Listening and attention Understanding

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Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2


Getting to know me
I’m special

A Special Baby-Christmas

Once upon a time

  • Elves and the shoemaker

  • Hare and tortoise

  • The Awongalema Tree

  • Billy’s Sunflower

  • Jack and the beanstalk

  • Easter


  • Toys in Space

Communication and Language

  • Listening and attention

  • Understanding

  • Speaking

Listen to others.

How to be a good listener.

Respond to simple instructions.

Link thoughts. Can retell simple past event in order

Develop attention, listening carefully

Can listen and do.

Begin to understand why and how ?’s
Respond to two part instructions.

Connect ideas.

Question why, using tenses.

Use vocabulary on things that are important to them.

Listen to repeated refrains in stories.
Listen to and respond to others conversation/ discussion.
Extend vocabulary by grouping and naming.

Use language to recreate roles.

Organise and sequence ideas.

Introduce a story line into play.

Follow a story without pictures.

Answer how and why ?’s

Develop own narratives.

Physical Development

  • Moving and handling

  • Health and self-care

Run freely and negotiate space.

Draw lines and circles with gross motor skills.

Hold a pencil between thumb and two fingers.

Copy some letters.

Start to use an anticlockwise movement and vertical lines when using a pencil or paint brush.

Begin to develop a more effective pencil grip.

Start to form some letters practising correct orientation.

Experiment with different ways of moving.

Negotiate space.

Use simple tools- pencil, scissors.

Jump and land appropriately.

Travel with confidence on different climbing equipment.

Handle tools safely and with increasing control

Use a pencil and use it effectively showing recognisable letters.

Show good control and coordination in large and small movements.

Move confidently, negotiating space.

Handle equipment effectively.

Form recognisable letters.

Personal, Social and Emotional Development

  • Self-confidence and self awareness

  • Managing feelings and behaviour

  • Making relationships

Becoming aware of resources available in the classroom and how to use them.

Asking for help.
Values praise.

Sharing and taking turns with others

Being aware of own feelings.

Behaviour expectations.

Look at how they interact with each other and how friendly they are towards each other.

Forming relationships.

Becoming responsible.

Confidence in changing of routine.

Communicate about home.

Developing patience.

Adapt behaviour to different events.

Developing role play with other children

Developing own opinions.
Confidence in own abilities.

Confidence in own needs and interests.

Understand how their actions affect others.

Explains knowledge and understanding.

Initiates conversation, take account of others.

Resolving conflicts.

Describing positive self.

Confidence to speak in a familiar group.

Solving problems without aggression.

Literacy Skills

  • Reading

  • Writing

Start ‘letters and sounds’ Phase 1 onto phase 2.

Rhyming words.

Nursery Rhymes.

Look and handle books independently.

Phase 2 letters and sounds.

Start first steps in reading.

Start to Talk about main events, settings and characters in a story.

Phase 2/ 3 letters and sounds

Begin to read simple sentences.

Look at how stories are structured.

Increase vocabulary through experience of books.

Knows information can be retrieved from books and computers.

Read and understand simple sentences.

Decode irregular words.

Discuss what they’ve read.

Write own name.

Giving meanings to marks.

Start to make captions.

Begin to break flow of speech into words.

Segment sounds to make words.

Start to write captions/ lists

Link sounds to letters

Represent some sounds correctly and in sequence.

Use phonic knowledge to write words which match spoken sounds.

Write irregular words.

Start to write sentences on their own.

Spell some words correctly and others phonetically plausible.
Write sentences that can be read by themselves and others.

Write sentences independently.

Develop simple stories.

Mathematical Development

  • Numbers

  • Space, Shape and measures

Recognise numerals 1-5/10.

Count objects to 10 and then beyond.

Count objects that cannot be moved.

Match numerals to number of objects.

Use vocabulary of more than and fewer.

Shows an interest in shape, in the environment and for tasks.

Uses positional language.

Count to 20 and back.
Begin to count objects to 10 and beyond.

Count out objects from a larger group.

Count an irregular set of objects.

Count actions.

Estimate how many.

Find one more, one less.

Begin to use mathematical names and terms for 2D and 3D shapes.

Can describe their relative position.

Order 2/3 items by height/ weight.

Uses everyday language associated with time.

Order and sequence familiar events.

Order numbers to 20.

Recite, count, write numbers to 10/ 20/ beyond.

Continue to use language of more than and fewer than.

Begin to use vocabulary in practical activities of adding and subtracting.

Record, using marks to interpret and explain.

Begin to identify own mathematical problems.

Selects a particular named shape.

Begin to use vocabulary related to money.

Begin to use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and to solve problems.

Recognise, create patterns.

Using quantities and objects, add and subtract two single digit numbers and count on or back to find the answer.

Solve problems, including doubling, halving and sharing.

Explore characteristics of shapes and use mathematical language to describe them.

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and to solve problems.

Recognise, create and describe patterns.

Understanding the World

  • People and communities

  • The World

  • Technology

Remember significant times in their own lives and to talk about them.

To know that some things make them unique and can talk about some of the similarities and differences.

Talk about why things happen and how things work.

Complete a simple program on the computer.

Show interest of those around them.

Talk about past and present events of their own lives and in the lives of family members.

Enjoy joining in with family customs and routines.

Looks closely at similarities and differences, patterns and change.

Use age appropriate ICT hardware and software.

To know about similarities and differences between themselves and others, and among families, communities and traditions.
To know that other children don’t always enjoy the same things, and are sensitive to this.
Know about the similarities and differences in relation to places, objects, materials and living things.

Talk about the features of their own immediate environment and how environments might vary from one another.

Recognise a range of technology used at home and school.

They make observations of animals and plants and explain why some things occur, and talk about the changes.

Select and use technology for particular purposes.

Expressive Arts and design

  • Exploring and using media and materials

  • Being imaginative

Begin to build a repertoire of songs and dances.

Explore mixing colours.

Create simple representations of people or events.

Choose particular colours for a purpose.

Play alongside others who are engaged in the same theme.

Explore different sounds of instruments.

Experiment to create different textures.

Constructs with a purpose in mind.

Initiate new combinations of movement and gesture in order to express and respond to feelings.

Combine different media to create new effects.

Manipulate materials to create a planned effect.

Use simple tools and techniques competently.

Children make songs, music, dance and experiment in ways to change them.

Introduce a storyline/ narrative into their play.

Plays cooperatively as part of a group to develop and act out a narrative.

Use materials in original ways.

Selects appropriate resources and adapts work where necessary.

Selects tools and techniques needed to shape, assemble and join materials they are using.

Safely use and explore a variety of tools and techniques, experimenting with colour, design , texture, form and function.

Represent their own ideas, thoughts and feelings through design and technology, art music, dance, role play and stories.

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