EYFS Curriculum Map

Curriculum Map Annual Overview Early Learners – 2014 /2015 SUBJECT Theme

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

‘Who am I?’/’Creepy Crawly Chaos’

‘You got a friend in me (Toys)’ ‘Christmas’

‘On the Farm’/Ready steady Cook’/’Grow, grow, grow’

‘Heroes and Villains’/’Happy Ever After’

‘Busy Builders and ‘Cracking Construction’

‘Down in the Jungle’/’Let’s go to the Beach’

Chick hatching Parent cooking competition 10th February Safer Internet day

Superhero costume day

7 weeks

7 weeks

5 weeks

6 weeks

7 weeks

6 weeks

WOWs

Creepy Crawly Roadshow

Special toy day Nativity

Whole School Events

8-12th September Values Week Harvest

18th-21st November Anti-bullying Week

Values (N) Values (R) PSED

Communication and Language

Kindness Fellowship

5th March - World Book Day Holy Week

Friendship Trust

Dance workshops Parents Builders challenge th 29 April - World Dance Week

Trip to the beach EYFS assembly 26th June 5th June - World Environment

Respect Love

Shows understanding and cooperates with some boundaries and routines.

Building confidence when speaking to and in front of others and expresses own preferences and interests.

Playing in a group and forming close friendships with other children.

Accepting the needs of others and developing an awareness of their own feelings.

Adjusting behaviour to suit different settings and shows affection and care for others.

Confident to try new activities and discuss what they enjoy.

Develop understanding of boundaries set and how to solve problems.

Caterpillars: Listening skills, understand and follow instructions, developing vocabulary linked to own interests and current theme.

Caterpillars: Retell a simple past event and listen to others, one to one, small groups or whole class.

Builds up vocabulary that reflects the breadth of their experiences.

Caterpillars: Listen to stories with increasing attention, and recall main events. •Beginning to understand ‘why’ and ‘how’ questions.

Ladybirds: Follow simple instructions and respond to simple questions.

Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can?

What’s that? Where is.?).

Ladybirds: Begin to use more complex sentences. Start to ask simple questions.

Caterpillars: Questions why things happen and how things work, extend vocabulary by grouping and naming, explore the meaning of new words.

Caterpillars: Uses language to imagine and recreate roles and experiences. Links statements and sticks to a main theme or intention. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.

Ladybirds: Developing listening skills – small group and one to one. Understand and use simple sentences.

Focus attention and develop concentration skills.

Caterpillars: •Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’ Uses language to imagine and recreate roles and experiences in play situations.

Ladybirds: Sustain concentration for a longer period of time when involved in an activity. Talk about and share their own ideas.

Ladybirds: Understand more complex sentences. Use language as a powerful means of communication.

Ladybirds: Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. Begin to use intonation, rhythm and phrasing to make meaning clear.

Physical Development

Literacy

Beginning to be independent in self-care. Washing own hands. Develop understanding of a selfcare routine.

Increased control over clothing and fastenings, hats, gloves, coats, etc.

Develop gross motor skills. Control using mark making materials.

Handle tools and equipment effectively.

Hold pencil effectively.

Understands that equipment and tools have to be used safely.

Forms recognisable letters.

Dresses with help, e.g. puts arms into openfronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.

Experiment with different ways of moving to music. Begin develop rhythm. Object control e.g. kicking, stacking blocks.

Coordination.

Caterpillars: •Beginning to be aware of the way stories are structured and suggest how the story might end.

Listens to stories with increasing attention and recall. Give meaning to the marks they make.

Caterpillars: Initial sounds, blending and segmenting skills.

Handle books carefully.

Knows that print carries meaning and, in English, is read from left to right and top to bottom.

Caterpillars: Develop segmenting and blending, linking sounds and letters and representing letters.

Non-fiction texts.

Caterpillars: Simple sentence writing. Talk for writing – story settings.

Hot seating and alternative endings.

Caterpillars: Using phonic knowledge to read and write and develop knowledge of books.

Ladybirds: Enjoy listening to/and joining in with rhymes and songs.

Beginning to look at books.

Beginning to make marks on paper.

Ladybirds: Fill in the missing word or phrase in a known rhyme, story or game. Sometimes give meaning to the marks they make.

Repeats words or phrases from familiar stories.

Caterpillars – N um – match numerals to the correct quantity. Begin to form numerals. SSM – recognise and name a selection of 2D and 3D shapes.

Ladybirds: Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Knows information can be relayed in the form of print – non-fiction.

Ladybirds: Give meaning to marks they see in different places. Begin to have favourite stories.

Listen to stories with increasing attention. Story sequencing.

Ladybirds: Hears rhythm in spoken words. Enjoys rhyming and rhythmic activities.

Shows awareness of rhyme and alliteration.

Begin to hear initial sounds.

Caterpillars - SSM – Develop an understanding of measurement – height/weight/capacity and length.

Num – Begin to gain an understanding of addition and subtraction.

Caterpillars – SSM – Develop an understanding of time. Begin to use positional language.

Num – use language of more and fewer to describe quantities in groups.

Caterpillars – Num – Recognising numerals 1-10 and beyond. Recite number in order to 20. Find one more/one less.

Maths

Ladybirds: Sorting Beginning to categorise objects according to properties such as shape or size.

Ladybirds: Recite numbers to 10. Begin to develop numeral recognition.

Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’. .

Expressive

Explore different types of media and what they can be

Puppet making, Experiment with and

Ladybirds: Develop a simple understanding of directional language.

Understand that a group of things changes in quantity when something is added or taken away Introduce a storyline or narrative into their play.

Ladybirds: Show an awareness of shape in the environment and use them appropriately for tasks.

Begin to use some number names and number language spontaneously.

Starting to use some number names accurately in play.

Music and dance from other cultures, art from

Caterpillars - SSM – Patterns. Order 2 or 3 items according to their length or weight.

Num – Problem solving skills. Recording number problems.

Moves freely and with pleasure and confidence in a range of ways.

Mounts stairs, steps or climbing equipment using alternate feet.

Negotiate space successfully, adjusting speed or direction to avoid obstacles.

Caterpillars: Using phonic knowledge to develop reading and writing skills and extend vocabulary linked to experiences.

Ladybirds: Begin to develop basic letter formation – letters in their name. Draw/paint more clear representations of people and objects.

Caterpillars Num – Doubling/halving.

SSM – Develop an understanding of money and what it is used for.

Ladybirds: Recognise and name simple 2d shapes. Begin to match the correct numeral to a quantity of objects.

Ladybirds: Compare groups of objects. Begin to develop an understanding of more and less. Find one less than.

Building and construction, using

Uses simple tools and techniques competently

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Arts and Design

Understanding the World

used for. 3D model making.

Puppets.

create different Play cooperatively as around the world. tools purposefully, map and appropriately. textures. part of a group to Beginning to move designs. Construct with Select tools and Work with different develop and act out a rhythmically. a purpose in mind. techniques needed to media combined to narrative.

Imitate movement in shape, assemble and create new effects. response to music. join materials they are Build stories around using. toys.

On-going music skills including daily singing, following the rhythm heard in music, making music with instruments (within continuous provision) and experimenting ways in which sounds can be changed.

Living things – people and Family customs and Why things happen and People who help us.

Other countries, cultures and customs. animals. traditions. how things work.

Family and Friends.

Special times and Acts of kindness. events.

Changes and similarities in the environment.

Using electronic equipment – Ipads and cameras.

Capturing key events.

RE

I am special Harvest

Electronic toys – inc beebots. Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.

Special people Christmas

Spanish PE (R)

N/A Net/Wall

ICT

Research – using the internet to find out information.

Knows that information can be retrieved from computers.

Using child friendly software – PC’s and IWB. Capture and view video using different forms of ICT.

Uses ICT hardware to interact with ageappropriate computer software.

Mouse and keyboard control – paint programmes and word processing

Stories Jesus heard Stories Jesus told

Easter

Friendship Prayer

Special places Special times

Greetings

Colours

People

Numbers

Animals

Invasion games

Athletics

Dance

Striking and fielding

gymnastics

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