Bishop Martin C.E Primary School
Nursery 3-Year-Old
Long Term Plan
General Themes
NB: These themes may be adapted at various points to allow for children’s interests
All About Me School Values Autumn/Harvest Winter Bonfire Night Christmas
Tales Animals Near and Far Chinese New Year
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
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
Animals Moving on and transition
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
‘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 Easter Bonnet Parade Before and After Pictures Planting Seeds Butterfly experience
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, Attention, and Understanding:
Can listen to stories, songs, and rhymes for short periods, joining in with familiar parts.
Understands simple instructions and responds to basic questions, e.g., “Where is your teddy?”
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)
Understands simple instructions such as “Give me the red block.”
Follows basic one-step directions, e.g., “Put your book on the shelf.”
Responds to simple questions about everyday objects or routines, e.g., “What do you want to play with?”
Speaking and Interacting:
Uses familiar words or short phrases to express needs or ideas, e.g., “I want juice” or “Look at me!”
Can name people or objects they know, and express basic needs or preferences.
May begin to join in with familiar phrases in stories or songs. Begins to express simple actions, e.g., “Running” or “Jumping,” and might imitate adult speech.
Responding:
Can give simple responses or gestures to questions, e.g., “Yes,” “No,” or shaking head.
Responds with simple preferences, e.g., “I like this” or “I don’t want that.”
Listening, Attention, and Understanding:
Can listen to longer stories, songs, or instructions for extended periods.
Can stay focused for longer during group activities, and follows multi-step instructions, e.g., “Pick up your toys and then wash your hands.”
Understands and can follow more complex instructions, e.g., “Put your shoes away and then sit down for lunch. ”Begins to understand questions with a wider range of vocabulary, e.g., “Where did you put your coat?”
Speaking and Interacting:
Uses two- to three-word phrases to express needs, such as “I want this” or “Help me.”
Can name some actions, e.g., “I’m running” or “I’m jumping.”
Takes part in conversations with adults and peers, starting to understand turn-taking.
Begins to ask simple questions like “What’s that?” or “Can I play?”
Responding:
Responds to questions or comments with short phrases, e.g., “I like that” or “I want to play.”
Can express feelings or preferences with simple phrases, e.g., “I’m happy” or “I don’t want that.”
Listening, Attention, and Understanding:
Can listen attentively to longer stories and explanations, maintaining focus for extended periods.
Can follow multi-step instructions, e.g., “First, wash your hands, then sit down.”
Understands more abstract concepts of time and sequences, e.g., “before,” “after,” “later.”
Can understand more complex questions, such as “What did you do today?” or “What happened next?”
Speaking and Interacting:
Uses longer sentences with more detail to express thoughts, needs, and feelings, e.g., “I want to play with the truck because it’s fast.”
Can speak in full sentences to describe activities or actions, e.g., “I’m playing with the ball” or “I went to the park.”
Engages in conversations with peers and adults, taking turns and staying on topic.
Begins to express reasoning for their actions, e.g., “I don’t want to play with that because I want the blue one.”
Responding:
Responds to questions with more detail and elaboration, e.g., “I don’t want to go to bed because I want to keep playing.”
Responds appropriately to questions about the past or future, e.g., “I played with my friend” or “I’m going to the park later.”
Personal, Social and Emotional Development
Building Relationships
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.
Building Relationships:
SelfRegulation
Managing Self
Building Relationships:
Begins to show interest in others, engaging in parallel play and occasionally joining in with others during play.
Demonstrates an awareness of others’ feelings, starting to show empathy by offering comfort or acknowledging when others are upset.
Needs some support in initiating and maintaining interactions, but begins to enjoy sharing with peers during play.
Self-Regulation:
Starts to develop an awareness of their own emotions, with adult guidance, identifying basic feelings such as happy, sad, and angry.
Responds to adult guidance in calming down when upset, although they may still need reminders and support. Demonstrates the beginnings of impulse control, but may struggle to wait for turns or share without adult encouragement.
Managing Self:
Begins to take responsibility for simple tasks, such as putting away toys or tidying up after play. Shows an interest in personal care routines, such as washing hands or putting on coats, with adult support. Starts to show some independence in choosing activities and managing personal belongings with guidance.
Building Relationships:
Engages more actively with peers and adults, initiating conversations and play, and showing greater interest in making friendships.
Can show empathy by noticing when peers are sad, offering help, or asking questions to check on how others are feeling.
Demonstrates the ability to engage in cooperative play with others, beginning to share and take turns with minimal prompting.
Self-Regulation:
Begins to regulate emotions with greater awareness, using words or simple strategies like deep breathing when upset. Can start to control impulses and manage feelings of frustration or disappointment with guidance, such as asking for a break or using calming strategies.
Recognizes the importance of waiting for turns and is learning how to cope with delays in getting what they want.
Managing Self:
Demonstrates increasing independence in managing personal tasks, such as washing hands, putting on shoes, and getting ready for outdoor play with some adult reminders.
Begins to show a sense of responsibility for personal belongings, such as putting their coat on the right hook or packing their own bag. Shows confidence in choosing activities and begins to understand routines, with minimal support needed to transition from one activity to another.
Actively seeks out peers to play with, showing confidence in initiating and maintaining friendships. Can independently express empathy, such as comforting a peer or checking if someone is okay after a disagreement. Engages in more complex play with others, including role-play and cooperative games, and shows a developing understanding of turn-taking, sharing, and group cooperation.
Self-Regulation:
Demonstrates increased control over emotions, able to calm down independently or with minimal adult support when upset.
Begins to recognise and verbalise the causes of their emotions and uses language to express feelings appropriately, such as saying "I am angry because..."
Can follow rules and routines with minimal reminders, demonstrating increasing independence and self-awareness in managing behaviour.
Managing Self:
Independently manages personal care tasks such as washing hands, using the toilet, and dressing, with minimal adult support.
Takes greater responsibility for belongings, independently tidying up after activities or packing away toys and equipment.
Can make choices about activities and independently transitions between activities, showing growing confidence and responsibility for themselves.
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.
Fine Motor
Begins to develop basic hand-eye coordination, using simple tools such as crayons, pencils, or brushes with adult support. Holds a pencil or crayon with a grasp that may be imprecise but is beginning to develop the foundation for a more controlled grasp .
Can complete simple tasks like stacking blocks or completing puzzles with larger pieces, showing early control over hand movements.
Begins to engage in activities that require small hand movements, such as threading large beads or manipulating playdough, with some difficulty.
Shows an interest in using scissors with help, but still requires significant adult support to cut along straight lines.
Gross Motor
Begins to show control and coordination in running, jumping, and climbing, though may still require support with balance and coordination.
Can walk up and down stairs, starting to alternate feet, although still needs some support or prompting.
Begins to develop basic ball skills, such as throwing and kicking, with growing interest in using large muscles for physical play.
Shows an interest in movement-based activities like waving flags or streamers, using large-muscle movements to explore space.
Starts engaging in simple group activities, such as chasing games, and begins to understand the concept of taking turns or following simple rules in group play.
Explores basic balancing activities, such as standing on one leg briefly or balancing on a low beam with some support.
Fine Motor
Shows improvement in using hand muscles more precisely and begins to develop a more controlled pencil grasp, such as a tripod grasp.
Can draw simple shapes (e.g., circles or squares) with more control and starts to make marks that resemble letters or numbers.
Uses scissors with more control, cutting along straight lines and possibly cutting out simple shapes with some assistance.
Demonstrates greater hand-eye coordination in activities such as completing puzzles with smaller pieces or stacking smaller blocks.
Enjoys manipulating playdough, rolling, squishing, and pinching to form basic shapes and objects, showing more control over fine motor movements.
Gross Motor
Begins to show more control and confidence when riding scooters, tricycles, or bikes, developing the ability to navigate around obstacles with some coordination.
Walks up and down steps or climbs apparatus using alternate feet, showing more independence and coordination with minimal support.
Enjoys skipping, hopping, and standing on one leg, starting to practice these movements during play and games such as musical statues.
Uses large-muscle movements to engage in activities like waving flags, painting with large brushes, or making marks with big motions.
Participates in more complex group activities and collaborative play, such as moving large objects like blocks or planks with peers, starting to understand how to work together.
Can match developing physical skills to tasks and activities in the setting, such as deciding whether to crawl, walk, or run across a plank based on its length and width.
Begins to choose the right tools or resources for tasks, like selecting a spade to enlarge a hole or using a trowel for digging, showing growing problem-solving skills.
Fine Motor
Uses a more controlled pencil grasp, often a tripod grip, and draw recognisable shapes, such as squares, and simple stick figures.
Can independently cut along straight lines and around simple shapes, showing increasing skill and confidence with scissors.
Engages in activities requiring finer hand-eye coordination, such as threading smaller beads or completing more complex puzzles.
Demonstrates good control and coordination when using tools like spoons, forks, or tongs during play or meal times, using them with growing precision.
Can engage in more detailed tasks like colouring within lines, building structures with smaller blocks, and completing fine motor-based activities such as weaving.
Become increasingly independent in dressing and undressing, such as putting on coats and doing up zips, showing growing confidence in managing personal clothing and self-care tasks.
Gross Motor
Demonstrates increasing control and confidence in a variety of movement activities, such as running, jumping, balancing, and climbing, with improved coordination and balance. Can ride a scooter, tricycle, or bike with greater control, navigating obstacles and turning with more precision.
Can walk up and down stairs with full confidence, using alternate feet independently, and climbing apparatus.
Shows mastery in skipping, hopping, and balancing on one leg, holding a pose for games like musical statues and demonstrating greater control over movement.
Engages in physical activities involving large-muscle movements, showing greater strength and coordination.
Takes part in group games, both independently and in teams, demonstrating an understanding of rules and collaboration. Can match physical skills to the task, choosing whether to crawl, walk, or run based on the environment and using the right resources to complete tasks.
Shows increasing ability to use and remember sequences of movements related to music and rhythm.
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:
Enjoys listening to stories, songs, and rhymes, and may join in with familiar parts.
Begins to predict what might happen next in familiar stories.
Understands that print carries meaning and shows interest in books.
Can comment on pictures or illustrations in books, describing what they see.
Word Reading:
Can recognise and name a few familiar letters and may start linking sounds to letters (phonics).
May notice and say the initial sounds of familiar words, e.g., “cat” starts with "c."
Recognizes some environmental print, such as “exit,” “stop,” or their own name.
Writing:
Experiments with drawing and scribbling, understanding writing as a form of communication.
Attempts to copy letters or draw simple shapes and may make marks that resemble letters or numbers.
Enjoys using writing tools (crayons, chalk) and may attempt to communicate through marks or simple scribbles.
Comprehension:
Can listen to and talk about familiar stories, expressing opinions about characters or events.
Responds to simple questions about stories, e.g., “What happened after that?” or “Who is your favourite character?”
Begins to predict what might happen next in a story and makes connections to their own experiences. Can describe parts of a story, recalling some details.
Word Reading:
Begins to recognise some common words by sight (e.g., “the,” “and,” or their own name).
Knows the sounds for some letters and begins blending them together to say simple words, e.g., “c-a-t” makes “cat.”
Begins to match sounds to letters and recognise sounds at the start of words.
Writing:
Writes some letters more clearly and begins to form simple words, using phonetic spelling. May attempt to write their name or familiar words and may use inventive spelling, e.g., “dawg” for “dog.”
Enjoys drawing pictures and labelling them with marks or simple words.
Comprehension:
Can follow simple stories and recall key details, e.g., “What happened next?” or “Who was in the story?”
May start to understand the difference between fiction and non-fiction in a very basic way. Can express preferences for stories and talk about characters, events, or settings in more detail. Can answer more detailed questions about stories, e.g., “Why did the bear feel sad?” or “What happened after that?”
Word Reading:
Can recognise a range of familiar words, such as their own name or simple environmental print (e.g., “stop” or “go”).
Knows the sounds for most letters and can blend sounds to read simple words, e.g., “bat,” “dog.” Can identify common letter sounds in words and match them to letters.
Writing:
Writes some letters with more control and may begin to write simple words clearly.
Attempts to use phonetic spelling to write words, e.g., “kitn” for “kitten” or “sn” for “sun.”
Enjoys making purposeful writing, such as labelling drawings or creating simple lists. May start to write their name more clearly and independently.
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.
Number: Begins to understand the concept of counting with one number for each object. Can count up to 3 objects reliably, using number names in sequence Begins to use the terms "more" or "less" when comparing two groups of objects (e.g., “I have more blocks than you”).
Numerical Patterns: Begins to recognise and create simple repeating patterns.
Shape, Space, and Measures: Identifies basic shapes like circles, squares, etc. Uses simple positional language, such as “in,” “on,” to describe the position of objects. Explores size concepts, such as “big” and “small,” and begins comparing objects using these terms.
Number: Can count reliably up to 5 objects, saying one number name for each object. Begins to associate numerals with quantities. Explores the concepts of "more" and "fewer" and may begin to understand that numbers represent quantities.
Numerical Patterns: Continues to extend simple patterns and may start creating their own patterns using objects, colours, or shapes.
Shape, Space, and Measures:
Begins to recognise some 3D shapes and may begin to describe them using terms like "round" or "flat."
Uses positional language to describe where objects are in relation to each other. Explores concepts of size, comparing objects as "bigger," "smaller”
Number: Counts reliably up to 5 objects and begin counting beyond 5 with support. Recognises numerals up to 5 and can match them to quantities. Shows interest in simple addition and subtraction.
Numerical Patterns: Begins to recognise simple number patterns (e.g., 1, 2, 3 or 2, 4, 6) and can create and repeat their own patterns. Can start to understand the concept of "how many" objects there are in a repeating pattern.
Shape, Space, and Measures: Continues to explore 2D shapes and begins to compare their properties. Uses language related to size to describe objects and compare them. Explores and compares objects based on shape and size.
Number: Counts reliably up to 5 and sometimes beyond, using one-to-one correspondence. Begins to understand simple addition and subtraction in everyday situations. Can compare groups of objects, using terms like “more, less, the same.”
Numerical Patterns:
Recognises and creates simple repeating patterns involving shapes, colours, or numbers. Uses the language of pattern when describing or extending patterns.
Shape, Space, and Measures: Identifies and describes some basic 2D and 3D shapes by their properties. Uses more positional language to describe objects. Explores and compares size using more complex comparisons.
Number: Counts reliably up to 5 or 10 objects, using one-to-one correspondence.
May begin to use simple addition and subtraction with concrete objects (e.g., “2 blocks and 2 more blocks, makes 4 blocks”).
Begins to understand that numbers represent quantities and can be used to compare amounts.
Numerical Patterns:
Creates, continues, and repeats patterns involving two attributes
Begins to understand that patterns can be numerical (e.g., recognising simple counting sequences such as 1, 2, 3).
Shape, Space, and Measures:
Identifies and describes 2D and 3D shapes with more detail. Explores size and measurement further, comparing objects by length, weight, and height (e.g., “The pencil is longer than the crayon”).
Begins to understand simple time concepts such as morning, afternoon, and evening.
Number: Counts reliably up to 5 and beyond, with some understanding of the quantities involved.
Begins to use counting in more complex situations, such as during games or in group activities. Can compare numbers and begins to show an interest in basic addition and subtraction. Numerical Patterns: Can create and extend simple patterns. Recognises and creates number sequences, starting from any number within the range of numbers they know (e.g., "5, 6, 7" or "2, 4, 6, 8").
Shape, Space, and Measures:
Identifies, names, and describes a variety of shapes, including basic 3D shapes. Compares and measures objects by height, weight, and length, using language such as “taller,” “shorter,” and “heavier.” Understands basic positional language and can use it to describe the location of objects.
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.
Past and Present:
Begins to make sense of their own life story and family history by talking about personal events or family members (e.g., “This is my mummy, she was at my birthday party”).
Shows an early understanding of time by recognizing and talking about daily routines and simple sequences of events (e.g., "After lunch we go outside to play").
People, Culture and Communities:
Shows an interest in different occupations by asking questions about people’s jobs (e.g., “What does the postman do?”) and observing different roles in their community.
Continues to develop positive attitudes about the differences between people, starting to understand that people have different beliefs, cultures, and ways of living.
The Natural World:
Uses all their senses to explore and investigate natural materials such as leaves, rocks, and water, describing what they feel, see, and smell (e.g., “This leaf is crunchy” or “The water feels cold”).
Begins to explore collections of materials with different properties, such as comparing smooth stones with rough ones or soft and hard objects.
Starts to notice simple changes in the environment, such as leaves falling from trees or noticing when the weather changes.
Past and Present:
Begins to talk more about their own family’s history or events that have happened in the past (e.g., “When I was a baby I used to crawl”).
Can talk about past events in more detail, such as their experiences from the previous day or over the weekend, showing an early understanding of the concept of past and present.
People, Culture and Communities:
Explores and talks about different cultures, festivals, and occupations (e.g., participating in a celebration from another culture like Chinese New Year or learning about different jobs people do in their community).
Shows respect for the diversity of people’s roles and customs, such as recognizing that people eat different foods or celebrate holidays in different ways.
The Natural World:
Plants seeds and shows growing interest in the process of caring for plants, noticing how they grow and change over time.
Begins to understand basic life cycles, such as the life cycle of a plant (e.g., “The seed grows into a plant”) and an animal (e.g., "A butterfly comes from a caterpillar").
Starts to talk about what they see using a wider vocabulary (e.g., describing flowers, insects, or animals with more detail).
Explores and talks about different forces they can feel, such as the wind blowing, pulling or pushing objects, or how objects move when rolled or thrown.
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.
Unconditional Love
Children learn that love is endless and not based on behaviour.
Book: "Guess How Much I Love You" Bible Story: The Prodigal Son (Luke 15:11-32)
Love for Family and Friends
Children understand love for those close to them.
Book: "Love You Forever“ Bible Story: Ruth and Naomi (Ruth 1:16-17) Loving Yourself
Outcome: Children learn to love themselves.
Book: "I Am Enough" Bible Story: Love your neighbour as yourself (Mark 12:31)
Kindness to Others
Children learn to treat others with care and respect.
Book: "Have You Filled a Bucket
Today?" Bible Story: The Good Samaritan (Luke 10:25-37) Kindness in Friendship
Children learn that kindness strengthens friendships.
Book: "How Full Is Your Bucket? For Kids"
Bible Story: David and Jonathan's Friendship (1 Samuel 18:1-4)
Respecting Others’ Feelings
Children learn to be mindful of others' emotions and treat them gently.
Book: "Llama Llama Misses Mama" Bible Story: The Golden Rule (Matthew 7:12) Respecting Differences
Children learn to appreciate and respect people who are different from them.
Book: "The Skin You Live In" by Bible Story: Peter and Cornelius (Acts 10:34-35)
Past and Present:
Begins to talk about their own life story with more clarity and detail, recalling events, family milestones, and experiences.
Demonstrates an understanding of their place in time by talking about personal memories and comparing past events with present.
People, Culture and Communities:
Continues to explore different occupations and roles in the community, and may role-play or ask more questions about how people work in different environments.
Talks about different countries in the world, either through books, pictures, or experiences, and starts to recognise and describe differences between countries.
Shows continued respect and interest in the differences between people, including different cultures, customs, and family.
The Natural World:
Begins to understand the need to care for and respect the natural environment and all living things.
Talks about the differences between materials, such as comparing plastic and metal or fabric and paper.
Has a greater understanding of life cycles, recognizing the stages of growth and change in plants and animals.
Enjoys exploring and making hands-on investigations with natural materials, describing their properties.
Begin to notice and comment on environmental changes, like weather or seasonal changes, and may explore the concept of caring for the planet.
Hope for Dreams and Goals
Children learn to hope for their dreams and believe that they can achieve them with effort.
Book: "Oh, the Places You'll Go!" Bible Story: Joseph’s Dreams (Genesis 37:5-11)
Hope for Growth and Learning
Children understand that hope can help them grow and learn new things. Book: "The Little Engine That Could" Bible Story: Jesus Teaches About Faith (Matthew 17:20)
Trusting Others
Children learn to trust the people who care for them, like parents and teachers.
Book: "The Kissing Hand" Bible Story: Jesus Heals a Blind Man (John 9:1-12) Trusting in Yourself
Children learn to trust their own abilities and decisions.
Book: "I Am Enough" Bible Story: The Parable of the Talents (Matthew 25:14-30)
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:
Begins to create closed shapes with continuous lines and starts to use these shapes to represent objects (e.g., circles for faces or other simple objects).
Draws with increasing complexity, such as representing a face with a circle and including some details.
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.
Explores colour mixing, beginning to understand how different colours combine to make new ones.
Enjoys using drawing to represent ideas, such as movement or loud noises, experimenting with lines and shapes to communicate these concepts.
Being Imaginative and Expressive:
Takes part in simple pretend play, using objects to represent something else, even though they may not be similar.
Begins to develop complex stories using small-world equipment, like animal sets or dolls, creating narratives about different characters and their actions.
Explores emotions through art, showing different emotions in their drawings and paintings, such as happiness, sadness.
Starts to create small worlds with blocks or construction kits, such as building a city with various buildings and a park.
Music, Dance, and Drama:
Children will have opportunities to learn and perform songs, nursery rhymes and poetry linked to their work / interests and passions.
Listens with increased attention to sounds and begins to respond to what they have heard, expressing their thoughts and feelings about the sounds.
Begins to remember and sing entire songs, starting to recall familiar tunes from memory.
Demonstrates an ability to match pitch by singing the tone sung by another person.
Enjoys playing instruments with increasing control to express their feelings and ideas.
Exploring and Using Media and Materials:
Draws with increasing complexity and detail, such as representing faces with circles and adding finer details like eyes, noses, and ears.
Uses drawing to represent ideas like movement or sounds, showing more awareness of how to convey concepts. Continues to explore colour mixing, experimenting with blending colours to create new shades.
Begins to create closed shapes more intentionally, using these shapes to represent objects more recognisably.
Being Imaginative and Expressive:
Takes part in complex pretend play, using objects to represent real or imagined items and roles.
Develops imaginative and complex small-world scenes, using equipment to create stories with multiple elements. Continues to explore emotions in their artwork, expressing feelings through their drawings and paintings. Collaborates with others to build more elaborate small worlds.
Music, Dance, and Drama:
Listens attentively to sounds and begins to respond more purposefully, sharing their feelings and ideas.
Shows more confidence in remembering and singing entire songs, using actions to enhance the performance.
Matches pitch and can sing the melodic shape (up and down melody) of familiar songs.
Enjoys playing instruments with more control, using them to express emotions, such as playing softly to indicate sadness or louder for joy.
Takes part in simple dramatic play by acting out familiar roles and characters, using props to support the story.
Exploring and Using Media and Materials:
Creates closed shapes with continuous lines, using these shapes to represent objects more consistently.
Draws with greater complexity and detail, such as creating recognisable figures or representations of real-world objects. Uses drawing to represent abstract ideas such as movement. Demonstrates greater understanding of colour mixing, using the right colours for more complex artworks.
Being Imaginative and Expressive:
Develops complex pretend play scenarios, building intricate stories with characters, plotlines, and role-play. Uses small-world equipment to build detailed environments and create multi-layered stories.
Expresses a wider range of emotions in their artwork, using colour and detail to reflect these feelings.
Shows increasing control in making imaginative and complex small worlds, collaborating with peers to build and enhance shared play environments.
Music, Dance, and Drama:
Responds to sounds and expresses their feelings and ideas through their actions, such as moving or creating art in response to different auditory stimuli. Sings entire songs confidently, remembering lyrics and melodies from memory.
Matches pitch accurately and demonstrates an understanding of melodic shapes. Creates their own songs or improvises a song based on one they know, experimenting with lyrics and melodies. Plays instruments with increasing control. Takes part in drama and dance with greater expression to show emotions and character in their play.