RE
|
Creation- God’s Gifts
- To talk about the Story of Creation using pictures.
- To know that the Creation Story comes from the Bible, which is God’s Book
People Who Care For Us
- Know that families show love and care to each other.
- That Jesus’ family included Mary and Joseph
Advent
- To know that there are four weeks in Advent.
- To talk about some of the things they did to get ready during Advent.
Christmas
- To know that Jesus was born in a stable in Bethlehem.
- To talk about the Christmas Story using pictures.
- To know that we celebrate Jesus’ birthday.
|
Personal, Social and Emotional Development
|
- Develop their sense of responsibility and membership of a community by carrying out different tasks.
- Express their feelings and consider the feelings of others.
To share and take turns.
- To be able to select and use resources independently.
- Talk about their feelings using words like ‘happy’, ‘sad’, and ‘angry’ or ‘worried’.
|
Communication and Language
|
- Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions.
- Start a conversation with an adult or a friend and continue it for many turns.
- Can use sentences joined up with words like ‘because’, ‘or’, ‘and’? For example: “I like ice cream because it makes my tongue shiver”.
- Understand how to listen carefully and why listening is important.
- Ask questions to find out more and to check they understand what has been said to them.
- Develop social phrases- Good Morning, how are you?
- Engage in story times by joining in with phrases and answering questions.
|
Physical Development
|
- Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips.
- Use one-handed tools and equipment, for example, making snips in paper with scissors. Use a comfortable grip with good control when holding pens and pencils or knives, forks and spoons when eating. Show a preference for a dominant hand.
- Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
- To be able to move in lots of different ways with control i.e. rolling, crawling, walking, jumping, running, hopping, skipping, climbing
|
Literacy
|
- Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. Write some or all of their name.
- Engage in extended conversations about stories, learning new vocabulary.
- Read individual letters by saying the sounds for them.
- Blend sounds into words, so that they can read short words made up of known letter– sound correspondences. For example- h-a-t > hat
|
Mathematics
|
- Compare quantities using language: ‘more than’, ‘fewer than’.
Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’.
- Make comparisons between objects relating to size, length, weight and capacity.
- Use vocabulary like ‘morning’, ‘afternoon’, ‘evening’ and ‘night-time’, ‘earlier’, ‘later’, ‘too late’, ‘too soon’, ‘in a minute’.
- Count down to forthcoming events on the calendar in terms of number of days or sleeps. Refer to the days of the week, and the day before or day after, ‘yesterday’ and ‘tomorrow’.
- Develop fast recognition of up to 5 objects, without having to count them individually (‘subitising’).
- Count objects, actions and sounds up to 5/10 and beyond.
|
Understanding of the World
|
- Use all their senses in hands-on exploration of natural materials.
Explore collections of materials with similar and/or different properties.
- Talk about what they see, using a wide vocabulary
Begin to understand the need to respect and care for the natural environment and all living things.
- Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.
- Talk about members of their immediate family and community.
Name and describe people who are familiar to them.
|
Expressive Arts and Design
|
- Develop their own ideas and then decide which materials to use to express them. Join different materials and explore different textures.
- Explore colour and colour mixing.
Create their own songs or improvise a song around one they know. Play instruments with increasing control to express their feelings and ideas.
- Create collaboratively, sharing ideas, resources and skills.
- Listen attentively, move to and talk about music, expressing their feelings and responses.
|
PRE/PSHE
|
PRE
- I Am Me
- Heads, Shoulders, Knees and Toes
- I Like, You Like, We all Like
- Good Feelings, Bad Feelings
- Growing Up
PSHE - Jigsaw Jenie
- Being Me in My World
- Celebrating Difference
|