Ladybirds Curriculum Map 2019-2020

Curriculum Map Annual Overview

SUBJECT Theme

Autumn 1 6.5 weeks ‘Values’ (RE/PSED)

‘Super Me’ (PSED/C&L)

Autumn 2 8 weeks

Spring 1 6 weeks

Spring 2 6 weeks

Summer 1 5 weeks

Summer 2 7 weeks

Pets’ (PSED/C&L)

Detectives’ (UTW/Maths)

‘Easter Reflections’ (RE)

‘Been around the world/Travel he World’ (UTW/C&L)

‘Meet the Mr Men’ (PD/Lit)

‘Blue Planet’ (UTW/Lit)

Ladybirds– 2019/2020 ‘Secret Life of ‘We are

‘Autumn Leaves’ (EAD/Lit)

‘Whoosh, Whistle, Sparkle’ (EAD/UTW)

‘At the bottom of the garden’ UTW/Maths)

Harvest (RE/EAD)

Traditional Tales (Lit/Maths)

‘Chinese New Year’ (UTW/EAD)

‘Science week’ (Maths/C&L)

‘Olympics’ (PD/UTW)

Christmastime (EAD/RE)

WOWs

Harvest celebration

Autumn walk

Walk to the Post Office.

Superhero dress up.

Cheeky Michaels Disappearance.

Creepy Crawly Roadshow.

Olympic Carnival Sports Day

World book day dress up.

Easter Fun Day

Whole School Events

Values w/c 2nd September Harvest w/c 30th September Harvest service 8th October

Parents as Partners

All about me pack Garden opening party.

Values (N)

Bonfire night w/c 4th November Sparkle and Glow disco 6th November Remembrance day 8th November Anti-Bullying Week w/c 11th November.

Ladybirds Carol Service th December

Love

Safer Internet Day 12th February Sign To Sing Safer Internet Day 11th February

World Book Day (Dressing up) 5th March Science Week w/c 9th March BMGT 26/27th March

Easter reflections w/c 20th April

Olympic Carnival w/c 3rd July Den Building Day 15th June

Chinese New Year day crafts

Easter Fun Day

Story book Morning/Bring your Teddy.

Olympic Sports day

Respect

Kindness/Hope

PSED

Ladybirds Expresses own preferences and interests.

Ladybirds Building confidence when speaking to and in front of others

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

Shows understanding and cooperates with some boundaries and routines.

Tries to help or give comfort when others are distressed.

May form a special friendship with another child.

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

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

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

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 awareness of their own feelings.

Shows confidence in asking adults for help.

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

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

Develop understanding of boundaries set and how to solve problems.

Welcomes and values praise for what they have done.

Ladybirds Adjusting behaviour to suit different settings and shows affection and care for others.

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

Ladybirds Developing listening skills – small group and one to one. Understand and use simple sentences. Focus attention and develop concentration skills.

Communic ation and Language

Physical Developme nt

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

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

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

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.

Listens to stories with increasing attention and recall.

Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that?

Where is.?). •

Listens with interest to the noises adults make when they read stories.

Ladybirds Beginning to be independent in self-care.

Washing own hands.

Develop understanding of a self-care routine.

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

Experiment with different ways of moving.

Increase control when using mark making materials and other equipment.

Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment.

Ladybirds Handle tools and equipment effectively.

Develop gross motor skills.

Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.

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.

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

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

Builds up vocabulary that reflects the breadth of their experiences.

Ladybirds 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.

Forms recognisable letters.

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.

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

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

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

Understands that equipment and tools have to be used safely.

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

Mounts stairs, steps or climbing equipment using alternate feet.

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

Literacy

Ladybirds Enjoy listening to/and

Ladybirds Enjoys rhyming

and

Ladybirds Joins in with repeated

Ladybirds Give meaning to marks

Ladybirds Hears rhythm in spoken

Ladybirds Begin to develop basic

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.

Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’.

Maths

rhythmic activities 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.

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.

they see in different places.

Begin to have favourite stories.

Listen to stories with increasing attention.

words.

Enjoys rhyming and rhythmic activities.

Shows awareness of rhyme and alliteration. Begin to hear initial sounds.

Story sequencing.

Describes main story settings, events and principal characters.

.Ladybirds Recite numbers to 10.

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

Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’.

Begin to develop numeral recognition.

Begins to make comparisons between quantities.

Ladybirds Develop a simple understanding of directional language.

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

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

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 number names accurately in play.

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

.

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

letter formation – letters in their name.

Ladybirds Recognise and name simple 2d shapes.

Begin to match the correct numeral to a quantity of objects.

Sometimes matches numeral and quantity correctly.

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

Ladybirds Compare groups of objects.

Begin to develop an understanding of more and less.

Find one less than.

Recognises numerals 1 to 5.

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

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

Uses various construction materials.

Ladybirds Sings a few familiar songs.

Uses available resources to create props to support role-play.

Introduces a storyline or narrative into their play.

Developing preferences for forms of expression.

Expressive Arts and Design

Enjoys joining in with dancing and ring games.

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

Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

Ladybirds Explores what happens when they mix colours.

Experiments to create different textures.

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

Ladybirds Plays alongside other children who are engaged in the same theme.

Ladybirds Creates movement in response to music.

Plays cooperatively as part of a group to develop and act out a narrative.

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

They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Manipulates materials to achieve a planned effect

Beginning to makebelieve by pretending.

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.

Understand ing the World

Ladybirds 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.

Learns that they have similarities and differences that connect them to, and distinguish them from, others.

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

Remembers and talks about significant events in their own experience

Ladybirds Talks about why things happen and how things work.

Remembers and talks about significant events in their own experience.

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

Ladybirds 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.

Ladybirds Shows interest in different occupations and ways of life.

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

ICT

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, including Bee-Bots.

RE

I am special Harvest

Special people Christmas

Stories Jesus heard Special people

Easter Stories Jesus told

Friendship Prayer

Special places Special times

PSHE (Jigsaw)

Being me in my World

Celebrating Difference

Dreams and Goals

Relationships

Healthy Me

Changing Me