentences -Learn new vocabulary -Use phonics knowledge to write words and simple sentences -Learn to read and write some ‘sight words -Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary -A number of writing outcomes (Read in to writing)	-Phonics (Rocket Phonics) -Letter formation -Listening to and discussing stories -Demonstrate understanding of the story -Read simple sentences -Learn new vocabulary -Use phonics knowledge to write words and simple sentences -Learn to read and write some ‘sight words -Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary -A number of writing outcomes (Read in to writing) -Snail trail poem.	-Phonics (Rocket Phonics) -Letter formation -Listening to and discussing stories -Demonstrate understanding of the story -Read simple sentences -Learn new vocabulary -Use phonics knowledge to write words and simple sentences -Learn to read and write some ‘sight words -Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary -A number of writing outcomes (Read in to writing)	-Phonics (Rocket Phonics) -Letter formation -Listening to and discussing stories -Demonstrate understanding of the story -Read simple sentences -Learn new vocabulary -Use phonics knowledge to write words and simple sentences -Learn to read and write some ‘sight words -Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary -A number of writing outcomes (Read in to writing)
*Numeracy* (taught through ‘NCETM Mastering Number’ curriculum)	-Principles of counting -1-1/Stable Order Principle/Cardinal Principle/Abstraction Principle/Order Irrelevance Principle -Matching/Sorting -Comparing amounts/size/ mass/capacity -Number formation -Simple patterns	Using the numbers 1-5 to begin: -Subitising -Grouping -Mark making -Comparing -Number Composition Understanding Cirles and Triangles Introduction to spatial awareness/positional language Thinking about 1 more and 1 less Exploring shapes with 4 sides Thinking about night and day	-Introducing 0 -Comparing numbers to 5 -Composition of 4 & 5 -Compare mass -Compare capacity -6,7,8 -Making pairs	-Combining 2 groups -Length and height -Time -9 & 10 -Comparing numbers to 10 -Bonds to 10 -3D shapes -Patterns	-Consolidation -Numbers beyond 10 -Counting patterns beyond 10 -Spatial Reasoning -Adding more -Taking away	-Consolidation -Doubling -Sharing and grouping -Even and odd -Deepening understanding -Patterns and relationships -Spatial reasoning
*Understanding the World*	-Understanding about community and the occupation of people in it -Body parts -Healthy eating -Discovery RE (used throughout the year) -Black History Month – explore basic stories behind some historical black figures -Halloween – explore basic story behind Yayoi Kusama -Moon Festival (Sept) -Durga Puja (Oct) -Diwali (Oct) -Seasons (Autumn) - Know the similarities and differences between their own and contrasting environments	-Bonfire Night – Explore basic story behind Guy Fawkes -Plant development -Christmas Play -Christmas celebrations -Discovery RE -Seasons (Winter) -Understanding where food comes from -Pancakes (changing states of matter) -Make Gingerbread men	-Chinese New Year – understand the story behind the animals of the zodiac -Understanding differences between different religious and cultural groups -Learn about whales using non-fiction texts and videos -Learn about space using a non-fiction texts and videos -Understand that there are similarities and differences between the world around them and contrasting environments (under the sea and space) -Understand the past through settings, stories, characters and events	-Seasons (spring) -Nature survey/walk – looking at the environment around them -making observations and drawing pictures -Observations based on bees, insects and flowers -Simple introduction to environmental issues -The importance of bees -How honey is made (changing states of matter) -Considering Matisse’s style (collage)	-Easter -Learn about Mary Anning and how life has changed for all of us and for women -Understanding about dinosaurs -Understand the past through settings, stories, characters and events -Know the similarities and differences between their own and contrasting environments -Creating maps	-Describe their immediate environment using maps - Know the similarities and differences between their own and contrasting environments -Explain the differences between life in this country and life in other countries -Seasons (summer) -Map of the world showing the hot, cold, temperate ares -Frozen ice paints
*Expressive Arts & Design*	-Self-Portraits -Junk modelling and construction -Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography -Daily songs and introduce Wake Up Shake Up -Nursery Rhymes to follow our writing scheme (Read in to Writing): Tom The Piper’s Son, Three Blind Mice, Baa Baa Black Sheep, Little Boy Blue, Jack be Nimble, Wee Willie Winkie, Mary Mary Quite Contrary, Little Bo Peep, Little Miss Muffet, Cat and the Fiddle, Goosey Gander This little Piggy, Incey Wincey Spider, Jack and Jill Old King Cole, Georgie Porgie, Little Jack Horner, Humpty Dumpty -Encourage the children to take part in increasingly complex role play/pretend play -Africa (Thunderstorm choir)	-Explore a range of techniques to create artwork -Junk modelling -Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography -Design shoes and clothes for the elves -Share the process they have used -Teach Christmas play songs and dances -Christmas Play -Clapping rhythms and introduce musical instruments -Developing role play ideas -Encourage the children to take part in increasingly complex role play/pretend play	-Shadow Puppets (Chinese New Year) -Junk modelling -Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography -Space/under the sea art -Encourage children to talk about what they have done and why -Model and encourage children to try making their own puppet shows -Traditional Chinese music -Dragon dance -Chinese writing Encourage the children to take part in increasingly complex role play/pretend play -The Planets music. How does it make you feel?	-Perform a waggle dance -Listen to and create music using percussion instruments -Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography - Make bees and other mini beasts using a variety of techniques and materials -Junk modelling - Artwork using a variety of techniques and encourage children to talk about what they have done and why --Considering Matisse’s style (collage) and making snails for display. -Encourage the children to take part in increasingly complex role play/pretend play -The flight of the bumble bee – how has the composer made the music sound? What animal might it remind us of?	-Junk modelling dinosaurs -Making dino island -Creating maps of the island -Role play as dinosaur explorers -Look after the dinosaurs -Create a Simon Sock storyline -Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography -Encourage the children to take part in increasingly complex role play/pretend play	-Junk Modelling -Frozen ice paints -How to draw a penguin -Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography -Penguin songs and dances -Story Hands -Encourage the children to take part in increasingly complex role play/pretend play
*Role-play/ Provision ideas:*	-Shop / Doctor’s or Vet’s surgery / Police or Fire Station	-Giant’s Castle / 3 Little Pig’s House / Shoemakers workshop / Santa’s Elves’ workshop	Space station with astronauts/submarine	Bee keeper/minibeast investigation lab	Dinosaur hide/dino explorers	Antartic Expedition

Autumn Term

Spring Term

Summer Term

Big Question

Identity

What is on your doorstep?

Diversity

What does it mean to be rich?

Sustainability

What does the future look like?

Core Values

Respect

Enthusiasm

Co- operation

Compassion

Determination

Reflection on all core values

Topics

Marvellous Me & Emergency 999

Giants, Fairies and Beanstalks

Odyssey from the deep to Jupiter

Wellies and Wiggly Worms!

Digging for Dinosaurs

Journeys across the world

Texts/Stimulus

Think Big! by Kes Gray and Nathan Reed

Book of Nursery Rhymes

Elmer

Gruffalo

Rainbow Fish

Winnie the Witch

How an Egg Grows into a Chicken

Range of non-fiction books and video clips about people who help us

Range of PSED books about starting school, emotions, inclusion

Homes

Mr Wolf’s Pancakes by Jan Fearnley

Chicken Licken

Gingerbread Man

Little Red Riding Hood

Three Little Pigs

Jack and the Beanstalk

The Elves and the Shoemaker

Revolting Rhymes

The Giant of Jum

How to Catch a Dragon

Little Whale by Jo Weaver

Storm Whale

Snail and the Whale

Range of non-fiction texts about sea creatures

Range of non-fiction texts about space

Somebody Swallowed Stanley

Bee and Me by Alison Jay

Hungry Catepillar

Range of non-fiction books and video clips about minibeasts

What the Ladybird heard

Superworm

Snail Trail

Simon Sock by Sue Hendra, Paul Linnet and Nick East

Harry and the Bucket Full of Dinosaurs

Tyrannosaurus Drip

If I had a Dinosaur

Dinosaur Farm

Smeds and Smoos

Range of non-fiction books and video clips about dinosaurs

Cyril the Squirrel

Grandad’s Secret Giant

Dave the Lonely Monster

Be Brave Little Penguin by Giles Andreae and Guy Parker- Rees

The Lion Inside by Rachel Bright and Jim Field

The Koala who could

The Way Home for Wolf

Range of books about bravery

Range of non-fiction books about animals and various animal habitats

How to Ride a Polar Bear

The Journey Home

Ernest Shackleton (Big Dreams, Little People)

Big Bear, Little Bear

Blown Away

Polar Bear, Polar Bear, what do you hear?

Personal, Social, Emotional Development

-Settling in: Rules and Routines

-Understanding that they are part of a classroom community

-Groups (E, RF, HC etc.)

-Circle time

-Self-help skills and independence

-Learning to play/take turns/be kind/support each other

-Begin to think about others’ feelings

- Introduce self registration

- Book focus: Challenge stereotypes in the workplace

Learn tolerance and respect for other people’s opinions

-Thinking about risk taking and personal safety

-Use group texts to consider what it’s like to be different, kindness, consideration, being scared, acceptance

-Learning to be part of the school community

-Being tolerant of others and their ideas and beliefs

-Understanding about inclusion in the classroom – build constructive and respectful relationships

-Teddy bear first aid

-Helping friends in the playground

-Mindfulness to help the children regulate their behaviour and energy levels

-Book focus:

Thinking about kindness

Helpfulness

Compassion

Honesty

Fairness

-Needing/asking for help

-What effect our behaviour has on others

-Mindfulness (stories, music, Cosmic Kids) – learning how to regulate ourselves

- Playground Games

-Consider our own qualities

-See self as a valuable individual

-Understanding the perspectives of others

-Learning about how to regulate the self using the Therapeutic Approach to behaviour management

-Learn about consideration and compassion for others and understanding how to meet others’ needs as well as our own using role play, story books and circle time.

-Mindfulness to help the children regulate their behaviour and energy levels

-Recap previous learning where necessary

-Group and partner working

-Developing confidence in self

-Developing empathy

-Explore materials and decide what to do with them

-Understand the idea of belonging

-Understanding that whales are endangered

-Thinking about our impact on the sea and how we can help to look after our oceans

-Thinking about what life would be like in a rocket or a submarine

-Thinking about unfamiliar environments and how we would explore them. How we might feel.

-Mindfulness to help the children regulate their behaviour and energy levels

-Recap previous learning where necessary

-Group work – becoming confident to express ideas

-Explore materials and decide what to do with them

-Continue to learn about friendship and ensure we are being good friends

-Understanding how to be respectful to each other and the teachers

-Remembering our manners

-Mindfulness to help the children regulate their behaviour and energy levels

-Recap previous learning where necessary

-Begin Year 1 transition (mixing classes and visits to Year 1 classrooms over this term)

-Understanding friendship

-Accepting differences

-Understanding the perspectives and feelings of others

-Developing empathy

-Tolerance

-Inclusions

-Mindfulness to help the children regulate their behaviour and energy levels

-Recap previous learning where necessary

-Understanding the perspectives and feelings of others

-Thinking about and facing our fears

-Being brave and having a go, in order to achieve our goals

-Perserverence

-Understanding the challenges animals face around the world

-Developing empathy

-Meet the Year 1 teachers

-Class mixing – ‘Getting to know you’ games

-Transition Booklets

-Mindfulness to help the children regulate their behaviour and energy levels

-Recap previous learning where necessary

Communication and Language

-Listen and engage in story times

-Build familiarity with stories

-Anticipate key events

-Understanding how and why events happen in the book

-Develop own narratives and explanations

-Imagine possitibilities

-Listen to and learn rhymes and songs

-Introduce chatter partners and how we talk to them

-Learning to express opinions and listen to opinions of others

-Conversation skills through role play (introduction to home corner and how to play)

-Introduce pegs and lolly sticks to encourage answering questions

-Use deeper questioning to encourage discussion

-Retelling stories in their own words (role play & actions)

-Listen and engage in story times

-Build familiarity with stories

-Working in groups as whole class/class groups or in talk partners

-Listen and respond to others’ comments

-Express ideas and thoughts about the story

-Answer ‘how’ and ‘why’ questions in relation to the story

-Ask questions to deepen understanding

-Develop own narratives and explanations

-Imagine possitibilities

-Use past, present and future tenses correctly

-Use deeper questioning to encourage discussion

-Encourage the children to use full sentneces and extend their sentences using connectives.

-Listen to and learn rhymes and songs

-Retelling stories in their own words (role play & actions)

Listen and engage in story times

-Build familiarity with stories

-Working in groups as whole class/class groups or in talk partners

-Listen and respond to others’ comments

-Express ideas and thoughts about the story

-Answer ‘how’ and ‘why’ questions in relation to the story

-Ask questions to deepen understanding

-Develop own narratives and explanations

-Imagine possitibilities

-Use past, present and future tenses correctly

-Use deeper questioning to encourage discussion

-Listen to and learn rhymes and songs

-Encourage the children to use full sentneces and extend their sentences using connectives.

-Retelling stories in their own words (role play & actions)

-Listen and engage in story times

-Build familiarity with stories

-Working in groups as whole class/class groups or in talk partners

-Listen and respond to others’ comments

-Express ideas and thoughts about the story

-Answer ‘how’ and ‘why’ questions in relation to the story

-Ask questions to deepen understanding

-Develop own narratives and explanations

-Imagine possitibilities

-Use past, present and future tenses correctly

-Use deeper questioning to encourage discussion

-Use a range of vocabulary in imaginative ways

-Listen to and learn rhymes and songs

-Encourage the children to use full sentneces and extend their sentences using connectives.

-Retelling stories in their own words ((role play & actions)

-Listen and engage in story times

-Build familiarity with stories

-Working in groups as whole class/class groups or in talk partners

-Listen and respond to others’ comments

-Express ideas and thoughts about the story

-Answer ‘how’ and ‘why’ questions in relation to the story

-Ask questions to deepen understanding

-Develop own narratives and explanations

-Imagine possitibilities

-Use past, present and future tenses correctly

-Use deeper questioning to encourage discussion

-Use a range of vocabulary in imaginative ways

-Listen to and learn rhymes and songs

-Encourage the children to use full sentneces and extend their sentences using connectives.

-Retelling stories in their own words ((role play & actions)

-Listen and engage in story times

-Build familiarity with stories

-Working in groups as whole class/class groups or in talk partners

-Listen and respond to others’ comments

-Express ideas and thoughts about the story

-Answer ‘how’ and ‘why’ questions in relation to the story

-Ask questions to deepen understanding

-Develop own narratives and explanations

-Imagine possitibilities

-Use past, present and future tenses correctly

-Use deeper questioning to encourage discussion

-Use a range of vocabulary in imaginative ways

-Listen to and learn rhymes and songs

-Encourage the children to use full sentneces and extend their sentences using connectives.

-Retelling stories in their own words ((role play & actions)

Physical Development

-Learning day-to-day routines such as lining up and meal-/snack times

-Pencil grip

-Building up hand strength with squeezy toys and play dough

-Letter formation

-Scissor skills

-Threading

-Tracing

-Tweezers

-Indoor PE: listening skills with Justin Fletcher, mindfulness with Cosmic Kids, dancing with Just Dance and various videos

-Outdoor PE: playing games to encourage listening and taking part.

-Encourage children to consider the risks of their play and think about the consequences

-Children to think about how to stay healthy – healthy food and exercise, sleep…

-Using lots of find motor tools in Continuous Provision – paint brushes, scissors, spades, knives, forks and spoons

-Pencil grip

-Letter formation

-Outdoor PE: playground games

-Indoor PE: wall apparatus and benches

-Christmas Play dances

-Simple cooking activities (gingerbread men)

-‘Pancake’ races and tossing competitions

-Using lots of find motor tools in Continuous Provision – paint brushes, scissors, spades, knives, forks and spoons

-Recap previous learning where necessary

-Letter formation

-Chinese Dragon dancing

-Indoor PE: wall apparatus and benches – extending by making it more challenging (trickier balances and climbing)

-Adventure Playground

-Teach the children to understand how to be considerate of the other children on the equipment

-Using lots of find motor tools in Continuous Provision – paint brushes, scissors, spades, knives, forks and spoons

-Recap previous learning where necessary

-Waggle dance

-Indoor PE: wall apparatus and benches – extending by making it more challenging (trickier balances and climbing)

-Adventure Playground

-Using lots of find motor tools in Continuous Provision – paint brushes, scissors, spades, knives, forks and spoons

-Recap previous learning where necessary

-Letter formation

-Move in different ways, i.e. like a T-Rex

-Ball skills

-Beanbag game (balancing and using with tennis rackets)

-Sports Day skills (including weaving)

-Outdoor PE: range of activities on the field – children move round circuit.

-Football skills

-Throwing skills

-Catching skills

-Running

-Assault course

-Basic hockey stick and ball

-Developing balance and agility

-Smaller letter focus (Year 1)

-Using lots of find motor tools in Continuous Provision – paint brushes, scissors, spades, knives, forks and spoons

-Recap previous learning where necessary

Literacy

(taught through ‘Rocket Phonics and ‘Read into Writing’’ curriculum)

-Phonics (Rocket Phonics)

-Letter formation

-Listening to and discussing stories

-Demonstrate understanding of the story

-Read simple sentences

-Learn new vocabulary

-Use phonics knowledge to write words and simple sentences

-Name writing

-A number of writing outcomes (Read in to Writing)

-Learning from non-fiction books and the internet (people who help us and our bodies)

-Learn some ‘sight words

-Phonics (Rocket Phonics)

-Letter formation

-Listening to and discussing stories

-Demonstrate understanding of the story

-Read simple sentences

-Learn new vocabulary

-Use phonics knowledge to write words and simple sentences

-Learn to read and write some ‘sight words

-A number of writing outcomes (Read in to writing)

-Phonics (Rocket Phonics)

-Letter formation

-Listening to and discussing stories

-Demonstrate understanding of the story

-Read simple sentences

-Learn new vocabulary

-Use phonics knowledge to write words and simple sentences

-Learn to read and write some ‘sight words

-Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary

-A number of writing outcomes (Read in to writing)

-Phonics (Rocket Phonics)

-Letter formation

-Listening to and discussing stories

-Demonstrate understanding of the story

-Read simple sentences

-Learn new vocabulary

-Use phonics knowledge to write words and simple sentences

-Learn to read and write some ‘sight words

-Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary

-A number of writing outcomes (Read in to writing)

-Snail trail poem.

-Phonics (Rocket Phonics)

-Letter formation

-Listening to and discussing stories

-Demonstrate understanding of the story

-Read simple sentences

-Learn new vocabulary

-Use phonics knowledge to write words and simple sentences

-Learn to read and write some ‘sight words

-Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary

-A number of writing outcomes (Read in to writing)

-Phonics (Rocket Phonics)

-Letter formation

-Listening to and discussing stories

-Demonstrate understanding of the story

-Read simple sentences

-Learn new vocabulary

-Use phonics knowledge to write words and simple sentences

-Learn to read and write some ‘sight words

-Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary

-A number of writing outcomes (Read in to writing)

Numeracy

(taught through ‘NCETM Mastering Number’ curriculum)

-Principles of counting

-1-1/Stable Order Principle/Cardinal Principle/Abstraction Principle/Order Irrelevance Principle

-Matching/Sorting

-Comparing amounts/size/ mass/capacity

-Number formation

-Simple patterns

Using the numbers 1-5 to begin:

-Subitising

-Grouping

-Mark making

-Comparing

-Number Composition

Understanding Cirles and Triangles

Introduction to spatial awareness/positional language

Thinking about 1 more and 1 less

Exploring shapes with 4 sides

Thinking about night and day

-Introducing 0

-Comparing numbers to 5

-Composition of 4 & 5

-Compare mass

-Compare capacity

-6,7,8

-Making pairs

-Combining 2 groups

-Length and height

-Time

-9 & 10

-Comparing numbers to 10

-Bonds to 10

-3D shapes

-Patterns

-Consolidation

-Numbers beyond 10

-Counting patterns beyond 10

-Spatial Reasoning

-Adding more

-Taking away

-Consolidation

-Doubling

-Sharing and grouping

-Even and odd

-Deepening understanding

-Patterns and relationships

-Spatial reasoning

Understanding the World

-Understanding about community and the occupation of people in it

-Body parts

-Healthy eating

-Discovery RE (used throughout the year)

-Black History Month – explore basic stories behind some historical black figures

-Halloween – explore basic story behind Yayoi Kusama

-Moon Festival (Sept)

-Durga Puja (Oct)

-Diwali (Oct)

-Seasons (Autumn)

- Know the similarities and differences between their own and contrasting environments

-Bonfire Night – Explore basic story behind Guy Fawkes

-Plant development

-Christmas Play

-Christmas celebrations

-Discovery RE

-Seasons (Winter)

-Understanding where food comes from

-Pancakes (changing states of matter)

-Make Gingerbread men

-Chinese New Year – understand the story behind the animals of the zodiac

-Understanding differences between different religious and cultural groups

-Learn about whales using non-fiction texts and videos

-Learn about space using a non-fiction texts and videos

-Understand that there are similarities and differences between the world around them and contrasting environments (under the sea and space)

-Understand the past through settings, stories, characters and events

-Seasons (spring)

-Nature survey/walk – looking at the environment around them

-making observations and drawing pictures

-Observations based on bees, insects and flowers

-Simple introduction to environmental issues

-The importance of bees

-How honey is made (changing states of matter)

-Considering Matisse’s style (collage)

-Easter

-Learn about Mary Anning and how life has changed for all of us and for women

-Understanding about dinosaurs

-Understand the past through settings, stories, characters and events

-Know the similarities and differences between their own and contrasting environments

-Creating maps

-Describe their immediate environment using maps

- Know the similarities and differences between their own and contrasting environments

-Explain the differences between life in this country and life in other countries

-Seasons (summer)

-Map of the world showing the hot, cold, temperate ares

-Frozen ice paints

Expressive Arts & Design

-Self-Portraits

-Junk modelling and construction

-Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography

-Daily songs and introduce Wake Up Shake Up

-Nursery Rhymes to follow our writing scheme (Read in to Writing):

Tom The Piper’s Son, Three Blind Mice, Baa Baa Black Sheep, Little Boy Blue, Jack be Nimble, Wee Willie Winkie, Mary Mary Quite Contrary, Little Bo Peep, Little Miss Muffet, Cat and the Fiddle, Goosey Gander

This little Piggy, Incey Wincey Spider, Jack and Jill

Old King Cole, Georgie Porgie, Little Jack Horner, Humpty Dumpty

-Encourage the children to take part in increasingly complex role play/pretend play

-Africa (Thunderstorm choir)

-Explore a range of techniques to create artwork

-Junk modelling

-Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography

-Design shoes and clothes for the elves

-Share the process they have used

-Teach Christmas play songs and dances

-Christmas Play

-Clapping rhythms and introduce musical instruments

-Developing role play ideas

-Encourage the children to take part in increasingly complex role play/pretend play

-Shadow Puppets (Chinese New Year)

-Junk modelling

-Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography

-Space/under the sea art

-Encourage children to talk about what they have done and why

-Model and encourage children to try making their own puppet shows

-Traditional Chinese music

-Dragon dance

-Chinese writing

Encourage the children to take part in increasingly complex role play/pretend play

-The Planets music. How does it make you feel?

-Perform a waggle dance

-Listen to and create music using percussion instruments

-Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography

- Make bees and other mini beasts using a variety of techniques and materials

-Junk modelling

- Artwork using a variety of techniques and encourage children to talk about what they have done and why

--Considering Matisse’s style (collage) and making snails for display.

-Encourage the children to take part in increasingly complex role play/pretend play

-The flight of the bumble bee – how has the composer made the music sound? What animal might it remind us of?

-Junk modelling dinosaurs

-Making dino island

-Creating maps of the island

-Role play as dinosaur explorers

-Look after the dinosaurs

-Create a Simon Sock storyline

-Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography

-Encourage the children to take part in increasingly complex role play/pretend play

-Junk Modelling

-Frozen ice paints

-How to draw a penguin

-Variety of artistic activities including skills such as painting, colouring, weaving, printing, rubbing, collage, marbling, photography

-Penguin songs and dances

-Story Hands

-Encourage the children to take part in increasingly complex role play/pretend play

Role-play/ Provision ideas:

-Shop / Doctor’s or Vet’s surgery / Police or Fire Station

-Giant’s Castle / 3 Little Pig’s House / Shoemakers workshop / Santa’s Elves’ workshop

Space station with astronauts/submarine

Bee keeper/minibeast investigation lab

Dinosaur hide/dino explorers

Antartic Expedition