Educational Programmes from EYFS Statutory Framework

Our children will holistically learn these skills throughout the

Autumn Term

Our children will holistically learn these skills throughout the

Spring Term

Our children will holistically learn these skills throughout the

Summer Term

Communication and Language Listening & Attention

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 om 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.

Link to Universally Speaking Ages and Stages of Communication Development

• Listen for instructions while they are busy with something else. g. Ask them to get their coat and shoes while they are playing.
• Begin to understand and follow a two part question. g. Put your coat on and wait at the door.
• Listen to and talk about stories demonstrating familiarity and understanding. Use small world play and role play to tell familiar events/stories, beginning to show understanding of sequencing.
• Begin to respond appropriately to “how” and “why” questions e.g. I wonder why the leaves have holes, why has the puddle turned to ice?
• Engage in non-fiction books relating to individual and class interests. Begin to talk about the content, showing an awareness and deepening understanding of information shared.  Talk about the meaning of specific vocabulary.
• Listen to other children in play, keeping playing going with “serve and return” interactions. SHREC model of interaction (share attention, respond, expand, conversation).
• Hear and combine the separate sounds in a word to say a word.

• Understand a longer list of instructions without needing to watch another child. e.g. “First get your lunchbox, then sit at the red table.”
• Understand spoken instructions without stopping what they are doing to look at the speaker.

• Listen to other children share their ideas in group discussions and show understanding of their ideas, eg during Family Group Talk Time with key person.
• Understand how to listen carefully in a range of situations and know why listening is important.
• Understand more complicated time connectives and positional language such as ‘first’, ‘last’, ‘might’, ‘maybe’, ‘above’ and ‘in between’.
• Understand words that describe sequences such as “first we are going to the shop, next we will play in the park”.
• Understand why and how questions and respond appropriately.
• Hold attention in an input for at least a 10 minute period.

Communication and Language Speaking

 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 om 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.

• Have conversations to share information, to seek out social interactions and to make own friends.
• Respond to an adult greeting, in a clear voice.
• Demonstrate physical responses to talk eg eye contact, turning to face the listener.
• Demonstrate using an increased range of appropriate vocabulary in play and discussions.
• Think about the meanings of words, such as describing the meaning of simple words, suggesting the meaning of an unfamiliar word or asking what a new word means.
• Begin to make up own games and communicate how to play these.
• Tell own stories of increasing length with a growing awareness of the sequencing of ideas and use of descriptive (helicopter stories).
• Retell stories in own way, through imaginative play including role play, small world play.
• Show enjoyment when listening to stories, songs and rhymes and start to make up their own.
• Use introduced vocabulary to explain how they are feeling.

• Re-tell short stories they have heard in roughly the right order and use language that makes it sound like a story, with some relevant time connectives.
• Use most speech sounds. However, they may have some difficulties with more difficult words such as ‘scribble’ or ‘elephant’ and some speech sounds such as ‘r’ and ‘th’ may still be difficult.
• Ask relevant questions or make relevant comments in relation to what they have heard.
• Use talk to take on different roles in imaginative play, to interact and negotiate with people and to have longer conversations.
• Use talk to help work out problems to organise their thinking and take part in discussions.

Personal, Social and Emotional Development

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.

• Emotions
• Sense of Self
• Relationships

CBeebies: How to talk to your child about emotions.

Feeling Better: short videos about different feelings, using puppets

The Age of Emotions: podcast discussion on emotion culture, with psychotherapist Philippa Perry

What are feelings? Dealing with feelings, and recognising others’ feelings

Scarf Coram Life programme

• During home visits and visits to settings, talk about strengths including the things people love and admire about them, what makes them happy and how they like to be supported (with support from parent/carer).
• Separate from parent/carer and begin to show trust in new adults and children, with the help of familiar resources e.g. transition objects, stories, photographs of families/carers, buckets with objects collected during the holiday.
• Be familiar with the daily routine and use visual aids to talk about now and next.
• Begin to express feelings to familiar adults, using visual aids to support this where necessary (The Colour Monster book, jars and feelings board).
• Begin to recognise and name emotions with the support of an attuned adult.
• Know strategies and begin to understand how these help to deal with uncomfortable feeling, helping to make sense and process these emotions.
• Know where to find a safe, quiet space when time is needed to reflect upon and process feelings, sometimes with the support of an attuned adult.
• Be familiar with class rules and that these help us to keep safe with visual support.
• Be willing, supported, to have a go at something new or more challenging.

• Communicate self-expression through independent choices in stories, drawing, crafts, role play and general play.
• Use stories and visual supports to talk about and name an increasing range of feelings.
• Follow expectations for behaviour and demonstrate awareness of boundaries.
• Know the importance of following rules and that these keep them safe.
• Independently select, use and combine resources creatively during play.
• Talk about risky play and how to make safe choices e.g. slippery surfaces.
• Challenge themselves in their learning through play and demonstrate curiosity – taking part in the experiences on offer.
• Begin to try different ways of asserting themselves.
• Talk about their community and the special people in their lives including parents, carers, families and other special people.
• Co-operate with other children, and uses strategies to solve conflicts, sometimes with support.

• Name, express, begin to understand and regulate emotions using modelled strategies including resources.
• Co-operate and resolve conflicts without the need for adult intervention.
• Begin to develop comparative language to compare their emotions with others and begin to show empathy with them.
• Begin to explore themselves in relation to others, using an increasingly wide vocabulary to describe a range of emotions.
• Be able to wait for what they want, controlling impulses g. turn taking in a game, sharing a bike or resources.
• Work and play cooperatively.
• Show sensitively to own and others’ needs.
• Form positive relationships with peers and adults.
• Understand that others’ views are different from our own and that this is okay.

Physical Development

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives9. 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.

• Core strength and coordination
• Gross Motor
• Fine Motor 

Physical activity guidelines for children under 5

Has ideas for outdoors activities

Learning through landscapes

Has ideas for outdoor activities

• Show increasing control over core strength, stability, balance, spatial awareness, coordination and agility.
• Show confidence in their own physical capabilities.
• Maintain attention as they negotiate spaces and other children.
• Show enthusiasm for outside, rigorous play.
• Lift, transport and organise own resources. e.g. den building, blocks, know how to carry objects safely.
• Engage in small world activities including puzzles, arts and crafts and use of small tools with support and encouragement from adults.
• Show curiosity in manipulating materials with increasing dexterity including natural and manmade. e.g. weaving, transient art, woodworking tools – sanding and hammering.
• Use gross and fine motor skills with increasing confidence during everyday routines and experiences e.g. preparing snack, tidying up, sweeping leaves.
• Learn the pencil grip song and attempt the “Three Friends Hold” pencil grip.

• Become increasingly well-coordinated when engaging in physical activities with equipment and other children.
• Engage in weight bearing skills and show increasing upper arm strength.
• Demonstrate increasing mobility, control and balance. e.g. hanging from climbing equipment or lifting and manipulating large, heavy and awkward objects.
• Show enthusiasm and increasing stamina for physical challenge
• Use increasing precision in activities which require hand-eye coordination including cooking, gardening, sewing, fixing and making things with tools (screwdriver) and small movements.
• Talk about risk and how to keep safe when lifting and coordinating movements involving equipment within spaces.
• Show enthusiasm for being outside and increasing confidence in physical capabilities.

• Move in different ways, controlling their movement including fine motor skills.
• Demonstrate agility and flexibility, as well as co-ordination and balance.
• Show motivation to take part in physical activity.
• Develop muscular and core strength.
• Take well intentioned, safe risks.
• Self-regulate during physical activity including attempt of movements that they are less confident with, asking for support when necessary.
• Demonstrate proficiency, control and confidence in fine motor activities. These include scissor control, mark-making tools and modelling skills such as fixing and joining of materials.
• Hold a pencil effectively for drawing, mark making and writing.

Literacy

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)

Booktrust has suggested children’s books and book lists, advice and games.

BBC Nursery songs is a bank of songs and nursery rhymes that focus on comprehension.

The Centre for Literacy in Primary Education has activities that are suitable for early years.

Resources from Love my books helping parents and young children enjoy sharing books together

PhonicsPlay word games

WordAware initiatives

• Show interest in new words introduced through variety of books shared and begin to use in own conversations.
• Show a strong attachment to particular books and a growing love of stories and books
• Show curiosity in stories in a different home language told by parent visitors.
• Begin to make own books, e.g. family books and show understanding that words have meaning and work from left to right, top to bottom.
• Begin to remember and join in with book language e.g.story markers “once upon a time”, “one day” and anticipate what comes next.
• Look for, and join in with rhymes and repetitive phrases .e.g. Shark in the Park, blow his house down.
• Notice letters from their name and an increasing number of common exception words.
• Children know that written print carries meaning including thoughts, ideas and feelings (through discussion/modelling).
• Begin to behave as a writer, attributing meaning to mark making including wavy lines and distinct separate marks in child initiated play progressing to use of known graphemes as these become embedded.
• Show an interest in writing. Attempting to write familiar letters, for example from their name, eg when writing a label for a model or plausible attempts at capturing some sounds they hear in words.

• Show growing interest in a wider variety of books including bringing books into play for a purpose e.g. cookery books in home area, building information book in construction, to inform and extend their learning.
• Talk about and ask questions about different images, characters, and events in books.
• Distinguish between different characters by taking on voices, tones e.g. giant big booming Story telling – use language of story telling to tell simple story and ask for this to be scribed (Helicopter stories and shared writing)
• Act out stories through role play, small world play and puppets.
• Open book correctly, know how to turn pages – point to words left to right remembering how a book flows. Talk about the features of books including title, author, illustration and other features. 
• Develop hand and finger strength to hold writing tools with control (chunky where necessary). Show awareness of how to hold a pencil correctly and form letters using correct orientation (size may still be large, requiring large paper etc).
• Begin to segment to spell to communicate meaning through writing for a purpose using growing phonic knowledge (sounds taught), consistently the initial and finial sounds.

• Can think, reflect and talk about what they have heard and seen in a range of books
• Are curious to be introduced to new ideas in books and show an understanding they can be used to make sense of the world.
• Distinguish between characters in stories, including diversity of characters and their experiences.
• Show an instinctive sense of a developing story through questions asked or anticipation and prediction. Use and answer questions to improve their understanding of what is happening in a story.
• Use an increasing range of words and phrases they have been introduced to through books which they do not normally hear in everyday speech (link to WordAware vocabulary sorting for text drivers).
• Show an awareness of how to make the text come alive by using voices, exaggerated facial expressions and body movements to tell the story.
• Act out stories, including those scribed by other children through acting or puppets.
• Demonstrate upper strength and control in core, upper body, hands and fingers when writing, developing an effective pencil grip.
• Show interest in writing to communicate in a range of contexts, e.g., instructions/recipe, lists, labels, message, drawing on phonic knowledge and mostly correctly formed graphemes.

Mathematics

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

• Show willingness to “have a go” and can talk to adults and peers about their thinking.
• Use one to one correspondence when counting (assigning one number work to each object), and find “How many”.
• Begin to use five and ten frames to organise counting.
• Can look for and talk about patterns, relationships and connections. Use reasoning - "But if this one gets two more, it will win, because it will have more".
• Say the number sequence with accuracy.
• Know that the last numbers tells you how many there are.
• Subitise groups of objects to 5 and practically explore different ways of making/ showing that final amount.
• Use positional language, e.g. on top of, next to, underneath, in front of, behind, between, left, right, etc.
• Sort shapes according to their properties
• Develop spatial reasoning skills by selecting, rotating and manipulating shapes.
• compare more and less and be able to say "This has more than that one" and compare numbers, e.g. "This has more because it has eight and that one only has six" and say which numbers are more or less than others.
• Use language of estimation.
• Use predicting addition, e.g. "If two more people vote for that one, then it will have eight"
• Create repeated patterns and identify the unit of repeat.
• Share practically using one to one.
• Know that halves means two equal parts of a whole.

• Count confidently, showing a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers including evens, odds, double facts and how quantities can be distributed equally.
• Subitise by instantly recognising how many without counting, including small collections of objects in both familiar and unfamiliar arrangements (perceptual subitising).
• Subitise small collections of objects within a larger group of objects, e.g. seeing three within five or making groups of 3s without counting 3 in each group (conceptual subitising).
• Count groups of objects in 2s, 5s or 10s
• Show part-whole awareness by talking about numbers being made up of other numbers and numbers within a number, e.g. "I knew there were three because there's two and there's one."
• Recall number bonds to 10.
• Accurately use the relative terms ‘yesterday’ and ‘tomorrow’ and order a short sequence of events.
• Use comparative language to compare length, weight and capacity.
• Compose and decompose shapes e.g. finding 2D shapes within 3D shapes.
• Match numerals to amounts, or recording amounts informally.
• Understand how “dealing” results in equal shares and the same number each.

Understanding the World

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.

• Show interest in different occupations e.g. a farmer, vet or a member of the emergency services.
• Explain how things work e.g. wind up toys, pulleys
• Plant seeds and care for growing plants.
• Explore the natural world around them
• Talk about members of their immediate family and community.
• Name and describe people who are familiar to them.
• Describe what they see, hear and feel whilst outside.
• Know that information can be retrieved from digital devices and the internet.
• Play with a range of materials to learn cause and effect e.g. makes a string puppet using dowels and string to suspend the puppet.
• Complete a simple program on electronic devices.

• Understand the key features of the life cycle of a plant and an animal e.g. caterpillars or chick eggs.
• Comment on images of familiar situations in the past.
• Explore and talk about different forces they can feel e.g. magnetic attraction and repulsion.
• Talk about the differences between materials and changes they notice e.g. sinking and floating, melting, investigating shadows.
• Continue to develop positive attitudes about the differences between people and family arrangement e.g. children talk positively about different appearances, skin colours and hair types.
• Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.
• Can create content such as a video recording, stories, and/or draw a picture on screen.

• Begin to understand the need to respect and care for the natural environment and all living things.
• Compare and contrast characters from stories, including figures from the past.
• Draw information from a simple map.
• Understand that some places are special to members of their community.
• Recognise that people have different beliefs and celebrate special times in different ways.
• Recognise some similarities and differences between life in this country and life in other countries.
• Recognise some environments that are different from the one in which they live.
• Understand the effect of changing seasons on the natural world around them.
• Develop digital literacy skills by being able to access, understand and interact with a range of technologies.
• Can use the internet with adult supervision to find and retrieve information of interest to them

Expressive Arts & 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

• Explore, use and refine a variety of artistic effects to express their ideas and feelings.
• Return to and build on their previous learning, refining ideas and developing their ability to represent them.
• Create collaboratively sharing ideas, resources and skills
• Explore artists’ techniques and significant works of art to generate inspiration and conversation about art and artists.
• Listen attentively, move to and talk about music, expressing their feelings and responses.
• Sing in a group or on their own, increasingly matching the pitch and following the melody.
• Tap rhythms to accompany words, such as tapping the syllables of names, objects, animals and the lyrics of a song.
• Develop storylines in their pretend play.
• Create representations of both imaginary and real-life ideas, events, people and objects

• Makes music in a range of ways e.g. plays with sounds creatively, plays along to the beat of the song they are singing or music they are listening to.
• Discuss changes and patterns as a piece of music develops.
• Watch and talk about dance and performance art, expressing their feelings and responses.
• Develop colour-mixing techniques to enable them to match the colours they see and want to represent.
• Develop techniques to join materials, such as how to use adhesive tape and different sorts of glue.
• Define colours, shapes, texture and smells in the natural world.
• Explore and engage in music making and dance, performing solo or in groups.
• Choose particular movements, instruments, sounds, colours and materials for their own imaginative purposes.

• Develop their own ideas through experimentation with diverse materials e.g. light, projected image, loose parts, watercolours, powder paint, to express and communicate their discoveries and understanding.
• Express and communicate working theories, feelings and understandings using a range of art forms e.g. movement, dance, drama, music and the visual arts.
• Choreograph their own dance moves, using some of the steps and techniques they have learnt.
• Use a combination of art forms e.g. moving and singing, making and dramatic-play, drawing and talking, constructing and mapping.
• Respond imaginatively to art works and objects e.g. “This music sounds like dinosaurs. That peg looks like a mouth.”

Mapping of the Curriculum

(Key curriculum drivers UtW, EAD implemented through rich experiences and quality texts to maximise progress)

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

BIG question

Who am I?

What do I celebrate?

Where do I come from?

Who do I share the world with?

How do we grow?

How do we care for our world?

INTENT

What do we want our children to be able to know, remember and be able to do?

To develop my own personality, recognising what makes me special. Appreciate that everyone is unique, and their differences and similarities can be celebrated.

To develop my knowledge and sense of the world by talking about events and celebrations which are important to me and my community.

To develop a love of exploring, inventing, and finding things out by “tinkering”, teamwork, and trial and error. Recognise that persistence pays off.

To develop an understanding and respect for people who help in our community. Identify special uniforms, vehicles, and responsibilities.

To recognise that plants and animals grow and that the life cycles differs for each one.  Show care and attention to the needs of a range of living things.

To compare different places animals and humans live. Explore the sea and the land in different countries. Explore and compare different homes and consider the impact of humans on habitats.

IMPLEMENTATION

How will we achieve our intent?

***

Consider cultural capital – what do they bring to the cohort?

***

Share own bucket objects from the Summer holiday, home visit gallery photos alongside stories that celebrate the unique child.  Ensure learning environment (focus on home corner, small world and construction) has resources that reflect children’s interests.

Invite families to share own cultural celebrations and what this looks like in their home. Share books which explore celebrations from different faiths. Ensure the learning environment reflects varying cultures, faiths and celebrations including books and photos.

Offer a range of resources for children to dismantle or build. Offer experiences of mechanical and practical play with bikes, Beebots, screwdrivers, drills, saws. Invite parents to bring in simple machines for children to explore safely.

Invite a range of visitors to school who can share experience of different jobs.

Ensure the environment reflects different roles – role play, books, and resources.

Involve children in the care of eggs and chicks, frogspawn and tadpoles, seeds and sunflowers, seedlings, and vegetables.

Ensure the environment is rich in visual prompts and books to show different species of plants and animals. Re-visit areas within school to observe seasonal changes.

Through stories, photos, videos, and own experiences, compare the similarities and differences of places.

Ensure environment has visual prompts and books to celebrate different homes.

Invite families and children to share experiences of different places.

IMPACT

Can identify familiar people in their lives and talk about themselves in a positive way.  Can begin to talk about what makes us all unique and special.

Can understand and talk about events and celebrations that are important in their lives and similarities to those in other families.

Can understand how things work, solve problems, and communicate this with others.

Can talk about the lives of the people around them and their roles in society.

Can identify similarities and differences in the natural world including seasonal changes, growth and lifecycles.

Can explain some similarities and differences between habitats and life in this country and life in other countries.

Visits

(consider Cultural Capital)

Church visit for Harvest Festival

Woods visit for Outdoor Learning day

Pantomime at Theatre Royal, Winchester

Visit to a Church

Visit to a Hindu Temple

Woods visit

Local welly walk

Early Years Farm Visit

Visitors

New mummy with a baby

Other members of school staff to introduce themselves to the class and build relationships

Parents from different cultures

Community tea party with older members of the local community

Inventors

Café owner

Fire fighter

Police/ PCSO

Nurse/doctor/dental hygienist

Vet

Gardeners

Allotment owners

Living Eggs

Families who may have lived or experienced life in other countries.

Children’s noticed interests

Vocabulary