Curriculum Map Butterflies 2020-2021

2020-2021

Subject

Autumn 1 (6.5 Weeks)

Autumn 2 (8 Weeks)

Spring 1 (6 Weeks)

Spring 2 (6 Weeks)

Summer 1 (5 Weeks)

Summer 2 (7 Weeks)

Values (RE / PSED)

Pop, Whizz and Fizz (EAD / UW)

Chinese New Year (UW / EAD)

Once Upon a Time (L / C+L)

Easter reflections (RE)

Under the Sea (UW / PD / EAD)

Theme Super Me! (L / PSED / C+L)

People Who Help Us (UW / C+L)

Planes, trains and automobiles.

(M/ UW) How does your garden grow?

(UW / L )

Harvest (RE / PSED)

Christmas Time (EAD / RE)

Teddy Bear, Teddy Bear (C+L / L / M)

Pirates (PD / C+L)

Science Week (M / C+L) Olympics 2021 (UW / PD)

Wow Event

Super Hero Day

School

Values and Harvest

Parents as Partners

Key Person Morning

Listens to others one to one or in small groups, when conversation interests them.

Responds to simple instructions.

Communication and Language

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

Teddy Bear’s Picnic

Transport Trip

Creepy Crawly Man

Olympic festival

Chinese New Year festival

Science Week

Easter Reflections

Outdoor Learning

Chinese New Year Afternoon

Easter Fun Day

Listens to stories with increasing attention and recall.

Listens to stories with increasing attention and recall.

Questions why things happen and gives explanations.

Builds up vocabulary that reflects the breadth of their experiences.

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

Asks e.g. who, what, when, how. Beginning to understand ‘why’ and ‘how’ questions.

Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’…

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

People Who Help Us Day Police/ Fire services visit.

Story time with grownups.

Uses language to imagine and recreate roles and experiences in play situations.

Uses vocabulary focused on objects and people that are of particular importance to them.

Uses vocabulary focused on objects and people that are of particular importance to them.

Sports Day

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

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

Questions why things happen and gives explanations.

Children follow instructions involving several ideas or actions.

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

They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

They introduce a storyline or narrative into their play.

Literacy

Listens to stories with increasing attention and recall.

Beginning to be aware of the way stories are structured.

Shows interest in illustrations and print in books and print in the environment.

Enjoys rhyming and rhythmic activities.

Sometimes gives meaning to marks as they draw and paint.

Ascribes meanings to marks that they see in different places.

Shows an interest in numerals in the environment.

Maths

Recites numbers in order to 10.

Beginning to represent numbers using fingers, marks on paper or pictures.

Shows an interest in shape and space by playing with shapes or making arrangements with objects.

Gives meaning to marks they make as they draw, write and paint.

Hears and says the initial sound in words.

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

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

Shows an interest in representing numbers.

Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.

Shows interest in shapes in the environment.

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

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.

Shows an interest in representing numbers.

Continues a rhyming string.

Enjoys an increasing range of books.

Begins to read words and simple sentences.

Attempts to write short sentences in meaningful contexts.

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.

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

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.

Says the number that is one more than the given number.

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

Counts an irregular arrangement of up to ten objects.

Finds one more or less from a group of up to 5 objects, then 10 objects.

Selects a particular named shape.

Uses positional language such as ‘behind’ or ‘next to’.

Orders two or three items by length or height.

Counts objects to 10, and beginning to count beyond 10.

Knows that information can be retrieved from books and computers.

Uses everyday language related to time.

In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.

Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.

Beginning to use everyday language related to money.

Shows interest in the lives of people who are familiar to them.

Recognises and describes special times or events for family or friends.

Understanding the World

Physical development

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.

Increased control over clothing and fastenings.

Handle tools and equipment effectively.

Washing own hands.

Increase control when using mark making materials and other equipment.

Travels with confidence.

Forms recognisable letters.

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

Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors.

Understands that equipment and tools have to be used safely.

Shows interest in different ways of life.

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

Developing an understanding of growth, decay and changes over time.

Shows care and concern for living things and the environment.

Shows interest in different occupations and ways of life.

Experiment with different ways of moving.

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.

Remembers and talks about significant events in their own experience.

Beginning to be independent in self-care.

Develop understanding of a self-care routine.

Shows interest in different occupations and ways of life.

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.

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.

Enjoys joining in with dancing and ring games.

Explores and learns how sounds can be changed.

Explores the different sounds of instruments.

Experiments to create different textures.

Taps out simple repeated rhythms.

Explores colour and how colours can be changed.

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

Manipulates materials to achieve a planned effect.

Beginning to be interested in and describe the texture of things.

Sings a few familiar songs.

Uses various construction materials.

Expressive Arts and Design

RE

Constructs with a purpose in mind, using a variety of resources.

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.

Uses available resources to create props to support roleplay.

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 Introduces a storyline or materials in original narrative into their play. 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

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

PSED

PSHE (Jigsaw) Spanish

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

Being me in my World

Can usually adapt behaviour to different events, social situations and changes in routine.

Aware of own feelings, and knows that some actions and words can hurt others’ feelings.

Can play in a group, extending and elaborating play ideas, e.g. building up a roleplay activity with other children.

Enjoys responsibility of carrying out small tasks.

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

Confident to talk to other children when playing, and will communicate freely about own home and community.

Aware of the boundaries set, and of behavioural expectations in the setting.

Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.

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.

Celebrating Difference

Dreams and Goals

Healthy Me

Relationships

Changing Me

Greetings

Numbers

People

Colours

Animals