Term 1

Topic End point Text Trips PSHE

Walk to pegwell (local Environment) New Beginnings, Values and Learning
Marvellous me! Create a ‘All about me’
– drawing on trip Powers:
book to share with
Wingham The Chilton Way and golden rules
parents
Home learning Tasks What our values mean and how we show
Farm Making Bread What the ladybird
Oct Half Term: Research about them
heard.
dinosaurs and create Being good friend
Little Red Hen
picture/model/sculpture How we use learning powers to help us
Parental Involvement What makes me a good learner
3 x workshops HC leads How to be a good learning partner
Create ‘All about me’ book for
parents to look at
Making Relationships Communication and Language Physical Development
• Can play in a group, extending and elaborating play LA MH
ideas, • Listens to others one to one or in small groups, when Moves freely and with pleasure and
e.g. building up a role-play activity with other children. conversation interests them. confidence in a range of ways, such as
• Initiates play, offering cues to peers to join them. • Listens to stories with increasing attention and recall. slithering, shuffling, rolling, crawling,
• Keeps play going by responding to what others are • Joins in with repeated refrains and anticipates key events walking, running, jumping, skipping, sliding
saying or doing. and phrases in rhymes and stories. and hopping.
• Demonstrates friendly behaviour, initiating • Focusing attention – still listen or do, but can shift own • Mounts stairs, steps or climbing equipment
conversations and forming good relationships with peers attention. using alternate feet.
and familiar adults. • Is able to follow directions (if not intently focused on own • Walks downstairs, two feet to each step
SCA - Can select and use activities and resources with choice of activity). while carrying a small object.
help. S • Runs skilfully and negotiates space
• Welcomes and values praise for what they have done. • Beginning to use more complex sentences to link thoughts successfully, adjusting speed or direction to
• Enjoys responsibility of carrying out small tasks. (e.g. using and, because). avoid obstacles.
• Is more outgoing towards unfamiliar people and more • Can retell a simple past event in correct order (e.g. went • Can stand momentarily on one foot when
confident in new social situations. down slide, hurt finger). shown.
• Confident to talk to other children when playing, and • Uses talk to connect ideas, explain what is happening and • Can catch a large ball.
will communicate freely about own home and community. anticipate what might happen next, recall and relive past • Draws lines and circles using gross motor
• Shows confidence in asking adults for help. experiences. movements.
MFB
Aware of own feelings, and knows that some actions and • Questions why things happen and gives explanations. Asks e.g. • Uses one-handed tools and equipment, e.g.
words can hurt others’ feelings. who, what, when, how. makes snips in paper with child scissors.
• Begins to accept the needs of others and can take • Uses a range of tenses (e.g. play, playing, will play, played). • Holds pencil between thumb and two
turns and share resources, sometimes with support • Uses intonation, rhythm and phrasing to make the meaning fingers, no longer using whole-hand grasp.
from others. clear to others. • Holds pencil near point between first two
• Can usually tolerate delay when needs are not • Uses vocabulary focused on objects and people that are of fingers and thumb and uses it with good
immediately met, and understands wishes may not particular importance to them. control.
always be met. • Builds up vocabulary that reflects the breadth of their • Can copy some letters, e.g. letters from
• Can usually adapt behaviour to different events, social experiences. their name.
situations and changes in routine. • Uses talk in pretending that objects stand for something else HSC
in play, e,g, ‘This box is my castle.’ • Can tell adults when hungry or tired or
U when they want to rest or play.
Understands use of objects (e.g. “What do we use to cut • Observes the effects of activity on their
things?’) bodies.
• Shows understanding of prepositions such as ‘under’, ‘ontop’, • Understands that equipment and tools
‘behind’ by carrying out an action or selecting correctpicture. have to be used safely.
• Responds to simple instructions, e.g. to get or put away an • Gains more bowel and bladder control and
object. can attend to toileting needs most of the
• Beginning to understand ‘why’ and ‘how’ questions. time themselves.
• Can usually manage washing and drying
hands.
• 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.
Reading and Writing Number and Shape, Space and Measure Knowledge and Understanding of the World
• Enjoys rhyming and rhythmic activities.  To count reliably (0-20) PC
• Shows awareness of rhyme and alliteration.  To count objects to 10 • Shows interest in the lives of people who
• Recognises rhythm in spoken words.  To use 1 to 1 correspondence are familiar to them.
• Listens to and joins in with stories and poems, one-to-  Use positional language • Remembers and talks about significant
one and also in small groups.  To count actions or objects that cannot be moved events in their own experience.
• Joins in with repeated refrains and anticipates key  TO count objects in a group/irregular arrangement • Recognises and describes special times or
events and phrases in rhymes and stories.  To represent number using fingers/mark on paper and events for family or friends.
pictures
• Beginning to be aware of the way stories are  To order numbers to 20. • Knows some of the things that make them
structured. unique, and can talk about some of the
• Suggests how the story might end. similarities and differences in relation to
• Listens to stories with increasing attention and recall. friends or family.
• Describes main story settings, events and principal TW
characters. • Comments and asks questions about
• Shows interest in illustrations and print in books and aspects of their familiar world such as the
print in the environment. place where they live or the natural world.
• Recognises familiar words and signs such as own name • Can talk about some of the things they
and advertising logos. have observed such as plants, animals,
• Looks at books independently. natural and found objects.
• Handles books carefully. • Talks about why things happen and how
• Knows information can be relayed in the form of print. things work.
• Holds books the correct way up and turns pages. • Shows care and concern for living things
• Knows that print carries meaning and, in English, is and the environment.
read from Tech
left to right and top to bottom. • Knows how to operate simple equipment,
Writing e.g. turns on CD player and uses remote
• Sometimes gives meaning to marks as they draw and control.
paint. • Shows an interest in technological toys
• Ascribes meanings to marks that they see in different with knobs or pulleys, or real objects such
places. as cameras or mobile phones.
• Shows skill in making toys work by
pressing parts or lifting flaps to achieve
effects such as sound, movements or new
images.
• Knows that information can be retrieved
from computers
EUMM BI
• Enjoys joining in with dancing and ring games. • Developing preferences for forms of expression.
• Sings a few familiar songs. • Uses movement to express feelings.
• Beginning to move rhythmically. • Creates movement in response to music.
• Imitates movement in response to music. • Sings to self and makes up simple songs.
• Taps out simple repeated rhythms. • Makes up rhythms.
• Explores and learns how sounds can be changed.
• Explores colour and how colours can be changed. • Notices what adults do, imitating what is observed and then doing it spontaneously when
• Understands that they can use lines to enclose a space, and the adult is not there.
then begin to use these shapes to represent objects. • Engages in imaginative role-play based on own first-hand experiences.
• Beginning to be interested in and describe the texture of things. • Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’.
• Uses various construction materials. • Uses available resources to create props to support role-play.
• Beginning to construct, stacking blocks vertically and • Captures experiences and responses with a range of media, such as music, dance and
horizontally, making enclosures and creating spaces. paint and other materials or words.
• Joins construction pieces together to build and balance.
• Realises tools can be used for a purpose.