English Curriculum
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March 2017 Statutory EYFS Framework
Where the Wild Things Are
Bringing the Rain to Kapiti Plain
I am Henry Finch
Halibut Jackson
The Magic Paintbrush
Little Red
The Tiny Seed
I Will Not Ever Never Eat a Tomato
Willy the Wimp
Hairy Maclary
So Much
Oi Frog
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PRIME AREA:Communicationand LanguageListening and attention:
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Children listen attentively in a range of situations.
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Children listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.
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Children give their attention to what others say and respond appropriately, while engaged in another activity.
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Understanding:
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Children follow instructions involving several ideas or actions.
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Children answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
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Speaking:
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Children express themselves effectively, showing awareness of listeners’ needs.
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Children use past, present and future forms accurately when talking about events that have happened or are to happen in the future.
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They develop their own narratives and explanations by connecting ideas or events.
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PRIME AREA:PhysicaldevelopmentMoving and handling:
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Children show good control and co-ordination in large and small movements.
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They move confidently in a range of ways, safely negotiating space.
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They handle equipment and tools effectively, including pencils for writing.
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Health and self-care:
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Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.
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They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
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PRIME AREA:Personal, social andemotional developmentSelf-confidence and self-awareness
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Children are confident to try new activities, and say why they like some activities more than others.
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Children are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.
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Children say when they do or don’t need help.
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Managing feelings and behaviour
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Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.
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Children work as part of a group or class, and understand and follow the rules.
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Children adjust their behaviour to different situations, and take changes of routine in their stride.
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Making relationships:
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Children play co-operatively, taking turns with others.
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Children take account of one another’s ideas about how to organise their activity.
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Children show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
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SPECIFIC AREA:LiteracyReading
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Children read and understand simple sentences.
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Children use phonic knowledge to decode regular words and read them aloud accurately.
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Children also read some common irregular words.
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Children demonstrate understanding when talking with others about what they have read.
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Writing
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Children use their phonic knowledge to write words in ways which match their spoken sounds.
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Children also write some irregular common words.
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Children write simple sentences which can be read by themselves and others.
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Some words are spelt correctly and others are phonetically plausible.
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SPECIFIC AREA:Understandingthe worldPeople and communities
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Children talk about past and present events in their own lives and in the lives of family members.
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Children know that other children don’t always enjoy the same things, and are sensitive to this.
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Children know about similarities and differences between themselves and others, and among families, communities and traditions.
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The world
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Children know about similarities and differences in relation to places, objects, materials and living things.
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Children talk about the features of their own immediate environment and how environments might vary from one another.
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SPECIFIC AREA:Expressive Arts& DesignExploring and using media and materials
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Children sing songs, make music and dance, and experiment with ways of changing them.
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Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
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Being imaginative
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Children use what they have learnt about media and materials in original ways, thinking about uses and purposes.
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Children represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
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© 2017 The Literacy Tree
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