Ladybirds Curriculum Map 2020-2021 a

Curriculum Map Annual Overview Ladybirds– 2020/2021 SUBJECT

Autumn 1 7 weeks

Autumn 2 7 weeks

Spring 1 6 weeks

Spring 2 5 weeks

Summer 1 7 weeks

Summer 2 6 weeks

Theme

‘Values/Me Myself and I’ (PSED:SC&SA)

‘Time to Travel’ (L:W&M:N)

Harvest (RE/C&L:L&A)

‘Forever Autumn’ (EAD:EMM/L:R)

‘Mermaids and Pirates’ (PD:M&H/UW:BI)

‘Remember, Remember the 5th of November’ (EAD:BI/UW:T)

‘Lets get Gardening’ (UW:TW/ PD:H&SC)

‘Wonderful Winter Wonderland’ (RE/UW:P&C)

‘Chinese New Year’ (UTW:P&C)

‘Fabulous Farms/Spring into Spring’ (UW:T C&L:L&A)

Harvest celebration Where is the Naughty Bus .

Autumn walk

Pirate/Mermaid/ Princess dress up day.

Visit from Pirate Paul

‘Digging for Dinosaurs’ (C&L:L&A)

‘Life on Mars’ (UTW:TW/M:N) ‘The Enchanted Forest’ (M:SSM/L:R)

‘Science week’ (UTW:TW/ C&L:S&U)

WOWs

‘Easter Reflections’ (RE)

‘Super Summer’ (PD:M&H/ PSED:MR&SC&SA)

‘Superhero Supertato’ (L:R&W/ PD:H&SC)

Farm visit

Easter service

World book day dress up.

Escape of the Evil Pea

Easter Fun Day

Dinosaur in school

Whole School Events

Values w/c 7th September Harvest w/c 28th September Harvest service 2nd October

All about me pack

Parents as Partners

Values (N)

Bonfire night w/c 2nd November Sparkle and Glow disco 4th November Remembrance day 6th November Anti-Bullying Week w/c 16th November.

EYFS:Dress and performance 9th-11th December 20th November Poland Day Ladybirds Carol Service 10&11th December School Christingle service 18th December

Love/Kindness

Safer Internet Day 9th February Sign To Sing 1st February 5th February Romania Day

World Book Day (Dressing up) 4th March Science Week w/c 8th March BMGT 26/27th March Church 23rd March and Easter Team Day

Easter reflections w/c 19th April

18th June Bulgaria Day

Chinese New Year crafts day

Easter Fun Day Easter Church Celebration

Story book Morning/Bring your Teddy.

Summer Fair Nursery open morning/Picnic

Respect/Trust

Hope

PSED

Ladybirds Separates from main carer with support and encouragement from a familiar adult

Ladybirds Shows understanding and cooperates with some boundaries and routines

Shows understanding and cooperates with some boundaries and routines.

Can express their own feelings such as sad, happy, cross, scared, worried.

May form a special friendship with another child.

Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do.

Expresses own preferences and interests.

Seeks out others to share experiences.

Ladybirds Seeks out others to share experiences.

Separates from main carer with support and encouragement from a familiar adult.

Aware that some actions can hurt or harm others.

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

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

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

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

Is more outgoing towards unfamiliar people and more confident in new social situations.

Keeps play going by responding to what others are saying or doing.

Ladybirds Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.

Can select and use activities and resources with help.

Initiates play, offering cues to peers to join them.

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

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

Communicati on and Language

Physical Development

Ladybirds Shows interest in play with sounds, songs and rhymes.

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

Holds a conversation, jumping from topic to topic.

Ladybirds May be beginning to show preference for dominant hand.

Ladybirds Beginning to use three fingers (tripod grip) to hold writing tools

Runs safely on whole foot

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

Clearly communicates their need for potty or toilet

Is able to follow directions (if not intently focused on own choice of activity).

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

Learns new words very rapidly and is able to use them in communicating.

Beginning to be independent in self-care, but still often needs adult support.

Ladybirds Beginning to use more complex sentences to link thoughts (e.g. using and, because).

Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes off unbuttoned shirt.

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

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

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

Understands use of objects (e.g. “What do we use to cut things?’)

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

Focusing attention – still listen or do, but can shift own attention.

Ladybirds Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles

Ladybirds Holds pencil between thumb and two fingers, no longer using whole-hand grasp.

Understands that equipment and tools have to be used safely.

Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.

Ladybirds Describes main story

Ladybirds Beginning to be aware of

Can usually manage washing and drying hands.

Ladybirds Builds up vocabulary that reflects the breadth of their experiences.

Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.

• Is able to follow directions (if not intently focused on own choice of activity).

Ladybirds Can copy some letters, e.g. letters from their name.

Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.

Observes the effects of activity on their bodies.

Literacy

Ladybirds Has some favourite

Ladybirds Repeats words or phrases

Ladybirds Shows awareness of

Ladybirds Knows information can be

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 …’.

from familiar stories.

rhyme and alliteration

Distinguishes between the different marks they make.

Enjoys rhyming and rhythmic activities.

Sometimes gives meaning to marks as they draw and paint.

Distinguishes between the different marks they make.

Books: The Naughty Bus: Jan Oke Something Else: Please Don’t Chat To The Bus Driver: Shen Roddie The Train Ride: June Krebbin Its Harvest Time Monkey Puzzle:

Books: Hibernation Station Owl Babies: Jill The Jolly Postman The Nativity Aliens Love Panta Claus: Claire Freedman Dream Snow: Eric Carle

Books: Julia Donaldson:The Singing mermaid Ten little pirates Serenas Seasons: Twinkle book.

The Hungry Caterpillar: Eric Carle

settings, events and principal characters.

the way stories are structured.

relayed in the form of print.

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

Suggests how the story might end.

Holds books the correct way up and turns pages.

Sometimes gives meaning to marks as they draw and paint.

Ascribes meanings to marks that they see in different places.

Books: Supertato: Sue Hendra The Smeds and the Smoods: Julia Donaldson

Books: The Dinosaur that pooped a planet: Tom Fletcher The Frog Olympics: Brian Moses Hideasaurus: Twinkle book How do dinosaurs go to school: Jane Yolen Goldilocks and three Dinosaurs: Mo Willems Gigantasaurus: Jonny Duddle

Sometimes gives meaning to marks as they draw and paint.

Books: Rosies walk: Pat Hutchins Little Red riding hood Goldilocks and the Three Bears Farmer Duck: Martin Waddell Julia Donaldson: Gruffalo What the Ladybird heard What the Ladybird Heard Next A Squash and a Squeeze

Ladybirds Recites some number names in sequence.

Maths

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

Notices simple shapes and patterns in pictures.

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

.Ladybirds Creates and experiments with symbols and marks representing ideas of number Uses some language of quantities, such as ‘more’ and ‘a lot’.

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

Begins to use the language of size.

Ladybirds Uses some number names and number language spontaneously.

Ladybirds Recites numbers in order to 10.

Uses some number names accurately in play.

Knows that numbers identify how many objects are in a set.

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

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

Shows awareness of similarities of shapes in the environment.

Shows interest in shapes in the environment.

Ladybirds Sometimes matches numeral and quantity correctly.

Shows curiosity about numbers by offering comments or asking questions.

Uses shapes appropriately for tasks.

Ladybirds Shows an interest in number problems.

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

Uses positional language.

Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.

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

Expressive Arts and Design

Ladybirds Beginning to use representation to communicate, e.g. drawing a line and saying ‘That’s me.’

Ladybirds Beginning to make-believe by pretending.

Ladybirds Sings a few familiar songs.

Ladybirds Explores and learns how sounds can be changed.

Shows an interest in the way musical instruments sound.

Imitates movement in response to music

Explores colour and how colours can be changed.

Joins in singing favourite songs.

Experiments with blocks, colours and marks.

Sings to self and makes up simple songs.

Engages in imaginative role-play based on own first-hand experiences.

Creates sounds by banging, shaking, tapping or blowing

Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’.

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

Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.

Ladybirds •Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.

Beginning to be interested in and describe the texture of Things Makes up rhythms.

Ladybirds Uses various construction materials.

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

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

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.

Ladybirds Has a sense of own immediate family and relations.

Understand ing the World

In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea.

Seeks to acquire basic skills in turning on and operating some ICT equipment.

ICT

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

Notices detailed features of objects in their environment.

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

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

Talks about why things happen and how things work.

Knows how to operate simple equipment, e.g. turns on CD player and uses remote control.

Ladybirds Remembers and talks about significant events in their own experience.

Shows care and concern for living things and the environment 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.

Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones

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.

Can talk about some of the things they have observed such as plants, animals, natural and found objects.

Knows that information can be retrieved from computers

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

Harvest

Christmas

PSHE (Jigsaw)

Being me in my World (F1)

Celebrating Difference (F1)

Easter Dreams and Goals (F1)

Healthy Me (F1)

Relationships (F1)

Changing Me (F1)