Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Topic

Bears are Everywhere!

Fairy Tales

Celebrations – Let’s party!

Christmas Activity Day

Diwali

Remembrance Day

Bonfire Night

Hanukkah

Christmas

Dangerous Dinosaurs

Chinese New Year

Shrove Tuesday

Holi (Hindu)

Super Senses

Marvellous Me

Easter

World Book Day

Mother’s Day

The Gruffalo

Olympics

Our Amazing World

Space

Father’s Day

Ramadan

Eid

Books

Please Mr Panda

Thank You Mr Panda

Ill Wait Mr Panda

Dogger

Fairy Tales – Billy Goat Gruff

Noah’s Ark

Goldilock’s and the Three Bears

The Three Little pigs

Jack and the Beanstalk

Stickman

Diwali Rama and Sita

Nativity

Mr Wolf’s Pancake

Tom and the Island of Dinosaurs

Chinese New Year

Arctic Animals          

Pirate Books*

10 Little Pirates

I Love My Mummy

Bird watching books

Easter story

Senses

When I Grow Up

People Who Help Us

The Gruffalo

Other Julia Donaldson stories.

Life cycle- Information books

The Very Hungry Caterpillar

I Love My Daddy

Ramadan and Eid stories

Minibeasts

Rumble in the Jungle

Walking Through the Jungle

Creation

How to Catch a Star

Whatever Next

Notes:

See Knowledge Organisers linked to our areas of learning and key vocabulary.

Term 1 – Baseline assessment all areas.

Learning and teaching in EYFS will carefully follow the statuary and non-statuary guidance provided by the DfE. This planning is given as a guide to show how learning may emerge across the year. However, as it is a requirement that learning and development opportunities are planned around the needs and interests of each individual child, it should be noted that it is likely to transform throughout the year in response to our children and the enabling environment we provide for them.

Personal, Social and Emotional

Aware of class rules and boundaries. Can ask for help. Understands the importance of sharing and taking turns.

Interested in others play.

Circle Time sessions

Creating class rules

Confident to try new activities. Understands consequences to their behaviour. Talks about special times. Enjoy taking responsibilities.

Circle Time sessions

See School PSED SOW

Form good relationships with children and familiar adults. Demonstrate friendly behaviour. Know the difference between right and wrong and understand actions affect others. Begin to resolve problems.

Circle Time sessions

See School PSED SOW

Communicates freely about home. Can work as part of a group, being able to take turns. Demonstrates friendly behaviours towards animals. Looking after the environment.

Circle Time sessions

See School PSED SOW

Can talk about self-using positive language and talk about abilities. Listens to others ideas.

Negotiate and solve problems independently.

Circle Time sessions

See School PSED SOW

Confident to speak about own wants opinions and interests. Able to cope with changes of routine. Shows sensitivity to others feelings.

Circle Time sessions

See School PSED SOW

Communication and Language

Listens with increasing attention and recall. Can join in with rhymes, rhythms and refrains.

Speaks in front of a small class group.

Can maintain attention and sit quietly when appropriate.

Can use talk to organise, sequence and clarify ideas.

Begin to continue a rhyming string.

Able to follow simple two part instructions. Can listen and concentrate fully for a short time span. Can develop narratives by connecting ideas. Begins to retell stories turn talking with peers.

Understands humour especially in books.

Responds to instructions including two/three part sequences. Investigates senses and starts to answer

how and

why questions.

Able to follow a story without props and pictures.

Can use past, present and future tenses appropriately.

Answers how and why questions in response to information learnt. Listens and responds to others ideas. Can express themselves effectively, showing awareness of listeners needs.

Physical Development

To use space safely and recognise directions and travel with control in a variety of ways. Able to manage basic hygiene and personal needs. Shows preference for a dominant hand.

Parachute

Large Apparatus

Games

Big Moves

Experiments with ways of moving and jumps off things successfully. Beginning to understand what being healthy is. Begins to form recognisable letters.

To travel with control, to show awareness of speed and level and to use apparatus safely. Shows understanding for the need for safety when using tools – scissors, hole punch, saw, screw driver etc

To recognise sounds and match them to movement. Use pencil effectively writing letters formed pre cursive.

To use a range of small games equipment safely and with control. To talk about safety and manage own risks. Use a pencil to form letters correctly

Understand a healthy diet

To develop co-ordination when using equipment in preparation for sports day.

Know the importance of good health and physical exercise.

Understanding the World

Exploring the school ground – naming trees, pine cones, conkers, acorns etc

Begins to talk about features of their own environment and how it changes-link to forest learning

Knows what makes them unique and talks about families and friends.

Shows an interest in different forms of technology.

Changes – Freezing and melting

Magnets

Enjoys joining in simple customs and routines. Identify the different seasons and weather. Look at different ways of celebrating around the world [ongoing].

Knows that information can be retrieved from computers.

Uses ICT to interact with age-appropriate computer

software.

Potions, mixtures and experiments – e.g volcano. Dinosaurs

Magnets

Develop a simple understanding of ‘then’ and ‘now’.

.

They select and use technology for particular purposes. Children recognise that a range of technology is used in places such as homes and schools.

Completes a simple program on a computer.

Senses

Use all of their senses to explore environment.

Talk about different beliefs, traditions and experiences

Children recognise that a range of technology is used in places such as homes and schools.

Completes a simple program on a computer.

Uses ICT to interact with age-appropriate computer

software.

Growing

Look at life cycles and how animals change.

Knows what makes them unique and talks about similarities between families and friends.

Children continue find out about and use a range of everyday technology. They select appropriate applications that support an identified need.

Uses ICT to interact with age-appropriate computer

software.

The world- desert, arctic, jungle… Minibeasts

Talk about features of their own environment and how it changes-link to forest learning.

Make observations of natural environment.

They select appropriate applications that support an identified need.

Uses ICT to interact with age-appropriate computer

software.

Forest School

Exploring the school ground – naming trees, pine cones, conkers, acorns etc

Seasonal changes. Hedgerow animals in Autumn.

Weather and seasonal changes.

Winter time.

Where have all the leaves and animals gone?

Stickman

How can we help animals in winter time?

Investigating changes -frost and ice. [Snow?]

Bird watching, attracting wildlife and dens.

Gruffalo – story telling in the woods.

Cooking- fire building, flint and steel…. popcorn.

Religious Education

Which stories are special and why?

Noah

Bibles stories

Why do Christians perform nativity plays at Christmas?

A Miracle in Town performance

Why is the word of God so important to Christians? 

Writing prayers

Why do Christians put a cross in an Easter garden?

Family crosses

What places are special and why? 

Visit the church

What is special about our world? 

Creation

Expressive Art and Design

Drawing, painting, collage, box modelling, clay, construction materials e.g. Lego, Songs, rhymes, instruments, dance sessions.

Using a range of media to make drawings, paintings and models. Join in with simple songs, controlled movements and use percussion.

Singing

shaking, striking scraping.

Begins to build a repertoire of songs and dances. Explores the different sounds of instruments.

Joins in with simple songs, controlled movement and percussion. Using different media for a desired effect. Experiments with mixing colours.

Listening and discriminating also Christmas songs

Begins to build a repertoire of songs and dances.   Explores the different sounds of instruments.

Introduce a story line or narrative into play. Play alongside others that are engaged in the same activity. Construct with a purpose in mind.

Listening and responding

Begins to build a repertoire of songs and dances. Explores the different sounds of instruments.

Represent ideas through a variety of media forms.

Observational drawings.

Developing singing skills

Increased repertoire of songs and dances. Explores the different sounds of instruments independently.

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

Use simple tools and techniques, adapting work when necessary. Experiment to create different textures.

Developing awareness of rhythm and beat

Begins to build a repertoire of songs and dances. Explores the different sounds of instruments.

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

Represent own ideas.

Select tools to assemble, attach and join materials.

Developing awareness of rhythm and beat

Begins to build a repertoire of songs and dances. Explores the different sounds of instruments.

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

Literacy

To make marks for a purpose.

To write own name.

Label items with key sounds.

To identify phonemes and write graphemes in the environment.

Daily phonic sessions.

Weekly taught reading session.

To segment and write key words independently.

Can write a simple caption.

To blend and read simple words independently. [vc, cvc and phase 2 tricky words].

Daily phonic sessions.

Weekly taught reading.

To segment and write words forming graphemes independently.

To write a simple sentence.

Can blend and read a simple sentence.

Daily phonic sessions.

Weekly taught reading.

Can write an extended sentence independently. Can write for an increasing range of purposes.

Can blend and read for meaning.

Daily phonic sessions

Weekly taught reading.

Can write a simple narrative.

Can read and understand sentences. Can decode regular words and common irregular words.

Enjoys an increasing range of texts.

Daily phonic sessions.

Weekly taught reading.

Can write for a range of purposes.

Understands what they have read. Answers questions about what they have read independently.

Daily Phonic sessions.

Weekly taught reading.

Mathematics

Number: Counting and recognition to 10.

Shape, space and measure:

Basic 2D shapes

Number: Counting, ordering and recognising to 10 then 20, identifying one more.

Shape, space and measures: : 2D shapes and their properties, pattern

Problem solving.

Number: Addition and subtraction.

Shape space and measure: length, height, positional language – link to Bee Bots.

Problem solving.

Number: Addition and subtraction. One more and one less than a given number, estimating.

Shape space and measure: 3D shapes and their properties, weight and capacity

Problem solving.

Number: Addition, subtraction, doubling

Shape space and measure: Money and time.

Problem solving.

Number: Doubling, halving and sharing.

Number bonds

Shape space and measure: Money and time.

Problem solving.

Characteristics of Effective Learning

Playing and Exploring

  • What areas / activities are they drawn to?
  • Do they prefer to work in a group / alone?
  • Do they initiate activities themselves or join in an existing one with a group?
  • Do they think aloud describing what they do?

Using what they know in their play

  • In play do they draw on experiences from home / outside school?
  • Do they act out situations in the role play area?
  • Are they confident in finding tools, materials and resources they need for a particular project or idea?

Being willing to have a go

  • Levels of persistence – do they give up at first hurdle or keep trying?
  • Are they eager to try new ideas or do they stay with what they are familiar with?
  • Are they able to talk about / review what they’ve done if things haven’t

Active Learning

  • Do the children keep focused on a self-initiated activity for a long period of time?
  • Are they concentrating and involved in the activity without being distracted?
  • Do they show care with what they’re doing?
  • Do they demonstrate concentration through silence or thinking aloud?

Keeping on trying

  • Do children show persistence – not giving up even if it means starting again?
  • Do they ask for help / support if they need it?
  • Do they discuss solutions for challenges with peers / adults or work things through themselves?

Enjoying achieving what they set out to do

  • Is there a sense of satisfaction and pride when they have completed an activity; do they want to show / tell people?
  • Do they relish challenges and continually try to make things better?
  • Do they evaluate themselves and try different things as a result?

Creating and thinking critically

  • Do they try something different rather than follow what someone else has done?
  • Do they address a problem with a strategy?
  • Retaining independence – not asking for support even if it takes longer to achieve the outcome

Using what they already know to learn new things

  • Do they understand patterns and predictability of events?
  • Talks about / explains how their process links to a previous experience
  • Do they draw upon knowledge or experiences not immediately related to their activity?

Choosing ways to do things and finding new ways

  • Are they confident in using a ‘trial; and error’ approach and talking about why some things do / don’t work
  • Choosing different ways of approaching activities and adapting if it doesn’t work