Bishop Martin C.E Primary School
Nursery 2-Year-Old
Long Term Plan
Families Who am I? Winter Christmas
General Themes
NB: These themes may be adapted at various points to allow for children’s interests
Fabulous Five Books
(Examples of quality text children will be exposed to)
The Body Book The Colour Monster Astro Girl Kind Room on the Broom
Find your Happy Oi Frog Supertato Dogger The Giant Jam Sandwich
Traditional Tales
Animals Near and Far
Chinese New Year Spring On the Farm Easter
Growing and Changing Summer Adventures Pirates/Under the Sea
Billy and the Beast Hey, Water! Press Here
Peace at Last How Catch a Star
Mr Big Handa’s Surprise Alien Love Underpants Elmer Bears Don’t Eat Egg Sandwiches
‘Wow’ moments / Enrichment Autumn Walk Harvest Time Birthdays Favourite Songs and Rhymes Guy Fawkes / Bonfire Night Remembrance Day Christmas / Nativity Chinese New Year Mother’s Day World Book Day
Blue Monster wants it all Tad Rain before Rainbows Wriggle and Roar Mixed
The Enchanted Wood The Cat in the Hat Ten in the Bed Draw me a Star Something Else
Characteristics of Effective Learning
Characteristics of Effective Learning
Playing and exploring: - Children investigate and experience different things, and ‘have a go’. Children who actively participate in their own play develop a larger store of information and experiences to draw on which positively supports their learning
Active learning: - Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop into self-regulating, lifelong learners they are required to take ownership, accept challenges and learn persistence.
Creating and thinking critically: - Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences which help them to solve problems and reach conclusions.
Unique Child: Every child is unique and has the potential to be resilient, capable, confident and self-assured.
Positive Relationships: Children flourish with warm, strong & positive partnerships between all staff and parents/carers. This promotes independence across the EYFS curriculum. Children and practitioners are NOT alone – embrace each community.
Enabling environments: Children learn and develop well in safe and secure environments where routines are established and where adults respond to their individual needs and passions and help them to build upon their learning over time.
Learning and Development: Children develop and learn at different rates (not in different ways as it stated 2017). We must be aware of children who need greater support than others.
PLAY: We understand that children learn best when they are absorbed, interested and active. We understand that active learning involves other children, adults, objects, ideas, stimuli and events that aim to engage and involve children for sustained periods. We believe that Early Years education should be as practical as possible and therefore we are proud that our EYFS setting has an underlying ethos of ‘Learning through play.’ PLAY is essential for children’s development across all areas. Play builds on children’s confidence as they learn to explore, to relate to others around them and develop relationships , set their own goals and solve problems. Children learn by leading their own play and by taking part in play which is guided by adults.’. EYFS Team
We will ensure that all children learn and develop well and are kept healthy and safe at ALL times.
Our Guiding LIGHT Curriculum
Our Christian Values: Trust, Respect, Kindness, Hope with Love at the heart.
Our Guiding Light Curriculum has been designed through the National Curriculum and by collaboration between all stakeholders at Bishop Martin C of E Primary School. At Bishop Martin we intend to provide a broad and balanced curriculum that meets the needs of all pupils, regardless of ability or background.
Our Curriculum Philosophy is rooted in the Bible verse from the book of Matthew. 'Let Your Light Shine Before Others So They May See Your Good Deeds' (Matthew 5.16)
We strive to provide a curriculum that is underpinned by our Christian Values, which are embedded in the life and work of our school, and to allow all our children to 'Let their Light Shine’.
Key Principles:
Lifelong Learning - Encouraging curiosity and a lifelong long for learning that extends beyond the classroom, inspiring students to explore, ask questions, and seek knowledge wherever they go.
Inclusive - Ensuring that every student, regardless of background, ability or interest, has the support and opportunities they needs to succeed, thrive and reach their full potential.
Great Expectations - Providing well-sequenced subjects that are progressive in knowledge and include rich vocabulary, concepts and skills to enable the children to know and remember more.
Holistic - Offering a spiritual dimension, nurtured alongside the academic and emotional needs of all children. Guiding children to make sense of the world and develop their faith and values.
Thought-provoking - Providing innovative and engaging teaching methods and experiences that are purposeful and inspire students to think critically and creatively and independently.
British Values
Sharing Circles
These will mirror the principles and values of our school & our Guiding Light curriculum.
Mutual respect
We are all unique. We respect differences between different people and their beliefs in our community, in this country and all around the world. All cultures are learned , respected, and celebrated.
Mutual Tolerance
Everyone is valued, all cultures are celebrated, we all share and respect the opinions of others.
Mutual tolerance of those with different faiths and beliefs and for those without faith
Rule of law
We know that we have rules at school that we must follow.
We know who to talk to if we do not feel safe.
We know right from wrong. We recognise that we are accountable for our actions. We must work together as a team when it is necessary. Class rules
Individual liberty
We all have the right to have our own views. We are all respected as individuals.
We feel safe to have a go at new activities. We understand and celebrate the fact that everyone is different.
Democracy
We all have the right to be listened to.
We respect everyone and we value their different ideas and opinions.
We have the opportunity to play with who we want to play with.
We listen with intrigue and value and respect the opinions of others.
British Values
Fundamental British Values
underpin what it is to be a citizen in a modern and diverse Great Britain valuing our community and celebrating diversity of the UK.
Fundamental British Values are not exclusive to being British and are shared by other democratic countries.
Assessment opportunities
In-house - Baseline data on entry WellComm
EYFS team meetings
On going assessments
Pupil progress meetings
Parents evening
EYFS team meetings
End of term Assessments
In-house - Baseline data on entry (New starters)
Pupil progress meetings
EYFS team meetings
WellComm
Phase meeting and internal moderations
On going assessments
Pupil progress meetings
Parents evening info
EYFS team meetings
End of term Assessments
On going assessments
Pupil progress meetings
Cluster moderation
WellComm
EYFS team meetings
On going assessments
Pupil progress meetings
End of Year Reports
EYFS team meetings
Exit F1 data Parental
New children visits/stay and play Read with me session
Easter bonnet parade Easter Egg competition Easter Bingo
When I grow up stay and play
Look how I’ve changed, photo family share
Parents Evening Sports Day End of Year Reports
Communication and Language
Talk to parents about what language they speak at home, bring some key words into provision and celebrate multilingualism
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
Listening
and Attention
Listen to simple songs, rhymes, or short stories for brief periods, showing interest by focusing on the speaker or looking at pictures. Respond to simple verbal instructions, like “Give me the ball” although they might not always follow them.
Whole EYFS Focus –Communication & Language is developed throughout the year through high quality interactions, daily group discussions, PSHE times, stories, singing, speech and language interventions, worship and celebrations.
Daily story time using high quality texts (from the EYFS High Quality Texts)
Focus on familiar tasks or activities for a short time, showing curiosity through eye contact or pointing.
Understanding
Understand basic words for familiar people, objects, and simple verbs. Follow simple, direct requests like “Put the cup on the table” or “Give me the toy.” Point to body parts or familiar objects when named.
Speaking
Use single words to express their needs (e.g., “milk,” “dog,” “up”).Begin combining two words into short phrases (e.g., “want cookie,” “big truck”). Imitate sounds and words from adults or peers.
Non-Verbal Communication
Use gestures, like pointing to communicate what they want. Use eye contact to engage with others and may wave or make other basic gestures to greet or express emotions.
Social Communication
Respond to their name and engage with familiar adults or peers with eye contact or simple gestures. Show interest in sharing toys or objects with others, sometimes using gestures or sounds to initiate interaction.
Listening and Attention
Pay attention for longer periods to songs, stories, or group activities, and follow along with actions or gestures. Respond consistently to verbal instructions, like “Put the toy on the shelf”). Focus on activities or tasks for extended periods, showing interest in completing them.
Understanding
Follow simple, multi-step instructions (e.g., “Pick up your shoes and put them in the basket”). Recognise and respond to more complex phrases and questions. Understand concepts like size and basic spatial concepts (e.g., “under,” “on,” “in”).
Speaking
Use two- to three-word combinations to express their needs or interests. Begin using more descriptive language, such as naming familiar people, animals, and objects. Use simple social phrases and may begin using short sentences.
Non-Verbal Communication
Use gestures purposefully, such as pointing to an item they want or using body language to show emotions. Begin using facial expressions more intentionally, such as showing excitement or displeasure with their face.
Social Communication
Engage in simple, back-and-forth exchanges during conversations, responding to questions and initiating topics. Start to understand turn-taking in play and conversations, often imitating others in social situations. Engage in pretend play with familiar scenarios, such as feeding a doll.
Listening and Attention
Listen attentively for longer periods during group activities or stories, sometimes recalling parts of the story or song. Follow more complex instructions with multiple steps . Remain focused on a task, or simple activity, for an extended period.
Understanding
Follow more complex instructions and requests. Recognise and respond to more abstract concepts, like time-related terms (“later,” “tomorrow”) or comparative terms. Answer simple questions related to their experiences,.
Speaking
Form more complex sentences, often using three or more words. Use a growing vocabulary to talk about people, objects, and their experiences more clearly. Begin asking more complex questions like “Why?” even though they may not always understand the full answer.
Non-Verbal Communication
Use gestures and facial expressions confidently to express feelings and ideas. Show increasing awareness of social cues, using gestures like waving to greet someone or pointing to a desired object.
Social Communication
Engage in two-way conversations with peers and adults, taking turns in the conversation and using language to express their feelings and ideas. Participate in more imaginative and elaborate pretend play. Begin to understand social rules, such as waiting for their turn or sharing with others.
General Themes
Personal, Social and Emotional Development
SelfConfidence and SelfAwareness Managing Feelings and Behaviour
Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.
Self-Confidence and Self-Awareness
Shows an interest in their own identity, recognising their name or pointing to themselves in the mirror. Begins to express preferences, such as choosing between toys or foods, and may say “Mine” or “No” to express ownership. Shows increasing independence in simple tasks, such as attempting to put on shoes or wash hands, although still needing assistance.
Managing Feelings and Behaviour
Expresses a range of emotions such as happiness, frustration, or sadness through facial expressions, crying, or simple words. Begins to regulate emotions with some adult support, but may still have frequent outbursts or tantrums when upset or frustrated. Starts to understand and use simple emotional vocabulary like “sad,” “happy,” or “angry” with guidance. Shows awareness of social expectations, such as beginning to understand when it’s not okay to hit or bite, though these behaviours may still occur.
Making Relationships
Making Relationships
Engages in parallel play (playing alongside others but not yet with them) and shows interest in others’ toys or actions. Responds to others with a smile, eye contact, or simple words, especially in familiar settings or with familiar adults. Begins to develop basic social interactions, such as imitating actions or sounds made by adults or other children. Shows an understanding of simple social routines, such as saying “bye” or “hello” and using basic manners.
Self-Confidence and Self-Awareness
Demonstrates more independence in daily routines, such as dressing with some help or feeding themselves with utensils. Expresses preferences more clearly, saying things like “I want that” or “No, not that. ”Begins to show selfcontrol, such as waiting for a turn or showing some awareness of what belongs to them (e.g., “mine” or “share”).
Managing Feelings and Behaviour
Expresses a wider range of emotions with more clarity, such as excitement, sadness, or frustration, and may use words to explain how they feel (e.g., “I’m sad” or “I’m mad”).Begins to show more control over emotional responses, calming down after being upset with some support from adults. Starts to recognise and label basic emotions in others (e.g., “Mummy sad” or “He’s happy”).Shows more empathy, offering comfort to a peer who is upset by giving them a toy or a hug.
Making Relationships
Engages in simple turn-taking during play, although still needing reminders or help with sharing. Forms stronger attachments to key adults and peers, seeking comfort from familiar people when upset. Shows interest in playing with others rather than just beside them, copying another child’s actions or talking to a peer about a shared activity. Understands group activities, such as trying to join in with songs or group games.
Self-Confidence and Self-Awareness
Shows a stronger sense of self, proudly asserting their identity by saying things like “I do it” or “I’m [name].”Demonstrates increased independence in self-care routines, such as dressing, brushing teeth, or washing hands with minimal adult support. Expresses a strong sense of ownership and may want to do tasks on their own, even if still learning. Accepts praise and recognition for their efforts, showing pride in their accomplishments.
Managing Feelings and Behaviour
Expresses emotions more effectively, using words or phrases to explain feelings like “I’m happy” or “I’m scared” and using more complex emotional vocabulary. Manages frustration or disappointment with increased self-regulation, such as taking deep breaths or asking for help when upset. Begins to understand more complex feelings and concepts, such as feeling both “happy and scared” at the same time. Begins to recognise when their behaviour is not acceptable (e.g., “No hitting” or “We share the toys”) and may make attempts to correct or apologise when they do something wrong.
Making Relationships
Engages in cooperative play, sharing toys, taking turns, and cooperating with peers in more complex play (e.g., building a tower together). Shows deeper empathy for others’ emotions and may comfort a friend who is upset or help tidy up when asked. Understands social rules and routines, like waiting in line or taking turns during games, although still needing occasional reminders. Forms close friendships with one or two peers and enjoys spending time with them during play.
Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
Gross Motor Skills
Gross Motor Skills
Walks with increasing confidence, often running or climbing with more stability.
Begins to squat down to pick up toys or objects from the floor without losing balance.
May start to run, though often with unsteady steps, and may trip or fall as they explore.
Starts to show an interest in jumping or attempting to jump with both feet off the ground but may struggle to do so effectively.
Fine Motor Skills
Uses their hands more purposefully, stacking blocks or sorting toys.
Starts to hold a pencil or crayon with a fist grip, making marks or scribbles.
Begins to show interest in feeding themselves with a spoon or fork, though may be messy and need some support.
Begins to manipulate objects like buttons or zips, though they may still struggle with more complex fastenings.
Health and Self-Care
Begins to show interest in washing hands or brushing teeth with some assistance.
Starts to feed themselves more independently but may still need reminders or support with using utensils properly.
Shows interest in toilet training and may start to express awareness of wet or dirty nappies.
Shows more confidence in walking, running, and climbing, and may begin to navigate stairs with help or by holding onto a handrail or adult.
Can run more steadily and start to develop basic coordination, with fewer falls or trips.
May begin to attempt jumping off small objects like steps or curbs, though they may still lack full control.
Begins to pedal a tricycle or push a toy car with their feet, starting to develop coordination between their hands and feet.
Fine Motor Skills
Uses a pincer grip (thumb and forefinger) to pick up small objects like peas or raisins and may begin to build more stable towers with blocks.
Starts to hold a crayon or pencil more like an adult, making circular or straight lines and simple shapes.
Feeds themselves with increased skill, though may still make a mess, and may start to drink from a cup without spilling as much.
Begins to dress and undress with more help, including putting on shoes or pulling up trousers, though may still need assistance with more complicated clothing items like zips or buttons.
Health and Self-Care
Can wash hands with minimal help and may begin to dry them with a towel independently.
Feeds themselves with greater independence, using a spoon or fork with more control, though still may need some guidance. Starts to show more interest in toilet training, and may be beginning to stay dry for longer periods, with some children starting to use the toilet independently.
Gross Motor Skills
Shows improved coordination in walking, running, and climbing, with fewer trips and falls.
Can walk up and down stairs independently, either one step at a time or with alternating feet, depending on the child’s development.
Jumps with both feet off the ground, demonstrating increasing control and confidence, and may start to jump over small objects or puddles.
Can ride a tricycle with some control, pedalling forwards and steering more confidently.
Fine Motor Skills
Demonstrates increased control over hand movements creating more recognisable shapes or lines.
Begins to use scissors with assistance, cutting along straight lines and eventually curving shapes.
Feeds themselves with minimal mess, using a spoon, fork, or knife more effectively, and can drink from a cup without spilling.
Starts to dress and undress with increasing independence, managing basic fastenings like large buttons or simple zips, although may still need help with smaller buttons or laces.
Health and Self-Care
Washes and dries hands independently with minimal adult assistance, showing more confidence in personal hygiene tasks.
Uses the toilet independently, with occasional accidents, and may ask for help with wiping or pulling up clothes.
Demonstrates an increased desire for independence in dressing, feeding, and managing basic hygiene, though may still seek assistance in complex tasks.
Literacy
Comprehension
- Developing a passion for reading
Continuous Provision contains signs and words in every area.
It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)
Comprehension
Comprehension
Demonstrates interest in listening to familiar stories, songs, and rhymes, often responding to repeated lines (e.g., saying "uh-oh" or "bye-bye").
Enjoys looking at books, turning the pages with adult support, and points to pictures.
Begins to understand simple language through the repetition of familiar phrases or instructions (e.g., "Clap your hands," or "Where’s the ball?").
Word Reading
May point to pictures in a book when asked to identify familiar items (e.g., "Where’s the dog?").
Demonstrates curiosity with printed words in their environment, such as on signs or packaging, though doesn’t yet recognise specific words.
May show an interest in the first letters of their name or other familiar letters in their environment.
Writing
Makes marks on paper, showing curiosity about how writing tools work (e.g., using crayons or pencils to scribble or make lines).
Enjoys exploring materials like chalk or sand to make simple marks or patterns.
May attempt to copy or imitate adults in writing (e.g., holding a pen like an adult or trying to make repetitive marks).
Comprehension
Begins to understand simple sequences in stories and can point to or name objects in pictures.
Follows simple requests with one or two steps (e.g., “Can you point to the apple?” or “Give me the book”).
Begins to show interest in telling familiar stories using actions or words (e.g., mimicking the actions of a story character or repeating familiar phrases).
Word Reading
Enjoys looking at books and may start pointing to words while someone reads aloud, showing an interest in the text.
May recognise some basic symbols, such as the first letter of their name or the logos on their favourite toys or packaging.
Writing
Scribbles with more purpose and may start making marks that resemble letters or shapes (e.g., circular motions or vertical lines).
Experiments with different tools to make marks (e.g., crayons, pencils, fingers) and may begin to understand that different strokes create different effects.
Enjoys activities that involve making marks on large surfaces like chalkboards or whiteboards.
Understands simple questions related to familiar stories or activities (e.g., “Where’s the teddy?”).
Can point to or name objects or characters in familiar stories, showing awareness of key events or people.
Begins to anticipate or join in with familiar phrases or refrains in books and songs (e.g., finishing the line in “Twinkle, Twinkle” or repeating a familiar phrase in a book). Develop play around favourite stories using props.
Word Reading
Notice some print, such as the first letter of their name, a bus or door number, or a familiar logo.
Points to letters or words in the environment and may show interest in how words and letters work (e.g., pointing to a label and saying “that says ‘mommy’”).
Shows awareness of the relationship between pictures and words, looking at the pictures and pointing to words as they are read aloud.
Writing
Makes more controlled marks or scribbles that may resemble the shapes or letters they are familiar with (e.g., lines or circles).
May start imitating the act of writing, holding pencils or crayons with more intent and trying to replicate marks they see.
Begins to develop a basic understanding of the function of writing, such as pretending to write a note or drawing a picture to represent a story or idea.
Maths
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
Nursery Rhyme Focus
If you’re Happy and you Know It
Tommy Thumb
Five Little Elephants
Down in the Jungle
Positional Language
Understands basic positional terms like in, on, under, next to, and behind. Follows simple instructions using positional language. Direction Understands basic directions like up and down and may respond to simple commands (e.g., "Raise your arms up")
Big and Small
Recognises and compares objects as big or small (e.g., identifies which block is larger).Starts sorting objects based on size.
Reciting and Counting to 3
Recites numbers 1, 2, and 3 with help. Begins to count objects.
Exploring Changes in Quantity Understands more and less (e.g., “I want more juice”).Explores changes in quantity by adding or removing objects
Cooking - Weighing
Nursery Rhyme Focus
Twinkle, Twinkl Little Star
Dingle Dongle Scarecrow
The Three Bears
Five Elves Jumping on the Bed
Exploring 2D shapes
Reciting and counting to 3
Reciting and counting to 5
More/less
Exploring changes in quantity
Nursery Rhyme Focus
Two Little Dickie Birds
Little Bo Peep
Teddy Bear, Teddy Bear
Down by the Station
We’re Going on a Bear Hunt
Counting sets of 2’s and pairing up items
Giving 1 and 2
Positional language
Exploring distance and movement
Nursery Rhyme Focus
Five Little Ducks
Sleeping Bunnies
Old MacDonald
Incy Wincey Spider
Positional language
Exploring daily routines
Comparative language –slow/fast, high/low, asleep/awake
Counting 1:1
Comparing amounts
Nursery Rhyme Focus
Humpty Dumpty
Miss Polly had a Dolly
Wiggly Woo
Hot Cross Buns
Exploring capacity
Exploring ‘how many?’
Exploring money
Giving 1 and 2
Counting 1:1 correspondence
Baking - weighing and measuring
Nursery Rhyme Focus
1,2,3,4,5, Once I caught a Fish Alive
Row, Row, Row your Boat
The Wheels on the Bus
I can Sing a Rainbow
Reciting and counting to 5
Counting 1:1 correspondence
Exploring capacity
Exploring changes in quantity
Colour and pattern
Understanding the world
They will begin to understand and value the differences of individuals and groups within their own community.
Children will have opportunity to develop their emerging moral and cultural awareness.
Children will feel confident to ask questions and make choices. The results will be enthusiastic, interested and creative children.
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
People and Communities
Begins to show awareness of self and family members, recognising familiar faces and routines (e.g., "Mummy is here," or "Daddy goes to work").
Starts to understand simple concepts of time through routines, such as knowing when it’s time for a nap or mealtime.
The Natural World
Begins to notice and explore the natural world, such as the weather, animals, and plants in their environment.
Starts to develop a simple sense of past by recognising familiar places and things they have seen before (e.g., "I went to the park yesterday").
May show interest in present surroundings, such as interacting with toys, people, and objects currently in their environment.
Values
Love, Kindness, Respect, Hope and Trust
The children will focus on each of our school Christian Values and share both Bible stories and children’s books.
Love I Love You to the Moon and Back by Amelia Hepworth Learning Points:
Understanding love: The story shows the bond between parent and child, expressing love in simple, easy-to-understand ways, such as saying "I love you to the moon and back.“
Expressing affection: Toddlers can connect with the idea of showing love through actions, such as hugs, kisses, and kind words. Encourage them to talk about the people they love and how they show their love.
Comfort and security: The book emphasizes how love makes us feel safe, cared for, and happy. Use this to reinforce the message that love helps us feel secure and special.
People and Communities:
Recognises and names familiar people and shows increasing interest in social roles (e.g., “Mummy goes to work,” “Daddy is driving the car”).
Demonstrates awareness of daily routines and their place in these routines, starting to anticipate what happens next (e.g., “It’s nap time now,” or “It’s time for bed”).
The Natural World:
Begins to recognise simple changes in the environment, such as the weather changing from sunny to rainy, linking it to the present. Shows early awareness of the past by talking about activities they have done recently (e.g., “We went to the park” or “I played with my friend yesterday”).
Begins to notice and express simple changes over time, such as how things grow (e.g., "The flowers are bigger now").
People and Communities:
May begin to talk about past events with more clarity (e.g., “I went to the zoo last week” or “We had a birthday party”).
Shows awareness of family routines and structures, linking them to specific times of day or activities (e.g., “Daddy works in the morning” or “Mummy cooks dinner”).
The World:
Understands that some things stay the same while others change over time (e.g., “The flowers bloom in the spring” or “The leaves fall in autumn”).
Starts to use simple language to describe the difference between past and present (e.g., "We played outside yesterday" or "I’m playing now").
May begin to understand the sequence of events in their day or week (e.g., “First we have breakfast, then we go to the park”).
Kindness
How Kind! (The Little Mouse and Friends) by Mary Murphy
Recognizing Kindness: The story shows how little acts of kindness, like helping a friend or sharing, make everyone feel happy and cared for. This helps toddlers understand that kindness is about thinking of others.
Empathy: Toddlers can learn to recognise when others need help or comfort, whether it's a friend feeling sad or someone needing a hand with something.
Kindness in everyday actions: After reading, talk about simple things the toddler can do to show kindness, like sharing toys, saying "please" and "thank you," or giving a hug to someone who feels upset.
Respect
Please, Mr. Panda by Steve Antony
Respectful manners: The story shows how Mr. Panda uses polite words like "please" when asking for things. This encourages toddlers to understand that using polite words is an important part of respecting others.
Waiting patiently: Through Mr. Panda's interactions with other animals, toddlers learn the importance of waiting their turn and being patient, which are key aspects of respectful behaviour.
Simple acts of respect: After reading, talk to the toddler about how they can practice respect by saying "please" and "thank you," and how they can show patience when waiting for their turn to play with toys or talk.
Hope
The Very Hungry Caterpillar by Eric Carle
Transformation and change: The caterpillar’s transformation into a butterfly represents the idea of hope and positive change. Use the story to talk about how things can get better over time, especially during challenging moments.
Patience and waiting: Emphasise the concept of waiting for something good, like the caterpillar waiting to turn into a butterfly, teaching the value of having hope for the future.
Optimism: Encourage children to think of something they are looking forward to or hoping for, like a fun day at the park or a yummy treat after lunch.
Trust
Separation and Trust: This story helps toddlers understand that even when they’re apart from their loved ones, they can trust that they will return. Use the story to discuss feelings of missing someone and the reassurance that they’ll be safe and loved until they reunite.
Emotional reassurance: Highlight the idea that it’s okay to feel sad when we’re apart from someone we trust, but we can trust that things will be okay. Trust in caregivers: Reinforce the message that trusted adults, like parents or teachers, will always come back to look after them, helping to build their confidence in separations.
Llama Llama Misses Mama by Anna Dewdney
Expressive Arts and Design
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe. Give children an insight into new musical worlds. Invite musicians in to play music to children and talk about it. Encourage children to listen attentively to music. Discuss changes and patterns as a piece of music develops.
Exploring and Using Media and Materials
Painting, 3D modelling, messy play, collage, cutting, drama, role play, threading, moving to music, clay sculptures, following music patterns with instruments, singing songs linked to topics, making instruments, percussion.
Exploring and Using Media and Materials
Shows interest in different materials and textures, exploring objects by touching, manipulating, and experimenting with them.
Begins to explore art materials, such as crayons, paints, and clay, using basic movements like scribbling or making marks. Starts to use simple tools (e.g., brushes, spoons, or fingers) to make marks or create shapes on paper or other surfaces.
Being Imaginative
Enjoys simple pretend play, such as pretending to feed a doll or play with toy animals.
Begins to imitate familiar actions or routines in play (e.g., pretending to cook or clean, based on real-life experiences).
Shows emerging creativity in simple role-play or creating representations of things from their environment (e.g., using blocks to represent a house).
Explores more complex materials, like dough, sand, or water, showing curiosity in how they feel or change when manipulated.
Makes more deliberate marks or patterns with a wider range of materials, showing increasing control (e.g., making more recognisable shapes or lines with crayons).
Begins to experiment with different textures and colours, mixing paint or combining materials to create simple designs.
Being Imaginative
Engages in more complex pretend play, such as acting out roles or scenarios (e.g., pretending to be a doctor or teacher).
Uses props or objects in imaginative ways to represent different characters or activities (e.g., using a stick as a magic wand or a box as a car).
Begins to develop stories and ideas in imaginative play, showing early stages of narrative thinking.
Exploring and Using Media and Materials
Uses a wider variety of tools and materials with increasing skill (e.g., using scissors to cut, making more defined marks with crayons, or using sponges and brushes to paint).
Shows awareness of the effects of mixing colours and materials (e.g., blending paints to create new colours).
Begins to explore simple concepts of shape and pattern, making more intentional designs and arrangements using different media (e.g., arranging objects or making patterns with blocks or beads).
Being Imaginative
Shows creativity in role-play, sometimes taking on multiple roles within a scenario (e.g., pretending to be a family of animals or acting out a story with props).
Creates more detailed or extended stories and narratives during imaginative play, incorporating elements from their experiences.
Explores creative expression in a variety of forms, such as dance, movement, and music (e.g., dancing to music, clapping to a rhythm, or making up simple songs or sounds).