In the Let’s Explore project, your child will explore their class environment and school grounds so that they feel settled and happy in their new surroundings. They will learn about the local environment and find out about places they have visited on holiday. They will look at and create maps for journeys.
Supporting your child at home
- Use Google Earth to explore the locality.
- Go on a walk around your local community and talk about the things that you see.
- Encourage your child to talk about the activities they enjoy doing at school.
- Share and discuss the Did you know? resource.
- You may also like to try some of these Let’s Explore Home Learning tasks.
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
Personal, Social and Emotional Development (PSED)
Self-Regulation
The children will, identify and moderate their own feelings socially and emotionally. Think about the perspectives of others.
Managing Self
The children will learn how to effectively manage their own needs. In addition, they will be independent in meeting their own care needs.
Building Relationships
The pupils will start to see themselves as a valuable individual. Throughout this term they will confidently express their feelings and consider the feelings of others.
Example of this in Action:
Term 1 Jigsaw PSHE Topic: Being Me in My World
- In this Puzzle (unit), the children learn about how they have similarities and differences from their friends and how that is OK. They begin working on recognising and managing their feelings, identifying different ones and the causes these can have. The children learn about working with others and why it is good to be kind and use gentle hands. They discuss children’s rights, especially linked to the right to learn and the right to play. The children learn what it means to be responsible.
For more information regarding the knowledge and skills progression, please view the Being Me in My World Knowledge Organiser and Celebrating Differences Knowledge Organiser.
Listening, Attention and Understanding
- Sit on the carpet.
- Be familiar with class rules and begin to follow them.
- Follow simple instructions.
- Begin to answer how and why questions.
- Listen to others retell a simple story.
- Begin to follow 2-part instructions.
Example of this in action:
- In class, we will share the story ‘In Every House, on Every Street’by Jess Hitchman. We will Encourage the children to look closely at the pictures and explore what happens in each room. The children will be supported to make connections with their lives. At the end of the story we will encourage the children to talk about their drawings, and write down what they say on sticky labels.
Speaking
- Hold a conversation with familiar adults and children.
- Use appropriate language in the role play area.
- Retell an event.
Example of this in action:
- In class we will share the story ‘Mr Gumpy's Outing’by John Burningham. As we read the story, the children will be introduced to vocabulary, such as squabble, bleat, trample and tease. The children will be invited to choose a character from the story to play. After rereading the story we will encourage the children to join in using the language from the story.
Gross Motor Skills
At Sandhurst Primary school we use the GetSet4PE programme for all PE lessons. In EYFS the GetSet4PE supports pupils to develop their Gross Motor Skills. In Term 1 and 2, the children will learn to move safely in a space and stop safely. Throughout the unit they will develop control when using equipment and be able to follow a path and take turns. The children will learn to work cooperatively with a partner and develop skills such as; balancing, running, jumping and hopping.
To find out more, view our GetSet4PE Knowledge Organisers
Fine Motor Skills
- To become independent in managing their own needs- dress, undress, use cutlery.
- Copy letters from their name.
- Develop their pencil grip and control.
- Learn how to shape different materials.
- Develop their skills in using small apparatus
Example of this in action:
- Each term, to showcase the children’s development in drawing and painting, they will be invited to complete a self-portrait. The children will be Provided with mirrors, paper, ready-mixed paint and brushes. They will be encouraged to look closely at themselves in the mirror and talk about their eye colour, hair colour and hair length. We will invite the children to paint their portrait and look carefully at their features as they create their artwork. There will also be opportunities for children to explore mixing different colours.
Comprehension
- To use pictures to tell stories
- To sequence familiar stories
- To independently look at book, holding them the correct way and turning pages
- To engage in story times, joining in with repeated phrases and actions
- To begin to answer questions about the stories read to them
- To enjoy and increasing range of books including fiction, non-fiction, poems and rhymes
Word Reading (RWI Phonics)
During Term 1, the children will be introduced to our RWI phonics programme. The term will begin with them learning about the pictures associated with the different sounds. By the end of Term 2, all children should be secure with their Set 1 sounds. The children will learn to blend sounds to read words using taught sounds.
For further information about the reading skills we will focus upon this term, please view “Potter’s Sequential Reading Curriculum” and EYFS and KS1 Phonics Overview
Writing
- To copy their name and to write it independently by the end of Term 2.
- To give meanings to the marks they make
- To copy taught letters
- To write initial sounds
- To begin to write CVC words using taught sounds
- To use the correct letter formation of taught letters
- To write words and labels using taught sounds
- To begin to write captions using taught sounds
For further information about the writing skills we will focus upon this term, please view “Potter’s Sequential Writing Curriculum”.
Following the White Rose Maths scheme, EYFS will cover three main phases of learning over the course of the Autumn term. As part of the White Rose Maths scheme, each phase is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
This term’s small learning steps for each block
Maths area of learning | Block | Small Learning Steps |
Number | Getting to Know you | Classroom rules and routines
Number songs and rhymes Baseline Assessments |
Measure, shape and special thinking | Match, Sort and Compare | Step 1 Match objects
Step 2 Match pictures and objects Step 3 Identify a set Step 4 Sort objects to a type Step 5 Explore sorting techniques |
Measure, shape and special thinking | Talk About Measure and Pattern | Step 1 Compare size
Step 2 Compare mass Step 3 Compare capacity Step 4 Explore simple patterns Step 5 Copy and continue simple patterns Step 6 Create simple patterns |
Number | It’s Me 1, 2, 3 | Step 1 Find 1, 2 and 3
Step 2 Subitise 1, 2 and 3 Step 3 Represent 1, 2 and 3 Step 4 1 more Step 5 1 less Step 6 Composition of 1, 2 and 3 |
Measure, shape and special thinking | Circles and Triangles | Step 1 Identify and name circles and triangles
Step 2 Compare circles and triangles Step 3 Shapes in the environment Step 4 Describe position |
Number | 1,2,3,4,5 | Step 1 Find 4 and 5
Step 2 Subitise 4 and 5 Step 3 Represent 4 and 5 Step 4 1 more Step 5 1 less Step 6 Composition of 4 and 5 Step 7 Composition of 1 - 5 |
Measure, shape and special thinking | Shapes with 4 sides | Step 1 Identify and name shapes with 4 sides
Step 2 Combine shapes with 4 sides Step 3 Shapes in the environment Step 4 My day and night |
Past and Present
- Comment on images of familiar situations in the past.
- Understand the difference between past and present and is building up knowledge of key historical events through topics, stories and community events, e.g. Bonfire Night, Remembrance Day.
Example of this in action:
- The children will have to chance to explore transport through the ages picture cards. The children will be encouraged to discuss how the vehicles have changed and developed over time.
People, Cultures and Communities
- Talk about members of their immediate family and community
- Name and describe people who are familiar to them.
- Listen carefully to stories about different places and is beginning to recognise that different places have different features, e.g. recognising the difference between life in this country and other countries.
- Know about some celebrations and is able to talk about how they might be celebrated, e.g. Christmas, Advent, Diwali
Example of this in action:
The children will explore the let's explore picture cards, postcards from places worldwide and holiday brochures. They will learn that places around the world have different weather, living things and environments. The children will be invited to describe the pictures and compare the locations to their local environment.
The Natural World
- Draw information from a simple map
- Explore the natural world around them.
- Describes some features of plants and animals and identifies when things are the same and different.
- Notices, observes and talks about seasonal changes
Example of this in action:
- The children will be provided with tubs and buckets of different materials in which the children can dig holes and tunnels. Wet sand, soil, gravel, sawdust and clay will be offered to them to explore. They will be provided with a range of digging tools, such as forks, trowels, spoons, small spades and rakes. As a term they will identify the best materials in which to make holes and tunnels.
Creating with Materials
The children will learn how to create collaboratively, sharing ideas, resources and skills. Throughout the term they will develop storylines in their pretend play.
Example of this in action:
- We will Share the story ‘My Cat Likes to Hide in Boxes’ by Eve Sutton. We will Explore rhyming words in the story. As a class, we will explore the different boxes in which the cat likes to hide. On display will be a selection of large boxes and the children will be encouraged to work together to make dens using the boxes. The children will be provided felt tip pens, fabric, large pegs and cushions so they can make the spaces cosy. With support, the children will be encouraged to communicate their ideas, share the resources and cooperate with each other as they create.
Being Imaginative and Expressive
In Term 1 and 2, the children will explore listening and responding to different styles of music, embedding foundations of the interrelated dimensions of music, listening to, learning to sing or sing along with nursery rhymes and action songs, improvising leading to playing classroom instruments and, sharing and performing the learning that has taken place.
Example of this in action:
- Our Charanga music topic for term 1 is ‘Me’. The children will explore family, friends, people and music from around the world. Throughout the unit they will Explore high pitch and low pitch in the context of the songs.
- Our Charanga music topic for term 2 is ‘My Stories’. The children will explore songs that tell stories. They will use their imagination to explore the lyrics and the stories they are telling. They will experiment with a range of instruments to accompany their learnt songs.
For further information about the Charanga music programme, please view “Charanga School Music Knowledge Organiser’’
In the Marvellous Machines project, your child will learn about technology that is part of their daily lives. They will explore various machines, learn about how machines help us and find out about how machines have changed and developed over time. They will learn about products that use electricity to make them work and explore magnetic and non-magnetic materials.
Supporting your child at home
- Talk about the machines and technology you use in your everyday lives.
- Look for things in the home that are powered by electricity.
- Look for items that are powered by batteries.
- Share and discuss the Did you know? resource.
- You may also like to try some of these Marvellous Machines Home Learning
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
Personal, Social and Emotional Development (PSED)
Self-Regulation
The children will, identify and moderate their own feelings socially and emotionally. Think about the perspectives of others.
Managing Self
The children will learn how to effectively manage their own needs. In addition, they will be independent in meeting their own care needs.
Building Relationships
The pupils will start to see themselves as a valuable individual. Throughout this term they will confidently express their feelings and consider the feelings of others.
Example of this in Action:
Term 2 Jigsaw PSHE Topic: Celebrating Differences
- In this Puzzle (unit), children are encouraged to think about things that they are good at whilst understanding that everyone is good at different things. They discuss being different and how that makes everyone special but also recognise that we are the same in some ways. The children share their experiences of their homes and are asked to explain why it is special to them. They learn about friendship and how to be a kind friend and how to stand up for themselves if someone says or does something unkind to them.
For more information regarding the knowledge and skills progression, please view the Being Me in My World Knowledge Organiser and Celebrating Differences Knowledge Organiser.
Listening, Attention and Understanding
- Sit on the carpet.
- Be familiar with class rules and begin to follow them.
- Follow simple instructions.
- Begin to answer how and why questions.
- Listen to others retell a simple story.
- Begin to follow 2-part instructions.
Example of this in action:
- In class, we will share the story ‘In Every House, on Every Street’by Jess Hitchman. We will Encourage the children to look closely at the pictures and explore what happens in each room. The children will be supported to make connections with their lives. At the end of the story we will encourage the children to talk about their drawings, and write down what they say on sticky labels.
Speaking
- Hold a conversation with familiar adults and children.
- Use appropriate language in the role play area.
- Retell an event.
Example of this in action:
- In class we will share the story ‘Mr Gumpy's Outing’by John Burningham. As we read the story, the children will be introduced to vocabulary, such as squabble, bleat, trample and tease. The children will be invited to choose a character from the story to play. After rereading the story we will encourage the children to join in using the language from the story.
Gross Motor Skills
At Sandhurst Primary school we use the GetSet4PE programme for all PE lessons. In EYFS the GetSet4PE supports pupils to develop their Gross Motor Skills. In Term 1 and 2, the children will learn to move safely in a space and stop safely. Throughout the unit they will develop control when using equipment and be able to follow a path and take turns. The children will learn to work cooperatively with a partner and develop skills such as; balancing, running, jumping and hopping.
To find out more, view our GetSet4PE Knowledge Organisers
Fine Motor Skills
- To become independent in managing their own needs- dress, undress, use cutlery.
- Copy letters from their name.
- Develop their pencil grip and control.
- Learn how to shape different materials.
- Develop their skills in using small apparatus
Example of this in action:
- Each term, to showcase the children’s development in drawing and painting, they will be invited to complete a self-portrait. The children will be Provided with mirrors, paper, ready-mixed paint and brushes. They will be encouraged to look closely at themselves in the mirror and talk about their eye colour, hair colour and hair length. We will invite the children to paint their portrait and look carefully at their features as they create their artwork. There will also be opportunities for children to explore mixing different colours.
- As part of our Marvellous Machine topic, the children will be invited to created machine inspired paintings. We will Display various nuts, coloured plastic-coated wire, bolts, screws and sheets of black paper. We will show the children how to use the resources to create patterns and pictures. The children will learn that they can make images of objects or use the resources to create patterns. Time will be given for them to adapt and add to their artwork until they are finished. At the end they will be invited to compare their artwork with each other.
Comprehension
- To use pictures to tell stories
- To sequence familiar stories
- To independently look at book, holding them the correct way and turning pages
- To engage in story times, joining in with repeated phrases and actions
- To begin to answer questions about the stories read to them
- To enjoy and increasing range of books including fiction, non-fiction, poems and rhymes
Word Reading (RWI Phonics)
During Term 1, the children will be introduced to our RWI phonics programme. The term will begin with them learning about the pictures associated with the different sounds. By the end of Term 2, all children should be secure with their Set 1 sounds. The children will learn to blend sounds to read words using taught sounds.
For further information about the reading skills we will focus upon this term, please view “Potter’s Sequential Reading Curriculum” and EYFS and KS1 Phonics Overview
Writing
- To copy their name and to write it independently by the end of Term 2.
- To give meanings to the marks they make
- To copy taught letters
- To write initial sounds
- To begin to write CVC words using taught sounds
- To use the correct letter formation of taught letters
- To write words and labels using taught sounds
- To begin to write captions using taught sounds
For further information about the writing skills we will focus upon this term, please view “Potter’s Sequential Writing Curriculum”.
Following the White Rose Maths scheme, EYFS will cover three main phases of learning over the course of the Autumn term. As part of the White Rose Maths scheme, each phase is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
This term’s small learning steps for each block
Maths area of learning | Block | Small Learning Steps |
Number | Getting to Know you | Classroom rules and routines
Number songs and rhymes Baseline Assessments |
Measure, shape and special thinking | Match, Sort and Compare | Step 1 Match objects
Step 2 Match pictures and objects Step 3 Identify a set Step 4 Sort objects to a type Step 5 Explore sorting techniques |
Measure, shape and special thinking | Talk About Measure and Pattern | Step 1 Compare size
Step 2 Compare mass Step 3 Compare capacity Step 4 Explore simple patterns Step 5 Copy and continue simple patterns Step 6 Create simple patterns |
Number | It’s Me 1, 2, 3 | Step 1 Find 1, 2 and 3
Step 2 Subitise 1, 2 and 3 Step 3 Represent 1, 2 and 3 Step 4 1 more Step 5 1 less Step 6 Composition of 1, 2 and 3 |
Measure, shape and special thinking | Circles and Triangles | Step 1 Identify and name circles and triangles
Step 2 Compare circles and triangles Step 3 Shapes in the environment Step 4 Describe position |
Number | 1,2,3,4,5 | Step 1 Find 4 and 5
Step 2 Subitise 4 and 5 Step 3 Represent 4 and 5 Step 4 1 more Step 5 1 less Step 6 Composition of 4 and 5 Step 7 Composition of 1 - 5 |
Measure, shape and special thinking | Shapes with 4 sides | Step 1 Identify and name shapes with 4 sides
Step 2 Combine shapes with 4 sides Step 3 Shapes in the environment Step 4 My day and night |
Past and Present
- Comment on images of familiar situations in the past.
- Understand the difference between past and present and is building up knowledge of key historical events through topics, stories and community events, e.g. Bonfire Night, Remembrance Day.
Example of this in action:
- The children will have to chance to explore transport through the ages picture cards. The children will be encouraged to discuss how the vehicles have changed and developed over time.
People, Cultures and Communities
- Talk about members of their immediate family and community
- Name and describe people who are familiar to them.
- Listen carefully to stories about different places and is beginning to recognise that different places have different features, e.g. recognising the difference between life in this country and other countries.
- Know about some celebrations and is able to talk about how they might be celebrated, e.g. Christmas, Advent, Diwali
Example of this in action:
- The children will explore the let's explore picture cards, postcards from places worldwide and holiday brochures. They will learn that places around the world have different weather, living things and environments. The children will be invited to describe the pictures and compare the locations to their local environment.
The Natural World
- Draw information from a simple map
- Explore the natural world around them.
- Describes some features of plants and animals and identifies when things are the same and different.
- Notices, observes and talks about seasonal changes
Example of this in action:
- The children will be provided with tubs and buckets of different materials in which the children can dig holes and tunnels. Wet sand, soil, gravel, sawdust and clay will be offered to them to explore. They will be provided with a range of digging tools, such as forks, trowels, spoons, small spades and rakes. As a term they will identify the best materials in which to make holes and tunnels.
Creating with Materials
The children will learn how to create collaboratively, sharing ideas, resources and skills. Throughout the term they will develop storylines in their pretend play.
Example of this in action:
- We will Share the story ‘My Cat Likes to Hide in Boxes’ by Eve Sutton. We will Explore rhyming words in the story. As a class, we will explore the different boxes in which the cat likes to hide. On display will be a selection of large boxes and the children will be encouraged to work together to make dens using the boxes. The children will be provided felt tip pens, fabric, large pegs and cushions so they can make the spaces cosy. With support, the children will be encouraged to communicate their ideas, share the resources and cooperate with each other as they create.
Being Imaginative and Expressive
In Term 1 and 2, the children will explore listening and responding to different styles of music, embedding foundations of the interrelated dimensions of music, listening to, learning to sing or sing along with nursery rhymes and action songs, improvising leading to playing classroom instruments and, sharing and performing the learning that has taken place.
Example of this in action:
- Our Charanga music topic for term 1 is ‘Me’. The children will explore family, friends, people and music from around the world. Throughout the unit they will Explore high pitch and low pitch in the context of the songs.
- Our Charanga music topic for term 2 is ‘My Stories’. The children will explore songs that tell stories. They will use their imagination to explore the lyrics and the stories they are telling. They will experiment with a range of instruments to accompany their learnt songs.
For further information about the Charanga music programme, please view “Charanga School Music Knowledge Organiser’’
In the Long Ago project your child will learn about their history and how they have changed from when they were babies. They will learn about their family history and heritage and find out what life was like when their grandparents were children. They will learn about what it was like to go to school in the past and how everyday objects, such as clothes, toys and vehicles have changed.
Supporting your child at home
- Look at photographs of the children as babies and discuss how they have grown and changed.
- Look at family photographs so the children can see family members when they were children.
- Talk about what your life was like when you were a child.
- Share and discuss the Did you know?
- Complete some of these Home learning tasks together
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
Personal, Social and Emotional Development (PSED)
Self-Regulation
The children will, identify and moderate their own feelings socially and emotionally. Think about the perspectives of others.
Managing Self
The children will learn how to effectively manage their own needs. In addition, they will be independent in meeting their own care needs.
Building Relationships
The pupils will start to see themselves as a valuable individual. Throughout this term they will confidently express their feelings and consider the feelings of others.
Example of this in Action:
Term 3 Jigsaw PSHE Topic
- In this Puzzle, children learn about their bodies, the names of some key parts as well as how to stay healthy. They will talk about food and how some foods are healthier than others. They will discuss the importance of sleep and what they can do to help themselves get to sleep. They will talk about hand washing and why it is important. The class will also discuss ‘stranger danger’ and what they should do if approached by someone they don’t know.
Term 4 Jigsaw PSHE Topic
- Children are introduced to the key relationships in their lives. They will learn about families and the different roles people can have in a family. They will explore the friendships they have and what makes a good friend. They will be introduced to simple strategies they can use to mend friendships. The children will also practice Jigsaw’s Calm Me and how they can use this when feeling upset or angry.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 3-5.
Listening, Attention and Understanding
This term, the children will develop their ability to ask questions to find out more. Through play, they will begin to understand humor. The children will learn how Listen attentively in a variety of situations. They will be able to follow instructions using 2 steps or more.
Example of this in action:
- This term we plan to invite a parent and their baby to come into school to visit the children. Before the visit, we will ask the children to prepare questions to ask the parent. After the visit, we will go back to the questions and ask the children to answer them with their gathered information.
Speaking
The children will learn how to use talk to organize, sequence and clarify thinking. With support, they will be encouraged to introduce storyline or narrative into their play. Through a language rich environment, the children will use new vocabulary through the day.
Example of this in action:
- This term the children will be comparing toys from the past and present. They will all have to opportunity to bring a favourite teddy bear into the class. The children will learn that the first teddy bears were created as toys for children over 100 years ago. The children will be shown a variety of teddy bears from the past. They will be invited to describe the images and compare them with their bear. The children will be encouraged to talk about how their bear feels and what makes it special.
Gross Motor Skills
During our PE lessons, children will develop their basic gymnastic skills through the topic of 'animals and their habitats'. The children will explore basic movements, creating shapes, balances, and jumps and begin to develop rocking and rolling. They will show an awareness of space and how to use it safely and perform basic skills on both floor and apparatus. They will copy, create, remember and repeat short sequences. The children will begin to understand using levels and directions when traveling and balancing
To find out more, view our GetSet4PE Knowledge Organisers
Fine Motor Skills
The children will be encouraged to use a tripod grip when using mark making tools. In addition, the children will learn how to hold scissors correctly and cut along a curved line. The children will continue to participate in daily fine motor activities such as; threading small beads, using small pegs and manipulating a variety of malleable materials.
Example of this in action:
- The children will learn that in the past, people only had paintings and sculptures to show what people looked like and keep their images alive. They will understand that artists had the job of creating these works of art. The children will be Provided clay and shown how to roll it out, make shapes and draw in it. They will be offered mirrors, so they can see themselves and will be given the opportunity to make a clay tile of their face.
Comprehension
This term the children will be able to answer questions about a text that has been read to them. They will Begin to predict what might happen next in a story and seek familiar texts or stories to re-read in the book area. The children will begin to use modelled vocabulary during role play for example in the Small World and they will learn to retell or make up own stories using vocabulary that has been learnt. This term, the children will Identify non-fiction texts, remembering facts and information they have heard.
It is vital you continue to read a wide variety of books with your children at home. Please refer to our ‘Ten top tips for reading to your child’ document for more support.
Word Reading (RWI Phonics)
At this point in the year, children in reception should have secure knowledge of all Set 1 sounds including Set 1 diagraphs. The children will continue with their six-weekly phonics assessments and will be placed in appropriate groups based on their sound knowledge. Any children not working at the expected level will also receive additional 1:1 tutoring to secure their knowledge of all Set 1 sounds. At this point of the year, children will begin to segment and blend CVC and CVCC words such as; cat, map, ship, chip. They will also have some awareness of ‘red words’ – non-decodable words that need to be learnt by site.
For further information about the reading skills we will focus upon this term, please view “Potter’s Sequential Reading Curriculum” and EYFS and KS1 Phonics Overview
Writing
This term, the children will focus on forming lowercase letters and capital letters correctly. At Sandhurst Primary School we use cursive script. Please refer for ‘cursive script guide’ for more support. The children will begin to write short sentences with words with known sound- letter correspondences, using a capital letter and a full stop. During independent writing, the children will begin to use capital letters, finger spaces and full stops. The children will learn how to write CVC words and labels using taught sounds and be able to read sentences back to an adult. Towards the end of the term, the children will begin to spells some high frequency tricky words. Please see ‘Potter Class red words’ for a list of high frequency words covered in EYFS.
Following the White Rose Maths scheme, EYFS will cover three main phases of learning over the course of the spring term. As part of the White Rose Maths scheme, each phase is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
This term’s small learning steps for each block
Maths area of learning | Block | Small Learning Steps |
Number | Alive in 5! | Introduce zero: The children will the number name zero and the numeral 0 can be used to represent this idea.
Comparing numbers to 5: Children continue to understand that when comparing numbers, one quantity can be more than, the same as or fewer than another quantity. Composition of 4 and 5: Children will continue to develop the understanding that all numbers are made up of smaller numbers. |
Measure, shape and special thinking | Alive in 5! | Compare mass: Children will be encouraged to use the language of heavy, heavier than, heaviest, light, lighter than, lightest to compare items.
Compare capacity: Children will be encouraged to build on their understanding of full and empty to show half full, nearly full and nearly empty. |
Number | Growing 6, 7, 8 | 6, 7, 8: The children will learn to represent 6, 7 and 8 in different ways and count the required number of objects from a larger group.
Making pairs: Children will begin to understand that a pair is two. Combining 2 groups: Children will begin to combine two groups to find how many altogether. |
Measure, shape and special thinking | Growing 6, 7, 8 | Length, height and time: Children will begin by using language to describe length and height, e.g. the tree is tall, the pencil is short. Children will continue to order and sequence important times in their day and use language such as now before, later, soon, after, then and next to describe when events happen. |
Number | Building 9&10 | 9&10: The children will continue to apply counting principles when counting to 9 and 10 (forwards and backwards). They will learn how to represent 9 and 10 in different ways.
Comparing numbers to 10: The children will continue to make comparisons by lining items up with 1-1 correspondence to compare them directly or by counting each set carefully and comparing their position in the counting order. Bonds to 10: The children will explore number bonds to 10 using real objects in different contexts. |
Measure, shape and special thinking | Building 9&10 | 3-D shape: The children will naturally explore and manipulate 3-D shapes through their block play and modelling. Children will learn and explore all the different properties of 3-D shapes.
Patterns: The children will explore patterns which use items more than once in each repeat for example ABB, AAb, AABB and AABBB |
Past and Present
The children will learn how to compare and contrast characters from stories, including figures from the past.
Example of this in action:
- One of our class texts is ‘’Coming to England’’ by Floella Benjamin. Through this book the children will explore the Windrush Generation and how people’s lives in Trinidad are different from their own.
People, Cultures and Communities
Understand that some places are special to members of their community. Recognise that people have different beliefs and celebrate different times in different ways.
Example of this in action:
- During this term, the children will have the opportunity to explore Chinese culture and compare how it differs from their own. They will also learn about Chinese New Year and how it is celebrated.
The Natural World
Describe what they see, hear and feel whilst outside. Understand the effect of changing seasons on the natural world around them. Recognise some environments that are different to the one in which they live.
Example of this in action:
- The children will be provided with various fruits and vegetables for them to explore using their senses. They will be encouraged to look, smell, touch and taste the items. Time will be given for them to discuss their preferences as they explore the fruits and vegetables. Vocabulary will be introduced, such as rough, smooth, hairy, slimy, shiny, sweet, sour, juicy, crunchy, soft and hard.
Creating with Materials
The children will learn how to create collaboratively, sharing ideas, resources and skills. Throughout the term they will develop storylines in their pretend play.
Example of this in action:
- We will Share the story ‘My Cat Likes to Hide in Boxes’ by Eve Sutton. We will Explore rhyming words in the story. As a class, we will explore the different boxes in which the cat likes to hide. On display will be a selection of large boxes and the children will be encouraged to work together to make dens using the boxes. The children will be provided felt tip pens, fabric, large pegs and cushions so they can make the spaces cosy. With support, the children will be encouraged to communicate their ideas, share the resources and cooperate with each other as they create.
Being Imaginative and Expressive
In Term 1 and 2, the children will explore listening and responding to different styles of music, embedding foundations of the interrelated dimensions of music, listening to, learning to sing or sing along with nursery rhymes and action songs, improvising leading to playing classroom instruments and, sharing and performing the learning that has taken place.
Example of this in action:
- Our Charanga music topic for term 1 is ‘Me’. The children will explore family, friends, people and music from around the world. Throughout the unit they will Explore high pitch and low pitch in the context of the songs.
- Our Charanga music topic for term 2 is ‘My Stories’. The children will explore songs that tell stories. They will use their imagination to explore the lyrics and the stories they are telling. They will experiment with a range of instruments to accompany their learnt songs.
For further information about the Charanga music programme, please view “Charanga School Music Knowledge Organiser’’
In the Ready Steady Grow project your child will take part in practical activities to explore where food comes from. They will learn what seeds and plants need to grow and grow a variety of plants. They will explore what constitutes a healthy lifestyle, including eating fruit and vegetables, exercise and teeth brushing. They will find out about life on a farm and about baby animals.
Supporting your child at home
- Visit your local library and find books about farms to share.
- Make a shopping list together and go to the shops to buy the food.
- Grow some quick growing plants or make a cress head.
- Talk about healthy foods.
- Share and discuss the Did you know?
- Complete some of these Home learning tasks together
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
Personal, Social and Emotional Development (PSED)
Self-Regulation
The children will, identify and moderate their own feelings socially and emotionally. Think about the perspectives of others.
Managing Self
The children will learn how to effectively manage their own needs. In addition, they will be independent in meeting their own care needs.
Building Relationships
The pupils will start to see themselves as a valuable individual. Throughout this term they will confidently express their feelings and consider the feelings of others.
Example of this in Action:
Term 3 Jigsaw PSHE Topic
- In this Puzzle, children learn about their bodies, the names of some key parts as well as how to stay healthy. They will talk about food and how some foods are healthier than others. They will discuss the importance of sleep and what they can do to help themselves get to sleep. They will talk about hand washing and why it is important. The class will also discuss ‘stranger danger’ and what they should do if approached by someone they don’t know.
Term 4 Jigsaw PSHE Topic
- Children are introduced to the key relationships in their lives. They will learn about families and the different roles people can have in a family. They will explore the friendships they have and what makes a good friend. They will be introduced to simple strategies they can use to mend friendships. The children will also practice Jigsaw’s Calm Me and how they can use this when feeling upset or angry.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 3-5.
Listening, Attention and Understanding
This term, the children will develop their ability to ask questions to find out more. Through play, they will begin to understand humor. The children will learn how Listen attentively in a variety of situations. They will be able to follow instructions using 2 steps or more.
Example of this in action:
- This term we plan to invite a parent and their baby to come into school to visit the children. Before the visit, we will ask the children to prepare questions to ask the parent. After the visit, we will go back to the questions and ask the children to answer them with their gathered information.
Speaking
The children will learn how to use talk to organize, sequence and clarify thinking. With support, they will be encouraged to introduce storyline or narrative into their play. Through a language rich environment, the children will use new vocabulary through the day.
Example of this in action:
- This term the children will be comparing toys from the past and present. They will all have to opportunity to bring a favourite teddy bear into the class. The children will learn that the first teddy bears were created as toys for children over 100 years ago. The children will be shown a variety of teddy bears from the past. They will be invited to describe the images and compare them with their bear. The children will be encouraged to talk about how their bear feels and what makes it special.
Gross Motor Skills
During our PE lessons, children will develop their basic gymnastic skills through the topic of 'animals and their habitats'. The children will explore basic movements, creating shapes, balances, and jumps and begin to develop rocking and rolling. They will show an awareness of space and how to use it safely and perform basic skills on both floor and apparatus. They will copy, create, remember and repeat short sequences. The children will begin to understand using levels and directions when traveling and balancing
To find out more, view our GetSet4PE Knowledge Organisers
Fine Motor Skills
The children will be encouraged to use a tripod grip when using mark making tools. In addition, the children will learn how to hold scissors correctly and cut along a curved line. The children will continue to participate in daily fine motor activities such as; threading small beads, using small pegs and manipulating a variety of malleable materials.
Example of this in action:
- The children will learn that in the past, people only had paintings and sculptures to show what people looked like and keep their images alive. They will understand that artists had the job of creating these works of art. The children will be Provided clay and shown how to roll it out, make shapes and draw in it. They will be offered mirrors, so they can see themselves and will be given the opportunity to make a clay tile of their face.
Comprehension
This term the children will be able to answer questions about a text that has been read to them. They will Begin to predict what might happen next in a story and seek familiar texts or stories to re-read in the book area. The children will begin to use modelled vocabulary during role play for example in the Small World and they will learn to retell or make up own stories using vocabulary that has been learnt. This term, the children will Identify non-fiction texts, remembering facts and information they have heard.
It is vital you continue to read a wide variety of books with your children at home. Please refer to our 'Ten top tips for reading to your child' document for more support.
Word Reading (RWI Phonics)
At this point in the year, children in reception should have secure knowledge of all Set 1 sounds including Set 1 diagraphs. The children will continue with their six-weekly phonics assessments and will be placed in appropriate groups based on their sound knowledge. Any children not working at the expected level will also receive additional 1:1 tutoring to secure their knowledge of all Set 1 sounds. At this point of the year, children will begin to segment and blend CVC and CVCC words such as; cat, map, ship, chip. They will also have some awareness of ‘red words’ – non-decodable words that need to be learnt by site.
For further information about the reading skills we will focus upon this term, please view “Potter’s Sequential Reading Curriculum” and EYFS and KS1 Phonics Overview
Writing
This term, the children will focus on forming lowercase letters and capital letters correctly. At Sandhurst Primary School we use cursive script. Please refer for ‘cursive script guide’ for more support. The children will begin to write short sentences with words with known sound- letter correspondences, using a capital letter and a full stop. During independent writing, the children will begin to use capital letters, finger spaces and full stops. The children will learn how to write CVC words and labels using taught sounds and be able to read sentences back to an adult. Towards the end of the term, the children will begin to spells some high frequency tricky words. Please see ‘Potter Class red words’ for a list of high frequency words covered in EYFS.
Following the White Rose Maths scheme, EYFS will cover three main phases of learning over the course of the spring term. As part of the White Rose Maths scheme, each phase is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
This term’s small learning steps for each block
Maths area of learning | Block | Small Learning Steps |
Number | Alive in 5! | Introduce zero: The children will the number name zero and the numeral 0 can be used to represent this idea.
Comparing numbers to 5: Children continue to understand that when comparing numbers, one quantity can be more than, the same as or fewer than another quantity. Composition of 4 and 5: Children will continue to develop the understanding that all numbers are made up of smaller numbers. |
Measure, shape and special thinking | Alive in 5! | Compare mass: Children will be encouraged to use the language of heavy, heavier than, heaviest, light, lighter than, lightest to compare items.
Compare capacity: Children will be encouraged to build on their understanding of full and empty to show half full, nearly full and nearly empty. |
Number | Growing 6, 7, 8 | 6, 7, 8: The children will learn to represent 6, 7 and 8 in different ways and count the required number of objects from a larger group.
Making pairs: Children will begin to understand that a pair is two. Combining 2 groups: Children will begin to combine two groups to find how many altogether. |
Measure, shape and special thinking | Growing 6, 7, 8 | Length, height and time: Children will begin by using language to describe length and height, e.g. the tree is tall, the pencil is short. Children will continue to order and sequence important times in their day and use language such as now before, later, soon, after, then and next to describe when events happen. |
Number | Building 9&10 | 9&10: The children will continue to apply counting principles when counting to 9 and 10 (forwards and backwards). They will learn how to represent 9 and 10 in different ways.
Comparing numbers to 10: The children will continue to make comparisons by lining items up with 1-1 correspondence to compare them directly or by counting each set carefully and comparing their position in the counting order. Bonds to 10: The children will explore number bonds to 10 using real objects in different contexts. |
Measure, shape and special thinking | Building 9&10 | 3-D shape: The children will naturally explore and manipulate 3-D shapes through their block play and modelling. Children will learn and explore all the different properties of 3-D shapes.
Patterns: The children will explore patterns which use items more than once in each repeat for example ABB, AAb, AABB and AABBB |
Past and Present
The children will learn how to compare and contrast characters from stories, including figures from the past.
Example of this in action:
- One of our class texts is ‘’Coming to England’’ by Floella Benjamin. Through this book the children will explore the Windrush Generation and how people’s lives in Trinidad are different from their own.
People, Cultures and Communities
Understand that some places are special to members of their community. Recognise that people have different beliefs and celebrate different times in different ways.
Example of this in action:
- During this term, the children will have the opportunity to explore Chinese culture and compare how it differs from their own. They will also learn about Chinese New Year and how it is celebrated.
The Natural World
Describe what they see, hear and feel whilst outside. Understand the effect of changing seasons on the natural world around them. Recognise some environments that are different to the one in which they live.
Example of this in action:
- The children will be provided with various fruits and vegetables for them to explore using their senses. They will be encouraged to look, smell, touch and taste the items. Time will be given for them to discuss their preferences as they explore the fruits and vegetables. Vocabulary will be introduced, such as rough, smooth, hairy, slimy, shiny, sweet, sour, juicy, crunchy, soft and hard.
Creating with Materials
The children will learn how to create collaboratively, sharing ideas, resources and skills. Throughout the term they will develop storylines in their pretend play.
Example of this in action:
- Through our class topic, the children will learn that in the past, people often needed to make their clothes or alter them by adding ribbons, beads or new buttons. The children will be shown how to make a simple pompom. They will be provided with old, plain T-shirts and a selection of beads, wool, buttons, fabric glue, needles and embroidery thread. Together, they will work as a group to transform the T-shirt using the resources. The children will be Supported to share their ideas and work as a group. When all the groups have transformed their T-shirts, they will participate in a fashion show to display the new designs.
Being Imaginative and Expressive
This term the children will explore singing in a group or on their own, increasingly matching the pitch and following the melody. In addition, they will explore and engage in music making and dance, performing solo or in groups.
Example of this in action:
- Our Charanga music topic for term 3 is ‘Everyone’. The children will explore family, friends, people and music from around the world. Throughout the unit they will Explore high pitch and low pitch in the context of the songs.
- Our Charanga music topic for term 4 is ‘Our World’. The children will explore animals, jungle, minibeasts, night and day, sand and water, seaside, seasons, weather, sea and space. Throughout the unit they will use the starting note to explore melodic patterns using one or two notes.
In the Animal Safari project, your child will learn about incredible animals that live worldwide. They will explore various animal habitats and compare the animals that live there with animals in their locality. They will learn how to care for pets and what all animals need to grow, survive and stay happy and healthy. They will explore animal features and find out how they survive in the wild. They will compare the ways that animals are similar and different. Look at photographs of the children as babies and discuss how they have grown and changed.
Supporting your child at home
- Go on a local safari to find out about the animals that live in your garden or local park.
- Look at animals from around the world, discuss your favourite animals and find out some fantastic facts.
- Share and discuss the Did you know? resource.
- Complete some of these Home learning tasks together
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
Personal, Social and Emotional Development (PSED)
Self-Regulation Early Learning Goals
- Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.
- Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
- Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
Managing Self Early Learning Goals
- Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.
- Explain the reasons for rules, know right from wrong and try to behave accordingly.
- Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
Building Relationships
- Work and play cooperatively and take turns with others.
- Form positive attachments to adults and friendships with peers.
- Show sensitivity to their own and to others’ needs.
Example of this in Action:
Term 5 Jigsaw PSHE Topic
- In this Puzzle, children are introduced to the key relationships in their lives. They learn about families and the different roles people can have in a family. They explore the friendships they have and what makes a good friend. They are introduced to simple strategies they can use to mend friendships. The children also practise Jigsaw’s Calm Me and how they can use this when feeling upset or angry.
Term 6 Jigsaw PSHE Topic
- In this puzzle, children are encouraged to think about how they have changed from being a baby and what may change for them in the future. They consolidate the names and functions of some of the main parts of the body and discuss how these have changed. They learn that our bodies change in lots of different ways as we get older. Children understand that change can bring about positive and negative feelings, and that sharing these can help. They also consider the role that memories can have in managing change.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 3-5.
Listening, Attention and Understanding Early Learning Goals
- Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
- Make comments about what they have heard and ask questions to clarify their understanding.
- Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
Example of this in action:
- In conjunction with our animal topic, we will have small world animals, coloured fabrics, small pebbles, and log slices available for the children. In a small group, the children will be invited to play with the resources and set up a small world for the animals. We will encourage them to share the resources, communicate their ideas with each other and add a narrative to their play. The children will be supported to use their small world to create stories involving the animals. We will support them to listen to each other and expand on their ideas as they play.
Speaking Early Learning Goals
- Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
- Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
- Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
Example of this in action:
- As part of our themed work, we will Set up a 'beach shop' with flip-flops, sun hats, empty sun cream bottles, beach balls, inflatable rings, beach towels and beach mats. We will each of the items a price from one penny to 10 pence. There will be a toy till, purses and toy money. The adults will join the children in the shop. We will model how to take on a role as you play, and use social phrases, such as, 'Good morning, how can I help you?' We will support the children in taking turns to be the shopkeeper and customer
Gross Motor Skills Early Learning Goals
- Negotiate space and obstacles safely, with consideration for themselves and others.
- Demonstrate strength, balance and coordination when playing.
- Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Example of this in Action:
- At the end of term 5, the children will be participating in their first sports day. Throughout the term, they will explore a variety of obstacles races which they will compete in at their sports day.
- Alongside our sports day practice, the children with participate in a Get Set 4 PE dance unit. In this unit, children will develop their expressive movement through the topic of 'everyday life'. Children explore space and how to use space safely. They will explore travelling movements, shapes and balances. The children will choose their own actions in response to a stimulus. They will be given the opportunity to copy, repeat and remember actions. They will perform to others and begin to provide simple feedback.
To find out more, view our GetSet4PE Knowledge Organisers
Fine Motor Skills Early Learning Goals
- Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.
- Use a range of small tools, including scissors, paintbrushes and cutlery.
- Begin to show accuracy and care when drawing
Example of this in action:
- The chill will explore a range of seashells to observe and handle. We will encourage them to look carefully and describe how they look and feel. They will be introduced to relevant language, such as smooth, spiral, ridged, rough, shiny and hard. Each child will be provided with a small ball of air-dry clay and a rolling pin. They will roll the clay out and use the shells to make prints and patterns.
Comprehension Early Learning Goals
- Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
- Anticipate (where appropriate) key events in stories.
- Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.
It is vital you continue to read a wide variety of books with your children at home. Please refer to our ‘Ten top tips for reading to your child’ document for more support.
Word Reading Early Learning Goals
- Say a sound for each letter in the alphabet and at least 10 digraphs.
- Read words consistent with their phonic knowledge by sound-blending.
- Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
For further information about the reading skills we will focus upon this term, please view “Potter’s Sequential Reading Curriculum” and the "Knowledge and Skills" tab on the Phonics Subject Overview page.
Writing Early Learning Goals
- Write recognisable letters, most of which are correctly formed.
- Spell words by identifying sounds in them and representing the sounds with a letter or letters.
- Write simple phrases and sentences that can be read by others
Example of this in action:
- We will Share the story ‘Dear Zoo’by Rod Campbell. After the children are familiar with the story, we will create a new version of the story as a group. The children will be asked to select an animal and describe why it would be unsuitable as a pet. The children will be supported to form and write simple sentences using the repeated pattern of the story. We will then create a group book to share with the rest of the class.
Following the White Rose Maths scheme, EYFS will cover three main phases of learning over the course of the spring term. As part of the White Rose Maths scheme, each phase is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
Number Early Learning Goals
- Have a deep understanding of number to 10, including the composition of each number.
- Subitise (recognise quantities without counting) up to 5.
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Pattern Early Learning Goals
- Verbally count beyond 20, recognising the pattern of the counting system.
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally
This term’s small learning steps for each block
Maths area of learning | Block | Small Learning Steps |
Number | To 20 and beyond | Building numbers beyond 10: Build and identify numbers to 20, recognise that numbers 1-9 repeat after every set, understand larger numbers are made up of 10s and some ones.
Counting patterns beyond 10: Child will count on and back from different starting points, gain a deeper understanding of ‘one more’ and ‘one less’, |
Measure, shape and spatial thinking | To 20 and beyond | Match, rotate and manipulate: Completing shape puzzles and jigsaws, rotating shapes, matching shapes to outlines and building models using a variety of shapes and resources. |
Number | First Then Now | Adding more: The children will use real objects to find a quantity of a group. The first, then and now structure will be used to create mathematical stories in meaningful contexts.
Taking Away: The children will use real objects to begin to understand that the quantity of a group can be changed by taking items away.
|
Measure, shape and spatial thinking | First Then Now | Compose and decompose: The children will learn that shapes can be combined and separated to make new shapes. |
Number | Find my pattern | Doubling: The children will learn that doubling means ‘twice as many’. They will be given opportunities to build doubles using real objects and maths equipment.
Sharing and grouping: The children will learn how to share a quantity fairly. They will be given opportunities to share and make equal groups. Even and Odd: The children will learn that some quantities can be shared into two equal groups and some can’t. |
Measure, shape and spatial thinking | Find my pattern | Visualise and build: The Children will understand that places and models can be replicated and need to experience looking at these from different positions. They will be provided with opportunities to replicate simple constructions, models, real places and places in stories |
Number | On the move | Deepening Understanding: The children will be given time and opportunities to engage in extended problem solving and develop their critical thinking skills. These problems will be linked to familiar stories or come from the children’s suggestions or real problems that arise as they play.
Patterns and relationships: The children will be given opportunities to explore and investigate relationships between numbers and shapes. |
Measure, shape and spatial thinking | On the move | Mapping: The children will understand that we can make maps and plans to represent places and use these to see where things are in relation to other things. |
Past and Present Early Learning Goals
- Talk about the lives of the people around them and their roles in society.
- Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
- Understand the past through settings, characters and events encountered in books read in class and storytelling.
Example of this in action:
- The children will explore holiday pictures from the past and they will begin to understand that people have had holidays on the beach for many years. They will be invited to compare the pictures with their days at the beach, comment on the images and ask questions to find out more. We will then create a 'then and now' display or book with the children's quotes.
People, Cultures and Communities Early Learning Goals
- Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
- Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
- Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, nonfiction texts and (when appropriate) maps.
Example of this in action:
- The children will have the opportunity to explore and learn about animals from all over the world. The children will talk about the animals and identify any features they have in common. They will learn that some of the animals live in hot climates, and some live in cold climates. The children will be encouraged to explain where they think the animals might live and why. As a group they will use two hoops labelled 'hot climates' and 'cold climates' and they will work as a group to sort the animals.
The Natural World Early Learning Goals
- Explore the natural world around them, making observations and drawing pictures of animals and plants.
- Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
- Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Example of this in action:
- The children will learn that a rock pool is a habitat for different seashore animals and plants. They will learn that even though sea anemones look like plants, they are animals. In small groups the children will use a computer or tablet to look up facts about rock pool animals and watch videos that show rock pool habitats. To finish, they will use drawing resources to draw and label the different plants and animals that live in a rock pool. When their pictures are complete, time will be given to share their pictures in a small group and describe the various plants and animals in rock pools.
Creating with Materials Early Learning Goals
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Share their creations, explaining the process they have used.
- Make use of props and materials when role playing characters in narratives and stories.
Example of this in action:
- The children will be introduced to the word 'camouflage', and asked why they think some animals have camouflage and how it helps them survive in the wild. They will explore chameleon pictures and videos of a chameleon changing colour. They will learn that a chameleon can change colour in response to its emotions, such as anger or fear, or changes in light and temperature. The children will then use squares and triangles of bubble wrap, ready-mixed paint and paintbrushes to make their own camouflage print.
Being Imaginative and Expressive
- Invent, adapt and recount narratives and stories with peers and their teacher.
- Sing a range of well-known nursery rhymes and songs.
- Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.
Example of this in action:
- Our Charanga music topic for term 5 is ‘Big Bear Funk’. The children will a variety of genres this term. Throughout the unit they will Explore high pitch and low pitch in the context of the songs.
- Our Charanga music topic for term 6 is ‘Reflect, Rewind and Replay’. This unit privies a consolidation of the year’s work, preparation work for a performance and a look at the history of music.
In the On the Beach project, your child will visit a beach and learn about animals that live in rock pools and on the seashore. They will explore days out at the beach and compare their experiences with beach holidays in the past. They will learn about the animals that live in the sea and find out about worldwide seas and oceans. They will explore the importance of looking after the environment to keep living things safe. They will learn about staying safe at the beach and find out about people who help us.
Supporting your child at home
- Go for a day out at the beach, and investigate a rock pool.
- Look at pictures of family days out at the beach and talk about the activities you enjoy.
- Use Google Earth to look at images of seas and oceans around the world.
- Share and discuss the Did you know? resource.
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
Personal, Social and Emotional Development (PSED)
Self-Regulation Early Learning Goals
- Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.
- Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
- Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
Managing Self Early Learning Goals
- Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.
- Explain the reasons for rules, know right from wrong and try to behave accordingly.
- Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
Building Relationships
- Work and play cooperatively and take turns with others.
- Form positive attachments to adults and friendships with peers.
- Show sensitivity to their own and to others’ needs.
Example of this in Action:
Term 5 Jigsaw PSHE Topic
- In this Puzzle, children are introduced to the key relationships in their lives. They learn about families and the different roles people can have in a family. They explore the friendships they have and what makes a good friend. They are introduced to simple strategies they can use to mend friendships. The children also practise Jigsaw’s Calm Me and how they can use this when feeling upset or angry.
Term 6 Jigsaw PSHE Topic
- In this puzzle, children are encouraged to think about how they have changed from being a baby and what may change for them in the future. They consolidate the names and functions of some of the main parts of the body and discuss how these have changed. They learn that our bodies change in lots of different ways as we get older. Children understand that change can bring about positive and negative feelings, and that sharing these can help. They also consider the role that memories can have in managing change.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 3-5.
Listening, Attention and Understanding Early Learning Goals
- Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
- Make comments about what they have heard and ask questions to clarify their understanding.
- Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
Example of this in action:
- In conjunction with our animal topic, we will have small world animals, coloured fabrics, small pebbles, and log slices available for the children. In a small group, the children will be invited to play with the resources and set up a small world for the animals. We will encourage them to share the resources, communicate their ideas with each other and add a narrative to their play. The children will be supported to use their small world to create stories involving the animals. We will support them to listen to each other and expand on their ideas as they play.
Speaking Early Learning Goals
- Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
- Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
- Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
Example of this in action:
- As part of our themed work, we will Set up a 'beach shop' with flip-flops, sun hats, empty sun cream bottles, beach balls, inflatable rings, beach towels and beach mats. We will each of the items a price from one penny to 10 pence. There will be a toy till, purses and toy money. The adults will join the children in the shop. We will model how to take on a role as you play, and use social phrases, such as, 'Good morning, how can I help you?' We will support the children in taking turns to be the shopkeeper and customer
Gross Motor Skills Early Learning Goals
- Negotiate space and obstacles safely, with consideration for themselves and others.
- Demonstrate strength, balance and coordination when playing.
- Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Example of this in Action:
- At the end of term 5, the children will be participating in their first sports day. Throughout the term, they will explore a variety of obstacles races which they will compete in at their sports day.
- Alongside our sports day practice, the children with participate in a Get Set 4 PE dance unit. In this unit, children will develop their expressive movement through the topic of 'everyday life'. Children explore space and how to use space safely. They will explore travelling movements, shapes and balances. The children will choose their own actions in response to a stimulus. They will be given the opportunity to copy, repeat and remember actions. They will perform to others and begin to provide simple feedback.
To find out more, view our GetSet4PE Knowledge Organisers
Fine Motor Skills Early Learning Goals
- Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.
- Use a range of small tools, including scissors, paintbrushes and cutlery.
- Begin to show accuracy and care when drawing
Example of this in action:
- The chill will explore a range of seashells to observe and handle. We will encourage them to look carefully and describe how they look and feel. They will be introduced to relevant language, such as smooth, spiral, ridged, rough, shiny and hard. Each child will be provided with a small ball of air-dry clay and a rolling pin. They will roll the clay out and use the shells to make prints and patterns.
Comprehension Early Learning Goals
- Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
- Anticipate (where appropriate) key events in stories.
- Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.
It is vital you continue to read a wide variety of books with your children at home. Please refer to our ‘Ten top tips for reading to your child’ document for more support.
Word Reading Early Learning Goals
- Say a sound for each letter in the alphabet and at least 10 digraphs.
- Read words consistent with their phonic knowledge by sound-blending.
- Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
For further information about the reading skills we will focus upon this term, please view “Potter’s Sequential Reading Curriculum” and the "Knowledge and Skills" tab on the Phonics Subject Overview page.
Writing Early Learning Goals
- Write recognisable letters, most of which are correctly formed.
- Spell words by identifying sounds in them and representing the sounds with a letter or letters.
- Write simple phrases and sentences that can be read by others
Example of this in action:
- We will Share the story ‘Dear Zoo’ by Rod Campbell. After the children are familiar with the story, we will create a new version of the story as a group. The children will be asked to select an animal and describe why it would be unsuitable as a pet. The children will be supported to form and write simple sentences using the repeated pattern of the story. We will then create a group book to share with the rest of the class.
Following the White Rose Maths scheme, EYFS will cover three main phases of learning over the course of the spring term. As part of the White Rose Maths scheme, each phase is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
Number Early Learning Goals
- Have a deep understanding of number to 10, including the composition of each number.
- Subitise (recognise quantities without counting) up to 5.
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Pattern Early Learning Goals
- Verbally count beyond 20, recognising the pattern of the counting system.
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally
This term’s small learning steps for each block
Maths area of learning | Block | Small Learning Steps |
Number | To 20 and beyond | Building numbers beyond 10: Build and identify numbers to 20, recognise that numbers 1-9 repeat after every set, understand larger numbers are made up of 10s and some ones.
Counting patterns beyond 10: Child will count on and back from different starting points, gain a deeper understanding of ‘one more’ and ‘one less’, |
Measure, shape and spatial thinking | To 20 and beyond | Match, rotate and manipulate: Completing shape puzzles and jigsaws, rotating shapes, matching shapes to outlines and building models using a variety of shapes and resources. |
Number | First Then Now | Adding more: The children will use real objects to find a quantity of a group. The first, then and now structure will be used to create mathematical stories in meaningful contexts.
Taking Away: The children will use real objects to begin to understand that the quantity of a group can be changed by taking items away.
|
Measure, shape and spatial thinking | First Then Now | Compose and decompose: The children will learn that shapes can be combined and separated to make new shapes. |
Number | Find my pattern | Doubling: The children will learn that doubling means ‘twice as many’. They will be given opportunities to build doubles using real objects and maths equipment.
Sharing and grouping: The children will learn how to share a quantity fairly. They will be given opportunities to share and make equal groups. Even and Odd: The children will learn that some quantities can be shared into two equal groups and some can’t. |
Measure, shape and spatial thinking | Find my pattern | Visualise and build: The Children will understand that places and models can be replicated and need to experience looking at these from different positions. They will be provided with opportunities to replicate simple constructions, models, real places and places in stories |
Number | On the move | Deepening Understanding: The children will be given time and opportunities to engage in extended problem solving and develop their critical thinking skills. These problems will be linked to familiar stories or come from the children’s suggestions or real problems that arise as they play.
Patterns and relationships: The children will be given opportunities to explore and investigate relationships between numbers and shapes. |
Measure, shape and spatial thinking | On the move | Mapping: The children will understand that we can make maps and plans to represent places and use these to see where things are in relation to other things. |
Past and Present Early Learning Goals
- Talk about the lives of the people around them and their roles in society.
- Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
- Understand the past through settings, characters and events encountered in books read in class and storytelling.
Example of this in action:
- The children will explore holiday pictures from the past and they will begin to understand that people have had holidays on the beach for many years. They will be invited to compare the pictures with their days at the beach, comment on the images and ask questions to find out more. We will then create a 'then and now' display or book with the children's quotes.
People, Cultures and Communities Early Learning Goals
- Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
- Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
- Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, nonfiction texts and (when appropriate) maps.
Example of this in action:
- The children will have the opportunity to explore and learn about animals from all over the world. The children will talk about the animals and identify any features they have in common. They will learn that some of the animals live in hot climates, and some live in cold climates. The children will be encouraged to explain where they think the animals might live and why. As a group they will use two hoops labelled 'hot climates' and 'cold climates' and they will work as a group to sort the animals.
The Natural World Early Learning Goals
- Explore the natural world around them, making observations and drawing pictures of animals and plants.
- Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
- Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Example of this in action:
- The children will learn that a rock pool is a habitat for different seashore animals and plants. They will learn that even though sea anemones look like plants, they are animals. In small groups the children will use a computer or tablet to look up facts about rock pool animals and watch videos that show rock pool habitats. To finish, they will use drawing resources to draw and label the different plants and animals that live in a rock pool. When their pictures are complete, time will be given to share their pictures in a small group and describe the various plants and animals in rock pools.
Creating with Materials Early Learning Goals
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Share their creations, explaining the process they have used.
- Make use of props and materials when role playing characters in narratives and stories.
Example of this in action:
- The children will be introduced to the word 'camouflage', and asked why they think some animals have camouflage and how it helps them survive in the wild. They will explore chameleon pictures and videos of a chameleon changing colour. They will learn that a chameleon can change colour in response to its emotions, such as anger or fear, or changes in light and temperature. The children will then use squares and triangles of bubble wrap, ready-mixed paint and paintbrushes to make their own camouflage print.
Being Imaginative and Expressive
- Invent, adapt and recount narratives and stories with peers and their teacher.
- Sing a range of well-known nursery rhymes and songs.
- Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.
Example of this in action:
- Our Charanga music topic for term 5 is ‘Big Bear Funk’. The children will a variety of genres this term. Throughout the unit they will Explore high pitch and low pitch in the context of the songs.
- Our Charanga music topic for term 6 is ‘Reflect, Rewind and Replay’. This unit privies a consolidation of the year’s work, preparation work for a performance and a look at the history of music.