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Understanding the World
Talk about what they see, using a wide vocabulary.
Show interest in different occupations.
Explore how things work.
Begin to understand the need to respect and care for the natural environment and all living things.
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.
Expressive Arts and Design
Develops an understanding of using lines to enclose a space, and begins to use drawing to represent actions and objects based on imagination, observation and experience.
Uses various construction materials, e.g. joining pieces, stacking vertically and horizontally, balancing, making enclosures and creating spaces.
Uses tools for a purpose.
Engages in imaginative play based on own ideas or first-hand or peer experiences.
Understanding the World
Talk about what they see, using a wide vocabulary.
Show interest in different occupations.
Explore how things work.
Begin to understand the need to respect and care for the natural environment and all living things.
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.
Expressive Arts and Design
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.
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.
Summer 1 Apr-May
Understanding the World
Talk about what they see, using a wide vocabulary.
Shows interest in the lives of people who are familiar to them.
Remembers and talks about significant events in their own experience.
Recognises and describes special times or events for family or friends.
Expressive Arts and Design
Develops an understanding of using lines to enclose a space, and begins to use drawing to represent actions and objects based on imagination, observation and experience.
Uses various construction materials, e.g. joining pieces, stacking vertically and horizontally, balancing, making enclosures and creating spaces.
Uses tools for a purpose.
Engages in imaginative play based on own ideas or first-hand or peer experiences.
Uses available resources to create props or creates imaginary ones to support play.
Plays alongside other children who are engaged in the same theme
Understanding the World
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 vocabulary.
Explore how things work.
Plant seeds and care for growing plants.
Understand the 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.
Maths
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’.
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.
Spring 2 Feb-Apr
Literacy
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.
Write some or all of their name.
Write some letters accurately.
Maths
Understand position through words alone.
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.
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...’
Literacy
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.
Write some or all of their name.
Write some letters accurately.
Understanding the World
Talk about what they see, using a wide vocabulary.
Explore how things work.
Talk about the differences between materials and changes they notice.
Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.
Physical Development
Collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks.
Use one-handed tools and equipment, for example, making snips in paper with scissors.
Use a comfortable grip with good control when holding pens and pencils.
Start eating independently and learning how to use a knife and fork.
Show a preference for a dominant hand.
Spring 1 Jan-Feb
Communication and Language
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”.
Sing a large repertoire of songs.
Understanding the World
Talk about what they see, using a wide vocabulary.
Understand the key features of the life cycle of a plant and an animal.
Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.
Literacy
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
Engage in extended conversations about stories, learning new vocabulary.
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.
Understanding the World
Talk about what they see, using a wide vocabulary.
Use all their senses in hands-on exploration of natural materials.
Explore collections of materials with similar and/or different properties.
Show interest in different occupations.
Explore how things work.
Explore and talk about different forces they can feel.
Maths
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’.
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.
Expressive Arts and Design
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.
Develop their own ideas and then decide which materials to use to express them.
Draw with increasing complexity and detail, such as representing a face with a circle and including details.
Explore colour and colour-mixing.
Play instruments with increasing control to express their feelings and ideas.
Understanding the World
Talk about what they see, using a wide vocabulary.
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.
Autumn 2 Nov-Dec
Expressive Arts and Design
Use drawing to represent ideas like movement or loud noises.
Explore colour and colour-mixing.
Remember and sing entire songs.
Understanding The World
Talk about what they see, using a wide vocabulary.
Explore how things work.
Talk about the differences between materials and changes they notice.
Literacy
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
Engage in extended conversations about stories, learning new vocabulary.
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.
Expressive Arts and Design
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.
Draw with increasing complexity and detail, such as representing a face with a circle and including details.
Explore colour and colour-mixing.
Understanding the World
Talk about what they see, using a wide vocabulary.
Begin to understand the need to respect and care for the natural environment and all living things.
Expressive Arts and Design
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.
Develop their own ideas and then decide which materials to use to express them.
Draw with increasing complexity and detail, such as representing a face with a circle and including details.
Explore colour and colour-mixing.
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.
Understanding the World
Talk about what they see, using a wide vocabulary.
Explore how things work.
Talk about the differences between materials and changes they notice.
Autumn 1 Sept-Oct
Personal, Social and Emotional Development
Birth to Three Years
Be increasingly able to talk about and manage their emotions.
Talk about their feelings in more elaborated ways: “I’m sad because…” or “I love it when …”.
Three to Four Year Olds
Elect and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen, or one which is suggested to them.
Develop their sense of responsibility and membership of a community.
Literacy
Three to Four Year Olds
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.
Understanding The World
Three to Four Year Olds
Begin to understand the need to respect and care for the natural environment and all living things.
Super Me
Communication and Language
Birth to Three Years
Listen to simple stories and understand what is happening, with the help of the pictures.
Understand simple questions about ‘who’, ‘what’ and ‘where’ (but generally not ‘why’).
Three to Four Year Olds
Enjoy listening to longer stories and can remember much of what happens.
Use a wider range of vocabulary.
Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?
Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.
Personal, Social and Emotional Development
Birth to Three Years
Feel strong enough to express a range of emotions.
Be increasingly able to talk about and manage their emotions.
Talk about their feelings in more elaborated ways: “I’m sad because…” or “I love it when …”.
Three to Four Year Olds
Develop their sense of responsibility and membership of a community
Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.
Understand gradually how others might be feeling.
Harvest
Understanding the World
Birth to Three Years
Make connections between the features of their family and other families.
Notice differences between people.
Three to Four Year Olds
Use all their senses in hands-on exploration of natural materials.
Plant seeds and care for growing plants.
Begin to understand the need to respect and care for the natural environment and all living things.
Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.
Expressive Arts and Design
Birth to Three Years
Move and dance to music.
Join in with songs and rhymes, making some sounds.
Express ideas and feelings through making marks, and sometimes give a meaning to the marks they make.
Three to Four Year olds
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.
Create closed shapes with continuous lines, and begin to use these shapes to represent objects.
Remember and sing entire songs.