‘Inspiring a Lifetime Love of Learning’
Our primary aim is to ensure that our curriculum, across the whole school, inspires the pupils to want to acquire and develop a balance of new knowledge and skills built up over their time as they progress through our school.
Intent, Implement and Impact (Overall Effectiveness)
We involve our children in the design of the personalised curriculum which helps us to actively engage the children in their own learning; challenging them to become independent, well-rounded individuals who take ownership of their learning and become deep thinkers with sticky knowledge. We also want our children to be able to apply their knowledge and skill set in a range of contexts within cross curricular and purposeful real life experience.
We follow the National Curriculum which is the statutory requirement for learning for all pupils and focuses on ensuring that pupils develop in all subject areas and promotes preparation for, and an appreciation of life in Modern Britain. Through following the aims set out in the National Curriculum, we aim to foster pupil creativity and develop spiritual, moral, social and cultural skills and attitudes to learning and life. Our sequential curriculum offer includes clear progression between the key stages (KS1 and KS2) to help build on the skills experienced and learned in the Early Years Foundation Stage (Pre-School and Reception).
At Cheselbourne Village School and Pre-School we ensure that there is breadth and balance within the school’s curriculum and plan to link learning in different subjects where we feel that relevant and meaningful links can be made. We intend to make learning as hands on and fun as possible, whilst also making links that enhance and give context to topic learning. This in turn will help embed and consolidate a solid understanding of all knowledge and skills taught. This approach is supported through having the opportunity to plan together as a staff team, through regular monitoring and evaluation and through working in partnership with other schools to share expertise and validate our curriculum delivery and assessment.
Every child deserves a champion – an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be. Rita Pierson
EYFS Long
Term Plan 22-23
“We believe that all children should feel cherished and nurtured in an environment that values mutual respect. We work hard to provide an engaging environment where we model, motivate and question.
We work and listen to our parents to build a strong relationship to ensure we can help our children achieve their full potential.
We want all our children to grow and thrive. Celebrating their individual abilities, skills and cultural diversity.
We understand that all children have different starting points and we acknowledge their own individual journey.
We plan a curriculum that will inspire our children and has them at the heart. It is purposeful and we provide appropriate interventions.
We are led by their interests and our approach is based on curiosity, exploration, creativity and imagination.” CVS – EYFS TEAM
Long Term Plan 22-23
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Whole School theme | | | | |||
General Themes NB: These themes may be adapted at various points to allow for children’s interests to flow through the provision | All About me! Starting school / my new class / New Beginnings / Careers Staying healthy / Food / Human body How have I changed? My family / PSED focus How do I make others feel? Being kind / staying safe Down on the farm | Lets Celebrate! Little Red Hen - Harvest Old favourites Familiar tales Library visits The Nativity Christmas Lists Letters to Father Christmas | People Who Help us! Climates / Hibernation Night and day animals Jobs The Past | Growing! Plants & Flowers Weather / seasons Does the moon shine? Planting seeds Reduce, Reuse & Recycle Pancake Day Easter | Ticket to ride – Amazing Animals! Around the Town How do I get there? Where in the world have you been what animals did we see? Life cycle Where do we live in the UK / world? Vehicles past and Present Design your own transport! Who was Neil Armstrong? | Fun at the Seaside! Under the sea Sea transport Off on holiday / clothes Where in the world shall we go? Send me a postcard! Marine life Fossils – Mary Anning Seasides in the past Compare: Now and then! Seaside art |
Possible Texts and ‘old favourites’ | Once there were Giants The Colour Monster All About Families (Usborne) Goldilocks Starting School - Allan Alhberg Its Okay to be Different All Kinds of People - Emma Samon A Family is a Family - Sarah O-leary Once There Were Giants My Two Grannies by Floella Benjamin Peepo! Little Red Hen | Christmas Story Guy Fawkes Rama and Sita Robin Hood The Colour Monster Joshua Brooks Where the Wild things are Maurice Sendak Christmas Pine Julia Donalson Santa's Aussie Holiday Maria Farrer Anna Walker Enormous Turnip John Lewis Advert Nativity | The Emperors Egg The Very Hungry Caterpillar How to Catch a Star - Oliver Jeffers The Tiger Who Came for Tea Chinese New Year - Magic Wok (Magic Porridge Pot) The Magic Paint Brush One Snowy Night Nick Butterworth Lost and Found by Oliver Jeffers M | The Tiny Seed Oliver’s Vegetables Jack and the Beanstalk One Plastic Bag Jasper’s Beanstalk Tree, Seasons come and seasons go A stroll through the seasons The Odd Egg by Emily Gravett The giant Jam Sandwich by John Vernon Lord Bob, The Man on the Moon Mr Wolfs Pancakes | The Snail and the Whale The Way back Home The Naughty Bus The Train Ride Beegu Oi! Get off my train! Astro Girl Mr Gumpy’s Outing Handa’s Surprise (Journey story) Rosie's Walk Oi Frog Billy goats Gruff 100 Decker Bus by Mike Smith | Lighthouse Keeper’s Lunch Under the Sea Non – Fiction P is for Passport The Journey Zoom World Atlases Tiddler Who Swallowed Stanley Blue Planet David Attenborough Little People Big Dreams Sharing a Shell Alba the 100 year old fish Who Swallowed Stanley Little People Big Dreams Tiddler by Julia Donalson The Night Pirates by Peter Harris |
Drawing Club | Little Red Hen | | | | | |
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‘Wow’ moments / Enrichment Weeks | Autumn Trail Dental Nurse / Firefighter visit Harvest Time Birthdays Favourite Songs Halloween Pumpkins | Guy Fawkes / Bonfire Night Christmas Time / Nativity Diwali Black History Month Remembrance day Road Safety Children in Need What do I want to be when I grow up? Calendar Anti- Bullying Week | Chinese New Year LENT Story Telling Week Random Acts of Kindness Week Valentine’s Day Internet Safety Day | Village Walk/ Picnic Planting seeds Easter time Nature Scavenger Hunt Mother’s Day Science Week Easter Egg Hunt World Book Day Chicks | Post a letter Food tasting – different cultures Map work Ramadan March 22 April 21 Eid 20-21 2023 | Visit to the beach Under the Sea – singing songs and sea shanties Fossil hunting Father’s Day Heathy Eating Week World Environment Day Ice – Cream making |
Reception Long Term Plan 21-22
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Over Arching Principles | Characteristics of Effective Learning Playing and exploring: - Children investigate and experience things, and ‘have a go’. Children who actively participate in their own play develop a larger store of information and experiences to draw on which positively supports their learning Active learning: - Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop into self-regulating, lifelong learners they are required to take ownership, accept challenges and learn persistence. Creating and thinking critically: - Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences which help them to solve problems and reach conclusions. | |||||
Unique Child: Every child is unique and has the potential to be resilient, capable, confident and self-assured. Positive Relationships: Children flourish with warm, strong & positive partnerships between all staff and parents/carers. This promotes independence across the EYFS curriculum. Children and practitioners are NOT alone – embrace each community. Enabling environments: Children learn and develop well in safe and secure environments where routines are established and where adults respond to their individual needs and passions and help them to build upon their learning over time. Learning and Development: Children develop and learn at different rates (not in different ways as it stated 2017). We must be aware of children who need greater support than others. PLAY: At Cheselbourne Village School, we understand that children learn best when they are absorbed, interested and active. We understand that active learning involves other children, adults, objects, ideas, stimuli and events that aim to engage and involve children for sustained periods. We believe that Early Years education should be as practical as possible and therefore , we are proud that our EYFS setting has an underlying ethos of ‘Learning through play. PLAY is essential for children’s development across all areas. Play builds on children’s confidence as they learn to explore, to relate to others around them and develop relationships , set their own goals and solve problems. Children learn by leading their own play and by taking part in play which is guided by adults.’. EYFS Team
We will ensure that all children learn and develop well and are kept healthy and safe at ALL times. | ||||||
The ultimate purpose of education, for adults and children, is to help them cultivate love, which is both an aesthetic and rational experience.
COEL
Long Term Plan 22-23
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Our Values | Mutual respect We are all unique. We respect differences between different people and their beliefs in our community, in this country and all around the world. All cultures are learned , respected, and celebrated.
| Mutual Tolerance Everyone is valued, all cultures are celebrated and we all share and respect the opinions of others. Mutual tolerance of those with different faiths and beliefs and for those without faith. | Rule of law We all know that we have rules at school that we must follow. We know who to talk to if we do not feel safe. We know right from wrong. We recognise that we are accountable for our actions. We must work together as a team when it is necessary. | Individual liberty We all have the right to have our own views. We are all respected as individuals. We feel safe to have a go at new activities. We understand and celebrate the fact that everyone is different.
| Democracy We all have the right to be listened to. We respect everyone and we value their different ideas and opinions. We have the opportunity to play with who we want to play with. We listen with intrigue and value and respect the opinions of others. | Recap all British Values Fundamental British Values underpin what it is to be a citizen in a modern and diverse Great Britain valuing our community and celebrating diversity of the UK. Fundamental British Values are not exclusive to being British and are shared by other democratic countries. |
Assessment opportunities | In-house - Baseline data on entry National Baseline data by end of term | On going assessments Baseline analysis Pupil progress meetings Parents evening info EYFS team meetings In house moderation Midterm Assessments | On going assessments Pupil progress meetings EYFS team meetings In house moderation Midterm Assessments
| Pupil progress meetings Parents evening info EYFS team meetings | On going assessment EYFS team meetings | Pupil progress meetings Report EYFS team meetings EOY data |
Parental Involvement | Parents Evening Harvest Assembly Home / School Agreement Tapestry | Nativity Parents Evening Tapestry
| Adventure Time – parents workshop Tapestry | Parents Evening Art workshop / Gallery
| Adventure Time – parents workshop Tapestry | Tapestry Parents Evening Parent’s Breakfast |
We recognise that all children are unique and special.
Long Term Plan 22-23
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |||||
Communication and Language Talk to parents about what language they speak at home, try and learn a few key words and celebrate multilingualism in your setting. | The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures. | ||||||||||
Whole EYFS Focus – C&L is developed throughout the year through high quality interactions, daily group discussions, sharing circles, Drawing club PSHE times, stories, singing, speech and language interventions, EYFS productions, assemblies and weekly interventions. 1 Daily story time Daily Phonics Story | Welcome to EYFS Settling in activities Making friends Children talking about experiences that are familiar to them What are your passions / goals / dreams? This is me! Rhyming and alliteration Familiar Print Sharing facts about me! Mood Monsters Shared stories All about me! Model talk routines through the day. For example, arriving in school: “Good morning, how are you?” | Tell me a story! Develop vocabulary Discovering Passions Tell me a story - retelling stories Story language Word hunts Listening and responding to stories Following instructions Takes part in discussion Understand how to listen carefully and why listening is important. Use new vocabulary through the day. Choose books that will develop their vocabulary. | Tell me why! Using language well Ask’s how and why questions… Discovering Passions Retell a story with story language Story invention – talk it! Ask questions to find out more and to check they understand what has been said to them. Describe events in some detail. Listen to and talk about stories to build familiarity and understanding. Learn rhymes, poems and songs. | Talk it through! Describe events in detail – time connectives Discovering Passions Understand how to listen carefully and why listening is important. Use picture cue cards to talk about an object: “What colour is it? Where would you find it? Sustained focus when listening to a story | What happened? Discovering Passions Re-read some books so children learn the language necessary to talk about what is happening in each illustration and relate it to their own lives | Time to share! Show and tell Weekend news Discovering Passions Read aloud books to children that will extend their knowledge of the world and illustrate a current topic. Select books containing photographs and pictures, for example, places in different weather conditions and seasons. | |||||
Long Term Plan 22-23
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||||
Personal, Social and Emotional Development | Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life. | |||||||||
Managing Self Self - Regulation Link to Behaviour for Learning | New Beginnings See themselves as a valuable individual. Being me in my world Class Rule Rules and Routines Supporting children to build relationships Dreams and Goals | Getting on and falling out. How to deal with anger Emotions Self - Confidence Build constructive and respectful relationships. Ask children to explain to others how they thought about a problem or an emotion and how they dealt with it. | Good to be me Feelings Learning about qualities and differences Celebrating differences Identify and moderate their own feelings socially and emotionally. Encourage them to think about their own feelings and those of others by giving explicit examples of how others might feel in particular scenarios | Relationships What makes a good friend? Healthy me Random acts of Kindness Looking after pets Looking After our Planet Give children strategies for staying calm in the face of frustration. Talk them through why we take turns, wait politely, tidy up after ourselves and so on | Looking after others Friendships Dreams and Goals Show resilience and perseverance in the face of challenge. Discuss why we take turns, wait politely, tidy up after ourselves and so on. | Taking part in sports day - Winning and loosing Changing me Look how far I've come! Model positive behaviour and highlight exemplary behaviour of children in class, narrating what was kind and considerate about the behaviour. | ||||
Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly. Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
| “Self-regulatory skills can be defined as the ability of children to manage their own behaviour and aspects of their learning. In the early years, efforts to develop self-regulation often seek to improve levels of self-control and reduce impulsivity. Activities typically include supporting children in articulating their plans and learning strategies and reviewing what they have done.” Education Endowment Foundation. | |||||||||
We understand that children develop in individual ways and at varying rates – physically, cognitively, linguistically, socially and emotionally.
Long Term Plan 22-23
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Physical development Fine motor Continuously check the process of children’s handwriting (pencil grip and letter formation, including directionality). Provide extra help and guidance when needed. Daily opportunities for Fine Motor Activities Gross motor | Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence. | |||||
Threading, cutting, weaving, playdough, Fine Motor activities. Manipulate objects with good fine motor skills Draw lines and circles using gross motor movements Hold pencil/paint brush beyond whole hand grasp Pencil Grip | Threading, cutting, weaving, playdough, Fine Motor activities. Develop muscle tone to put pencil pressure on paper Use tools to effect changes to materials Show preference for dominant hand Engage children in structured activities: guide them in what to draw, write or copy. Teach and model correct letter formation. | Threading, cutting, weaving, playdough, Fine Motor activities. Begin to form letters correctly Handle tools, objects, construction and malleable materials with increasing control Encourage children to draw freely. Holding Small Items / Button Clothing / Cutting with Scissors | Threading, cutting, weaving, playdough, Fine Motor activities. Hold pencil effectively with comfortable grip Forms recognisable letters most correctly formed More Ideas here: | Threading, cutting, weaving, playdough, Fine Motor activities. Develop pencil grip and letter formation continually Use one hand consistently for fine motor tasks Cut along a straight line with scissors / Start to cut along a curved line, like a circle / Draw a cross | Threading, cutting, weaving, playdough, Fine Motor activities. Form letters correctly Copy a square Begin to draw diagonal lines, like in a triangle / Start to colour inside the lines of a picture Start to draw pictures that are recognisable / Build things with smaller linking blocks, such as Duplo or Lego | |
Cooperation games i.e. parachute games. Climbing – outdoor equipment Different ways of moving to be explored with children Changing for PE / Help individual children to develop good personal hygiene. Acknowledge and praise their efforts. Provide regular reminders about thorough handwashing and toileting. | Ball skills- throwing and catching. Crates play- climbing. Skipping ropes in outside area dance related activities Provide a range of wheeled resources for children to balance, sit or ride on, or pull and push. | Ball skills- aiming, dribbling, pushing, throwing & catching, patting, or kicking Ensure that spaces are accessible to children with varying confidence levels, skills and needs. Provide a wide range of activities to support a broad range of abilities. Dance / moving to music Gymnastics ./ Balance | Balance- children moving with confidence dance related activities Provide opportunities for children to, spin, rock, tilt, fall, slide and bounce. Use picture books and other resources to explain the importance of the different aspects of a healthy lifestyle. | Obstacle activities children moving over, under, through and around equipment Encourage children to be highly active and get out of breath several times every day. Provide opportunities for children to, spin, rock, tilt, fall, slide and bounce. Dance / moving to music | Races / team games involving gross motor movements dance related activities Allow less competent and confident children to spend time initially observing and listening, without feeling pressured to join in. Gymnastics ./ Balance | |
From Development Matters 20’: Revise and refine the fundamental movement skills they have already acquired: - rolling - crawling - walking - jumping - running - hopping - skipping – climbing Progress towards a more fluent style of moving, with developing control and grace. Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance, gymnastics, sport and swimming. Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons. Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor. Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group. Develop overall body-strength, balance, co-ordination and agility. Further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting, and aiming. Develop confidence, competence, precision and accuracy when engaging in activities that involve a ball. | ||||||
All these ideas will be revisited each term. Children need time to practice and consolidate. Repetition is a good thing.
Long Term Plan 22-23
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Literacy Comprehension - Developing a passion for reading Word Reading | It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing) | |||||
Joining in with rhymes and showing an interest in stories with repeated refrains. Environment print. Having a favourite story/rhyme. Understand the five key concepts about print: - print has meaning - print can have different purposes - we read English text from left to right and from top to bottom - the names of the different parts of a book Sequencing familiar stories through the use of pictures to tell the story. Recognising initial sounds. Name writing activities. Engage in extended conversations about stories, learning new vocabulary. | Retell stories related to events through acting/role play. Christmas letters/lists. Retelling stories using images / apps. Pie Corbett Actions to retell the story – Story Maps. Retelling of stories. Editing of story maps and orally retelling new stories. Non-Fiction Focus Retelling of stories. Sequence story – use vocabulary of beginning, middle and end. Blend sounds into words, so that they can read short words made up of known letter– sound correspondences. Enjoys an increasing range of books | Making up stories with themselves as the main character .. Encourage children to record stories through picture drawing/mark making for LAs. Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary, a few exception words. Read a few common exception words. Make the books available for children to share at school and at home. Avoid asking children to read books at home they cannot yet read | Information leaflets about animals in the garden/plants and growing. Re-read books to build up their confidence in word reading, their fluency and their understanding and enjoyment. World Book Day Timeline of how plants grow. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. They develop their own narratives and explanations by connecting ideas or events | Stories from other cultures and traditions Retell a story with actions and / or picture prompts as part of a group - Use story language when acting out a narrative. Rhyming words. Parents reading stories Can explain the main events of a story - Can draw pictures of characters/ event / setting in a story. May include labels, sentences or captions. | Can draw pictures of characters/ event / setting in a story Listen to stories, accurately anticipating key events & respond to what they hear with relevant comments, questions and reactions. Make predictions Beginning to understand that a non-fiction is a non-story- it gives information instead. Fiction means story. - Can point to front cover, back cover, spine, blurb, illustration, illustrator, author and title. Sort books into categories. | |
Pre-school Phase 1 Phonic Sounds: Phase 2 Supersonic Phonics Friends Reading: Initial sounds, oral blending, CVC sounds, reciting know stories, listening to stories with attention and recall. Help children to read the sounds speedily. This will make sound-blending easier Listen to children read aloud, ensuring books are consistent with their developing phonic knowledge | Preschool Phase 1 Phonic Sounds: Phase 2/3 Supersonic Phonics Friends Reading: Blending CVC sounds, rhyming, alliteration, knows that print is read from left to right. Spotting diagraphs in words. Show children how to touch each finger as they say each sound. For exception words such as ‘the’ and ‘said’, help children identify the sound that is tricky to spell. | Phonic Sounds: Preschool Phase 1 Phonic Sounds: Phase 3 Supersonic Phonics Friends Reading: Rhyming strings, common theme in traditional tales, identifying characters and settings. Help children to become familiar with letter groups, such as ‘th’, ‘sh’, ‘ch’, ‘ee’ ‘or’ ‘igh’. Provide opportunities for children to read words containing familiar letter groups: ‘that’, ‘shop’, ‘chin’, ‘feet’, ‘storm’, ‘night’. | Phonic Sounds: Preschool Phase 1 Phonic Sounds: Phase 3 Supersonic Phonics Friends Reading: Story structure-beginning, middle, end. Innovating and retelling stories to an audience, non-fiction books. Listen to children read some longer words made up of letter-sound correspondences they know: ‘rabbit’, ‘himself’, ‘jumping’. Children should not be required to use other strategies to work out words. | Phonic Sounds: Preschool Phase 1/2 Phonic Sounds: Phase 3-4 Supersonic Phonics Friends Reading: Non-fiction texts, Internal blending, Naming letters of the alphabet. Distinguishing capital letters and lower case letters. Note correspondences between letters and sounds that are unusual or that they have not yet been taught, such as ‘do’, ‘said’, ‘were’. | Phonic Sounds: Preschool Phase 1/2 Phonic Sounds: Phase 3-4 Supersonic Phonics Friends Reading: Reading simple sentences with fluency. Reading CVCC and CCVC words confidently. End of term assessments Transition work with Year 1 staff | |
We will provide experiences which build on children’s existing knowledge and understanding in order to challenge, stimulate and extend their learning and development
Long Term Plan 22-23
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Writing Texts may change due to children’s interests Only ask children to write sentences when they have sufficient knowledge of letter-sound correspondences. | Stimulus: Starting School - Allan Alhberg It’s Okay to Be Different - Todd Parr All Kinds of People - Emma Samon A family is a family - Sarah O-leary Once There Were Giants by Martin Waddell (Walker Books, 2001) Splat the Cat starts school PEEPO! Little Red Hen Golidlocks Village Walk Dominant hand, tripod grip, mark making, giving meaning to marks and labelling. Shopping lists, Writing initial sounds and simple captions. Use initial sounds to label characters / images. Silly soup. Names Labels. Captions Lists Diagrams Messages – Create a Message centre! | Stimulus Robin Hood The Colour Monster Joshua Brooks Where the Wild things are Maurice Sendak Christmas Pine Julia Donalson Santa's Aussie Holiday Maria Farrer Anna Walker Enormous Turnip John Lewis Advert Nativity Mince Pies Name writing, labelling using initial sounds, story scribing. Retelling stories in writing area, instructions Help children identify the sound that is tricky to spell. Sequence the story Write a sentence | Stimulus: How to Catch a Star - Oliver Jeffers The Tiger Who Came for Tea Chinese New Year - The Magic Paintbrush One Snowy Night Nick Butterworth Ginger Bread Man News writing Writing some of the tricky words such as I, me, my, like, to, the. Writing CVC words, Labels using CVC, CVCC, CCVC words. Guided writing based around developing short sentences in a meaningful context. Create a story board. | Stimulus: Jack and the Beanstalk Jaspers Beanstalk Hungry Caterpillar - Look up Nathan Bryon The Odd Egg by Emily Gravett The giant Jam Sandwich by John Vernon Lord Growing Easter Creating own story maps, writing captions and labels, writing simple sentences. Writing short sentences to accompany story maps. Order the Easter story. Labels and captions – life cycles Recount – A trip to the park Character descriptions. Write 2 sentences | Stimulus: Mr Gumpy’s Outing Handa’s Surprise (Journey story) The Train Ride Rosie's Walk Oi Frog Billy goats Gruff 100 Decker Bus by Mike Smith Trip Writing recipes, lists. Writing for a purpose in role play using phonetically plausible attempts at words, beginning to use finger spaces. Form lower-case and capital letters correctly. Rhyming words. Acrostic poems | Stimulus: Alba the 100 year old fish Who Swallowed Stanley Blue Planet David Attenborough Little People Big Dreams Tiddler by Julia Donalson The Night Pirates by Peter Harris Sleepingbeauty Story writing, writing sentences using a range of tricky words that are spelt correctly. Beginning to use full stops, capital letters and finger spaces. Innovation of familiar texts Using familiar texts as a model for writing own stories. Character description – Write 3 sentences |
Long Term Plan 21-22
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Maths | Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes. | |||||
Pre- school Number songs Match, sort, numbers 1-2 and pattern | Pre – School Number songs Number 3,4,5,6, capacity, mass, height and length | Pre – School Number songs More than, fewer, shape, night and day, positional language, numbers 1-5 | ||||
Reception Just like me! Match and sort Compare amounts Compare size, mass & capacity Exploring pattern It's me 1, 2, 3! Representing 1, 2 & 3 Comparing 1, 2 & 3 Composition of 1, 2 & 3 Circles and triangles Positional language Light & dark Representing numbers to 5 One more or less Shapes with 4 sides Time | Reception Alive in 5! Introducing zero Comparing numbers to 5 Composition of 4 & 5 Compare mass (2) Compare capacity (2) Growing 6, 7, 8 6, 7 & 8 Combining two amounts Making pairs Length & height Time (2) Building 9 & 10 Counting to 9 & 10 Comparing numbers to 10 Bonds to 10 3-D shapes Spatial awareness Patterns | Reception To 20 and beyond Build numbers beyond 10 Count patterns beyond 10 Spatial reasoning 1 Match, rotate, manipulate First, then, now Adding more Taking away Spatial reasoning 2 Compose and decompose Find my pattern Doubling�Sharing & grouping�Even & odd�Spatial reasoning 3�Visualise and build On the move Deepening understanding�Patterns & relationships�Spatial mapping (4)�Mapping | ||||
Long Term Plan 22-23
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |||
Understanding the world RE / Festivals Our RE Curriculum enables children to develop a positive sense of themselves and others and learn how to form positive and respectful relationships. They will begin to understand and value the differences of individuals and groups within their own community. Children will have opportunity to develop their emerging moral and cultural awareness. Encourage interactions with the outdoors to foster curiosity and give children freedom to touch, smell and hear the natural world around them during hands-on experiences. | Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension. | ||||||||
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Developing children’s understanding of social skills and the values and codes of behaviour required for people to work together harmoniously.
Long Term Plan 22-23
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Expressive Arts and Design Painting, 3D modelling, messy play, collage, cutting, drama, role play, threading, moving to music, clay sculptures, following music patterns with instruments, singing songs linked to topics, making instruments, percussion. Children to produce a piece of art work each half term to be displayed for ‘Celebration wall’ for school / parents to show how drawings have developed - lots of links to Fine Motor Skills. Children to explain their work to others. Children will have opportunities to learn and perform songs, nursery rhymes and poetry linked to their work / interests and passions. | The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe. Give children an insight into new musical worlds. Invite musicians in to play music to children and talk about it. Encourage children to listen attentively to music. Discuss changes and patterns as a piece of music develops. | |||||
Join in with songs; beginning to mix colours, join in with role play games and use resources available for props; build models using construction equipment. Sing call-and-response songs, so that children can echo phrases of songs you sing. Self-portraits, junk modelling, take picture of children’s creations and record them explaining what they did. Natural self portaits Exploring sounds and how they can be changed, tapping out of simple rhythms. Provide opportunities to work together to develop and realise creative ideas. Superhero masks. | Use different textures and materials to make models Listen to music and make their own dances in response. Firework pictures, Christmas decorations, Christmas cards, Divas, Christmas songs/poems The use of props, puppets & story bags will encourage children to retell, invent and adapt The Nativity | Designing homes for hibernating animals. Starry night Children will be encouraged to select the tools and techniques they need to assemble materials that they are using. Making lanterns, Chinese writing, puppet making, Chinese music and composition Teach children different techniques for joining materials, such as how to use adhesive tape and different sorts of glue. | Make different textures; make patterns using different colours Children will explore ways to protect the growing of plants by designing scarecrows. Collage Making houses. Pastel drawings, printing, patterns on Easter eggs, Life cycles, Flowers-Sun flowers Mother’s Day crafts Easter crafts Home Corner role play Artwork themed around topic. Provide a wide range of props for play which encourage imagination. | Design and make vehicles . Design and make objects they may need in space, thinking about form and function. Learn song and dance and perform it / Encourage children to create their own music. Junk modelling, houses, bridges boats and transport. Exploration of other countries – Retelling familiar stories Creating outer of space pictures Provide children with a range of materials for children to construct with. | Sand pictures / Rainbow fish collages Lighthouse designs Paper plate jellyfish Puppet shows: Provide a wide range of props for play which encourage imagination. Salt dough fossils Water pictures, collage, shading by adding black or white, colour mixing for beach huts, making passports. Colour mixing – underwater pictures. Father’s Day Crafts | |
At the heart of education is a positive, synergistic relationship between the teacher and the student. This dynamic creates the environment for learning to take place.
Long Term Plan 22-22
Early Learning Goals – for the end of eyfs - Holistic / best fit Judgement! | ||||||
Communication and Language | Personal, social, emotional development | Physical Development | Literacy | Maths | Understanding the World | Expressive arts and design |
ELG: Listening, Attention and Understanding Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions Make comments about what they have heard and ask questions to clarify their understanding Hold conversation when engaged in back-and-forth exchanges with their teacher and peers ELG: Speaking Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary. Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. | ELG: Self-Regulation Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly. Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. ELG: Managing Self Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. Explain the reasons for rules, know right from wrong and try to behave accordingly. Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. ELG: Building Relationships Work and play cooperatively and take turns with others. Form positive attachments to adults and friendships with peers;. Show sensitivity to their own and to others’ needs. | ELG: Gross Motor Skills Negotiate space and obstacles safely, with consideration for themselves and others. Demonstrate strength, balance and coordination when playing. Move energetically, such as running, jumping, dancing, hopping, skipping and climbing. ELG: Fine Motor Skills Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases. Use a range of small tools, including scissors, paint brushes and cutlery. Begin to show accuracy and care when drawing. | ELG: Comprehension Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. Anticipate – where appropriate – key events in stories. Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play. ELG: Word Reading Say a sound for each letter in the alphabet and at least 10 digraphs. Read words consistent with their phonic knowledge by sound-blending. Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words. ELG: Writing Write recognisable letters, most of which are correctly formed. Spell words by identifying sounds in them and representing the sounds with a letter or letters. Write simple phrases and sentences that can be read by others. | ELG: Number Have a deep understanding of number to 10, including the composition of each number; Subitise (recognise quantities without counting) up to 5; - Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts. ELG: Numerical Patterns Verbally count beyond 20, recognising the pattern of the counting system; - Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity. Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally. | ELG: Past and Present Talk about the lives of the people around them and their roles in society. Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. Understand the past through settings, characters and events encountered in books read in class and storytelling. ELG: People, Culture and Communities Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps. ELG: The Natural World Explore the natural world around them, making observations and drawing pictures of animals and plants. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. | ELG: Creating with Materials Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the process they have used; - Make use of props and materials when role playing characters in narratives and stories. ELG: Being Imaginative and Expressive Invent, adapt and recount narratives and stories with peers and their teacher. Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music. |
It is important for parents and early years settings to have a strong and respectful partnership. This sets the scene for children to thrive in the early years.