Curriculum Map Butterflies 2019-2020

Curriculum Map Annual Overview Class: Butterflies and Dragonflies Subjec t

Autumn 1 (6.5 Weeks) Values (0.5 weeks)

Autumn 2 (8 Weeks)

Spring 1 (6 Weeks)

Spring 2 (6 Weeks)

Summer 1 (5 Weeks)

Summer 2 (7 Weeks)

Pop, Whizz and Fizz 1 Week

Chinese New Year (1 Week)

Planes, trains and automobiles.

(5 Weeks)

Easter reflections (1 Week)

All Around the World (5 Weeks)

Once upon a time (4 Weeks)

Theme

Super me (5 Weeks)

Wow Event

2019-20

Dungeons and dragons ( 5 Weeks)

Harvest (1 Week)

Christmas (2 Weeks)

Super Hero Day

Character visit to school

Chinese New Year Party

In the Garden (4 Weeks) Olympics (2 Weeks)

Science Week (1 Weeks)

Transport Trip

Creepy Crawly Man

Olympic festival

Literacy

Communication and Language

Paren ts asPar tners

School

Values and Harvest

Chinese New Year festival

Science Week

Chinese New Year Afternoon

Story Time with our Grown ups

Garden opening

Key Person Morning

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.

Listens to stories with increasing attention and recall. Builds up vocabulary that reflects the breadth of their experiences.

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’…

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.

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. Continues a rhyming string.

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.

Easter Reflections

Outdoor Learning

Dragonflies assembly Sports Day

Butterflies assembly Olympic Carnival

Questions why things happen and gives explanations. Asks e.g. who, what, when, how.

Beginning to understand ‘why’ and ‘how’ questions.

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

Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.

Listens and responds to ideas expressed by others in conversation or discussion.

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

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.

Enjoys an increasing range of books. Attempts to write short sentences in meaningful contexts.

Children use their phonic knowledge to write words in ways which match their spoken sounds.

Knows that information can be retrieved from books and computers. Links sounds to letters, naming and sounding the letters of the alphabet. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

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Maths Understanding the World

Beginning to be independent in self-care.

Washing own hands.

Develop understanding of a self-care routine.

Experiment with different ways of moving.

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

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.

Observe the effect that exercise has on their body.

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

Understands that equipment and tools have to be used safely.

Mounts stairs, steps or climbing equipment using alternate feet.

Shows interest in the lives of people who are familiar to them. Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.

Talks about why things happen and how things work.

Remembers and talks about significant events in their own experience.

Shows interest in different occupations and ways of life.

Looks closely at similarities, differences, patterns and change. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Developing an understanding of growth, decay and changes over time.

Shows care and concern for living things and the environment.

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

Object control e.g. kicking, stacking blocks.

Increased coordination.

Children show good control and co-ordination in large and small movements.

They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Shows interest in different ways of life.

They know about similarities and differences between themselves and others, and among families, communities and traditions.

They know that other children don’t always enjoy the same things, and are sensitive to this

Physical development

Beginning to be independent in self-care.

Washing own hands.

Develop understanding of a self-care routine.

Experiment with different ways of moving.

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

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.

Observe the effect that exercise has on their body.

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

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.

Object control e.g. kicking, stacking blocks.

Increased coordination.

Children show good control and co-ordination in large and small movements.

They move confidently in a range of ways, safely negotiating space.

They handle equipment and tools effectively, including pencils for writing.

Expressive Arts and Design RE

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.

Explores what happens when they mix colours.

Experiments to create different textures.

Understands that different media can be combined to create new effects.

Manipulates materials to achieve a planned effect

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.

Creates movement in response to music. Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

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.

I am special Harvest

Christmas

Stories Jesus heard Stories Jesus told.

Easter

Special places

Special times

PHSE Spa PSHE nish (Jigs aw)

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 share resources, sometimes with support from others.

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.

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.

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.

Being me in my World

Celebrating Difference

Dreams and Goals

Relationships

Healthy Me

Changing Me

Numbers

People

Colours

Animals

Greetings

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 other people‌

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

They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.