Statutory Framework September for the Early Years Foundation Stage
Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
Nursery & Reception EYFS
Intent
Our curriculum design is ambitious and meets the needs of every pupil allowing them “To Love one another as I have Loved you”. Learning is rooted in Gospel values and the social teaching of the Catholic Church. Foundations of our curriculum are embedded in quality first hand experiences, designed to secure knowledge and skills by encouraging all our learners to dive deeper in their learning. We recognise the unique, individual child and so the curriculum is adapted successfully to ensure each child is able to meet their potential.
We promote imagination and creativity through a balanced, creative and challenging inclusive EYFS curriculum where learning is durable and transferable . The curriculum is coherently planned and sequenced ensuring children are encouraged to make connections , apply and reason. We recognise happy, calm confident learners are able to flourish and thrive. We encourage and promote positive learning behaviours . Emotional health and well-being embody the aims of our curriculum. Through immersion in these lifelong learning skills our children will have strong interpersonal and communication skills, which will enable them to become responsible and active members of our diverse society.
In EYFS our curriculum is designed for high level of engagement, ensuring children’s interests and high quality texts are at the heart of our curriculum. We maximise every opportunity to make cross curricular links and provide real life learning opportunities to create high interest and attainment. We encourage each child to be a unique child, who is resilient, capable, confident and self assured. We build strong links with parents ensuring positive and strong relationships are established early on. We create a warm, exciting, stimulating and child led environment which encourages children to be independent learners. Communication and language is at the heart of everything we do, always listening to the child, parent and each other. We create strong links with nurseries and Year 1 to prepare every child at each stage of their transitions.
By the end of Reception year our intent is to ensure that all children make at least good progress from their starting points and are equipped with the skills and knowledge to start Year 1 ready.
Nursery & Reception EYFS
Implementation:
Each half term, EYFS staff introduce a new theme and text to provide inspiration and a ‘hook’ for learning, whilst providing the flexibility for children to follow their own interests and ideas. Children learn through a balance of child initiated and adult-directed activities.
The timetable is carefully structured so that children have directed teaching during the day. The timetable changes throughout the year to take into consideration the changing needs of the children. These sessions are followed by small focused group work. This means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning.
Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas.
Impact:
The impact of what we do is evident in the children, parents and assessments for each child. This includes SEND and disadvantaged children.
We are able to describe each child and their likes and dislikes.
All children are given the knowledge and cultural capital they need to succeed in life.
Nursery & Reception EYFS
Our Curriculum:
Our curriculum is led from quality texts, high quality provision, and each child’s interests. Communication and language is at the heart of all that we do, encouraging the pupil and parent voice.
Our curriculum supports our children to question, explore possibilities, engage in open ended tasks, become confident and independent learners.
We understand and appreciate the importance of the outdoor environment for our children. It is an extension of our indoor provision and provides different learning opportunities than the indoors. We provide our children with opportunities to develop their gross motor skills, to deepen their imaginations and also their sense of curiosity. We want the children to feel safe and secure at all times and ensure that our safeguarding procedures are rigorous and kept up to date. Communication is important to us and we greatly value the relationship that we develop with parents throughout this vital year.
Children will have an abundance of opportunities to learn through play. We will ensure that learning will be fun, engaging and we will
challenge and support all children wherever their starting point. As an EYFS team and effective role models, we will provide high quality interactions in order to develop and deepen the children’s learning opportunities. We will deliver our curriculum through a balance of adult led and child-initiated activities based on the EYFS Framework 21’ & children’s interests.
Nursery & Reception EYFS
Nursery & Reception EYFS
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
gENERAL tHEMES YEAR a | Once Upon a Time Beginnings | One World Together Diwali Bonfire night Christmas | Out in the Town | Come Outside | Amazing Animals Conservation Chester Zoo | Superheroes |
gENERAL tHEMES YEAR B | Once Upon a Time Beginnings | What do grown ups do all day? Tapestry-ask parents to post videos of what they do all day. Celebrations Diwali, Bonfire night and Christmas | Pets What superpower does your pet have? | Mythical Creatures Dinosaurs | Pirates | Seaside |
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. We must be aware of children who need greater support than others. PLAY: At Our Lady Star of the Sea Primary 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.
We will ensure that all children learn and develop well and are kept healthy and safe at ALL times. | ||||||
COEL
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Nursery & Reception
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
General Themes yEAR a | Once Upon a Time Beginnings | One World Together Diwali Bonfire night Christmas | Out in the Town | Come Outside | Amazing Animals Conservation Chester Zoo | Superheroes |
General Themes yEAR b | Once upon a time | What do Grown ups do all day | Pets | Mythical Creatures | Pirates | Seaside |
British Values Assemblies / Sharing Circle Time These will mirror the principles and values of our school & The Avanti Way. We will ‘dip in and out of each area’ each term as and when we need to. | 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.
| 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. | 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.
| 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. |
Personal Best | Curiosity | Gratitude | Self belief | |||
RE | God’s WonderfuL World (N) God’s World | My Family (N) God’s Family | The Holy Family (N) Getting to know Jesus | Good Friends (N) Sorrow and Joy | New Life | Our Church Family |
eyfs
Nursery & Reception
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
General Themes yEAR A | Once Upon a Time Beginnings | One World Together Diwali Bonfire night Christmas | Out in the Town | Come Outside | Amazing Animals Conservation Chester Zoo | Superheroes |
General Themes yEAR b | Once uopn a time | What do Grown ups do all day | Pets | Mythical Creatures | Pirates | Seaside |
Assessment opportunities | Nursery- Baseline data on entry (school baseline) Reception- Baseline data & (school baseline)-Checkpoints Phonic Tracker EYFS team meetings In house moderation Baseline Analysis Parents Evening | N & R-On going assessments - add examples to floor book. Pupil progress meetings EYFS team meetings In house moderation | GLD Projections for EYFS Cluster moderation?? Spring Assessments-Checkpoints Spring Analysis Phonic Tracker EYFS team meetings In house moderation Pupil progress meetings
| Parents Evening EYFS team meetings
| EYFS team meetings End of year data collection for Reception. End of year data collection for Nursery. Year 1-Are they ready? Year 1 teacher hear children read. Phonic Tracker | Pupil progress meetings Parents Evening EYFS team meetings EYFS data Discuss with Y1 teacher. |
Parental Involvement | Staggered Start Parents Evening Harvest Assembly Home / School Agreement Stay and Play Phonics workshop | Stay and Read morning Nativity Maths workshop Book at Bedtime Targets for the children. | Stay and Write Share a story -invite different people into class to share their fav story. Look at me! Talent show! | Parents Evening Art workshop / Gallery Share a story -invite different people into class to share their fav story. | Share a story -invite different people into class to share their fav story. Maths Morning – Look how far we have come! | Parents Evening Share a story -invite different people into class to share their fav story. Parents Evening Parent’s Picnic |
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Nursery & Reception
pRIME aREAS | ||
cOMMUNICATION AND lANGUAGE lISTENING, aTTENTION & uNDERSTANDING sPEAKING | pERSONAL & sOCIAL dEVELOPMENT sELF rEGULAtION Managing Self Building Relationships | Physical Development Gross Motor Skills Fine Motor Skills |
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Nursery & Reception
| pRIME aREAS | |||||||||
| Autumn 1 & 2 | Spring 1 & 2 | Summer 1 & 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, PSHE times, stories, singing, speech and language interventions, Pie Corbett T4W actions, EYFS productions, assemblies and weekly interventions. Daily story time | Welcome to EYFS Settling in activities Making friends Children talking about experiences that are familiar to them What are your passions / goals / dreams? Rhyming and alliteration Familiar Print Sharing facts about me! Share Stories Model talk routines through the day. For example, arriving in school: “Good morning, how are you?” | Tell me a story! Settling in activities 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 how and why questions… Discovering Passions Retell a story with story language !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. 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! 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. | ||||
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Nursery & Reception
| pRIME aREAS | |||||||||
| Autumn 1 & 2 | Spring 1 & 2 | Summer 1 & 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 PSHE SCHOOL PLANS | New Beginnings See themselves as a valuable individual. Being me in my world Class Rule Rules and Routines Supporting children to build relationships | 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 losing 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. | |||||||||
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Nursery & Reception
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
General Themes | | | | | | |
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 Weekly Yoga Lesson | 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: https://mrsunderwood.co.uk/product/50-fine-motor-activity-ideas/ | 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. Two-wheeled balance bikes and pedal bikes without stabilisers, skateboards, wheelbarrows, prams and carts are all good options | 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 practise and consolidate. Repetition is a good thing.
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Nursery & Reception
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
General Themes | | | | | | |
Physical development Complete PE | 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. | |||||
C:Dance - Christmas | | Co:Yoga | F:Outdoor Athletics - Sports Day Preparation | | ||
F = Fitness C = Creativity I = Invasion Co = Co-ordination | ||||||
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Nursery & Reception
| Autumn | Spring | Summer |
EYFS | F:Outdoor Athletics - Sports Day Preparation C:Gymnastics - Moving Co: Games for Understanding |
Key
F = Fitness
C = Creativity
I = Invasion
Co = Co-ordination
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Nursery & Reception
Specific Areas | |||
Literacy Comprehension Word Reading Writing | Maths Number Numerical Patterns | Understanding the World PaST AND pRESENT pEOPLE, cULTURE & cOMMUNITIES tHE nATURAL wORLD | Expressive Arts and Design cREATING WITH MATERIALS BEING IMAGINATIVE & eXPRESSIVE |
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Nursery & Reception
EYFS: Nursery Communication and Language - Yearly Overview | ||
What we want our children to learn in Nursery. | ||
Key: Birth to 3 3 &4 Year Old children School | Statutory Framework for EYFS 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 | |
Autumn | Spring | Summer |
Turn towards familiar sounds. Make eye contact for longer periods. Watch someone’s face as they talk. Copy what adults do, taking ‘turns’ in conversations and activities. Try to copy adult speech and lip movements. Enjoy singing, music and toys that make sounds Listen and respond to a simple instruction. Use talking books to engage in conversations and develop confidence in communicating. | Enjoy listening to longer stories and can remember much of what happens. Pay attention to more than one thing at a time, which can be difficult. Use a wider range of vocabulary. Understand a question or instruction that has two parts, such as: “Get your coat and wait at the door”. Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?” Sing a large repertoire of songs. Know many rhymes, be able to talk about familiar books, and be able to tell a long story. Develop their communication, but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’. Develop their pronunciation but may have problems saying: - some sounds: r, j, th, ch, and sh - multi-syllabic words such as ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus Use longer sentences of four to six words. Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions. Start a conversation with an adult or a friend and continue it for many turns. Use talk to organise themselves and their play: “Let’s go on a bus... you sit there... I’ll be the driver.” | Enjoy listening to longer stories and can remember much of what happens. Pay attention to more than one thing at a time, which can be difficult. Use a wider range of vocabulary. Understand a question or instruction that has two parts, such as: “Get your coat and wait at the door”. Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?” Sing a large repertoire of songs. Know many rhymes, be able to talk about familiar books, and be able to tell a long story. Develop their communication, but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’. Develop their pronunciation but may have problems saying: - some sounds: r, j, th, ch, and sh - multi-syllabic words such as ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus Use longer sentences of four to six words. Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions. Start a conversation with an adult or a friend and continue it for many turns. Use talk to organise themselves and their play: “Let’s go on a bus... you sit there... I’ll be the driver.” |
EYFS: Reception Communication and Language - Yearly Overview | ||
What we want our children to learn in Reception. | ||
Key: 3 &4 Year Old children Children in Reception Early Learning Goal School Yr1 | Statutory Framework for EYFS 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 | |
English as an additional language Speaking more than one language has lots of advantages for children. It is the norm in many countries around the world. Children will learn English from a strong foundation in their home language. It is important for you to encourage families to use their home language for linguistic as well as cultural reasons. Children learning English will typically go through a quiet phase when they do not say very much and may then use words in both languages in the same sentence. Talk to parents about what language they speak at home, try and learn a few key words and celebrate multilingualism in your setting | ||
Autumn | Spring | Summer |
Enjoy listening to longer stories and can remember much of what happens. Pay attention to more than one thing at a time, which can be difficult. Use a wider range of vocabulary. Understand a question or instruction that has two parts, such as: “Get your coat and wait at the door”. Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?” Sing a large repertoire of songs. Know many rhymes, be able to talk about familiar books, and be able to tell a long story. Develop their communication, but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’. Develop their pronunciation but may have problems saying: - some sounds: r, j, th, ch, and sh - multi-syllabic words such as ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus Use longer sentences of four to six words. Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions. Start a conversation with an adult or a friend and continue it for many turns. Use talk to organise themselves and their play: “Let’s go on a bus... you sit there... I’ll be the driver.” | Understand how to listen carefully and why listening is important. Learn new vocabulary. Use new vocabulary through the day. Ask questions to find out more and to check they understand what has been said to them. Articulate their ideas and thoughts in well-formed sentences. Connect one idea or action to another using a range of connectives. Describe events in some detail. Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen. Develop social phrases. Engage in storytimes Listen to and talk about stories to build familiarity and understanding. Retell the story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words. Use new vocabulary in different contexts. Listen carefully to rhymes and songs, paying attention to how they sound. Learn rhymes, poems and songs. Engage in non-fiction books. Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary. | ELG: Listening, Attention and Understanding Children at the expected level of development will: - 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 Children at the expected level of development will: - 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. |
EYFS: Nursery Writing - Yearly Overview | ||
What we want our children to learn in Nursery. | ||
Key: Birth to 3 3 &4 Year Old children School | Statutory Framework for EYFS 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 | |
Autumn | Spring | Summer |
Enjoy drawing freely. Add some marks to their drawings, which they give meaning to. For example: “That says mummy.” Make marks on their picture to stand for their name. Talks about the different marks they make. Have opportunities to make marks in all areas of learning. Begin to use tools to help with fine motor skills and mark make eg pencils, brushes, light sabers, pegs, tweezers etc… Begin to complete Phase 1 phonics (Phase 1): Environmental sounds, instrumental sounds, body percussion, rhythm and rhyme, alliteration, voice sounds and oral blending and segmenting. | Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. Write some or all of their name. Write some letters accurately. Begin to complete Phase 2 phonics. Begin to hear and identify initial sounds in words. Begin to orally blend and segment the sounds in words. Links sounds to letters. Encourage children to write, make marks on paper eg draw a rocket in construction area-activities linked to child’s own interests. | Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. Write some or all of their name. Write some letters accurately. Begin to form initial letter sounds. Begin to orally segment and blend. Begin to write two letter words. Begin to write the initial letter sound. |
Literacy Pathways curriculum overview: Nursery | |||||
Year A Book Titles | |||||
The Gingerbread Man by Mara Alperin | I am not going to eat this Ant | The Naughty Bus by Jan Oke | The Scarecrow’s Wedding by Julia Dondaldson | Let’s all creep through crocodile byJonny Lambert | Supertato by Sue Hendra |
GATEWAY KEYS: | GATEWAY KEYS: | GATEWAY KEYS: | GATEWAY KEYS: | GATEWAY KEYS: | GATEWAY KEYS: |
Begin to make marks. Enjoy drawing freely. Begin to make marks on their picture to stand for their name. | Add some marks to their drawings, which they begin to give meaning to. For example: “That says mummy.” Enjoy drawing freely Make marks on their picture to stand for their name. | Begin to use marks, print and letter knowledge in their early writing. Write some or all of their name. | Use some of their print and letter knowledge in their early writing. Write some or all of their name | Use some of their print and letter knowledge in their early writing. Write some letters accurately. Write some or all of their name | Use some of their print and letter knowledge in their early writing. Write some letters accurately. Write some letters or all of their name. |
MASTERY KEYS: | MASTERY KEYS: | MASTERY KEYS: | MASTERY KEYS: | MASTERY KEYS: | MASTERY KEYS: |
To complete mark making in all areas of learning. Recite nursery rhymes. Create pencil patterns. | Begin to form letters correctly for their name. Mark make and give meanings to marks. | Begin to use marks, print and letter knowledge in their early writing. Write some or all of their name. begin to form letters correctly-link with phonic scheme-Little Wandle. | Begin to use marks, print and letter knowledge in their early writing. Write some or all of their name. begin to form letters correctly-link with phonic scheme-Little Wandle. | Differentiate between drawing and writing. Make marks and give meanings to marks. Begin to identify initial letter sound of objects. Begin to form lower case letters-linked with name and phonics-Litttle Wandle. To begin to orally blend words. | Differentiate between drawing and writing. Make marks and give meanings to marks. Begin to identify initial letter sound of objects. Begin to form lower case letters-linked with name and phonics-Litttle Wandle. To begin to orally blend words. |
Year B Book Titles, GATEWAY AND MASTERY KEYS SAME AS ABOVE | |||||
The Three Little Pigs By Mara Alperin | Peace at Last By Jill Murphy | Silly Doggy | Giganotosaurus by Jonny Duddle | The Pirates are coming by John Condon | The See Saw by Tom Percival |
EYFS: Reception: Writing - Yearly Overview | ||
What we want our children to learn in Reception. | ||
Key: 3 &4 Year Old children Children in Reception Early Learning Goal School Yr1 | Statutory Framework for EYFS 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). | |
Autumn | Spring | Summer |
Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. Write some or all of their name. Write some letters accurately. Talks about the different marks they make. Begin to hear and identify initial sounds in words. Begin to orally blend and segment the sounds in words. Links sounds to letters. Correctly identifies and writes initial sounds in words. Begin to write 2 and three letter words. Begin to write key words from phase 2. To learn Phase 2 (letters and sounds). | Form lower-case and capital letters correctly Spell words by identifying the sounds and then writing the sound with letter/s. Write short sentences with words with known sound-letter correspondences using a capital letter and full stop. Re-read what they have written to check that it makes sense. Write the sounds in CVC words, correctly. Spell words by identifying the sounds and then writing the sound with letter/s. Write a label for a picture. Begin to write a simple sentence eg I can run. Begin to use a finger space after each word. Use a finger space after each word. Form lower-case and capital letters correctly. Write a label or a caption. Begin to learn Phase 3 (letters and sounds). Use phonic knowledge in reading and writing. | ELG: Writing Children at the expected level of development will: 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. Yr 1: Combine words to make sentences Leave spaces between words Join words and clauses using and sequence sentences to form short narratives Punctuate sentences using a capital letter and a full stop, question mark or exclamation mark Say out loud what is going to be written about Compose a sentence orally before writing it Re-read and check sense Discuss what has been written with the teacher or other pupils Read writing aloud clearly enough to be heard by peers and the teacher |
EYFS Long Term Plan Year A | |||||
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
General Themes These themes may be adapted at various points to allow for children’s interests to flow throughout the provision. | |||||
Once Upon a Time Beginnings | One World Together Diwali Bonfire night Christmas | Out in the Town | Come Outside | Amazing Animals Conservation Chester Zoo | Superheroes |
Literacy Pathways Text Year A | |||||
The Gingerbread Man by Mara Alperin | I am not going to eat this Ant | The Naughty Bus by Jan Oke | The Scarecrow’s Wedding by Julia Dondaldson | Let’s all creep through crocodile byJonny Lambert | Supertato by Sue Hendra |
Possible Texts and Old favourites | |||||
Once there were Giants Goldilocks and the Three Bears Hansel and Gretel The Big Book of Families | Make sure books link with cultures of children in cohort The Jolly Postman The Jolly Christmas Postman Stick Man Christmas Story / Nativity Rama and Sita | The Way back Home Mr. Gumpy’s Outing The Train Ride Bob, The Man on the Moon Oi! Get off my train! The Smartest Giant | The Tiny Seed Oliver’s Vegetables Jasper’s Beanstalk Tree, Seasons come and seasons go A stroll through the seasons | The Very Hungry Caterpillar Aghh Spider! Tiger who came to tea Dear Zoo Diary of a wombat Elephant and the Bad Baby Pig in the Pond | Superbat Superheroes day off Superworm George Saves the world by lunchtime |
‘Wow’ Moments! Enrichments weeks Cultural Capital | |||||
Autumn Trail Harvest Time Birthdays Favourite Songs Talent show | Guy Fawkes / Bonfire Night Christmas Time / Nativity Diwali Hannukah Black History Month Remembrance day Road Safety-Balance bikes Children in Need Anti- Bullying Week | Chinese New Year-Visit to a chinese restaurant. Post a letter home- Map work -Find your way home Food tasting – different cultures Visit from a police officer | Walk to the park / Picnic Planting seeds Weather experiments Weather Forecast videos Nature Scavenger Hunt Mother’s Day Queen’s Birthday Easter Egg Hunt Easter-LENT | Zoo visit Story Telling Week Random Acts of Kindness Week Valentine’s Day Internet Safety Day Animal Art week Let’s go on Safari - An animal a day! Healthy Living week | Dress up day-dress up as your favourite superhero. What do I want to be when I grow up? Transition to Yr1. |
EYFS Year B | |||||
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
General Themes These themes may be adapted at various points to allow for children’s interests to flow throughout the provision | |||||
Once Upon a Time Beginnings | What do grown ups do all day? Tapestry-ask parents to post videos of what they do all day. Celebrations Diwali, Bonfire night and Christmas | Pets What superpower does your pet have? | Mythical Creatures Dinosaurs | Pirates | Seaside |
Literacy Pathways Year B | |||||
The Three Little Pigs By Mara Alperin | Peace at Last By Jill Murphy | Silly Doggy | Giganotosaurus by Jonny Duddle | The Pirates are coming by John Condon | The See Saw by Tom Percival |
Possible Texts and Old favourites | |||||
Peepo Little Red Riding Hood Elmer I love you so much | When I grow up I want to be… Usborne books about jobs. The Nativity | Pete the Cat Dogger | Dinosaur Roar Harry and the bucket of dinosaurs The Paper Dolls | Pirates love underpants The Rainbow Fish The Huge bag of worries | Lighthouse Keeper’s Lunch Under the Sea Non – Fiction P is for Passport The Journey Zoom Passport to Paris World Atlases Tiddler |
‘Wow’ Moments! Enrichments weeks | |||||
Autumn Trail Harvest Time Birthdays Favourite Songs Talent show- Different cultures | Guy Fawkes / Bonfire Night Christmas Time / Nativity Diwali Hannukah Black History Month Remembrance day Road Safety-Balance bikes Children in Need Anti- Bullying Week | Chinese New Year Visit from a nurse and vet. Bring your pet to school!!! Random Acts of Kindness Week Valentine’s Day | Dress up day-come as a mythical creature Planting seeds Nature Scavenger Hunt Mother’s Day Queen’s Birthday Easter Egg Hunt Easter-LENT | Visit New Brighton Pirate and seaside songs Pirate maps Healthy Living week Pirate day | Fossil hunting How can we look after our seaside? Make ice cream |
Literacy Pathways curriculum overview: Reception | |||||
Year A Book Titles | |||||
The Gingerbread Man by Mara Alperin | I am not going to eat this Ant | The Naughty Bus by Jan Oke | The Scarecrow’s Wedding by Julia Dondaldson | Let’s all creep through crocodile byJonny Lambert | Supertato by Sue Hendra |
GATEWAY KEYS: | GATEWAY KEYS: | GATEWAY KEYS: | GATEWAY KEYS: | GATEWAY KEYS: | GATEWAY KEYS: |
Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; write ‘m’ for mummy Write some or all of their name. Write some letters accurately. | Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; write ‘m’ for mummy. Write some or all of their name Write some letters accurately. | Form lower-case letters correctly. Spell words by identifying the sounds and then writing the sound with letter/s. Re-read what they have written to check that it makes sense. | Form lower-case letters correctly. Begin to write short sentences with words with known sound-letter correspondences. Spell words by identifying the sounds and then writing the sound with letter/s. Begin to re-read what they have written to check that it makes sense. | Form lower-case and capital letters correctly. Write short sentences with words with known sound-letter correspondences using a capital letter and full stop Re-read what they have written to check that it makes sense. | Form lower-case and capital letters correctly. Write short sentences with words with known sound-letter correspondences using a capital letter and full stop Re-read what they have written to check that it makes sense |
MASTERY KEYS: | MASTERY KEYS: | MASTERY KEYS: | MASTERY KEYS: | MASTERY KEYS: | MASTERY KEYS: |
Differentiate between drawing and writing. Make marks and give meanings to marks. Begin to identify initial letter sound of objects. Begin to form lower case letters-linked with name and phonics-Litttle wandle. | Spell words by identifying the sounds and then writing the sound with letter/s. Begin to form lower-case letters correctly-linked with name and phonics-Little Wandle. Begin to write CVC words. begin to draw and label pictures. | Form lower-case letters correctly. To begin to write short sentences with words with known sound-letter correspondences. To begin to spell words by identifying the sounds and then writing the sound with letter/s. Re-read what they have written to check that it makes sense. | Form lower-case and some capital letters correctly. Write short sentences with words with known sound-letter correspondences. Re-read what they have written to check that it makes sense. | Form lower-case and capital letters correctly. Write short sentences with words with known sound-letter correspondences. Use a capital letter and a full stop at the end. Re-read what they have written to check that it makes sense. | Write recognisable letters, most of which are correctly formed. Begin to form capital letters correctly. Spell words by identifying sounds in them and representing the sounds with a letter or letters. Write simple sentences or phrases that can be read by others. |
Year B Book Titles, GATEWAY AND MASTERY KEYS SAME AS ABOVE | |||||
The Three Little Pigs By Mara Alperin | Peace at Last By Jill Murphy | Silly Doggy | Giganotosaurus by Jonny Duddle | The Pirates are coming by John Condon | The See Saw by Tom Percival |
EYFS: Nursery: Reading - Yearly Overview | ||
What we want our children to learn in Nursery. | ||
Key: Birth to 3 3 &4 Year Old children School | Statutory Framework for EYFS 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). | |
Autumn | Spring | Summer |
Enjoy songs and rhymes, tuning in and paying attention. Join in with songs and rhymes, copying sounds, rhythms, tunes and tempo. Say some of the words in songs and rhymes. Copy finger movements and other gestures. Sing songs and say rhymes independently, for example, singing whilst playing. Enjoy sharing books with an adult. Pay attention and respond to the pictures or the words. Have favourite books and seek them out, to share with an adult, with another child, or to look at alone. Repeat words and phrases from familiar stories. Ask questions about the book. Make comments and shares their own ideas. Develop play around favourite stories using props. Notice some print, such as the first letter of their name, a bus or door number, or a familiar logo. Phase 1 phonics. | 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 Page sequencing Develop their phonological awareness, so that they can: Spot and suggest rhymes Count or clap syllables in a word Recognise words with the same initial sound, such as money and mother Engage in extended conversations about stories, learning new vocabulary. Guided/Individual Reading-Lilac Books. Library Books Begin to learn Phase 2 phonemes and some key words. | 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 Page sequencing Develop their phonological awareness, so that they can: Spot and suggest rhymes Count or clap syllables in a word Recognise words with the same initial sound, such as money and mother Engage in extended conversations about stories, learning new vocabulary. Reading books-send home. Guided/individual reading: Read Little blending Books-AA. Read-Lilac Books Begin to segment and blend phase 2 phonemes-2 and 3 letter words. Discuss what the story is about-look at title page. Anticipate what might happen. Link book to personal experiences. introduce new vocabulary. |
EYFS: Reception: Reading - Yearly Overview | ||
What we want our children to learn in Reception. | ||
Key: 3 &4 Year Old children Children in Reception Early Learning Goal Yr1 | Statutory Framework for EYFS 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). | |
Autumn | Spring | Summer |
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 Page sequencing Develop their phonological awareness, so that they can: Spot and suggest rhymes Count or clap syllables in a word Recognise words with the same initial sound, such as money and mother Engage in extended conversations about stories, learning new vocabulary. Read individual letters by saying the sounds for them.-LITTLE BLENDING BOOKS. Blend sounds into words, so that they can read short words made up of known letter– sound correspondences. Read some letter groups that each represent one sound and say sounds for them. Read a few common exception words matched to the school’s phonic programme-Phase 2 key words. Look at the front cover and discuss what the book might be about-link with personal experiences and discuss with children. Read each phoneme in phase 2. Point to each word in text when reading. Begin to read pink A and B books. | Read a few common exception words matched to the school’s phonic programme-Phase 3 Key words. Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary, a few exception words. Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment. Begin to read pink B & C and red books-Phase 3. Phonics-Phase 3. Recognise digraphs and trigraphs in books. Look for key words and phonemes within the text. Discuss title and what the story might be about. Anticipate what might happen in the story. Link book with children’s personal experiences. Discuss the meaning of new words. Ask key questions about the text once the book has been read. Discuss key events, characters and setting. Non-fiction books-how do we find information? | ELG: Comprehension Children at the expected level of development will: 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 Children at the expected level of development will: 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. Recognise all Phase 3 phonemes. Read all Phase 3 key words. Yr 1 Discuss word meanings, linking new meanings to those already known Explain clearly their understanding of what is read to them Recognise and join in with predictable phrases Retell key stories, fairy stories and traditional tales, and consider their particular characteristics Being encouraged to link what they read or hear read to their own experiences Make inferences on the basis of what is being said and done Predict what might happen on the basis of what has been read so far Discuss the significance of the title and events Draw on vocabulary provided by the teacher Recognise and join in with predictable phrases Learn to appreciate rhymes and poems, and to recite some by heart |
EYFS: Nursery Mathematics- Yearly Overview | ||
What we want our children to learn in Reception. | ||
Key: Birth to 3 3 &4 Year Old children School | Statutory Framework for EYFS 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 | |
Number | ||
Autumn Number 0-5 will be covered with an usings songs, rhymes Take part in finger rhymes with numbers. React to changes of amount in a group of up to three items. Compare amounts, saying ‘lots’, ‘more’ or ‘same’. Develop counting-like behaviour, such as making sounds, pointing or saying some numbers in sequence. Say one number for each item in order: 1,2,3,4,5. Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’). | Spring Numbers 0-10 will be covered and all 7-core areas of mathematics explored through these (pattern, counting & comparison, number operations, measurement, geometry, sets, number). Show ‘finger numbers’ up to 5. Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5. Experiment with their own symbols and marks as well as numerals. Solve real world mathematical problems with numbers up to 5 | Summe r Numbers from 0-10 will continue to be explored Experiment with their own symbols and marks as well as numerals. Solve real world mathematical problems with numbers up to 5 Form some numbers 0 - 9 correctly |
EYFS: Nursery Mathematics- Yearly Overview | ||
What we want our children to learn in Reception. | ||
Key: Birth to 3 3 &4 Year Old children School | Statutory Framework for EYFS 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 | |
Numerical Patterns | ||
Autumn Count in everyday contexts, sometimes skipping numbers - ‘1-2-3-5.’ Climb and squeeze themselves into different types of spaces. Build with a range of resources. Complete inset puzzles. Compare quantities using language: ‘more than’, ‘fewer than’. Talk about and identify the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’ etc. Extend and create ABAB patterns – stick, leaf, stick, leaf. | Spring Compare sizes, weights etc. using gesture and language - ‘bigger/little/smaller’, ‘high/low’, ‘tall’, ‘heavy’. ,Notice patterns and arrange things in patterns. Notice and correct an error in a repeating pattern. Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then...’ Talk about and explore 2D shapes (for example, circles, rectangles, triangles) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’. Understand position through words alone – for example, “The bag is under the table,” – with no pointing. Describe a familiar route. Discuss routes and locations, using words like ‘in front of’ and ‘behind’. Make comparisons between objects relating to size length, weight and capacity. | Summer Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’. Make comparisons between objects relating to size, length, weight and capacity. Select shapes appropriately: flat surfaces for building, a triangular prism for a roof etc. Combine shapes to make new ones - an arch, a bigger triangle etc. |
Long term curriculum overview for Nursery: Mathematics -Linked to NCETM and Maths Mastery | ||||||
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
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Cardinality & Counting 1.1 Accurate and consistent verbal counting to 5 Measures 1.1 Understand and use specific attributes to compare height (taller and shorter rather than big and small) Spatial Reasoning 1.1 Understand and use simple language of position that doesn’t vary by viewpoint (in, on, under, next to) Shape 1.1 Explore rotating and flipping objects to make a match (posting boxes, inset puzzles, jigsaws) Sorting & Sequencing 1.1 Sort by a single property – colour | Cardinality & Counting 2.1 1:1 correspondence and cardinality to 3 2.2 subitising 1 and 2 Measures 2.1 Understand and use specific attributes to compare length (long, short) Spatial Reasoning 2.1 Understand and use language of position that can vary by viewpoint (in front, behind) Shape 2.1 Explore construction with 3D shapes – combining shapes in two dimensions Sorting & Sequencing 2.1 Sort by 2 properties - colour and size
| Cardinality & Counting 3.1 1:1 correspondence and cardinality to 5 3.2 subitising 3 Measures 3.1 Understand and use specific attributes for width and thickness (wide, narrow, thick, thin) Spatial Reasoning 3.1 Understand and use everyday language of direction (up, down, through, over, under) Shape 3.1 Explore pattern and picture making with 2D pattern blocks Sorting & Sequencing 3.1 Sort using different combinations of properties (size attributes linked to measure, colour and shape)
| Cardinality & Counting 4.1 Begin to recognise numerals and match to sets Measures 4.1 Understand and use specific attributes for weight/mass (heavy light, heavier, lighter) Spatial Reasoning 4.1 Understand and use language of movement (forwards, backwards, sideways, turn) Shape 4.1 Begin to notice properties of 3D shape and find shapes that are the same Sorting & Sequencing 4.1 Simple AB sequences varying colour or size (continue and copy patterns)
| Cardinality & Counting 5.1 Conservation of number to 5 with order irrelevance Comparison 5.1 Compare sets of objects – which has more, fewer – just by looking Measures 5.1 Time – sequence of events (first, next, after, before, morning, afternoon, evening, yesterday, tomorrow) Spatial Reasoning 5.1 Discuss routes and the order and location of things seen extending vocab (in between, above, below, around, beside, across, along) Shape 5.1 Explore more complex construction with 3D shapes – combining shapes to make arches and enclosures Sorting & Sequencing 5.1 Simple AB sequences of sounds, actions and objects (make own patterns)
| Cardinality & Counting 6.1 Accurate and consistent verbal counting to 10 Composition 6.1 Separate a group of three or four objects in different ways Comparison 6.1 Making equal sets Measures 6.1 Understand and use specific attributes for capacity (full, empty, part full) Compare capacities Spatial Reasoning 6.1 Understand and use language of distance (far away, near, how far?) Shape 6.1 Begin to notice properties of 2D shapes and find shapes that are the same including on the faces of 3D shapes
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EYFS: Reception Mathematics- Yearly Overview | ||
What we want our children to learn in Reception. | ||
Key: 3 &4 Year Old children Children in Reception Early Learning Goal Yr1 | Statutory Framework for EYFS 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 | |
Number | ||
Autumn | Spring | Summer |
Numbers 0-10 will be covered and all 6 areas of early mathematics learning explored through these Cardinality & counting, Composition, Comparison, Pattern, shape & Space, Measures Say one number for each item in order: 1,2,3,4,5. Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’). Show ‘finger numbers’ up to 5. Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5. Experiment with their own symbols and marks as well as numerals. Solve real world mathematical problems with numbers up to 5 Count objects, actions and sounds. Subitise. Link the number symbol (numeral) with its cardinal number value | Numbers from 0-10 will continue to be explored but with an emphasis on number operations (change) as this forms the foundation for pupils learning their number bonds. Form some numbers 0 - 9 correctly Experiment with their own symbols and marks as well as numerals. Solve real world mathematical problems with numbers up to 5 Count beyond ten. Explore the composition of numbers to 10 (Introduce children to part part whole) Automatically recall number bonds for numbers 0–10. | Numbers from 0 - 20 will continue to be explored and all 7-core areas of mathematics explored through these. There also needs to be an emphasis on number bonds. Form numbers 0 - 9 correctly. Explore the value of numbers 10 - 20, recognising the tens and ones. NUMBER ELG Children at the expected level of development will: 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. |
Long term curriculum overview for Reception: Mathematics linked to NCETM Maths Mastery | |||||
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Cardinality & Counting 1.1 Accurate counting of sets of objects 1-5 NB S1 episodes 9 & 10 (1:1 correspondence, cardinality) 1.2 Subitising 1-3 NB S1 episodes 1-4 (Introducing 1, 2 and 3) 1.3 Numeral Recognition to 5
Composition 1.1 Conceptual subitising - noticing numbers within numbers
Comparison 1.1 Compare sets 1-5 using vocab of more / fewer / most /fewest
Shape/Space 1.1 2D shapes and their properties
Pattern 1.1 Simple AB patterns (complete, copy, make own and spot/correct errors in patterns)
A lot of this content should be a recap from Nursery and provide you with baseline assessment data | Cardinality & Counting 2.1 Accurate counting of sets of objects 1-10, recognising and ordering numerals 1-10 2.2 Subitising 1-5 NB S1 episodes 6 & 7 (Introducing 4 and 5)
Composition 2.1 Applied conceptual subitising NB S1 episode 11 (Stampolines) 2.2 Inverse operations - splitting and recombining sets of objects 1-5 including on part whole model NB S1 episode 12 (Whole of me)
Comparison 2.1 Compare numbers using vocab of more/less 2.2 Find 1 more using sets of objects on tens frames and on a number track
Pattern 2.1 identifying unit of repeat – AB & ABC patterns | Cardinality & Counting 3.1 Counting backwards 10-1 & ordering numbers 10-1
Composition 3.1 Systematic approach to partitioning sets of objects 1-5 including on part whole model NB S1 episode 14 (Holes)
Comparison 3.1 Find 1 less using sets of objects on tens frame and on a number track
Measures 3.1 Height
Shape/Space 3.1 Spatial vocabulary (in front, behind, in between, on, in, under, first second, third)
Pattern 3.1 More complex patterns – ABB, ABBC 3.2 Generalising pattern and transferring to another format e.g. link pattern of shapes to movements
| Composition 4.1 Recall number bonds for numbers 1-5 4.2 Partitioning and recombining sets of objects 6-9 Including on part whole model and tens frame NB S2 episodes 1-5 (Introducing 6-10)
Measures 4.1 Length
Shape/Space 4.1 Representing spatial relationships as maps Spatial vocabulary (forwards, backwards, up, down, across)
Pattern (alongside Comparison) 4.1 Numerical Patterns – staircase patterns linked to finding 1 more/1 less using a mental numberline (Comparison)
NB S2 episodes 6 & 7 (Just add one & ten green bottles)
| Cardinality & Counting 5.1 Counting beyond 10 noticing pattern in ones
Composition 5.1 Systematic approach to splitting and recombining 10 including on tens frame and part whole model 5.2 recall some number bonds for 10 NB S2 Episode 13 (Blast Off!)
Measures 5.1 Mass
Shape/Space 5.1 3D shapes properties of shapes
Patterns 5.1 Numerical patterns odds & evens NB S2 episode 11 (Odds & Evens)
| Cardinality & Counting 6.1 Counting beyond 20 noticing pattern in tens
Measures 6.1 Capacity 6.2 Time – sequence of events
Shape/Space 6.1 Relationships between shapes
Pattern (alongside Composition & Comparison) 6.1 Symmetry/reflections – link to doubles 6.2 Share fairly (comparison), Use part whole model to partition numbers where both parts are the same (Composition) and Look at halving as inverse of doubles (Pattern) NB S2 episode 9 (Double Trouble)
Possible extension Sharing between more than two (comparison) NB S2 episode 8 (Counting Sheep) Splitting into more than 2 parts on a part whole model (composition) NB S2 episode 10 (The three threes) |
EYFS: Reception Mathematics- Yearly Overview | ||
What we want our children to learn in Reception. | ||
Key: 3 &4 Year Old children Children in Reception Early Learning Goal Yr1 | Statutory Framework for EYFS 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 | |
Numerica; Patterns | ||
Autumn Compare quantities using language: ‘more than’, ‘fewer than’. Talk about and identify the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’ etc. Extend and create ABAB patterns – stick, leaf, stick, leaf. Notice and correct an error in a repeating pattern. Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then...’ Talk about and explore 2D shapes (for example, circles, rectangles, triangles) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’. Understand position through words alone – for example, “The bag is under the table,” – with no pointing. Make comparisons between objects relating to size, length, weight and capacity. Compare numbers. Understand the ‘one more than/one less than’ relationship between consecutive numbers. | Spring Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’. Make comparisons between objects relating to size, length, weight and capacity. Select shapes appropriately: flat surfaces for building, a triangular prism for a roof etc. Combine shapes to make new ones - an arch, a bigger triangle etc. Describe a familiar route. Discuss routes and locations, using words like ‘in front of’ and ‘behind’. Compare numbers. Understand the ‘one more than/one less than’ relationship between consecutive numbers. Select, rotate and manipulate shapes in order to develop spatial reasoning skills. Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can. Continue, copy and create repeating patterns. Compare length, weight and capacity. | Children use everyday language to talk about size, weight,capacity, position,distance, time and money to compare quantities and objects.
They can recognise, create and describe patterns. NUMERICAL PATTERNS: children at the expected level of development will: 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 evenly. |
Mathematics LTP | |||||
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Cardinality & Counting Accurate counting of sets of objects 1-5 NB S1 episodes 9 & 10 (1:1 correspondence, cardinality) Subitising 1-3 NB S1 episodes 1-4 (introducing 1, 2 and 3) Numeral Recognition 1-5 Composition Conceptual subitising - noticing numbers within numbers Comparison Compare sets 1-5 using vocab of more / fewer / most /fewest Measures Height Pattern Simple AB patterns (complete, copy, make own and spot/correct errors in patterns)
| Cardinality & Counting Accurate counting of sets of objects 1-10 and ordering numbers 1-10 Subitising 1-5 NB S1 episodes 6 & 7 (introducing 4 and 5) Composition Applied conceptual subitising NB S1 episode 11 (Stampolines) Inverse operations - splitting and recombining sets of objects 1-5 including part whole model NB S1 episode 12 (Whole of me) Comparison Compare numbers using vocab of more/less Find 1 more using sets of objects on tens frames and on a number track Shape/Space 2D shapes and their properties Pattern identifying unit of repeat – AB & ABC patterns | Cardinality & Counting Counting backwards 10-1 & ordering numbers 10-1 Composition Systematic approach to partitioning sets of objects 1-5 including part whole model NB S1 episode 14 (Holes) Start to learn number bonds 1-5 Comparison Find 1 less using sets of objects on tens frame and on a number track Measures Length Shape/Space Spatial vocabulary (in front, behind, in between, on, in, under, first second, third) Pattern More complex patterns – ABB, ABBC generalising pattern and transferring to another format e.g. link pattern of shapes to movements | Composition Splitting and recombining sets of objects 6-9 Use part whole model and tens frame NB S2 episodes 1-5 (introducing 6-10) Comparison 1 more/1 less using mental numberline (see Pattern plan) NB S2 episodes 6 & 7 (Just add one & ten green bottles) Measures Mass Shape/Space representing spatial relationships as maps Spatial vocabulary (forwards, backwards, up, down, across) Pattern Numerical Patterns – staircase patterns linked to 1 more/1 less in comparison | Cardinality & Counting Counting beyond 10 noticing pattern in ones Composition Systematic approach to splitting and recombining sets of objects 1-10 use part whole model and tens frame Consolidate bonds to 5, 4, 3, 2, 1 Make generalisations Start to learn some number bonds for 10 NB S2 Episode 13 (Blast Off!) Measures Time – sequence of events Shape/Space 3D shapes properties of shapes Patterns Numerical patterns odds & evens NB S2 episode 11 (Odds & Evens) | Cardinality & Counting Counting beyond 20 noticing pattern in tens Composition Look at part whole models splitting numbers 1-10 where both parts are the same – learn those not known Link to doubles and halves work in patterns NB S2 episode 9 (Double Trouble) Splitting into more than 2 parts – link to sharing fairly in comparison NB S2 episode 10 (The three threes) Comparison Focus on sharing fairly NB S2 episode 8 (Counting Sheep) Measures Capacity Shape/Space Relationships between shapes Pattern Symmetry/reflections Numerical patterns doubles and halves |
Maths LTP linked to NCETM areas of Learning, Teaching for Mastery Lessons, school experiences and DM.
EYFS: Nursery: Understanding the World - Yearly Overview | ||
What we want our children to learn in Nursery. | ||
Key: Birth to 3 3 &4 Year Old children School | Statutory Framework for EYFS 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 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. | |
Autumn | Spring | Summer |
Repeat actions that have an effect. Explore materials with different properties. Explore natural materials indoors and outdoors. Explore and respond to different and natural phenomena in their setting and on trips. Make connections between the features of their family and other families. Notice differences between people. Harvest Diwali Hannukah Christmas-Christmas production/singing | Use all their senses in hands on exploration of natural materials. Explore collections of materials with similar and/or different properties. Begin to make sense of their own life story and family’s history. Show interests in different occupations. Plant seeds and care for growing plants. Understand key features of the life cycle of a plant and an animal. Begin to understand the need to respect and care for the natural environment and all living things. Chinese New Year Mothering Sunday Ash Wednesday-Visit from Father Shrove Tuesday-pancake competition Easter-Easter parade | Talk about what they see using a wide range of vocabulary. Explore how things work. Explore and talk about different forces they can feel. Talk about the differences between materials and changes they notice. Continue developing positive attitudes about the differences between people. Know that there are different countries in the world and talk about the differences they have experienced or seen in photos. |
EYFS: Reception:Understanding the World - Yearly Overview | ||
What we want our children to learn in Reception. | ||
Key: 3 &4 Year Old children Children in Reception Early Learning Goal School | Statutory Framework for EYFS 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 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. | |
Autumn | Spring | Summer |
Use all their senses in hands on exploration of natural materials. Explore collections of materials with similar and/or different properties. Talk about what they see, using a wide range of vocabulary. Begin to make sense of their own life-story and family’s history. Show interests in different occupations. Explore how things work. Plant seeds and care for growing plants. Understanding the key features of the life cycle of a plant and and animal. Begin to understand the need to respect and care for the natural environment and all living things. Explore and talk about different fabrics they can feel. Talk about the differences between materials and changes they notice. Continue developing positive attitudes about the differences between people. Know that there are different countries in the world and talk about the differences they have experienced or seen in photos. Harvest Diwali Hannukah Christmas-Christmas production/singing | Talk about member of their immediate family and community. Name and describe people who are familiar to them. Comment on images of familiar situations in the past. Compare and contrast characters from stories, including figures from the past. Draw information from a simple map. Understand that some places are special to members of their community. Recognise that people have different beliefs and celebrate special times in different ways. Recognise some similarities and differences between life in this country and life in other countries. Explore the natural world around them. Describe what they see, hear and feel outside. Recognise some environments that are different to the one which they live. Understand the effect of changing seasons on the natural world around them. Chinese New Year Mothering Sunday Ash Wednesday-Visit from Father Shrove Tuesday-pancake competition Easter-Visit to Church | ELG: Past and present, children at the expected level of development will: - Talk about the lives of the people around them and their roles in society. Know that 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, children at the expected level of development will: - Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. Know some similarities and differences between different religions 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, children at the expected level of development will: Explore the natural world around them, making observations and drawing pictures of animals and plants. Know that 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. |
EYFS: Nursery:Expressive Arts and Design - Yearly Overview | ||
What we want our children to learn in Nursery. | ||
Key: Birth to 3 3 &4 Year Old children School | Statutory Framework for EYFS 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. | |
Autumn | Spring | Summer |
Show attention to sounds and music. Respond emotionally and physically to music when it changes. Move and dance to music. Explore their voices and enjoy making sounds. Join in with songs and rhymes, making some sounds. Make rhythmical and repetitive sounds. Explore a range of sound makers and instruments and play them in different ways. Notice patterns with strong contrasts and be attracted by patterns resembling the human face. Start to make marks intentionally. Explore paint, using fingers and other parts of their bodies as well as brushes and other tools. Express ideas and feelings through making marks, and sometimes give a meaning to the marks they make. Enjoy and take part in action songs, such as ‘Twinkle, Twinkle Little Star’. Start to develop pretend play, pretending that one object represents another. For example, a child holds a wooden block to her ear and pretends it’s a phone. Explore different materials, using all their senses to investigate them. Manipulate and play with different materials. Use their imagination as they consider what they can do with different materials. Make simple models which express their ideas. Take part in simple pretend play, using an object to represent something else even though they are not similar. Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses etc. Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. Explore different materials freely, in order to develop their ideas about how to use them and what to make. Develop their own ideas and then decide which materials to use to express them. Join different materials and explore different textures Create closed shapes with continuous lines, and begin to use these shapes to represent objects. Draw with increasing complexity and detail, such as representing a face with a circle and including details. Use drawing to represent ideas like movement or loud noises. Show different emotions in their drawings and paintings, like happiness, sadness, fear etc. Explore colour and colour mixing. Show different emotions in their drawings – happiness, sadness, fear etc. Listen with increased attention to sounds. Respond to what they have heard, expressing their thoughts and feelings Remember and sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’). Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. Create their own songs, or improvise a song around one they know. Play instruments with increasing control to express their feelings and ideas. | Take part in simple pretend play, using an object to represent something else even though they are not similar. Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses etc. Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. Explore different materials freely, in order to develop their ideas about how to use them and what to make. Develop their own ideas and then decide which materials to use to express them. Join different materials and explore different textures Create closed shapes with continuous lines, and begin to use these shapes to represent objects. Draw with increasing complexity and detail, such as representing a face with a circle and including details. Use drawing to represent ideas like movement or loud noises. Show different emotions in their drawings and paintings, like happiness, sadness, fear etc. Explore colour and colour mixing. Show different emotions in their drawings – happiness, sadness, fear etc. Listen with increased attention to sounds. Respond to what they have heard, expressing their thoughts and feelings Remember and sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’). Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. Create their own songs, or improvise a song around one they know. Play instruments with increasing control to express their feelings and ideas. Use variety of art tools and techniques-see long term plan. | Take part in simple pretend play, using an object to represent something else even though they are not similar. Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses etc. Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. Explore different materials freely, in order to develop their ideas about how to use them and what to make. Develop their own ideas and then decide which materials to use to express them. Join different materials and explore different textures Create closed shapes with continuous lines, and begin to use these shapes to represent objects. Draw with increasing complexity and detail, such as representing a face with a circle and including details. Use drawing to represent ideas like movement or loud noises. Show different emotions in their drawings and paintings, like happiness, sadness, fear etc. Explore colour and colour mixing. Show different emotions in their drawings – happiness, sadness, fear etc. Listen with increased attention to sounds. Respond to what they have heard, expressing their thoughts and feelings Remember and sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’). Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. Create their own songs, or improvise a song around one they know. Play instruments with increasing control to express their feelings and ideas. |
EYFS: Reception::Expressive Arts and Design - Yearly Overview | ||
What we want our children to learn in Reception. | ||
Key: 3 &4 Year Old children Children in Reception Early Learning Goal | Statutory Framework for EYFS 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. | |
Autumn | Spring | Summer |
Take part in simple pretend play, using an object to represent something else even though they are not similar. Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses etc. Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. Explore different materials freely, in order to develop their ideas about how to use them and what to make. Develop their own ideas and then decide which materials to use to express them. Join different materials and explore different textures Create closed shapes with continuous lines, and begin to use these shapes to represent objects. Draw with increasing complexity and detail, such as representing a face with a circle and including details. Use drawing to represent ideas like movement or loud noises. Show different emotions in their drawings and paintings, like happiness, sadness, fear etc. Explore colour and colourmixing. Show different emotions in their drawings – happiness, sadness, fear etc. Listen with increased attention to sounds. Respond to what they have heard, expressing their thoughts and feelings Remember and sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’). Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. Create their own songs, or improvise a song around one they know. Play instruments with increasing control to express their feelings and ideas. | Explore, use and refine a variety of artistic effects to express their ideas and feelings. Return to and build on their previous learning, refining ideas and developing their ability to represent them. Create collaboratively, sharing ideas, resources. Listen attentively, move to and talk about music, expressing their feelings and responses. Watch and talk about dance and performance art, expressing their feelings and responses. Sing in a group or on their own, increasingly matching the pitch and following the melody Develop storylines in their pretend play. Explore and engage in music making and dance, performing solo or in groups. Encourage children to use creative areas and resources independently. See long term art plan. | ELG: Creating with Materials Children at the expected level of development will: - 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 Children at the expected level of development will: - 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. |
Early Learning Goals – for the end of the year - 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.