EYFS
Term | Autumn | Autumn | Spring | Spring | Summer | Summer |
| All about me | Celebrations and festivals | Traditional tales | Bigger than me | Our community/ local area | The Great outdoors |
Awe and wonder | Halloween disco – to be brave and resilient at first disco, show compassion to friends who may find it challenging. Talent show – sponsored event all chn encouraged to enter and be innovative in their choice of ‘talent’ and to be resilient when performing. | Pantomime Christmas show – to be respectful of other’s performances and sit quietly and join in when asked to.
| New Year Lunar (Chinese) New Year – to begin to understand cultural diversity and respect the beliefs and celebrations of others Valentine’s Day | Easter Egg hunt. To be resilient when searching for eggs, show compassion for others and support them in finding one if they are finding it challenging. Visit to building site – to be respectful of others during the visit. World Book Day – to share books and respect choices of others and understand the diverse choices of books people can make.
| Visit from fire service/ police – be respectful towards outside visitors. Visit to local farm – to be resilient on first trip on coach, and to show compassion to those who may be upset/worried. Support new EYFS chn on their first transition visits – show empathy and compassion to ‘new’ chn. | School sports day – to be resilient during events and compassionate towards others when ‘winning’ and ‘losing’ gracefully. Transition to Y1 – to be resilient in the face of change and compassionate towards others who may find it more challenging. Art week – gallery for parents/carers – be innovative in your chosen art piece of work.
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Texts Some of texts we use | Owl Babies The Colour Monster Gruffalo Stickman | Christmas story It’s the bear Peace at last Rosie’s walk
| The 3 little pigs The Gingerbread Man The Little Red Hen The Billy goats gruff | Whatever next? Harry and the bucketful of dinosaurs Kipper’s toy box | Oliver’s veg One plastic bag My friend whale Pig in the pond | Jasper’s beanstalk The tiny seed Jack and the BS The quiet cricket |
Other texts to support curriculum | The big book of families Pete the cat Books by J Donaldson
| Diwali story Anno’s counting book The dark, dark tale Funnybones | Who sank the boat A squash and a squeeze The blue balloon | Whale’s song Aliens love underpants Skyscrapers Book of Big machines | Oliver’s milkshake Oliver’s fruit salad Oi! get off my train What to recycle | What the ladybird heard One wonderful world Mini beasts |
Family links
| Parents eve – face to face in class Phonics info Talent show (videoed for parents) School disco – parents attend, chance to talk informally to parents.
| Oral health – toothbrushes and paste sent home with info leaflet Christmas songs video on Seesaw Christmas hampers - raffle | School disco – parents attend, chance to talk informally to parents.
Mother’s Day cards sent home
| Easter cards sent home Parents eve- face to face in classrooms World Book day | Family links to emergency service visitors School disco – parents attend, chance to talk informally to parents.
| Father’s Day cards sent home End of year report Transition with Y1 staff/parents |
Regular posts on seesaw and the school website with photos and updates about the things children have done in class to promote parental engagement and interaction and to provide information and details of events etc. to support community engagement with the school. Parents have opportunity to message teachers over seesaw or speak morning or evening directly with any queries they may have. Weekly homework and library books sent home, to ensure parents can support learning, and provide their child with good quality texts to share.
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Unique child | The children in EYFS are encouraged to embrace and demonstrate the five drivers of Hawthorn Tree School by being resilient and determined to succeed and doing their best in all elements of school life, by showing respect towards themselves and others, by becoming aware that other people have different opinions and ideas sometimes linked to diverse cultural backgrounds, to begin to understand the needs of others by being compassionate and empathetic and they are fully immersed in learning, thinking of ways they can be innovative and challenge themselves in all curriculum areas.
Work on ‘All about me’, EYFS talent show, Star of the day, Good work certificates (with KS1 during Celebration assembly), and opportunities to display all children’s work are all ways in which we celebrate and provide opportunities for children to feel successful and develop a positive self-image. Visitors to school – children are encouraged to talk confidently about their work and to be proud of what they have achieved.
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CofEL and overarching principles | Playing and exploring – children investigate, explore and are willing to have a go – we believe that children who actively participate in their own play and learning develop a larger store of information and experiences to draw on which positively supports their learning (innovation, resilience and diversity).
Active learning – children concentrate and keep trying even if they encounter difficulties and they enjoy/celebrate their own achievements. We believe for children to develop into self-regulating, lifelong learners they are required to take ownership, accept challenge and learn perseverance (resilience, innovation).
Creating and thinking critically – children have and develop their own ideas, make links between ideas and learn and develop strategies for doing things independently and collaboratively (resilience, compassion, innovation, respect, diversity).
We believe that all children have within them the potential to be resilient, capable, confident and self-assured. Our children flourish with warm, positive relationships between staff, adults, children and their parents/carers. This promotes a feeling of ‘family’ which in turn promotes understanding and acceptance of diversity, tolerance towards others and respect and compassion towards our whole school community.
We are well aware that children develop at different rates and we offer additional support and guidance to those who need it to reach their full potential. | |||||
Routines | Daily class routines – basic hygiene (hand washing, nose wiping), putting on own coat/socks and shoes, using the calendar, daily timetable, putting away their own belongings, class rules, respecting one another, school property and their environment, being responsible for resources (tidy away), completion of homework tasks, reading books and phonics. | |||||
Term | Autumn | Autumn | Spring | Spring | Summer | Summer | ||||
Communication and language
Listening, attention and understanding
Speaking
| Children encouraged to talk about their families and homes – who are they? Who is in their family? Do they have pets? What are they good at? Contrast with teachers for UW (past). Settling in activities. Making friends – hold conversations with peers. Rhyming and alliteration, sharing facts about me (orally), model daily routines, answering the register and answer simple questions about themselves. Engage in talk with adults and peers about familiar things of interest. Word and environmental print hunts, following instructions, understand how to listen carefully and why it is important. Use new vocabulary (from focus texts) in different contexts. Participate in small group interactions during play. Listen, identify and replicate well-known sounds. Discuss in partners sounds they can hear. To listen to and recite nursery rhymes. To sequence stories and discuss, using story language, in small groups. To show basic comprehension of a text, through questioning and discussion Discussing weather and seasonal changes. Planned daily story vocabulary work - Demonstrate comprehension of the text through partner discussion and oral response to comprehension questions.
| Using language well – asks how and why questions. Asks Q to find out more and check they understand what’s been said to them. Describes events in some detail. Listens to and talks about stories. Learn some rhymes and stories by heart. Retell a story with story language. Offers own explanations for why things happen – floating and sinking investigation.
Planned daily story vocabulary work/RWI texts - Demonstrate comprehension of the text through partner discussion and oral response to comprehension questions.
| Describe events in detail using some time connectives. Understanding how to listen and why it is important. Use picture cards to talk about objects/things of interest – what colour is it? Where might you find it? etc. Share personal experiences (e.g. journeys) and facts learnt (dinosaurs, space) with others. Listens to and talks about stories and information. Sustains focus when listening and make relevant comments and express their own ideas and feelings using complete sentences. Use recently introduced vocabulary in different contexts. Story invention – talk about it, develop character and plot ideas through role play/puppets.
Planned daily story vocabulary work/RWI texts - Demonstrate comprehension of the text through partner discussion and oral response to comprehension questions.
| Discovering passions – what do you love to do? Discuss with peers and adults in back and forth conversations, using correct past/present tenses’ recount of holiday, farm visit, facts about animals, preferences e.g. soups, fruit salad, smoothie, sandwich and describe using adjectives
Planned daily story vocabulary work/RWI texts - Demonstrate comprehension of the text through partner discussion and oral response to comprehension questions.
| Show and tell – opportunity for children to talk about their passions and interests to a group or whole class. Holiday news Read aloud books so chn extend their knowledge of the world and illustrate a current topic or theme of interest – children ask and answer questions about what they have heard. Select book/leaflets containing photographs – local area, seaside etc. in different weather conditions and talk about similarities and differences. Planned daily story vocabulary work/RWI texts - Demonstrate comprehension of the text through partner discussion and oral response to comprehension questions.
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Personal, Social and Emotional Development
Self- regulation
Managing self
Building relationships
| Encourage children to develop strong, warm, supportive relationships with adults to help them understand their own feelings and those of others. Use the Colour Monster book to help children understand ‘what’ they are feeling and to ask for support if needed with ‘big’ feelings (resilience, diversity, compassion, respect). Children are supported to manage their own emotions and develop a positive sense of self, set themselves simple goals and have confidence in their own ability to persist and wait for what they want (resilience). Children are encouraged to give focussed attention to the adult, respond appropriately, even when engaged in their own activity and show that they can follow instructions involving several ideas or actions (respect). Through adult modelling and support they will learn how to look after their bodies, including healthy eating and oral care (respect). They will be actively encouraged and supported to manage their own self-care/personal needs as independently as possible (compassion, respect) Through supported interactions they will learn how to make good friendships, co-operate and resolve conflicts peaceably – respect, diversity and compassion. All these attributes will provide a secure foundation from which children can achieve in their school and later lives. Children will be encouraged to understand their own feelings and those of others, and begin to regulate their own behaviour accordingly. They will set and work towards simple goals, wait for what they want and control their immediate impulses, when appropriate (resilience, compassion and respect). | |||||||||
PSED
| New beginnings Making friends Seeing themselves as a valuable individual Class rules and routines Supporting chn to build strong/healthy relationships. Dreams, goals and aspirations. Individual ‘talents’ Knowing how to keep your body healthy (healthy eating). | Getting on and falling out How to deal/cope with ‘big’ emotions – anger, pain, loss… Self-confidence Building constructive /respectful relationships Ask chn to explain how problems/conflicts might be resolved. Celebrating differences. Oral health
| Good to be me feelings Learning about qualities and differences. Able to identify and moderate their own feelings socially and emotionally. Encourage them to think of their own and others feelings (empathy) Discuss being resilient in face of challenge (encourage chn to not give up).
| What makes a good friend? Keeping healthy (consolidate oral health) Dreams and goals Shows resilience and perseverance Discuss why we take turns, wait politely, tidy up after ourselves etc. Using the story ‘What if everyone…?’ | Looking after others Link to looking after animals on the farm (care) Shows resilience and perseverance in the face of challenge. Oral health Looking after the plants and seeds in the OPEY troughs. | Taking part in sports day – coping with winning and losing. Changing me! Model positive behaviour and highlight/identify exemplary behaviour of children in class – narrate what makes their behaviour/attitude one to strive for. Support new intake during transition sessions, modelling expected behaviour, embedding rules, and looking after younger children. Knowing how to keep your body healthy (exercise focus) Looking after caterpillars | ||||
Physical Development
| Children will be encouraged and supported to develop their core strength, stability, balance, spatial awareness, co-ordination and agility – through a range of experiences both inside and out – bikes and ride-on toys, climbing apparatus, digging in sand and mud, climbing, crawling, rolling and moving along and through the OPEY environment. Gross motor skills will provide the foundation for having a healthy body and future social and emotional well-being.
Fine motor control and precision movements support hand-eye co-ordination which is linked to early literacy. Children will have frequent and repeated opportunities to use small world, puzzles, arts and crafts, small tools, construction toys etc. with support and encouragement from adults to allow children to develop proficiency, control and confidence.
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Gross motor | Cooperation games – parachute, small team games and challenges. Climbing – OPEY and PE lessons. Different ways of moving explored in PE. Taking off and putting on shoes and socks for PE and coats at play times. Support chn to have good personal hygiene through regular reminders, modelling and routines for toileting and hand washing. Collaborative playground games to promote friendships.
| Ball skills and small apparatus skills. Create obstacle courses using crates, planks etc. to move along, over, under, through in different ways. Dance and yoga Wheeled resources for children to ride/balance on, push/pull. Two wheeled balance bikes, scooters and tricycles, prams and wheelbarrows. Collaborative playground games to promote friendships.
| Ball skills – aiming, throwing and dribbling. Pushing, throwing and catching or kicking. Ensure spaces are available to chn with varying levels of skills with appropriate resources and equipment. Encourage children to move in different ways: running, jumping, dancing, hopping, skipping and climbing. Gymnastic (PE) Dance and yoga Traditional Tales outdoor treasure hunt | Balance – children move with confidence on a range of surfaces and heights. Dance and yoga Use books and online resources to talk about healthy life style choices. Promote exercise as way to keep healthy. Role play - Moving like a dinosaur, travelling in different vehicles, travelling to and exploring space.
| Obstacle activities – children move over, under through and round equipment. Encourage children to be ‘actively’ active so they are out of breath several times a day. Opportunities for chn to tilt, rock, fall, spin, slide, balance, bounce… Dance and yoga.
Oral health Teeth experiment (using eggs as the ‘teeth’) what happens to your teeth if you didn’t brush them after orange juice, coke or vinegar? | Races and team games (prep for Sports day). Gross motor movements outside. Encourage less competent chn to spend time with (initially observing and listening) more confident chn without feeling pressured to join in – then encourage them to have a go at what they have observed. Gymnastics, yoga
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Fine motor | Threading, cutting, weaving, playdough, painting, mark making materials, small world, construction toys. Opportunities for fine motor activities/skills in all sessions. Draw lines and circles using gross motor movements (getting smaller). Hold pencil/paint brush beyond whole hand grasp. Cutting with scissors (supported). Pencil control work and name writing Teach correct letter formation for sounds taught, chn attempt formation (first few letters using brushes or fingers in shaving foam). | Threading, cutting, weaving, playdough painting, mark making materials, small world, construction toys. Develop muscle tone to put pressure on paper using a pencil. Dough disco Use different tools to effect change on materials – mark making on dough/clay, in sand, mud or with chalks. Guide children with what to draw/how to develop/extend their pictures. Cutting with scissors (supported). Pencil control work and name writing Teach correct letter formation for sounds taught, chn attempt formation.
| Threading, cutting, weaving, playdough painting, mark making materials, craft resources, small world, construction toys. Dough disco Little Red Hen bread and butter making Handle tools, objects and malleable materials with increasing control. Encourage children to handle/use small objects/buttons etc. for sorting/play. Cutting with scissors (may not follow the lines) but using them more independently.
Begin to form letters correctly (for all phonics taught).
| Threading, cutting, weaving, playdough painting, mark making materials, craft resources, small world, construction toys. Hold pencil effectively with comfortable grip to form letters correctly. Dough disco Using clay to make fossils. Aims to colour inside the lines on some pictures. Builds purposefully with small things – Lego/Duplo etc.
Cutting with scissors – follow straight lines.
To form letters correctly (for all phonics taught).
| Threading, cutting, weaving, playdough painting, mark making materials, craft resources, small world, construction toys. Use one hand consistently for fine motor tasks. Dough disco
Cut along straight lines with scissors accurately. Start to cut along curved, zig zag lines etc. with growing accuracy.
Support the development of pencil grip and letter formation continually in all sessions when writing.
| Threading, cutting, weaving, playdough painting, mark making materials, craft resources, small world, construction toys. Dough disco
Begin to draw diagonal lines (triangles). Colours inside the lines of pictures. Draws pictures that are recognisable. Builds with small things – Lego/Duplo etc. purposefully. Cuts accurately a range of lines/shapes…
Form letters correctly with an effective pencil grip.
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Literacy | Generating own sentences about things they have drawn/made (adult to scribe).
Enjoy stories. Sequence stories – Beginning, middle and end using pictures in a supported group.
Reciting known stories with some detail using props and puppets.
Talk about stories in groups using some story words.
Phase 1 phonics – environmental sounds, identifying initial sounds, oral segmenting and blending of cvc words
Name writing, forming letters of learned phonics.
Vocabulary work – Planned daily story Children developing vocabulary (focus book each week, 5 focus words) Listens to story with increasing focus, showing basic recall and comprehension of the text with support. Focus on print referencing, alliteration and rhyme.
RWI - Start teaching set 1 sounds, whole class teaching, with 1:1 intervention put in place.
| Non-fiction texts linked to topic theme of ‘Celebrations’, seasons and penguins.
Stories from others cultures/countries/climates.
Look at/read maps, atlases and globes.
Christmas lists Letter to Santa
Rhyming and alliteration – words and in stories
Writes own name
Retell stories and make up new versions/events orally.
Know print is read Left to Right. Attempts reading and writing captions or labels using known phonics.
Recognising and recording initial letter sounds.
Vocabulary work – Planned daily story Children developing vocabulary (focus book each week, 5 focus words) Listens to story with increasing focus, showing developing recall and comprehension of the text. Focus on print referencing, alliteration and rhyme.
RWI - Continue teaching all set 1 sounds. Split into ability groups when necessary. Begin ditties. Reading and spelling CVC words containing most set 1 sounds.
| Traditional tales – for chn to retell through use of puppets and role play. Chn encouraged to tell well known stories orally to an audience, small group or partner, or through sequencing pictures, drawing, mark making and writing.
Chn to develop their own ideas based on traditional tales, including speech bubbles, developing additional characters/pages for texts with repeating phrases, alternative endings.
To begin to understand features of fiction texts e.g. repeating phrases, speech/thought bubbles, bold/large font etc.
Vocabulary work – Planned daily story vocabulary work – Children developing vocabulary (focus book each week, 5 focus words) Listens to story with increasing focus, showing developing recall and comprehension of the text. Focus on print referencing, alliteration and rhyme.
RWI - Differentiated groups up to green Begin teaching set 2 sounds. Read and spell words containing known GPCs including CVCC/CCVC words. Read a few common exception words (red). Read simple phrases or captions. Attempt to hold and write a short dictated caption/sentence. Demonstrate basic comprehension of the text through oral response to comprehension questions.
| Attempts to write short, meaningful sentences that can be read by themselves and others.
Stories and non-fiction texts to support theme of dinosaurs, space, vehicles.
Look at/read maps, atlases and globes – where have we travelled.
World book day – celebration of children’s favourite books.
Recording with words and pictures a class investigation.
Re-read books to build up confidence in word reading, improve fluency and understanding Use vocabulary and speech that are increasingly influenced by their experience of books.
Story structure Beginning, middle and end of stories – sequencing.
Vocabulary work – Planned daily story Children developing vocabulary (focus book each week, 5 focus words) Listens to story with increasing focus, accurately anticipating or predicting key events and showing developing comprehension of the text. Focus on print referencing, alliteration and rhyme.
RWI Differentiated groups up to purple. Teaching all set 2 sounds. Read and spell words containing known GPCs, including CCVCC words. Read more common exception words (red), and begin to spell some. Read simple phrases or captions. Attempts to hold and write a short dictated caption/sentence. Demonstrate comprehension of the text through oral response to questions.
| Stories and non-fiction texts to support theme of clean environment, farm animals and food that is grown.
Retell a story with actions/pictures/props as part of a group.
Write book reviews, share favourite parts of a story. Describe characters and events using adjectives. Develop, draw and describe own characters using knowledge of stories. Can explain the main events of a story – draws pictures of characters/ Events/settings in a story and may use labels, captions, sentences to enhance their work.
Write a recount of the trip to the farm (photos to support).
Follow and write instructions to make smoothie, fruit salad, egg cress sandwiches.
Rhyming words – can chn continue a rhyming string using words from known text?
Write thank you cards/letters to Visitors from Topic (paramedic, firefighters).
Naming letters of the alphabet, distinguishing capital and lower case letters.
Vocabulary work – Planned daily story Children developing vocabulary (focus book each week, 5 focus words) Listens to story with increasing focus, accurately anticipating or predicting key events and showing developing comprehension of the text. Focus on print referencing, alliteration and rhyme.
RWI Differentiated groups up to pink. Teaching set 2 sounds. Read and spell words containing known GPCs, including multi-syllable and compound words. Read and spell a selection of exception words (red). Read a text with increasing fluency, using Fred in head. Confidently hold and write a short dictated caption/sentence. Demonstrate comprehension of the text through oral response to questions.
| Draws characters, settings and events in a story and labels or adds captions.
Uses adjectives to describe (food, animals, characters etc)
Develops own characters and events to recreate part of a story.
Plan a story with a beginning, middle and end.
Beginning to understand that a NF text is not a story (info instead).
Can identify the cover, back cover, blurb, illustration, author and title of books.
Can sort books into simple categories they have devised (e.g. books about animals, stories, NF etc.)
Recording with words and pictures a class investigation.
Transition work with Y1 staff – all about me.
Vocabulary work – Planned daily story Children developing vocabulary and comprehension (focus book each week, 5 focus words) Listens to story with increasing focus, accurately anticipating or predicting key events and showing good comprehension through comments, questions and responses to questioning. Focus on print referencing, alliteration and rhyme.
RWI Differentiated groups up to orange. Teaching set 2/3 sounds Read and spell words containing known GPCs, including multi-syllable and compound words. Read and spell a greater number of common exception words (red). Read a text with increasing fluency, using Fred in head. Confidently hold and write a longer dictated caption/sentence. Demonstrate comprehension of the text through oral response to questions.
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Maths WR maths | Just like me
To know how to match/pair objects that are the same.
To identify differences between objects and groups of objects.
To know that collections of objects can be based on colour, size, shape etc. and to identify objects they can add to a set and ones that are incorrect.
To know that one set of objects can be sorted in a number of different ways.
To know one set has a greater number of objects than another.
To know how to order by size and length – chn have opportunities to order groups of objects by size and use vocabulary (big, bigger, small, and smaller) to compare. Once chn have grasped this more specific language can be used – tall, taller, tallest. Long, longer, longest).
To be able to recognise and continue a pattern. Encourage chn to say repeat out loud to help identify pattern.
| It’s me 123 Light and dark
To identify representations of 1, 2, 3.
To begin to subitise to ‘count’ small numbers of objects/pictures/
To know how to match number names to quantities we are counting.
To be able to count three objects in different arrangements by touching each one as they count.
To know the final number when counting denotes the total in the group.
To know how to write numbers 1 2 3 correctly.
To know that as we count each number is one more. And if we count backwards each is one less.
To recognise and know the names of some common 2d shapes (circles and triangles) in different sizes and orientations.
To know that all numbers are made up of smaller numbers – explore compositions of 2 and 3.
To use positional language to describe how items are positioned in relation to one another.
To build life size ‘journeys’ outdoors and use positional language to describe how to traverse them. Make a pictorial representation of their ‘journey’
To know how to count on and back to 4. To count groups of up to 4 objects and subitise to 4. Make own collections of 1 2 3 4 objects and label them.
To know final number in a count is the total in the set. Attempt to form/write 1234 correctly.
To investigate shapes with 4 sides and corners. Identify them around classroom and school. Name squares and rectangles – chn group shapes into 2 sets.
To know how to ‘build’ their own squares and rectangles using classroom equipment and drawing.
To subitise to 5. Count forwards and backwards to 5 using the counting principles.
To know how to represent objects on a five frame and understand that if it is full there are 5.
To know 1 more and 1 less than numbers to 5.
Children use a five frame to represent numbers and to predict how many there will be if we take away/add one.
To know about night and day and to order events in their daily routines. To use appropriate language to describe day and night – to use morning, afternoon, before, after, today and tomorrow correctly in context.
To know how to measure time in simple ways – how many ‘sleeps’ until Christmas?
| Alive in five Growing 678
To know zero – as name for nothing (encourage chn to describe areas of classroom with zero – there are zero children on the carpet).
To know how to write zero correctly and practise writing 12345.
To join in with number songs using zero.
To know that 2 quantities can be compared – using vocabulary: more, fewer than or equal.
To know about mass (weight) through practical applications (this __ is heavier than __) by picking up objects to compare. To know we use scaled to weigh things – chn given lots of opportunities to compare objects weights using scales. Ensure chn have chance to see that bigger is not always heavier.
To know that numbers are made up of smaller numbers. Explore/investigate compositions for 12345.
To know vocabulary of full and empty with regards to capacity. Chn have lots of opportunities to explore capacity using water, sand, rice etc. and different containers.
To investigate how much different containers will hold – long/tall ones, short/fat ones and compare.
To know how to make direct comparisons by pouring from one container directly into another.
To know how to compare capacity by using small containers to fill larger ones and counting how many are used.
To apply counting principles to 678.
To write numbers 678 correctly.
To know that 678 are made up of smaller numbers. Investigate how 678 can be ‘made’.
To subitise to 6.
To know how to count up to 8 objects (touching each one as count or making number into smaller groups e.g. 3 + 5).
To consolidate work on pairs – make collections of pairs of objects form the classroom. To know how to arrange ‘pair wise’ so they can see an odd one left over. To play games such as pairs to consolidate.
To know the language of length and height and use it to compare objects.
To use direct comparisons to order a set of objects (height, length).
To know how to use cubes to ‘measure’ classroom objects and to compare (the tray is 5 cubes long and the pencil is 3 so the tray is longer than the pencil).
To know how to combine two groups to find out how many altogether – practical then pictorial.
To know how to sequence times of the day and use ‘time vocabulary’.
To use the vocabulary soon, next, them after, later to describe events in their own day.
To know vocabulary of past and present (today, yesterday, tomorrow, last week, when I was __ to describe events/times in own life.
| Building 9 and 10 Consolidation
To apply counting principles to 9 and 10. Count forwards and backwards.
To know how to arrange groups of 9 or 10 objects or subitise to find the total
To know 9 and 10 (and other nos) are made up of smaller numbers – to begin to know some number bonds for 45678910.
To understand the composition of 9 and 10 (E.g. 9 = 3 and 3 and 3) 10 (ten frame is full so must be 10 in total).
To know how to make direct comparisons to compare number of objects in a group.
To know/name some common 3d shapes – use the shapes to make models, stacks/towers, investigate which will roll or slide etc. Make sets of ‘like’ 3d shapes and explain how they are the same/different.
To investigate the differences and similarities between 3d shapes – how many different ways can you sort the same set of shapes?
To begin to know number bonds to 10 through different contexts (10 frames, pictorial representations, bead strings…)
To know/recognise AB patterns and continue/extend them. To be able to identify more complex patterns and replicate and extend them (ABB ABB, ABC,ABC).
To use natural materials to make own repeating patterns – can a friend extend your pattern? Recognise the repeat in your pattern?
Provide LOTS of opportunities for chn to count 1:1 and to label/write numbers with the correct formation.
Subitise to 6.
To know how to combine two groups to find the total. Extend to simple addition number sentences if chn are able.
To know how to take away objects from a group – know it makes the amount left in the group fewer than starting no. Extend to pictorial subtraction and then simple subtraction number sentences.
To join in with number songs to 10 to consolidate understanding.
| To 20 and beyond First, then and now. To know how to build numbers to 20 (and beyond) using a range of resources – ten frames, cubes (in tens and ones), bead strings (groups of ten).
To begin to know numbers 11-19 as 10 and ___ ones/more.
To join in with stories about counting to 20 to consolidate practise.
Lots of oral counting forwards and backwards within 20.
To know how to record numbers 11 - 19 (one ten and ___ ones). Check formation of individual digits is correct. Practise!
To know what is one more and one less by counting forwards and backwards within 20.
To be able to order numbers to 10 then 20 on a number line.
To identify missing numbers on a number line and say what should be there.
To identify mistakes on a number line and correct them (E.g. the 14 and 4 have swapped places).
To know how to rotate and place pieces in a jigsaw puzzle – spatial awareness.
To investigate shapes using Tangrams to see where and how shapes have to be turned to fit together.
To play ‘games’ with a partner – make a model using 5 cubes, can your partner copy it exactly?
To know the quantity in a group can be changed by adding more. Use the first, then, now structure to create meaningful stories the chn can interacts with. (Chn may need to re-count all of the objects to find the total but when ready should be encouraged to ‘count on’ from their first number to find totals.
To represent number stories using ten frames, number tracks, bead strings or their fingers.
To know how to record a number sentence for a pictorial or practical first, then, now addition.
To use objects to show that a group/set can be changed by taking objects away.
To know how to use the first, then, now structure to create meaningful contexts for subtraction. Chn use ten frames, bead strings and cubes to represent their subtraction stories.
To begin to write subtraction number sentences to represent their practical/pictorial representations.
To know that shapes can be combined to make new shapes. Investigate putting different shapes together to create new ones – can you name the shapes you used and the one you have made?
To know how to fit shapes together to create a picture or pattern.
To use smaller shapes to make larger ones. Name/describe them.
To know how to make a pattern using small shapes (linked to Grandpa’s quilt story).
To know how to combine shapes to make different pictures, patterns and shapes.
| Find my pattern On the move
To know that double means twice as many. Opportunities to investigate doubles – dominoes, painting, ten frames (built pairs wise).
To investigate doubles using mirrors - chn find totals E.g. double 3 = 6
To play a barrier game with a partner to explore doubling.
To know how to sort into doubles and non-doubles and explain why.
To know how to share items fairly. Provide opportunities for chn to share out objects into different sized groups – can they say if it is ‘fair’? And why?
To know how to make equal groups of items (3 flowers in each vase, 4 crackers on each plate).
To know that sometimes when sharing there will be items ‘left over’. Encourage them to generate their own solutions to this problem.
To begin to know odd and even numbers. Use Numicon as a visual representation for odd and even. Pair objects ‘pair wise’ can chn see which are odd? How? Share items into pairs – are there odd ones left? What does this mean?
To know that places and models can be replicated – have photos of OPEY area from different angles. Can chn see where the photo was taken? How?
To use positional language to describe where objects are in relation to one another.
Encourage chn to use the barrier game to visualise simple models or by verbalising exactly what they are doing for a partner to copy.
To engage in and solve extended problems. Children are provided with a problem which they have to try and solve independently or with a partner/small group. Most linked to a known story.
Chn may need initial support or different starting points. Encourage chn to make adaptations/improvements to their initial ideas. Encourage groups/pairs to discuss their strategies and approaches. Have they succeeded? Do they have the same outcomes? Why?
To know how to continue and extend increasingly complex patters of shapes and classroom objects.
To begin to understand the symmetry of shape/patterns through practical applications. Draw their attention to shape and patterns in stories from a range of cultures.
To know how to directly compare the lengthy or height of objects and order accordingly.
To know that people make maps and plans to represent places and use them to see where things are in relation to others.
Look at maps, globes, plans – what can they see, notice?
Provide plan of the classroom – can chn place photos of classroom furniture and resources in the correct places on the plan?
To know how to make a ‘map’ of their own. Build an obstacle course outside and ask chn to make a ‘map’ of the route to take.
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Understanding the World
Past and present
People, Culture and Communities
The Natural World | Identifying their family and commenting on photos and naming who is in the picture.
To talk about what they like to do with their family. Can talk about similarities and differences between their own and other families.
Read/listen to books about different families. Can talk about a range of different families from stories read to the class.
Navigate their way around the classroom, OPEY and EYFS area successfully.
Introduce children to different roles of people who help us. Talk about long ago – compare teacher’s childhood experiences to classes.
| Can chn talk about what they have done with their family during Christmas’ in the past? Homework to share traditions.
Share and discuss stories from different cultures and how festivals are celebrated – Diwali, Hanukah, Harvest Festival, Bonfire Night, Christmas etc. Read a festive feast (book comparing different Christmas traditions) ,ask chn to find similarities and differences to their own Christmas celebrations.
Use the Jolly Christmas Postman book to look at maps.
To introduce a range of fictional characters from a range of texts and talk about their roles/attributes.
Read the Christmas story and discuss meaning of Christmas. Watch the KS1 Christmas production to reinforce the story.
Taking part in the EYFS Christmas singing/party.
Finding out about seasons, using non-fiction texts and discussing differences.
Learning about penguins, where they live, the climate they live in, how they are similar and different to other animals.
Melting ice experiment. | Listening to stories and placing events in order.
Retelling well known stories using props and working collaboratively in a small group.
Build a home for the three little pigs that can’t be blown down by the wolf (look at strong structures).
Floating and sinking (Linked to who sank the boat in maths). Can you build a raft for the Gingerbread man to cross the river safely?
Making porridge (magic porridge pot) to different tastes/ consistencies.
Blowing up balloons – linked with maths looking at size.
Tasting Chinese food and making decorations to celebrate the Lunar New Year.
| Small world play – different countries and animals that inhabit them.
Maps, globes, atlases to investigate. Google maps and street maps to view and discuss transport and places travelled.
Books about dinosaurs and small world play to show the size of them compared to known objects.
To begin to understand where dinosaurs are now and what happened to them (fossils, dino dig).
Books, information and tuff spot to support learning of space.
Opportunities to paint and draw with a topic focus.
Visit to the local building site to see the ‘huge’ machines in action.
Tuff spot of building site to re-create the visit.
| Trip to a local farm – look at how the animals are cared for. Recount of the trip.
Recycling – why is it important – do a local litter pick (could be inside the grounds). People in the community – who helps us? Why are they important?
Interview people from school – Head, SENCO, Y6 teacher and people from the community - local nurse, fire fighter, paramedic etc. and talk about why they are important, how they help everyone in the community.
ASDA visit – local community link Where vegetables come from.
Grow grass heads, and cress. Develop understanding of what plants need to grow.
Make egg and cress sandwiches using cress we have grown at school.
Make smoothies and fruit salads. Compare and discuss changes in taste, texture etc.
Taste soups and discuss vegetables used.
| Look at/read maps, atlases and globes – our local area/the coast.
Look at our local area – mini beasts, habitats, plants etc. How many different mini beasts can we find?
Have live caterpillars in school – watch them grow, cocoon and then transform into a butterfly.
Grow some plants from seeds. – investigate what plants need to be healthy.
Look at the weather and seasons – view tree photos of OPEY across the year – how do they differ? What remains the same in each?
Make clay sculptures of the Maude Foster Windmill. Create an observational drawing of the windmill (for the whole school art gallery).
Make dens outside – how will you hold the pieces together?
Learn about a country far away – Hawaii (USA). Talk about culture, language, industry, customs etc. as part of our ‘Around the world day’.
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Expressive Arts and Design
Creating with materials
Being imaginative and Expressive | Join in with a range of nursery rhymes and simple songs.
Join in with songs and dances/yoga
Talent show – what is your talent?
Begin mixing colours to make secondary and tertiary colours for use in own work.
Join in with role play and use imagination or real life experiences to enhance play.
Use resources and props to build models using construction equipment.
Sing call and response songs so children echo phrases.
Self portraits Portraits of a friend/family members.
Watch, listen to and respond to Julia Donaldson songs and stories (focus author for Vocab).
Provide opportunities for children to work together to develop creative ideas.
Make stick puppets to support story retelling Cutting and sticking
| Join in with a range of nursery rhymes and simple songs.
Listen to music and make their own dance/moves.
Firework pictures Christmas cards, decorations and boxes.
Diva lamps for Diwali made form clay.
Hanukah pictures to decorate/colour.
Christmas party games and dances.
The Nativity – watching a show with respect for the performers.
Dress up for a festival – how might other people from around the world dress for ____?
| Listen to pieces of music – can you tell which emotion the composer is expressing?
Use different materials to make houses for the three little pigs or a bridge for the billy goats gruff to cross the stream.
Make porridge (different flavours).
Collage a ‘sweet’ house for Hansel and Gretel.
Use story props/masks to retell known traditional tales and adapt them.
Make Easter cards
Mother’s Day cards
Provide a wide range of props and masks/costumes for children to role play different scenarios/stories.
Use a range of musical instruments to make their own music or accompaniment for a song they know.
Make a Mother’s day card.
Make an Easter card. | Make a picture using printing and different media.
Create a small world of their own using different materials – seas/oceans, beach, arctic etc. (depending on the interests of the children).
Make a papier mache dinosaur as a class project – or a dinosaur egg – what might hatch out – use as a stimulus for writing.
Fossils – use plasticine and shells etc. to make ‘fossils’. Salt dough fossils.
Patterns on Easter eggs – repeating patterns
Use a range of musical instruments to make their own music or accompaniment for a song they know.
| Use recycled packets etc to make a poster about recycling/keeping area tidy.
Design/make a scarecrow to keep the farmer’s crops safe from birds.
Draw a garden – collage the different plants and trees to show texture and colour.
Use strips of bags/recycled materials to weave on the outdoor loom.
Make fruit smoothies/salads – cutting own fruits.
Use a range of musical instruments to make their own music or accompaniment for a song they know.
| Look at some water sculptures – how are these different to the ‘solid’ sculptures? Which do you prefer? Can you make a ‘moving water sculpture’ outside?
Look at the work of a famous sculptor (Andy Goldsworthy) – make own sculptures using a range of materials.
Make symmetrical butterflies using paints/prints
Print using natural materials – leaves, rocks, flowers etc.
Use natural/found materials to make patterns and pictures outside.
Make an island/volcano in a tuff spot. Can you make it erupt? (linked to theme day Hawaii)
Learn a simple Hula/Hawaiian dance and perform to small audience.
Make a Father’s day card.
Look at/read maps, atlases and globes – our local area/the coast.
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