EARLY YEARS CURRICULUM INTENT MEDIUM …...animals. Use Google to search for Zpet animals [ to see if there are any the children have missed to add to the list of words. -P4C discussion

EARLY YEARS CURRICULUM INTENT MEDIUM TERM PLANNING

ENQUIRY QUESTION: F1- WHERE DO DIFFERENT ANIMALS LIVE? F2-HOW ARE PLACES DIFFERENT?

TERM: SUMMER 3A AREA OF LEARNING: COMMUNICATION AND LANGUAGE

EYFS CLASS

END POINT

KNOWLEDGE (what do

you want children to be

able to know and do?)

VOCABULARY

(Use Victor Vocabulary

and Glossary books)

CHARACTERISTICS OF

EFFECTIVE LEARNING

SEQUENCE OF

ACTIVITIES/PROGRESSION

LINKS TO DEVELOPMENT

MATTERS (Please see Long

term overview)

22-36months

30-50months

40-60months

ELG

SKILLS and APPLICATION

F1

EXTENDS

VOCABULARY

BY GROUPING

AND NAMING ,

EXPLORING

THE MEANING

OF NEW

WORDS

- I can learn lots of

new words

-I can use the new

words I have learnt

when I am talking

-I know how to

focus my attention

- I know how to ask

questions

-I know how to

answer ‘how’ and ‘ why’ questions

-I use words to

show what I know

Playing and Exploring

-showing curiosity about

objects, events and people

-Using senses to explore the

world around them

-Showing particular interests

-Initiating activities.

-Showing a ‘can do’ attitude

Active Learning

-maintaining focus on their

activity for a period of time

-showing high levels of

energy, fascination

-Not easily distracted

-Pays attention to details

Creating and critical thinking

-Thinking of ideas

-Making links and noticing

patterns in their experience

Brainstorm enquiry question:

‘Where do different animals

live?’ To find out prior knowledge

PETS

-Talk about pet animals living

in our homes with people.

Contribute to a list of pet

animals. Use Google to

search for ‘pet animals’ to

see if there are any the

children have missed to add

to the list of words.

-P4C discussion about what

pets need ( shelter/ home,

care/ vet, exercise/

attention, food/ drink)

-Role play- Vets Surgery

Listening and Attention

Focusing attention- still

listen or do, but can shift

own attention

Maintains attention,

concentrates and sits

quietly during appropriate

activity

Children can listen

attentively in a range of

situations.

Children listen to stories,

accurately anticipating key

events and respond to

what they hear with

relevant comments,

questions or actions.

They give their attention

Skills:

Active listening

-Use more complex

sentences to link thoughts

-Begin to understand how

and why questions

-Use my prior knowledge

and make links

Other skills:

-Observational skills

-I pad skills and mouse

control

-Pencil control

Application: In context of


live?’ learning and child

New, words, listen,

attention,

vocabulary,

questions, how,

why, what, who,

when, where,

animal, live, habitat,

pet, home, basket,

need, care,

cleaning, exercise,

cage, vet, surgery,

appointment,

examine,

stethoscope,

vaccine, injection,

syringe, bandage,

medicine, X ray,

operation,

cat, dog, hamster,

guinea pig, rabbit,

fish, parrot, budgie,

snake, tortoise,

lizard, iguana,

farm, farmer, field,

scarecrow, gate,

pen, barn, tractor,

haystack, bull, cow,

calf, milking

Adults model role play, using

appropriate words to extend

vocabulary

-Show and Tell

Show photos of pets, talk

about them and answer

simple questions.

-PET CLUB

Invite different pets into

nursery. A child can

introduce their pet to their

peers, talk about their pet,

extending their vocabulary

and answer questions posed

by their peers. The pet

animal can by stroked

appropriately afterwards,

following a hygiene

discussion about the need to

wash our hands thoroughly.

-Add new vocabulary to our

‘Victor’s Wonderful Words’ board/ our Gargantuan

Words Big Book/ our

Glossary Big Book.

FARM ANIMALS

-Talk about animals which

live on a farm.

-Contribute to a list of farm

animals on the board. Use

Google to search for ‘farm

animals’ to see if there are

any the children have missed

to add to the list of words.

to what others say and

respond appropriately,

while engaged in another

activity

Understanding

Beginning to understand

‘how’ and ‘why’ questions

Respond to instructions

involving a two-part

sequence.

Children can follow

instructions involving

several ideas or actions.

They answer ‘how’ and

‘why’ questions about

their experiences and in

response to stories or

events.

Speaking

Builds up vocabulary that

reflects the breadth of

their experience

Questions why things

happen. Asks e.g. who,

what, when, how

Links statements and

sticks to a main theme or

intention.

Uses talk to organise,

sequence and clarify

thinking, ideas, feelings

and events.

Children express

themselves clearly

showing an awareness of

initiated learning

parlour, sheep,

lamb, horse, foal,

pig, piglet, duck,

duckling, hen, chick,

goat, kid, goose,

gosling,

wild, jungle, zoo,

lion, tiger, giraffe,

elephant,

rhinoceros,

monkeys, gorilla,

panda, bear,

crocodile,

hippopotamus,

hyena, gazelle,

zebra,

rainforest, toucan,

tree frog, macaw,

snake, lemur,

tarantula, stick

insect, gecko

Under the sea,

dolphin, shark,

octopus, whale, sea

turtle, jellyfish ,

lobster, crab,

stingray, squid,

-Use fiction and non-fiction

books to learn more about

farm animals and enhance

the children’s vocabulary

- Sing farm themed songs,

such as ‘Old McDonald Had a

Farm,’ ‘ 5 Little Ducks’ and

‘ Baa Baa Black sheep’ to

encourage children to join in



Words Big Book/ our

Glossary Big Book.

WILD / ZOO ANIMALS

-Talk about animals living in

the wild and in zoos.

-Contribute to a list of wild


Google to search for ‘wild






wild animals and enhance


-ZOOLAB workshop

Children learn and extend

their vocabulary about

rainforest animals by

listening to a presentation by

‘ZOOLAB.’ They enjoy a

‘hands on’ experience with

the animals and enhance

the listeners needs.

They use past, present and

future forms accurately

when talking about events

that have happened or are

to happen in the future.

Develop their own

narratives and

explanations by

connecting ideas and

events.

their communication and

language skills by asking

questions about the animals

they have been introduced

to.



Words Big Book/ our

Glossary Big Book.

UNDER THE SEA

Talk about animals living

under the sea.

-Contribute to a list of under

the sea animals on the

board. Use Google to search

for ‘sea animals’ to see if

there are any the children

have missed to add to the

list of words.



sea animals and enhance the

children’s vocabulary



Words Big Book/ our

Glossary Big Book.

CULTURAL CAPITAL-

Linked animal topic books

with 1:1 reading and new

vocabulary time-recorded on

child’s grid

CHALLENGE- Can you explain

the meaning of a new word

you have learnt to your ‘talk

partner?’

SEN/LAP/DISAD—‘Peer

buddy’ to support with

vocabulary and engagement.

F2

THEY

DEVELOP

THEIR OWN

NARRATIVE

S AND

EXPLANATI

ONS BY

CONNECTIN

G IDEAS OR

EVENTS.

-I can re-tell a

familiar narrative.

- I can introduce a

narrative into my

play and develop it

in a group context.

- I can connect my

ideas and events

during explanations

in a variety of

contexts.

- I can talk about

the features of my

locality.

- I can talk about

features of the


-Showing curiosity about



world around them


-Initiating activities


Active Learning

-Maintaining focus on their


-Showing high levels of

energy, fascination




-Thinking of ideas



-Brainstorm enquiry

question: ‘How are places

different?’ Class brainstorm-to find out

prior knowledge and display

on working wall, to help

decide upon the different

directions of the learning.

-Our Locality

School’s location-

address and talking

partners about

where the school is

on a map of England

/ UK /looking at local

maps.

Locality trail looking

at houses and other

features of the local

environment,

including a traffic

tally chart survey.

My home in relation

SEE ABOVE Skills:

-Active listening

-Use more complex

sentences to link thoughts.

-Ability to explain and

connect ideas.


-Develop narratives and co-

construct ideas.

-Globe and map reading

-Use of comparative

language

Other skills:


-Writing skills


‘How are places different?’ learning and child initiated

learning

Rainforest.

- I can compare my

locality with the

Rainforest and use

some comparative

language.

- I can use a range

of adjectives to

describe the

rainforest and its’ animals.

- I can listen

attentively and

maintain

concentration as I

learn new

information about

my locality, other

countries and the

Rainforest.

- I can listen and

respond

appropriately to

others during group

narratives and

explanations.

to school, including

my address and my

route from home to

school.

Animals and wildlife

seen in our locality.

Looking at things

human beings do to

maintain their area.

-Our holidays

Outdoor Travel

Agents and airport

role-play area with

brochures, suitcases,

signs, till-developing

narratives and

explanations-

sustained shared

thinking.

Children talk about

places they have

visited in UK and

abroad

Finding holiday

destinations in

brochures and on

maps and the globe.

(Global learning)

-Rainforests study focus

(Global Learning)

Rainforest role-play

adventurer area with

magnifying glasses,

binoculars,

vegetation,

Words, vocabulary,

listen, attention,

concentrate,

questions,

discussions, ideas,

story, narrative, re-

tell,

explain/explanation

Location, locality,

address, England,

United Kingdom,

globe, map,

maintain, home,

route, trail, traffic,

survey, tally,

information,

Rainforest, habitat,

wild, jungle, tiger,

elephant, monkeys,

gorilla, crocodile,

hippopotamus,

toucan, tree frog,

macaw, snake,

lemur, tarantula,

stick insect, gecko,

explorer,

adventurer, travel

agents, brochure,

destination, airport,

picture/word mats

and writing frames-

developing

narratives and

explanations in

groups-sustained

shared thinking.

Looking at pictures

and information

power points of the

Rainforests-what do

you notice? Talking

partners.

Using adjectives to

describe the forests.

Creating own

collage Rainforests

explaining what

different parts

represent.

Animals of the

Rainforest-Zoolab

Creature visitors to

handle and

describe.

Rumble In the

Jungle rhyming

book-listen to and

join in / discuss.

Create own rhyming

poems based upon a

Jungle animal.

Use of Victor Vocabulary

board and Glossary for word

meanings in the above

activities.

aeroplane,

similarities,

differences,

compare, notice,

observe, describe,

act out, predict,

opinions, ideas,

speech bubble,

thinking bubble.

-Comparing our locality to

the Rainforest

Discussing

similarities and

differences and

offering explanations

why.

Other CL opportunities:

George and the

Dragon legend

(British Values)-

using Victor

Vocabulary board to

explore new

vocabulary e.g

knight, valour, joust.

Focus author- Eileen

Browne:

Handa’s Surprise

Book talk, new

vocabulary,

describing the

animals and fruits,

re-telling the

story/acting out the

narrative.

Handa’s Hen

Predicting events

and book review

giving opinions and

explaining ideas.

Through My Window and

Wait and See

Drama strategies

including use of

speech bubble and

thinking bubble plus

hot seating to

explore characters

and events.

Poem: My Village: Rhymes

from around the World-

Danielle Wright

Extend vocabulary

and explore the

poems

meanings/how they

make you feel.

CULTURAL CAPITAL-

Looking at non-

fiction books on

different places and

1:1 focus on maps/globe.

CHALLENGE-Can you create

a poster to advertise a

different place-it’s features-

to make someone want to

visit? Use of adjectives and

persuasive language.

SEN/DISADVANTAGED-

Picture/word topic mats and

1:1 support to develop

verbal ideas and recordings.

Sticky Knowledge Observation Communication and Language activities for observation and assessment in terms of skills, knowledge and

application.

F1- Observe children discussing the Zoolab Rainforest animals experience after the event to see if a child can EXTEND VOCABULARY BY GROUPING AND NAMING , EXPLORING

THE MEANING OF NEW WORDS

CC: Observe any gaps from the above and provide resources and specific teaching to address those gaps.

F2- Whilst in the provision and during adult focus activities observe and assess how they DEVELOP THEIR OWN NARRATIVES AND EXPLANATIONS BY CONNECTING IDEAS OR

EVENTS.

CC: Observe any gaps from the above and provide resources and specific teaching to address those gaps.

CHILDREN’S INTERESTS/HOME LEARNING/ENHANCEMENTS AND TRIPS

Zoolab creature visitors St George’s Day-Training to be a Knight

Makerspace parent/carer after school workshop F2 Summer 3a Home learning grid

Wow moments Parent drop in sessions



TERM: SUMMER 3A AREA OF LEARNING: PERSONAL, SOCIAL AND EMOTIONAL DEV

(Also please see 1 Decision Early Years long term overview and planning-specific 1 Decision teaching and learning themes and lessons for Early Years)

EYFS CLASS

END POINT

KNOWLEDGE

(What do you want

children to know and

understand?)

VOCABULARY


and Glossary books)

CHARACTERISTICS OF

EFFECTIVE LEARNING

SEQUENCE OF




term overview)

22-36months

30-50months

40-60months

ELG


F1

BEGINS TO BE

ABLE TO

NEGOTIATE

AND SOLVE

PROBLEMS

WITHOUT

AGGRESSION.

- I know how to

resolve arguments

with other

children by finding

a compromise

- I can tell my

friends what they

could do to help

me if they take my

toys or make me



world around them-

-Showing a can do attitude

Active Learning

-Paying attention to details

-Enjoying meeting challenges


-Thinking of ideas


Role Play Areas

Vets Surgery and Home

Corner

-Take turns/ share

resources/ play with other

children and form good

relationships whilst role

playing.

-In child initiated play and

provision- adults facilitating

negotiation/sharing/turn

taking/ finding a compromise

Making relationships

Initiates play, offering

cues to peers to join them

Explains own knowledge

and understanding and

asks appropriate

questions of others

Takes steps to resolve

conflicts with other

children e.g. Finding a

compromise

Skills:

-Social interaction with peers


and make links

-Other skills:

- Turn taking in conversation

and building upon what is

heard

-Questioning to find out

more information

-Using own experiences in

upset or cross.

- I know that my

efforts will be

noticed and

praised when I try

to negotiate and

solve problems

positively.

-I can talk about

things I know and

understand and

ask grown- ups

and my friends

questions to find

out more

-I can ask my

friends to play

with me.

-I can talk to

unfamiliar grown

ups

-I can join in new

things

-I like it when I am

praised for what I

have done

-I know that I

cannot always

have everything I

want, when I want

patterns by explicit modelling along

with peers, using strategies

such as using sand timer for

turn taking and explicit

praise when desired

behaviours shown.

PETS

‘Max and Bird’ Written & illustrated by Ed

Vere Max, a kitten, and Bird, a very young bird, want to be friends but Max also wants to eat Bird, so they strike a deal. -P4C Discussion about resolving conflict and solving a problem without using aggression.

Talk about what better ways

there are to solve problems-

children brainstorm ideas

and explain why they are

better ideas than hurting

others.

PET CLUB

-Children talk confidently

about their pets and answer

questions asked by their

peers.

FARM ANIMALS

Watch a ‘Peppa Pig’ episode

‘The Quarrel,’ in which

Peppa and Suzy Sheep fall

out when they are playing a

game of Snap!

Children play co-

operatively, taking turns

with others.

They take account of one

another’s ideas about how

to organise their activity.

They show sensitivity to

others’ needs and feelings,

and form positive

relationships with adults

and other children.

Self Confidence and Self

Awareness Begins to show

interest in talking to other

children when playing.

Is more outgoing towards

unfamiliar people and

more confident in new

social situations

Welcomes and values

praise for what they have

done

Confident to speak to

others about own needs,

wants, interests and

opinions

Children are confident to

try new activities, and to

say why they like some

activities more than

others.

They are confident to

speak in a familiar group,

will talk about their ideas,

and will choose the

play




initiated learning

https://bookroo.com/books/max-and-bird

https://bookroo.com/creatives/ed-vere

https://bookroo.com/creatives/ed-vere

it

Share, take turns,

fair, fighting,

aggression,

problem, conflict,

disagreement,

problem, resolve,

peace, talk, help,

support, solve,

kind, unkind,

respect, fair,

unfair, talk,

negotiate,

feel, feelings,

emotions, happy,

sad, cross, angry,

jealous, sand

timer, your turn,

my turn, after,

first, now, next

- Afterwards, have a P4C

discussion about how it is a

good idea to negotiate/talk

and solve a problem before

it leads to hurting a friend.

ZOOLAB

Children join in with a new

learning experience, appear

confident with an unfamiliar

adult (Zoolab presenter) and

ask appropriate questions to

find out more about the

rainforest animals.

WILD ANIMALS

‘The Lion Who Wanted to

Love’ by Giles Andreae

Listen to the story about the

lion cub who has a problem

with the other lions in his

pride. Rather than wanting to

hunt and kill his prey,

Leo wants to be friends with

all the other animals and

spend his days playing.

Discuss how Leo's kindness

brings happiness to the jungle.

-Use talk partners to discuss

whether it is better to be kind

and friendly or to be

aggressive and hurt others

-Listening to/watching a

range of fiction and non-

fiction books/video clips

resources they need for

their chosen activities.

They say when they do or

don’t need help.

Managing Feelings and

Behaviour

Can usually tolerate delay

when needs are not

immediately met and

understands wishes may

not always be met

To understand that own

actions affect other

people, e.g. becomes

upset, or tries to comfort

another child when they

realise they have upset

them

To be able to negotiate

and solve problems

without aggression .e.g.

when someone has taken

their toy.

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.

They work as part of a

group or class, and

understand and follow

rules. They adjust their

relating to resolving conflict

though talking, negotiating,

taking turns and sharing.

CULTURAL CAPITAL-

Music Interaction weekly

sessions in small group,

taking turns and sharing

musical instruments in a

range of activities.

CHALLENGE

Peer tutor younger pupils

and peers on how to take

turns and share as part of

being a ‘good friend.’ SEN/LAP/DISAD—

Music Interaction and

Monday lunch ‘Stay and

Play’ wellbeing club-to work

on modelling sharing, taking

turns/ negotiating skills.

behaviour to different

situations, and take

changes of routine in their

stride the rules

EXCEEDING STATEMENTS

ARE APPLIED WHERE

APPROPRIATE

F2 Children talk

about how

they

and others

show feelings,

talk

about their

own and

others

behaviour,

and its

consequences

and know

that some

-I can name

different

emotions e.g.

excited, angry,

worried,

jealous,

nervous,

surprised.

-I can talk about

my own


-Shows curiosity about



world around them

-Showing a can-do attitude

-Pretending objects are

things from their

experiences

-Representing their

experiences in play

-Taking on a role in their play

-Acting out experiences with

others

-Our emotions

Looking at the

emotions fan faces

and egg faces,

extending emotional

literacy vocabulary

e.g. worried,

surprised, excited,

frightened-add to

Victor Vocabular

board.

Read range of

emotions books-

Rainbow feelings

book and I’m Sorry

SEE ABOVE Skills:

-Social interaction with peers


and make links

-

-Other skills:



heard


more information


play

behaviour is

unacceptable.

emotions in

different

situations.

-I can talk about

the feelings of

other people

and different

characters in

stories-

explaining how I

know (clues)

what they are

feeling.

-I can talk about

a couple of

strategies to

support sharing

in the provision.

-I can solve a

dilemma using

my experiences

and applying

what I have

Active Learning



-Bouncing back after

difficulties

-Being proud how they

accomplished something not

just the end result


-Thinking of ideas


patterns

-Finding new ways to do

things

-Finding ways to solve

problems

-Developing ideas of cause

and effect

-Planning and making

decisions on how to solve a

problem

-Changing strategy as

needed

-Reviewing how well an

approach worked

friendship book-

Talking partners

respond to How is

he/she feelings?

When have you felt

like that? Tell me

more. What can we

do to help us if that

happens again? How

do you show

feelings?

Read ‘Not Fair,

Won't Share’ by Sue

Graves and Desideria

Guicciardini-talk

about not

sharing/sharing and

it’s consequences.

What strategies can

we use? E.g timer,

“You have 3 goes

and then I will have

3 goes.”

-1 Decision Dilemma Drops

Green is in Trouble

Pink’s new class

mate

Children use P4C strategies

to add their own ideas and

respond to what came

before, using offering

gesture, build on and I agree

gestures. Talk together to

give each other’s strategies

that would help and / or


‘How are places different?’ adult focus learning and

child initiated learning.

learnt.

-I can use the

P4C hand

signals-offer, I

want to build

upon that

response and I

agree,

-I can define

bullying.

-I can talk about

my own and

others’ behaviour in

terms of cause

and effect.

-I know that

some

behaviours are

unacceptable

and can talk

about the

solve the dilemmas.

-Behaviour-recall our anti-

bullying week learning from

earlier in the year.

Refer to Pink’s new

class mate and ask

whether the other

class mates were

kind? Were they

bullying? Children in

talking partners

explain their

thinking.

Define bullying and

talk about

consequences of

unkind behaviour to

others and how

some behaviours are

unacceptable. Talk

about the effects of

kind and positive

behaviour to others.

Talk about strategies

we can use to

control big feelings

such as anger,

jealousy-circle time

to pass the bear and

add our ideas-

introduce the

volcano guided

imagery and

counting to 10.

Managing Anger 1

Decision

consequences.

-I can talk about

a couple of

strategies to

manage my

powerful

emotions, such

as anger and

jealousy.

-I can talk about

positive and

negative

behaviours in

my locality,

explaining my

ideas.

Emotions,

feelings, happy,

excited, sad,

worried,

anxious,

frightened,

jealous, angry.

Mindfulness video

Kindness 1 Decision

Mindfulness video

-Other linked learning

relating to feelings and

behaviour

Whilst on our

Locality trail, look at

things human beings

do to positively

maintain their area

e.g gardening, fixing

fences. Talk about

less positive

behaviours e.g litter

dropping and the

effects that has on

wild life and our

ability to re-cycle.

George and the

Dragon legend

(British Values)-

Theme of fighting

and recall strategies

learnt previously

that can be used

instead of fighting.

CULTURAL CAPITAL- Small

group attendance at the

wellbeing Monday lunch

time club to share feelings

and behaviour resources and

books.

Fair, share, take

turns,

consequences,

dilemma,

strategies,

bullying, anti-

bullying, solve,

behaviour,

positive,

negative,

breathe,

mindfulness,

relax, guided

imagery,

positive,

negative, litter,

re-cycling.

CHALLENGE- Can you create

a poster to remind the

Nursery children about the

positive behaviours we

expect?

SEN/DISADVANTAGED-Small

group interventions e.g

Music Interaction and Time

to Talk-with themes around

sharing, taking turns.

Sticky Knowledge Observation Personal, Social and Emotional Development activities for observation and assessment in terms of skills,

knowledge and application.

F1- Observe small groups of children in their child initiated play interacting and watch how they co-operate with each other, negotiate/turn take and share

resources to assess if a child is beginning TO BE ABLE TO NEGOTIATE AND SOLVE PROBLEMS WITHOUT AGGRESSION.

CC: Interventions based upon needs and next steps, including ‘Stay and Play’ and ‘Music Interaction’ plus 1:2 small group explicit PSED teaching

F2- During class discussions scribe children’s ideas and responses to assess how 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.

CC: Any gaps needing to be addressed will be through small group interventions and 1:1 support in the provision, modelling and facilitating managing

feelings and behaviour strategies.







TERM: SUMMER 3A AREA OF LEARNING: PHYSICAL DEVELOPMENT

EYFS

CLASS

END

POINT

KNOWLEDGE

(What do you want children

to know and understand?)

VOCABULARY

(Use Victor Vocabulary and

Glossary books)

CHARACTERISTICS OF

EFFECTIVE LEARNING

SEQUENCE OF




term overview)

22-36months

30-50months

40-60months

ELG


F1

SHOWS

UNDERST

ANDING

OF NEED

FOR

SAFETY

WHEN

TACKLIN

G NEW

CHALLEN

GES AND

CONSIDE

RS/

MANAGE

S SOME

RISK

-I can show how I use

things like scissors,

hammers and other

tools safely, so I do not

hurt myself and my

friends

-I understand that I

have to be careful

when I am using things

like scissors and knives

- I can use one handed

tools appropriately,

such as child scissors

to snip paper

- I know that it is

important to keep safe

- I can move my body

in different ways such


--Showing particular

interests

-Initiating activities.

-Showing a can-do attitude

-Taking a risk, engaging in

new activities and learning

by trial and error

Active Learning


-Showing a belief that more

effort or a different

approach will pay off.

-Maintains focus for a period

of time

-Persists with activity when

challenges occur


difficulties


Funky Fingers activities

E.g. Range of activities to

promote fine motor skills

using one handed equipment

such as pegs, tongs and

scissors, threading cards etc.

-Regular play dough discos

Vets Surgery role-play

Use vets instruments and

equipment, such as syringes,

bandages, a stethoscope,

medicine bottles to enhance

fine motor skills.

Animal Collage- use scissors

to cut paper and other

resources in order to create

animal themed collages

Use kitchen equipment, such

Moving and Handling

Moves freely and with

pleasure in a range of

ways , such as slithering,

shuffling, crawling,

walking, running, jumping,

skipping, sliding and

hopping

Draws lines and circles

using gross motor skills

Can stand momentarily on

one foot when shown

Use one handed tools and

equipment e.g. makes

snips in paper with child

scissors

Travel with confidence

and skill around, under,

over and through

balancing and climbing

equipment. Show

Skills:


and make links

-Develop independence and

self-smart skills

-Other skills:

- Following consecutive

instructions

-Fine and gross motor skills,

including pencil grip, correct

letter formation, name

writing, co-ordination.

-Scissor control



come from?’ learning and

child initiated learning

as slithering, shuffling,

crawling, walking,

running, jumping,

skipping, sliding and

hopping.

-I can balance for a

moment on one foot

when shown how to

Challenge, safety, risk,

equipment, tools,

scissors, knife, fork,

sharp, careful, safe,

Syringe, medicine

bottle, twist,

Outdoor, construction

blocks, rods, tyres,

crates, wooden planks,

guttering, pipes, build,

Move, freely, pleasure,

confidence, slithering,

shuffling, crawling,

walking, running,

jumping, skipping,

sliding, hopping

-Thinking of ideas


things

-Making links

-Developing ideas about

cause and effect

-Checking how well their

activities are going

-Changing strategy as

needed

as knives, safely during

weekly baking sessions and

daily lunchtime/snack time

Move like animals outdoors -

Play ‘Follow the Leader’, moving like different sorts of

animals (e.g. wiggle arms

and legs around like they are

the tentacles of an octopus,

move like a crab, stretch up

tall like a giraffe, stomp like

an elephant, flap arms and

fly like a bird, slither like a

snake etc.)

-Practitioners show children

how to balance on one foot,

like a flamingo, and see if

they can copy

- Children manage risk

appropriately during Zoolab

Workshop. They handle

animals safely and carefully

Draw circles and lines using

water/ paint brushes on wall

in the outdoor art area,

inspired by our F1 focus

artist, Wassily Kandinsky

-Manage risk outdoors

appropriately and use large

construction blocks/ rods,

wooden planks, guttering,

pipes, tyres and crates to

construct with on a large

increasing control over an

object in pushing, patting,

throwing, catching or

kicking it. Handle tools,

objects, construction and

malleable materials safely

and with increasing

control. Begin to form

recognisable letters. Use a

pencil to form

recognisable letters, most

of which are correctly

formed. Children show

good control and co-

ordination in large and

small movements. They

move confidently in a

range of ways, safely

negotiating space. They

handle equipment and

tools effectively, including

pencils for writing.

Beginning to be able to

write on the lines and

control letter size.

Health and Self care

Understands that

equipment and tools have

to be used safely

To understand that

exercise contributes to

good health. Shows

understanding of the need

for safely when tackling

new challenges and

scale safely.

CC- 1:1 support with

developing scissor cutting

skills and handling

equipment during baking

sessions

CHALLENGE- Ask children to

create a challenging obstacle

course using many large

resources outdoors. Increase

the challenge by asking them

to move through the course

in different ways, such as

slithering, crawling, hopping,

sliding, skipping and jumping

SEN/LAP/DISAD-1:1 support

on Funky Fingers table in the

provision

considers and manages

some risks. Shows

understanding of how to

transport and store

equipment safely.

Children know the

importance for good

health of physical exercise

and a healthy diet, and

talk about ways to keep

healthy and safe. They

manage their own basic

hygiene and personal

needs successfully,

including dressing and

going to the toilet

independently. Confident

dressing and undressing

independently,

successfully managing

fastening buttons or laces.

F2

Knows

the

importa

nce of

good

health,

for

physical

exercise

-I know that it is

important to keep

healthy.

-I know the different

ways that I can keep

healthy, including

exercise and diet.

-I can talk about a

range of forms of


-Seeking challenge


Active Learning

-Maintaining focus on

their activity for a period of

time


-showing satisfaction in

meeting their own goals

-Persists when challenges

occur


difficulties

-Power point on keeping

healthy

Talking partners

relate to own

experiences in terms

of physical exercise,

healthy diet.

Watching 1 Decision

animated story book

on ‘Green’s Greens.’ Fruit and vegetable

tasting, talking about

likes and dislikes.

SEE ABOVE Skills:

-Grouping

-Active listening to follow

instructions

-Using my prior knowledge

and making links

Other skills:

-Co-ordination skills

-Pencil control

-Fine motor skills

-Gross motor skills

-Pencil grip and correct letter

formation skills

and a

healthy

diet

and talk

about

ways to

keep

healthy

and

safe.

exercise.

-I can talk about what

a healthy diet consists

of.

-I know that it is

important to keep

safe.

-I can talk about road

safety dangers.

-I can talk about water

safety.

-I can talk about

dangers in the kitchen.

-I can talk about

dangers involving the

sun, internet and

stranger danger.

-I can talk about ways I

can keep safe in

relation to the dangers

I have been learning

about.


-Thinking of ideas


things





-Changing strategy when

needed

-Reviewing how well the

approach worked

-Keeping safe

Brainstorm different

types of dangers e.g

water, kitchen,

roads, sun, stranger

danger, internet.

Brainstorm

children’s strategies

for keeping safe in

their everyday lives.

Use of 1 Decision

materials to address

potentially unsafe

situations and talk

about ways to keep

safe in different

scenarios.

Circle times, talking

partners and peer

tutoring from older

pupils relating to

safety issues.

Create safety posters

for Nursery children.

Displaying an

internet and

computer safety

charter.

ONGOING:

-Daily RWInc writing and

handwriting session

Getting into the

perfect handwriting

position.

Practising perfect

pencil grip

Recap correct

Application: In the context of

‘How are places different?’ adult focus learning and

child-initiated learning.

-I can create a safety

poster.

Healthy, physical,

exercise, diet, fruit,

fruit names,

vegetables,

vegetable names,

like, dislike, safe/ty,

stranger, internet,

water, kitchen,

poison, road,

traffic, sun,

sunburn.

Pencil grip, letters,

anti-clockwise,

vertical, starting,

finishing, carefully,

lines, jousting,

galloping, bow,

arrow, balancing,

challenges,

certificate, knight.

Dance, sequence,

starting position,

starting and finishing

position when

forming different

groups of letters.

-Funky Fingers activities

E.g. Golf ball balancing on

tees and attaching loom

bands on pine cones, play

dough disco.

-Training to be a Knight-St

George’s Day (British Values)

Taking part in a range of

physical challenges in the

hall:

Jousting using hobby

horses and foam

sticks

Target practise using

bow and arrows

Saddle balancing

using balance

/wobble boards

Rotation of activities to

complete the Knights

challenges and receive the

Queen’s certificate.

A range of cross curricular

linked writing activities

based on our locality,

holidays, Rainforests and

Eileen Browne stories.

CULTURAL CAPITAL-

1:1 support reading non

fiction books on Knights and

finishing position,

rhythm, response,

evaluate.

castles plus castle small

world play.

CHALLENGE- Can you give

examples of foods in the

different food groups?

Carbohydrates, proteins,

fruits, vegetables.

SEN/DISADVANTAGED-

Non fiction books on safety

and fruits, vegetables-discuss

and develop vocabulary to

go on Victor Vocabulary

board.

-Weekly P.E sessions-

Getting undressed

and dressed-

practising

un/fastening

buttons.

Dance focus:

Response to music and

moving rhythmically-

developing sequences with a

starting position, middle part

and finishing position-

presenting to class and

evaluating own and others’ performances.

Sticky Knowledge Observation Physical Development activities for observation and assessment in terms of skills, knowledge and

application.

F1- Observe small groups of children constructing with large equipment, such as construction blocks/ rods, crates, wooden planks, guttering, tyres e to

assess if a child SHOWS UNDERSTANDING OF NEED FOR SAFETY WHEN TACKLING NEW CHALLENGES AND CONSIDERS/ MANAGES SOME RISK

CC: Address any gaps identified and provide specific teaching and interventions.

F2-Assess the children’s knowledge during class discussions and activities in relation to the importance of good health and how physical exercise and a healthy

diet contribute to this, talking about ways to keep healthy and safe.

CC: Address any gaps identified and provide specific teaching and interventions.







TERM: SUMMER 3A AREA OF LEARNING: LITERACY

EYFS CLASS

END POINT

KNOWLEDGE AND SKILLS

(what do you want

children to be able to

know and understand?)

VOCABULARY


and Glossary books)

CHARACTERISTICS OF

EFFECTIVE LEARNING

SEQUENCE OF




term overview)

22-36months

30-50months

40-60months

ELG


F1

Reading

CAN SEGMENT

THE SOUNDS IN

SIMPLE WORDS

AND BLEND

THEM TOGETHER

Writing

USES SOME

IDENTIFIABLE

LETTERS TO

COMMUNICATE

MEANING, SOME

SOUNDS

CORRECTLY AND

IN SEQUENCE

-I know how to say

the initial, middle

and last sound in

simple words

-I can blend the

sounds together to

make a simple word

- I can use my

phonics skills to

begin to use letters in

my writing- I can

write the correct

letter with the sound

I make as I say a

word

-I can enjoy listening

to different rhymes

and rhyming stories


-Showing a can-do

attitude

-Seeking challenge

-Shows particular

interests

Active Learning


their activity for a period

of time

-Paying attention to

details


-Enjoying meeting

challenges

-Shows high levels of

energy and fascination

Creating and critical

thinking

-Thinking of ideas

-Making links and

Read, Write, Inc. sessions

continue on a daily basis for

N2 children. The sessions

continue to focus on a letter

each day from Set 1 ‘Speed

Sounds’, so children can link

sounds to letters more

confidently.

Children use ‘Fredtalk’ to

segment the sounds in

simple CVC words and blend

them together.

Children use ‘air writing’ to

form a letter correctly in the

air before practising writing

the letter on paper using the

correct pencil grip.

N1 children will continue to

access a phonics session led

by the TA based on Phonics

Phase One speaking and

listening activities

Reading:

Enjoys rhyming and

rhythmic activities

Shows awareness of

rhyme

Recognises rhythm in

spoken words

Uses vocabulary and

forms of speech that are

increasingly influenced by

their experiences of

books. Enjoys an

increasing range of books.

Children read and

understand simple

sentences.

Use phonic knowledge to

decode regular words and

read them aloud

accurately. Read some

irregular common

Skills:


and make links

-Other skills:



heard


more information


play




initiated learning

-I can join in with

rhymes I know

- I can guess the

rhyming word in a

rhyming story

noticing patterns

-Making predictions

-Developing ideas of

sequences

‘BOOK OF THE WEEK’ DISPLAY linked to focus

author: Giles Andreae.

Termly Author Focus books

by Giles Andreae Farmyard Hullabaloo Rumble in the Jungle

The Lion Who Roared

Be Brave, Little Penguin

Giraffes Can’t Dance

Commotion in the Ocean

Book talk, talking partners,

and P4C discussions for each

story.

Book Talk

Focus on the front cover and

read the title, author’s name

and illustrator’s name. When

discussing the books, refer to

Victor Vocabulary and Rex

Retriever.

Point to the words as they

are being read to show that

print carries meaning and, in

English, is read from left to

right and top to bottom.

-‘Farmyard Hullabaloo’ ‘Rumble in the Jungle

‘Commotion in the Ocean’ -

Read the rhymes and

pause to anticipate

children joining in

words.They demonstrate

understanding when

talking with others about

what they have read.

Describe the main events

in simple stories they have

read.

Writing:

To give more meaning to

marks as they draw and

paint

To give meanings to marks

they make as they draw,

write and paint.

Hear and say the initial

sound in words. To write

own name and other

things such as labels.

To use some clearly

identifiable letters to

communicate meaning,

representing some sounds

correctly and in sequence.

Use phonics knowledge to

write words in ways that

match their spoken

sounds. Write some

irregular common words.

Write simple sentences

that can be read by

themselves and others.

Some words are spelt

correctly and others re

phonetically plausible.

Write simple sentences

with the rhyming

words.

Use ‘talk partners’ to

discuss favourite

rhymes and the

reasons why

-‘The Lion who Roared’ ‘Be Brave Little Penguin’ ‘Giraffes Can’t Dance’

Read, predict events

and talk about

setting, characters

and storyline.

Finding rhyming

words in the story

book

Pause at a CVC in the

story. ’Fredtalk’ the

sounds and

encourage the

children to blend the

sounds together

Talking partners

expressing ideas and

opinions.

Build Victor

Vocabulary board-

define words in

glossary.

Poetry Texts-

ABC Animal Rhymes for you

and me

By Giles Andreae

that can be read by

themselves and others.

They use key features of

narrative in their own

writing.

Poetry basket-

‘The Poetry Basket’ laminated Class book

Children joining in with

seasonal collection of

rhyming action poems along

with peers and staff, to

develop a bank of

Learnt ‘off by heart’ poems

to recite and present.

Non-fiction topic books

Linked to animals and topics

shown interest in by children

during child initiated and

fiction study.

Helicopter Stories-

Children’s stories scribed and

acted out with class on the

day created, contributing to

child’s Helicopter Story book

along with any other child

initiated linked writing.

CC-

Sing lots of nursery rhymes

in the provision to build up a

bank of familiar rhymes

CHALLENGE- Use phonics

skills to begin to read and

write simple words

SEN/LAP/DISAD- Visual

supports and peer

buddying/talking

partners/1:1 support

overlearning

F2

Reading

Use phonic

knowledge

to decode

regular

words and

read them

aloud

accurately.

Writing

I can write

simple

sentences

that can be

read by

myself and

others.

-I can use my

phonic knowledge

to decode regular

words.

-I can accurately

read aloud the

words that I have

decoded.

-I can name 3

books by Eileen

Browne and talk

about the feelings

of the characters.

-I can re-tell

Handa’s Surprise.

-I can use

adjectives to

describe fruits and

animals in Handa’s

Surprise and

Handa’s Hen.

-I can make links


-Seeking challenge


Active Learning


their activity for a period

of time


-showing satisfaction in

meeting their own goals

-Persists when challenges

occur


difficulties

Creating and critical

thinking

-Thinking of ideas


things

-Making links and

noticing patterns in their

experience



-Changing strategy when

needed

-Reviewing how well the

approach worked

-Daily RWInc group sessions

with RWInc leaders-speed

sounds, word time and

handwriting sessions.

Texts:

Termly Author Focus books

by Eileen Browne:

-Book Talk

Reading the title, author/ess’ name and illustrator’s name.

listen to the blurb for all

books read. Discuss setting

and characters as well as

plot. When discussing the

books, referring to Victor

Vocabulary, Rex Retriever,

Iggy Inference to aid reading

skills/comprehension.

Handa’s Surprise

Learning about new

vocabulary in the

book,

describing the

animals and fruits,

re-telling the story

verbally acting out

the narrative and

writing/re-telling the

story.

Handa’s Hen

Predicting events

SEE ABOVE Skills:


and make links.

-Oral rehearsal of sentences

-Linking phonemes to

graphemes.

-Sight vocabulary skills.

-Using phonic knowledge to

decode words and those

with more than one syllable.

-Read and write simple

sentences

-Other skills:

-Turn taking in conversation


heard.


more information.


play.


‘How are places different?’ adult focus and child

initiated learning.

between Eileen

Browne’s stories

and my own

experiences.

-I can vote for my

favourite Eileen

Browne story so

far and explain.

-I can explore

rhyming words

and create my

own poem with

support.

-I know 4 poems

from the poetry

basket off by

heart.

-I can talk about

the vocabulary

that I have read

and word

meanings.

and writing a book

review giving

opinions and

explaining ideas.

Reading each other’s

book reviews to

inform which book

they will choose

next.

Through My Window and

Wait and See

Drama strategies

including use of

speech bubble and

thinking bubble plus

hot seating to

explore characters

and events.

Write a description

of what can be seen

from their own

bedroom window.

-Voting for favourite Eileen

Browne book

Giving reasons.

-‘BOOKS OF THE WEEK’ DISPLAY linked to focus

author: Eileen Browne.

-Rumble In the Jungle

rhyming book-

Listen to and join in /

discuss.

Create own rhyming

poems based upon a

-I can retrieve

information from

the texts I have

read.

-I can begin to

infer from what I

have read.

-I can develop

group narratives in

the role-play and

small world areas.

-I can write simple

sentences that can

be read by myself

and others.

-I can use finger

spaces.

-I can use a full

stop at the end of

a sentence, with

Jungle animal.




activities.

Reading and/or writing

linked to Understanding the

World activities:

Our Locality

Holidays

Rainforest

St George’s Day

Poetry focus book

My Village: Rhymes from

around the World-Danielle

Wright

Extend vocabulary

and explore the

poems

meanings/how they

make you feel.

Role-play and drawing

/written responses about

our favourite parts.

Poetry basket-

‘The Poetry Basket’ laminated Class book

Children joining in with

seasonal collection of

rhyming action poems along

with peers and staff, to

develop a bank of

learnt/off by heart poems to

recite and present.

-Outdoor Travel Agents and

support.

-I can write a

description, book

review and poem,

with some

support.

-I can develop my

own story with a 3

part structure,

then act it out in a

group.

Title, author,

illustrator, blurb,

character, plot,

story line, vote,

favourite, fiction,

non-fiction,

poetry, poem,

rhyme, capital

letter, letter,

word, sentence,

tricky word, sight

vocabulary, full

airport role-play area

with brochures, suitcases,

signs, till and writing frames-

developing narratives and

explanations-sustained

shared thinking.

- Rainforest role-play

adventurer area

with magnifying glasses,

binoculars, vegetation,

picture/word mats and

writing frames-developing

narratives and explanations

in groups-sustained shared

thinking.

Weekly home and school

reading books linked to

sounds that the children

have been taught and tricky

word/sight vocabulary packs.

Guided Reading groups

Group reading and

discussions about characters,

setting, plot, story structure,

using Victor Vocabulary and

our board, Rex Retriever and

Inference Iggy to work on

reading/comprehension

skills.

Non-fiction topic books

Linked to places, holidays,

Rainforest plus topics shown

interest in by children during

stop, exclamation

mark, page,

predict, re-tell,

sequence,

feeling/s,

role-play, act out,

hot seat, speech

bubble, thinking

bubble, explain,

remember, recite,

perform.

Book review,

Victor vocabulary,

Iggy Inference, Rex

Retriever,

predict/ing,

opinions,

favourite, fruit

names e.g guava,

passion fruit,

description,

thinking bubble,

speech bubble,

description,

airport, travel,

suitcase, weigh,

child initiated and fiction

study.

Helicopter Stories-

Children’s stories scribed and

acted out with class on the

day created, contributing to

child’s Helicopter Story book

along with any other child

initiated linked writing.

CC-

Small group extra

sharing of Eileen

Browne’s stories at

‘Stay and Play’ wellbeing club. Use

of picture/letter

mats whilst writing.

Concept/vocabulary

grids 1:1 with adult

in reading arch

(logged on chart)

CHALLENGE- Encourage

extension of punctuation use

e.g capital letters, full stops

and question marks.

SEN/LAP/DISAD- Visual

supports and peer

buddying/talking

partners/1:1 support

overlearning and RWInc

catch up.

brochures,

departure,

arrivals,

destination.

Rainforest, jungle,

vines, hot, humid,

animal names.

Sticky Knowledge Observation Literacy activities for observation and assessment in terms of skills, knowledge and application.

F1- Use 1:1 time looking at a book with a child. Ask them to read a CVC word to assess if they CAN SEGMENT THE SOUNDS IN SIMPLE WORDS AND BLEND THEM TOGETHER

CC: Address any gaps through 1:1 intervention and support, including RWInc catch up sessions.

F2- During literacy activities, assess children’s phonic knowledge to decode regular words and read them aloud accurately and write simple sentences that can be

read by selves and others.

CC: Address any gaps through 1:1 intervention and support, including RWInc catch up sessions.







TERM: SUMMER 3A AREA OF LEARNING: UNDERSTANDING THE WORLD

EYFS CLASS

END POINT

KNOWLEDGE AND

SKILLS (what do you

want children to be

able to know and do?)

VOCABULARY


and Glossary books)

CHARACTERISTICS OF

EFFECTIVE LEARNING

SEQUENCE OF




term overview)

22-36months

30-50months

40-60months

ELG


F1

ENJOYS

JOINING IN

WITH FAMILY

CUSTOMS

AND

ROUTINES

-I like to join in

with routines ( like

shopping and

feeding/

exercising/

cleaning my pet)

and times that are

special to me and

my family

-I can talk about



world around them-

-Showing a can do attitude

Active Learning




-Thinking of ideas


Brainstorm enquiry question:


live?’ To find out prior knowledge

PETS

-Talk about pet animals living

in our homes with people.

-P4C discussion about what

pets need ( shelter/ home,

care/ vet, exercise/

attention, food/ drink)

People and Communities:

Remembers and talks

about significant events in

their own experience.

Recognises and describes

special times or events for

family or friends. Enjoys

joining in with family

customs and routines.

To talk about the past and

present events in their

Skills:

Active listening

-Use more complex

sentences to link thoughts

-Begin to understand how

and why questions


and make links

Other skills:

-basic word processing

ICT

I CAN TYPE

MY NAME

USING A

COMPUTER

the people and

animals I know,

describing where

they live and what

they do

- I can talk about

my home life,

answer questions

and ask questions

about the animals

I see

- I know that we

have to look after

animals and care

about the world

we live in

-I know that I can

find out

information from

the computer,

mobile phone or

tablet

- I can begin to use

the keyboard to

write my name

and simple words

animal, live,

habitat,

pet, home, basket,

patterns -Role play- Vets Surgery

Home Corner

Adults model role play, using

appropriate words to extend

vocabulary

-Show and Tell

Show photos of pets, talk

about them and answer

simple questions.

-PET CLUB

Invite different pets into

nursery. A child can

introduce their pet to their

peers, talk about their pet,

extending their vocabulary

and answer questions posed

by their peers. The pet

animal can by stroked

appropriately afterwards,

following a hygiene

discussion about the need to

wash our hands thoroughly.



Words Big Book/ our

Glossary Big Book.

FARM ANIMALS

-Talk about animals which

live on a farm.

-Contribute to a list of farm


Google to search for ‘farm



own lives and in the lives

of family members. To

know that others don’t

always enjoy the same

things. They know about

similarities and differences

between themselves and

others, and among

families, communities and

traditions. Know that

children may be good at

different things.

The World

To comment and ask

questions about aspects of

their familiar world such

as the place they live or

the natural world.

Can talk about some of

the things they have

observed, such as animals

Show care and concern for

living things and the

environment

Look closely at similarities,

differences, patterns and

change. To know about

similarities and differences

in relation to places,

objects, materials and

living things. Can talk

about features of own

immediate environment

and how environments

might vary from one


-Pencil control




initiated learning

KEYBOARD

need, care,

cleaning, exercise,

cage, vet, surgery,

appointment,

examine,

stethoscope,

vaccine, injection,

syringe, bandage,

medicine,

X ray, operation,

cat, dog, hamster,

guinea pig, rabbit,

fish, parrot,

budgie,

snake, tortoise,

lizard, iguana,

farm, farmer,

field, scarecrow,

gate, pen, barn,

tractor, haystack,

bull, cow, calf,

milking parlour,

sheep, lamb,

horse, foal, pig,

piglet, duck,

duckling, hen,

chick, goat, kid,

goose, gosling,




farm animals and enhance




Words Big Book/ our

Glossary Big Book.

WILD / ZOO ANIMALS

-Talk about animals living in

the wild and in zoos.

-Contribute to a list of wild


Google to search for ‘wild






wild animals and enhance


Use the IWB and a globe to

learn about the countries

where different animals live.

-ZOOLAB workshop

Children learn about

rainforest animals by

listening to a presentation by

‘ZOOLAB.’ They enjoy a

‘hands on’ experience with

the animals and enhance

their knowledge and

understanding of the world

another. Can make

observations of animals,

plants & explain why some

things occur, and talk

about changes.

They know the properties

of some materials and can

suggest some of the

purposes they are used

for.

Technology

Knows that information

can be retrieved from

computers

Completes a simple

program on a computer

Uses ICT hardware to

interact with age

appropriate computer

software

They select and use

technology for particular

purposes

e.g. cameras,

microphones, use of Ipads

Recognise that a range of

technology is used schools

and homes

Find out about and use a

range of every day

technology confidently.

wild, jungle, zoo,

lion, tiger, giraffe,

elephant,

rhinoceros,

monkeys, gorilla,

panda, bear,

crocodile,

hippopotamus,

hyena, gazelle,

zebra,

rainforest, toucan,

tree frog, macaw,

snake, lemur,

tarantula, stick

insect, gecko

Under the sea,

dolphin, shark,

octopus, whale,

sea turtle, jellyfish

, lobster, crab,

stingray, squid,

computer,

keyboard, keys,

type, words,

letters, space bar,

back space, delete,

enter, return,

by asking questions about

the animals they have been

introduced to.



Words Big Book/ our

Glossary Big Book.

UNDER THE SEA

Talk about animals living

under the sea.

-Contribute to a list of under

the sea animals on the

board. Use Google to search

for ‘sea animals’ to see if

there are any the children

have missed to add to the

list of words.

-Use fiction/ non-fiction

books and IWB to learn more

about sea animals and

enhance the children’s

vocabulary



Words Big Book/ our

Glossary Big Book.

-ICT focus- Word processing

Use a painting program, such

as 2Simple, to draw a

favourite animal. Begin to

use the keyboard to write

phonetically plausible labels

and own name on work

ONGOING:

- Mini Mash

Exploring different areas of

Purple Mash.

-Use of Alexa to ask

information and play music.

-Use of I pads to play age

appropriate games.

-Science resources

/equipment trolley use

during investigating for the

above and child-initiated

explorations in provision.

-Makerspace STEM Trolley

Learning

Investigating/problem

solving to create simple

circuits to light up a bulb plus

buzzers and use of switches.

Incorporate circuits into own

ideas and models- alongside

a KS 2 peer tutor once a

week. Sharing of related

electricity/circuit non- fiction

booklets.

Vegetable Planters-Joint F1

and 2 /Use of gardening

equipment

Weeding and watering

CC- 1:1 support with animal

small world play. Enhance

experience by sharing non-

fiction books on different

animals and their habitats

CHALLENGE- Develop ICT

word processing skills by

using the keyboard to write a

list of phonetically plausible

animal words

SEN/LAP/DISAD- Talking

partners with a HAP-for peer

modelling and 1:1 support

and encouragement when

typing own name using the

keyboard, adult modelling

specific animal habitat

vocabulary use.

F2 They talk

about the

features of

their own

immediate

environme

nt and how

environme

nts might

vary from

one

another.

ICT

I can select

-I know that I live

in ------, which is in

England, which is

part of the United

Kingdom.

-I know that maps

have different

symbols to

represent different

features of places.

-I can talk about

the different


-Showing curiosity about



world around them


-Initiating activities


Active Learning

-Maintaining focus on their


-Showing high levels of

energy, fascination




-Thinking of ideas



-Brainstorm enquiry

question: ‘How are places

different?’ Class brainstorm-to find out

prior knowledge, past

experiences and display on

working wall, to help decide

upon the different directions

of the learning.

-Talk about features of their

own immediate

environment and how

environments might vary

from one another:

Our Locality

School’s location-

address and talking

SEE ABOVE Skills:

-Active listening

--Ability to explain and

connect ideas.


-Further develop topic linked

tiered vocabulary.

-Globe and map reading

-Use of comparative

language and concepts

-Developing skill of using a

‘birds eye view.’

Other skills:


-Writing skills

-Diagram and labelling


‘How are places different?’

and use

virtual

assistant

technology

(Alexa) for

different

purposes.

features of my

local area.

-I can express my

likes and dislikes in

relation to my

locality.

-I am beginning to

learn my home

address.

-I can talk about

my route from

home to school

and how I travel.

-I can draw a

simple sketch of

my route from

home to school.

-I can talk about

wildlife and other

animals seen in my

locality.

-I can talk about

how people

maintain the local

partners about

where the school is

on a map of England

/ UK /looking at local

maps and their

symbols. When have

you seen and / or

used maps? Google

maps. Class

responses.

Locality trail looking

at houses and other

features of the local

environment,

expressing likes and

dislikes plus

activities in the

locality that the

children enjoy-

highlighting and

supporting children’s

differences. Finish

with a traffic tally

chart survey.

My home in relation

to school, including

my address and my

route from home to

school. How do you

travel to school? Link

to ‘Active Travel’ initiatives-talk about

which forms of travel

the children enjoy

the most-sensitivity

to differences.

Animals and wildlife

seen in our locality.

adult focus and child

initiated learning.

area.

-I can talk about

my holiday

destinations.

-I know that there

are different

countries and can

name 2.

-I can talk about

my favourite

holiday and

describe some

features of the

place.

-I can explain why I

like my favourite

place and express

preferences for

certain places.

-I know where 1

Rainforest is in the

world.

-I can talk about

the plants and

Looking at things

human beings do to

maintain their area.

-Our holidays

Outdoor Travel

Agents and airport

role-play area with

brochures, suitcases,


narratives and

explanations-

sustained shared

thinking.

Children talk about

places they have

visited in UK and

abroad-which place

was your favourite

and why? Talk about

holiday experiences

and preferences-

how it is o.k for

other children to

enjoy different

places/activities

compared to your

own preferences.

Finding holiday

destinations in

brochures and on

maps and the globe.

(Global learning)

-Rainforests study focus

(Global Learning)

Rainforest role-play

animals that live in

the Rainforest.

-I know that the

Rainforest

weather/climate is

hot and wet.

-I can talk about

the similarities and

differences

between the

Zoolab animals

that I handle.

-I can use a variety

of adjectives to

describe the

Rainforest habitat,

it’s climate and

animal life.

-I can compare my

locality to the

Rainforest, talking

about similarities

and differences in

relation to plants,

weather and

animals.


magnifying glasses,

binoculars,

vegetation,

picture/word mats

and writing frames-

developing

narratives and

explanations in

groups-sustained

shared thinking.

Looking at pictures

and information

power points of the

Rainforests-what do

you notice? Talking

partners.

Using adjectives to

describe the forests.

Creating own

collage Rainforests

explaining what

different parts

represent.

Animals of the

Rainforest-Zoolab

Creature visitors to

handle and

describe. Talk about

the differences in

children’s ability to

handle the

creatures-some

stroke, some will

hold-some children

like furry creatures

rather than those

with scales.

- I can connect my

ideas during

explanations, in a

variety of

contexts.

-I know how to use

Alexa to find out

information and

play music.

Notice, observe,

describe,

adjective, slimy.

Scaly, furry, soft,

hard, prickly,

colourful, predict,

opinions, ideas,

explain.

Location, locality,

village, address,

England, United

Kingdom,

countries, globe,

map, home, route,

trail, traffic,

survey, tally,

information,

Rainforest,




activities.

-Comparing our locality to

the Rainforest

Discussing

similarities and

differences and

offering explanations

why.

ICT -Virtual assistant

technology use

Using Alexa for a range of

purposes, including research

about different places e.g

our locality, other countries

and the Rainforest, searching

for music, asking for daily

weather.

ONGOING: -ICT-Support/practise logging

onto Mini Mash

Exploring different areas of

Purple Mash and with

support learning to save

learning.

-Use of I pads to play age

appropriate games.

-Science resources

/equipment trolley use

during investigating for the

habitat, hot, wet,

damp, climate,

weather, wild,

jungle, tiger,

elephant,

monkeys, gorilla,

crocodile,

hippopotamus,

toucan, tree frog,

macaw, snake,

lemur, tarantula,

stick insect, gecko,

explorer, vines,

adventurer, travel

agents, brochure,

destination,

airport, aeroplane.

(Please see other

half term’s

planning for I can/I

know and

vocabulary for

ongoing activities)

above and child-initiated

explorations in provision,

including observation of

seasons/weather changes.

-Care and observation of the

Early Years stick insects and

tortoise

F1 and 2 care rota, preparing

food and water, cleaning out

and observing, explaining

any changes.

-Makerspace STEM Trolley

Learning

Creating own projects-

investigating/problem

solving to create simple

circuits to light up a bulb plus

buzzers and use of switches.

Incorporate circuits into own

ideas and models- alongside

a KS 2 peer tutor once a

week. Sharing of related

electricity/circuit non- fiction

booklets.

Vegetable Planters-Joint F1

and 2 /Use of gardening

equipment

Weeding watering.

Observing plant growth and

comparing height, leaf type

and talk about changes-

linked to Enterprise-selling

vegetable chutney.

CULTURAL CAPITAL-

Looking at books about

people’s interests,

hobbies, preferences,

plus non-fiction books on

different places and

1:1 focus on maps/globe.

CHALLENGE-

SEN/DISADVANTAGED-

Stay and Play well being

club-talk about past and

present experiences-how we

differ in what we enjoy-food

tasting activity.

Sticky Knowledge Observation Understanding the World activities for observation and assessment in terms of skills, knowledge and

application.

F1- Use Home Corner role play area to observe groups of children role playing family life at home. Use P4C discussions to assess if a child ENJOYS JOINING IN

WITH FAMILY CUSTOMS AND ROUTINES

CC: Address any gaps through 1:1 intervention and support

F2- During class carpet time discussions, adult focus times and child-initiated activities, observe and assess how pupils talk about past and present

events in their own lives and those of family members, knowing and being sensitive to the fact that other children do not always enjoy the same things.

CC: Identify any gaps from the above and provide 1:1/small group intervention and teaching and learning activities to address these.







TERM: SUMMER 3A AREA OF LEARNING: EXPRESSIVE ARTS AND DESIGN

EYFS

CLASS

END

POINT

KNOWLEDGE AND SKILLS

(what do you want

children to be able to

know and do?)

VOCABULARY


and Glossary books)

CHARACTERISTICS OF

EFFECTIVE LEARNING

SEQUENCE OF




term overview)

22-36months

30-50months

40-60months

ELG


F1 I CAN

INTRODUCE

A STORYLINE

OR

NARRATIVE

INTO PLAY.

Art

I CAN

CREATE A

COLLAGE BY

USING THE

LAYERING

TECHNIQUE

- I know how to

introduce a storyline

or narrative as I play

-I know how to talk

‘in role.’ - I can move in

response to music

and imitate the way

different animals

move

-I can tap out simple

repeated rhythms,

especially to

different songs and

rhymes I like

-I can mix paints



world

around them



-Engages in open ended

activities

-Shows particular interests

- Pretending objects are

things from their

experiences


new experiences and

learning by trial and error

Active Learning

-Maintains focus on their



Art Focus – Collage

Create a collage that is

inspired by animals-

- Cut up into different

shapes to create an

animal.

- Add fabric and other

textured materials

Wassily Kandinsky artist

focus

Use IWB to look at

the work of artist

Wassily Kandinsky

-Paint different

sized circles,

triangles and

squares, stick them

on top of each

Exploring and Using

Media and Materials:

Imitates movement in

response to music

Taps out simple repeated

rhythms. Explores colour

and how colour can be

changed.

Joins construction pieces

together to build and

balance Explores what

happens when they mix

colours. Constructs with a

purpose in mind, using a

variety of resources.

Manipulates materials to

achieve a planned effect.

Sing songs, make music

Reflecting on what they

have made, picking out

things they like (e.g. a

painting or drawing)

- Developing vocab, say what

it is and why they like it

(simply, I like this red

painting because red is my

favourite colour)

- Exploring creating with no

boundaries and also creating

with an intention.

- Developing building skills

through collage

- Developing imagination and

also ability to observe and

create something that

resembles something else.

together to make

new colours

-I can use different

materials to make a

picture

role-play, narrative,

story, imagine, role,

character, pretend,

talking, group, co-

operate,

vet, surgery,

appointment,

examine,

stethoscope, vaccine,

injection, syringe,

bandage, medicine, X

ray, operation,

cat, dog, hamster,

guinea pig, rabbit,

fish, parrot, budgie,

snake, tortoise,

lizard, iguana,

music, move,

response, listen,

loud, quiet, soft,

slow, fast, quick, low,

high, imitate, animal

names,




challenges occur

-Shows the belief that more


approach will pay off



just the end result


-Thinking of ideas


things


patterns in their experiences

-Tests their ideas


grouping and cause and

effect

other, in the style

of Kandinsky

(Layering, building

new forms)

- Create anything, from

imagination or just stick

things down in any way

you want

-Indoor Role play area-

Vets surgery

With soft pet animal toys,

instruments in a vet’s

surgical kit/ bandages,

receptionist area/

telephone/appointment

book/pictures and labels.

Development of role-play

with friends.

-Indoor Small World-

With plastic, wild animal

toys, artificial grass for the

land animals and blue

chiffon material to

represent water for the

sea creatures

-Outdoor Role play area-

-

-F1 and 2 Easels both in

and outside-Paints or dry

mark making tools-chalks,

and dance & experiment

with ways of changing

them. Safely use and

explore a variety of

materials, tools and

techniques, experimenting

with colour, design,

texture, shape and form.

Confidently develop their

own ideas through

selecting and using

materials and working on

processes that interest

them.

Being Imaginative:

Sings to self and makes up

simple songs

Makes up rhythms

Builds stories around toys

Uses available resources

to create props to support

role-play

Creates simple

representations of events,

people and objects.

Introduce a storyline or

narrative into their play.

Plays cooperatively as part

of a group to develop and

act out a narrative. Use

what they have learnt

about media and materials

in original ways, thinking

about uses and purposes.

They represent their own

Other skills



heard


more information


play



live?’ adult focus learning

and child initiated learning.

Wassily Kandinsky,

artist, painting,

circles, squares,

collage, cutting,

layering,

crayons, pastels, charcoal.

-Daily singing sessions

(nursery rhymes and

familiar songs)

-Weekly music session

with specialist music

teacher

Action songs and

rhythm

Drums and

percussion

instrument use

Use music to move around

the provision like different

animals ( e.g. loud, slow,

low music to move like an

elephant to, fast, high

pitched music to move like

mice to)

-F 1 and 2 Construction

kits and blocks in and

outdoors

Child initiated use of

construction kits to create

models.

-Ongoing F1 and F2

Helicopter Story acting out

stage

After children have told

their story, they act out on

the stage area along with

ideas, thoughts and

feelings through design

and technology, art,

music, dance, role play

and stories.

Talk confidently about the

ideas and processes which

have led them to make

music, , designs, images or

products.

peers. Video and evaluate.

-F1 and 2 Outdoor

mats/stage, ribbon sticks

and wind chime-with

percussion instruments

and dressing up costumes

to encourage

dance/expressive

movements.

-F1 and 2 Mud Kitchen and

play house-addition of

natural objects and

herbs/plants.

CC- Encourage child to

experience all creative

areas of the provision,

with modelling and peer

tutoring.

Adult immersing

themselves/modelling in

role play context to draw

child into pretending and

role taking.

1:1 support with collage

learning

CHALLENGE-Can you

create new shapes, draw

over the top, assemble cut

shapes of all sizes to

create your own collage

SEN/LAP/DISAD- 1:1

modelling of scissor

cutting skills and collage

techniques.

F2 I CAN

USE WHAT I

HAVE

LEARNT

ABOUT

MEDIA AND

MATERIALS

IN

ORIGINAL

WAYS,

THINKING

ABOUT

USES AND

PURPOSES.

Art

I CAN CUT

AND TEAR

IMAGES TO

CREATE

VARIOUS

SIZED

SHAPES.

-I know that different

media can be

combined to create

new effects.

-I can consider uses

and purposes of the

art work/models that

I am making.

-I can use scissors

effectively to cut

different materials

for my art

work/models.

-I can cut and tear

images to create

various sized shapes.

-I can use found



world

around them



-Engages in open ended

activities

-Shows particular interests

- Pretending objects are

things from their

experiences


new experiences and

learning by trial and error

Active Learning

-Maintains focus on their






challenges occur

-Shows the belief that more


Collage

-Creating a Rainforest

using a wide range of

collaged materials

Cutting and tearing

images to create

various sized

shapes.

Create a variety of

shapes, large and

small with

different forms

Using found

materials, fabrics,

photocopies of

paintings to create

compositions.

-Looking back at past work

and choosing some

Chosen work to fit

the current theme

SEE ABOVE Skills

-Collage: understand that

different media can be

combined to create new

effects.

-Considering uses and

purposes when creating.

- Creating something new

from existing things

- Building layers

- Using and exploring

variety of materials

- Transforming previous

paintings and drawings

into something new

-Scissor cutting skills

- Creating collages by

tearing and cutting

-Using senses and

vocabulary to describe a

range of materials: how it

feels/what it looks

like/reminds you of

-Creating compositions

materials, fabrics and

photocopies of

paintings to create

my composition.

-I can choose a past

piece of work to fit

into my current

theme.

-I can evaluate the

strengths and things

to improve for my

own and other

people’s work.

-I can take on a role

and develop

narratives within a

group context.

-I can sing a range of

songs.

-I can play a range of

percussion

instruments keeping

the pulse of the

music and

developing different

approach will pay off



just the end result


-Thinking of ideas


things


patterns in their experiences

-Tests their ideas


grouping and cause and

effect

Planning and making

decisions about how to

approach a task, solve

problems and reach a goal.

-Check how well their

activities are going.

-Change strategy as needed.

-Review how well the

approach worked.

(e.g a green

painting from art

folder)

Creating new

composition using

a variety of

different materials

to fit a theme

linked to other

places.

Consider uses and

purposes of the art

project.

Evaluating own

and each others’ art project, talking

about strengths

and ways to

improve.

-Rainforest role-play


magnifying glasses,

binoculars, vegetation,

picture/word mats and

writing frames-developing

narratives and

explanations in groups-

sustained shared thinking.

-Outdoor Travel Agents

and airport role-play area

with brochures, suitcases,


using different media and

materials that are

combined.

-Create whilst thinking

about uses and purposes.

-Start to evaluate each

others’ work, including

own

Other skills:

- Turn taking in

conversation and building

upon what is heard


play


‘How are places

different?’ adult focus

learning and child initiated

learning.

rhythms.

-I can create 3D

models using

construction kits and

box modelling

(attaching materials

in different ways).

-I can create my own

verbal story and help

to act it out with

others.

-I can create my own

dance or acting

performances on the

outdoor stage.

Collage, cut, tear,

senses, layers,

scissors, image/s,

create, large, small,

forms, composition,

theme, project,

evaluate, strength/s,

improve, tissue

paper, card, wool,

cotton, material/s,

techniques, textiles,

narratives and

explanations-sustained

shared thinking.

-Develop a range of class

songs to sing

‘Down in the Jungle,’ ‘London Bridge is falling

down,’ ‘House of the

bears.’ -F1 and 2 Easels both in

and outside-Paints or dry

mark making tools-chalks,

crayons, pastels, charcoal.

Artist study pictures

displayed.

-Weekly music session

with specialist music

teacher (also including the

below)

Action songs and

rhythm and pulse

learning, plus

dynamics.

Drums and

percussion

instrument use

Studio Space Exploration

In provision, creating led

by child interest, using

range of box modelling

materials including

cardboard boxes, rolls,

fabric, wool, fleece,

polyester, acrylic,

soft, warm, shiny,

bobbly, opaque,

transparent,

translucent,

effect, combine,

combination, colour

names,

drawing, collage,

response, role-play,

narrative, storyline,

act out, character,

chalks, crayons,

pastels, charcoal, box

modelling, 3D, 2D,

representation,

scissors, glue, tape,

attach, secure,

construct, perform,

expressive,

costumes, recipe,

ingredients, bake,

serve, mix, stir,

shake, mixture.

tissue paper, plus other

fabrics, string, tape, glue…, with tools-scissors,

pencils…

-F 1 and 2 Construction

kits and blocks in and

outdoors Child initiated

use of construction kits to

create models.

-Ongoing F1 and F2

Helicopter Story acting out

stage

After children have told

their story, they act out in

masking taped stage area

along with peers. Video

and evaluate.

-F1 and 2 Outdoor stage,

ribbon sticks and wind

chime-with percussion

instruments and dressing

up costumes to encourage

dance/expressive

movements.

-F1 and 2 Mud Kitchen and

play house-addition of

coloured sand, water,

pebbles.

CC- Encourage child to

experience all creative

areas of the provision,

with modelling and peer

tutoring.

Adult immersing

themselves/modelling in

role play context to draw

child into extending

vocabulary, sentences and

role-play:1 support with

collage learning and

composition skills.

CHALLENGE-Can you

create your own project

for a particular purpose

and use? Talk about how

and why you have chosen

different materials and

techniques.

Evaluate own and others’ work.

SEN/LAP/DISAD- 1:1

modelling of scissor

cutting and tearing skills

and techniques.





Documents

EARLY YEARS CURRICULUM INTENT MEDIUM …...animals. Use Google to search for Zpet animals [ to see if there are any the children have missed to add to the list of words. -P4C discussion