Curriculum Map Annual Overview Early Years Foundation Stage – 2018/2019 SUBJECT Theme
Autumn 1 6.5 weeks ‘Me, Me, Me’ (PSED/C&L)
Autumn 2 8 weeks
Spring 1 6 weeks
Spring 2 6 weeks
‘It’s Autumn!’ (EAD/Lit)
‘We are Roarsome’ (PD/Lit)
‘3,2,1 Blast Off’ (Maths)
Summer 1 5 weeks ‘Easter Reflections’ (RE)
Summer 2 7 weeks “This is me” (PSED/C&L/EAD)
‘Fizz, Whizz, Pop’ (EAD/UTW)
Harvest (RE/EAD) ‘Wheels and Wings’ (UTW/ Lit)
‘Values’ (RE/PSED)
Christmas is coming! (EAD/RE)
‘Down the rabbit hole’ (EAD/Lit)
‘Chinese New Year’ (UW/EAD)
‘999: What’s your emergency?’ (UTW)
‘Ch-Ch-ChChanges’ (UW/Maths)
‘From Arctic to Africa’ (UW/Lit)
‘On the sea shore’ (PD/UW)
WOWs
Harvest celebration
Autumn walk
Through the rabbit hole trip
Emergency vehicle/worker visit
Dinosaur discovery
World book day dress up
Chicks
Caterpillar class assembly 11th July
Whole School Events
Harvest w/c 17th September Harvest service 25th September
Bonfire night w/c 5th November Sparkle and Glow disco 8th November Remembrance day
Sign to sing Mad Hatter’s tea party 7th February Alice in Wonderland trip 8th February Safer Internet Day 12th February
World Book Day (Dressing up) 7th March
Easter reflections w/c 23rd April
“This is me” w/c 3rd June Sports day and summer fair 13th June
Parents as Partners
All about me pack
EYFS Christmas production 6th December
Chinese New Year day crafts
Story time with our grown ups
Easter Fun day
Sports day
Values (N) Values (R)
Love Kindness
Graduation
Respect Friendship
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Fellowship Trust
PSED
Caterpillars: Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. Is more outgoing towards unfamiliar people and more confident in new social situations. Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. Ladybirds Expresses own preferences and interests. Shows understanding and cooperates with some boundaries and routines. May form a special friendship with another child.
Caterpillars: Can usually adapt behaviour to different events, social situations and changes in routine. Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children. Ladybirds Building confidence when speaking to and in front of others Tries to help or give comfort when others are distressed. Shows affection and concern for people who are special to them.
Caterpillars: Aware of own feelings, and knows that some actions and words can hurt others’ feelings. Enjoys responsibility of carrying out small tasks. Explains own knowledge and understanding, and asks appropriate questions of others. Ladybirds Playing in a group and forming close friendships with other children. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
Caterpillars: Initiates conversations, attends to and takes account of what others say. Confident to talk to other children when playing, and will communicate freely about own home and community. Ladybirds Accepting the needs of others and developing an awareness of their own feelings. Shows confidence in asking adults for help.
Caterpillars: Aware of the boundaries set, and of behavioural expectations in the setting. Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy. Understands that own actions affect other people‌ Ladybirds Confident to try new activities and discuss what they enjoy. Develop understanding of boundaries set and how to solve problems.
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Caterpillars: Can describe self in positive terms and talk about abilities. Confident to speak to others about own needs, wants, interests and opinions. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. Ladybirds Adjusting behaviour to suit different settings and shows affection and care for others. Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
Communic ation and Language
Physical Developme nt
Literacy
Caterpillars: Listens to others one to one or in small groups, when conversation interests them. Responds to simple instructions. Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. Ladybirds Developing listening skills – small group and one to one. Understand and use simple sentences. Focus attention and develop concentration skills. Identifies action words by pointing to the right picture, e.g., “Who’s jumping?” Beginning to be independent in selfcare. Washing own hands. Develop understanding of a selfcare routine. Experiment with different ways of moving. Moves freely and with pleasure and confidence in a range of ways.
Caterpillars: Listens to stories with increasing attention and recall. Shows interest in illustrations and print in books and print in the environment. Sometimes gives meaning to marks as
Caterpillars: Listens to stories with increasing attention and recall. Builds up vocabulary that reflects the breadth of their experiences. 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.?).
Caterpillars: Listens to stories with increasing attention and recall. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’… Ladybirds Sustain single channelled attention and concentrate for a longer period of time when involved in an activity. Talk about and share their own ideas.
Increased control over clothing and fastenings, hats, gloves, coats, etc. Develop gross motor skills. Increase control when using mark making materials and other equipment. Forms recognisable letters.
Handle tools and equipment effectively.
Caterpillars: Enjoys rhyming and rhythmic activities. Shows awareness of rhyme and alliteration. Beginning to be aware of the way stories are structured. Gives meaning to marks they make as they draw,
Caterpillars: Knows that print carries meaning and, in English, is read from left to right and top to bottom. Can segment the sounds in simple words and blend them together
Caterpillars: Questions why things happen and gives explanations. Asks e.g. who, what, when, how. Beginning to understand ‘why’ and ‘how’ questions. Ladybirds Begin to use more complex sentences. Start to ask simple questions. Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts
Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. Observe the effect that exercise has on their body.
Caterpillars: Begins to read words and simple sentences. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Writes own name and
Caterpillars: Uses language to imagine and recreate roles and experiences in play situations. Listens and responds to ideas expressed by others in conversation or discussion. Ladybirds Understand more complex sentences. Use language as a powerful means of communication. Developing understanding of simple concepts (e.g. big/little).
Caterpillars: Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. Listens and responds to ideas expressed by others in conversation or discussion. Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. Ladybirds Uses talk to connect ideas, explain what is happening andanticipate what might happen next, recall and relive past experiences. Begin to use intonation, rhythm and phrasing to make meaning clear.
Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed. Understands that equipment and tools have to be used safely. Mounts stairs, steps or climbing equipment using alternate feet.
Negotiate space successfully, adjusting speed or direction to avoid obstacles. Object control e.g. kicking, stacking blocks. Increased coordination. Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Caterpillars: Enjoys an increasing range of books. Attempts to write short sentences in meaningful contexts. Children use their phonic knowledge to write words in ways which match their
Caterpillars: Knows that information can be retrieved from books and computers. Links sounds to letters, naming and sounding the letters of the alphabet. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
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they draw and paint. Ascribes meanings to marks that they see in different places. Ladybirds Enjoy listening to/and joining in with rhymes and songs. Beginning to look at books. Beginning to make marks on paper. Has some favourite stories, rhymes, songs, poems or jingles.
write and paint. Begins to break the flow of speech into words. Hears and says the initial sound in words. Continues a rhyming string. 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. .
and knows which letters represent some of them. Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. 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. Beginning to be aware of the way stories are structured.
other things such as labels, captions.
spoken sounds.
Ladybirds Give meaning to marks they see in different places. Begin to have favourite stories. Listen to stories with increasing attention. Story sequencing. Describes main story settings, events and principal characters.
Ladybirds Hears rhythm in spoken words. Enjoys rhyming and rhythmic activities. Shows awareness of rhyme and alliteration. Begin to hear initial sounds.
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Ladybirds Begin to develop basic letter formation – letters in their name. Draw/paint more clear representations of people and objects. Knows that print carries meaning and, in English, is read from left to right and top to bottom
Caterpillars: Recites numbers in order to 10. Knows that numbers identify how many objects are in a set. Sometimes matches numeral and quantity correctly. Shows an interest in shape and space by playing with shapes or making arrangements with objects.
Maths
Expressive Arts and Design
Ladybirds Sorting - Beginning to categorise objects according to properties such as shape or size. Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’.
Beginning to be interested in and describe the texture of things. Uses various construction materials. Developing preferences for forms of expression. Enjoys joining in with dancing and ring games.
Caterpillars: Compares two groups of objects, saying when they have the same number. Counts up to three or four objects by saying one number name for each. Uses shapes appropriately for tasks. Beginning to talk about the shapes of everyday objects. Can describe their relative position such as ‘behind’ or ‘next to’. Orders two or three items by length or height.
Ladybirds Recite numbers to 10. Begin to develop numeral recognition. Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’. Begins to make comparisons between quantities.
Sings a few familiar songs. Uses available resources to create props to support role-play. Introduces a storyline or narrative into their play.
Caterpillars: Shows an interest in representing numbers. Realises not only objects, but anything can be counted, including steps, claps or jumps. Counts objects to 10, and beginning to count beyond 10. Ladybirds Develop a simple understanding of directional language. Understand that a group of things changes in quantity when something is added or taken away. Shows interest in shape by sustained construction activity or by talking about shapes or arrangements.
Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.
Caterpillars: Says the number that is one more than a given number. Finds one more or one less from a group of up to five objects, then ten objects. Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. Selects a particular named shape.
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.
Explores what happens when they mix colours. Experiments to create different textures. Understands that different media can be combined to create new effects. Manipulates materials to achieve a planned effect
Caterpillars: Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. Counts an irregular arrangement of up to ten objects. Orders two items by weight or capacity. In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. Ladybirds Recognise and name simple 2d shapes. Begin to match the correct numeral to a quantity of objects. Sometimes matches numeral and quantity correctly. Realises not only objects, but anything can be counted, including steps, claps or jumps.
Plays alongside other children who are engaged in the same theme. Plays cooperatively as part of a group to develop and act out a narrative.
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Caterpillars: Records, using marks that they can interpret and explain. Uses everyday language related to time. Beginning to use everyday language related to money. Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Ladybirds Compare groups of objects. Begin to develop an understanding of more and less. Find one less than. Recognises numerals 1 to 5.
Creates movement in response to music. Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences. Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
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, including the discrete teaching of whole school music programme - Charanga.
Understan ding the World
ICT
Shows interest in the lives of people who are familiar to them. Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.
Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
Talks about why things happen and how things work. Remembers and talks about significant events in their own experience.
They know about similarities and differences between themselves and others, and among families, communities and traditions.
Looks closely at similarities, differences, patterns and change. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Developing an understanding of growth, decay and changes over time. Shows care and concern for living things and the environment.
Shows interest in different occupations and ways of life. They know that other children don’t always enjoy the same things, and are sensitive to this
ICT will be taught and accessed throughout the year using a cross curricular approach, providing children with the opportunity to develop their skills when: using electronic equipment, including Ipads and cameras, capturing key events, experimenting with electronic toys, using child friendly software, research using the internet to find out information and using different forms of ICT hardware to interact with age-appropriate computer software, supporting mouse and keyboard control.
RE
I am special Harvest
Special people Christmas
Stories Jesus heard Special people
Easter Stories Jesus told
Friendship Prayer
Special places Special times
Spanish (Rec) PSHE (Jigsaw)
N/A
Greetings
Numbers
People
Colours
Animals
Being me in my World
Celebrating Difference
Dreams and Goals
Relationships
Healthy Me
Changing Me
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