Potter Class Term 6

Potter Class Term 6

During Term 5 and 6, EYFS will start to be assessed against the Early Learning Goals. This termly learning information, will set out the Early Learning Goals children are aiming to meet by the end of Term 6.
A copy of the the EYFS Framework document can be downloaded by clicking on the PDF icon which outlines the Early Learning Goals

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.
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