Curriculum map EYFS 2015-16

Curriculum Map Annual Overview Early Learners – 2015 /2016 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

‘Knowing me, knowing you – aha’’ (PSED) ‘Walking with Dinosaurs’ (UW)

‘3,2,1 Blast off’ (Maths) ‘Let it snow’ (EAD)

‘It’s an Eggstravaganza’ (UW) ‘Ready steady grow’ (PD)

‘Happy ever after‘ ‘Walk the plank’ (Lit/C&L)

‘A sailor went to sea, sea, sea’ (Maths) ‘Art attack’ (EAD) ‘Gnomeo and Juliet’ (Lit)

WOWs

Dinosaur egg discovery

Alien crash landing Nativity performance

Chick hatching experience

Film showing Rock pool in school

Whole School Events

8-12th September Harvest Monday 19th Careers day

16th- 20th November Anti-bullying Week National Film week

9th February Safer Internet day and Shrove Tuesday Chinese New Year Monday 8th Feb 1st – 5th February World Inter-faith Harmony week

Pirate dress up day Pirate party World book day – fancy dress

SUBJECT Theme

Values (N) Values (R) PSED

7 weeks

7 weeks

Fellowship Kindness Caterpillars: Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. Is more outgoing towards unfamiliar people and more confident in new social situations. Begins to accept the needs of others and can take turns and

Caterpillars: Can usually adapt behaviour to different events, social situations and changes in routine. Can play in a group, extending and elaborating play ideas, e.g. building up a roleplay activity with other children.

6 weeks

5 weeks

3rd March - World Book Day 8th March – World Poetry Day Holy Week

Trust Friendship Caterpillars: Aware of own feelings, and knows that some actions and words can hurt others’ feelings. Enjoys responsibility of carrying out small tasks.

Explains own knowledge and understanding, and asks appropriate questions of others.

Caterpillars: Initiates conversations, attends to and takes account of what others say. Confident to talk to other children when playing, and will communicate freely about own home and community.

Ladybirds Accepting the needs of others and developing an

7 weeks

11th- 15th April Shakespeare week Monday 16th May Queens Birthday picnic Tuesday 26th April – Great Artists day (Andy Goldsworthy)

Summer 2 7 weeks

‘Animal Magic’ (UW) ‘Going for gold’ (PD/PSED)

Farmer Teds EYFS trip Caterpillar class assembly W/C 11th July Olympic week

Love Respect Caterpillars: Can describe self in positive terms and talk about abilities. Confident to speak to others about own needs, wants, interests and opinions.

Ladybirds Adjusting behaviour to suit different settings and shows affection

Caterpillars: Aware of the boundaries set, and of behavioural expectations in the setting. Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy. Understands that own actions affect

Communication and Language

Physical Development

share resources, sometimes with support from others.

Ladybirds Expresses own preferences and interests.

Shows understanding and cooperates with some boundaries and routines.

May form a special friendship with another child.

Ladybirds Building confidence when speaking to and in front of others Tries to help or give comfort when others are distressed.

Shows affection and concern for people who are special to them.

Ladybirds Playing in a group and forming close friendships with other children.

Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

awareness of their own feelings.

Caterpillars: Listens to others one to one or in small groups, when conversation interests them. Responds to simple instructions.

Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.

Ladybirds Developing listening skills – small group and one to one.

Understand and use simple sentences. Focus attention and develop concentration skills.

Identifies action words by pointing to the right picture, e.g., “Who’s jumping?”

Caterpillars: Listens to stories with increasing attention and recall.

Builds up vocabulary that reflects the breadth of their experiences.

Ladybirds Follow simple instructions and respond to simple questions. Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g.

Caterpillars: Questions why things happen and gives explanations. Asks e.g. who, what, when, how. Beginning to understand ‘why’ and ‘how’ questions.

Ladybirds Begin to use more complex sentences.

Start to ask simple questions.

Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts

Beginning to be independent in self-care. Washing own hands. Develop understanding of a selfcare routine. Experiment with different ways of moving.

Increased control over clothing and fastenings, hats, gloves, coats, etc.

Develop gross motor skills. Increase control when using mark making materials and other equipment. Forms recognisable letters.

Handle tools and equipment effectively.

Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

Who’s that/can? What’s that? Where is.?).

and care for others.

Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.

other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.

Ladybirds Confident to try new activities and discuss what they enjoy.

Develop understanding of boundaries set and how to solve problems.

Caterpillars: Listens to stories with increasing attention and recall. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’…

Ladybirds Sustain single channelled attention and concentrate for a longer period of time when involved in an activity. Talk about and share their own ideas.

Caterpillars: Uses language to imagine and recreate roles and experiences in play situations. Listens and responds to ideas expressed by others in conversation or discussion.

Ladybirds Understand more complex sentences. Use language as a powerful means of communication.

Developing understanding of simple concepts (e.g. big/little).

Caterpillars: Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. Listens and responds to ideas expressed by others in conversation or discussion.

Ladybirds Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.

Begin to use intonation, rhythm and phrasing to make meaning clear.

Moves freely and with pleasure and confidence in a range of ways.

Observe the effect that exercise has on their body.

Object control e.g. kicking, stacking blocks.

Increased coordination.

Understands that equipment and tools have to be used safely.

Mounts stairs, steps or climbing equipment using alternate feet.

Negotiate space successfully, adjusting speed or direction to avoid obstacles.

Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.

Shows confidence in asking adults for help.

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Literacy

Maths

Caterpillars: Listens to stories with increasing attention and recall. Shows interest in illustrations and print in books and print in the environment.

Sometimes gives meaning to marks as they draw and paint. Ascribes meanings to marks that they see in different places.

Ladybirds Enjoy listening to/and joining in with rhymes and songs. Beginning to look at books. Beginning to make marks on paper. Has some favourite stories, rhymes, songs, poems or jingles.

Caterpillars: Enjoys rhyming and rhythmic activities.

Shows awareness of rhyme and alliteration. Beginning to be aware of the way stories are structured.

Gives meaning to marks they make as they draw, write and paint. Begins to break the flow of speech into words.

Hears and says the initial sound in words.

Ladybirds Fill in the missing word or phrase in a known rhyme, story or game.

Sometimes give meaning to the marks they make.

Repeats words or phrases from familiar stories.

Caterpillars: Recites numbers in order to 10.

Knows that numbers identify how many objects are in a set. Sometimes matches numeral and quantity correctly. Shows an interest in shape and space by playing with shapes or making arrangements with objects.

Ladybirds Sorting - Beginning to categorise objects according to properties such as shape or size.

Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’

Caterpillars: Compares two groups of objects, saying when they have the same number.

Counts up to three or four objects by saying one number name for each. Uses shapes appropriately for tasks.

Beginning to talk about the shapes of everyday objects.

Ladybirds Recite numbers to 10.

Begin to develop numeral recognition.

Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’. Begins to make comparisons between quantities.

Caterpillars: Knows that print carries meaning and, in English, is read from left to right and top to bottom.

Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

Ladybirds Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

Knows information can be relayed in the form of print – non-fiction.

Beginning to be aware of the way stories are structured.

Caterpillars: Shows an interest in representing numbers. Realises not only objects, but anything can be counted, including steps, claps or jumps. Counts objects to 10, and beginning to count beyond 10. Can describe their relative position such as ‘behind’ or ‘next to’. Orders two or three items by length or height.

Ladybirds Develop a simple understanding of directional language.

Understand that a group of things changes in quantity when something is added or taken away.

Caterpillars: Begins to read words and simple sentences. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Writes own name and other things such as labels, captions.

Ladybirds Give meaning to marks they see in different places. Begin to have favourite stories. Listen to stories with increasing attention. Story sequencing. Describes main story settings, events and principal characters.

Caterpillars: Enjoys an increasing range of books. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

Attempts to write short sentences in meaningful contexts.

Ladybirds Hears rhythm in spoken words. Enjoys rhyming and rhythmic activities.

Shows awareness of rhyme and alliteration.

Begin to hear initial sounds.

Caterpillars: Knows that information can be retrieved from books and computers. Links sounds to letters, naming and sounding the letters of the alphabet.

Begins to read words and simple sentences.

Continues a rhyming string.

Ladybirds Begin to develop basic letter formation – letters in their name.

Draw/paint more clear representations of people and objects.

Knows that print carries meaning and, in English, is read from left to right and top to bottom.

Caterpillars: Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. Counts an irregular arrangement of up to ten objects.

Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. Selects a particular named shape.

Ladybirds Show an awareness of shape in the environment and use them appropriately for tasks.

Begin to use some number names and number language spontaneously.

Starting to use some

Caterpillars: Says the number that is one more than a given number. Finds one more or one less from a group of up to five objects, then ten objects. Orders two items by weight or capacity. Uses familiar objects and common shapes to create and recreate patterns and build models.

Ladybirds Recognise and name simple 2d shapes. Begin to match the correct numeral to a quantity of objects. Sometimes matches numeral and quantity correctly.

Caterpillars: In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. Records, using marks that they can interpret and explain. Uses everyday language related to time. Beginning to use everyday language related to money.

Ladybirds Compare groups of objects. Begin to develop an understanding of more and less. Find one less than.

Recognises numerals 1 to 5.

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Shows interest in shape by sustained construction activity or by talking about shapes or arrangements

Expressive Arts and Design

Understanding the World

ICT RE Spanish

number names accurately in play.

Beginning to be interested in and describe the texture of things. Uses various construction materials.

Developing preferences for forms of expression.

Enjoys joining in with dancing and ring games.

Sings a few familiar songs. Uses available resources to create props to support roleplay. Introduces a storyline or narrative into their play.

Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.

Plays alongside other children who are engaged in the same theme. Plays cooperatively as part of a group to develop and act out a narrative.

N/A

Greetings

Numbers

People

Realises not only objects, but anything can be counted, including steps, claps or jumps.

Explores what happens Creates movement in when they mix colours. response to music.

Experiments to create Initiates new different textures. combinations of Understands that movement and gesture different media can be in order to express and combined to create new respond to feelings, effects. Manipulates ideas and experiences. materials to achieve a planned effect On-going music skills including daily singing, following the rhythm heard in music, making music with instruments (within continuous provision) and experimenting ways in which sounds can be changed, including the discrete teaching of whole school music programme - Charanga.

Shows interest in the lives Comments and asks Can talk about some of Shows interest in Looks closely at of people who are familiar questions about aspects the things they have different occupations and similarities, to them. Remembers and of their familiar world observed such as plants, ways of life. differences, patterns talks about significant such as the place where animals, natural and and change. Knows some events in their own they live or the natural found objects. of the things that make experience. world.

Developing an them unique, and can Talks about why things understanding of talk about some of the happen and how things growth, decay and similarities and work. changes over time. differences in relation Shows care and concern to friends or family. for living things and the environment.

ICT will be taught and accessed throughout the year using a cross curricular approach, providing children with the opportunity to develop their skills when:  using electronic equipment, including Ipads and cameras,  capturing key events,  experimenting with electronic toys, using child friendly software, research  using the internet to find out information and  using different forms of ICT hardware to interact with age-appropriate computer software, supporting mouse and keyboard control.

I am special Special people Stories Jesus heard Easter Friendship Special places Harvest Christmas Special people Stories Jesus told Prayer Special times

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Colours

Animals