Different parts of my house: rooms, windows, walls, roof
Materials to make our own houses
Who is in my family?
Flip flap pets
Busy people: vet/Mog and the vet
Farmyard hullabaloo
Plants can’t sit still
Jasper’s beanstalk
Jack and the beanstalk
Which animals can we keep as pets?
How do we look after pets?
How do we hold pets?
What do pets need?
Who can help our pets?
Vets
How do our pets change?
What do our pets look like when they are first born?
How do they change?
What are they called? (puppy to dog and kitten to cat)
Which animals do we find on a farm?
*Farm visit
What do animals produce?
Milk, cheese, eggs
Who looks after animals on a farm?
Farmer and his job
Tractors to travel around the farm
What do plants look like?
Different plants
Different leaves
Flowers
Fruits
Create collage flowers
Large threading to make veins on leaves
Making art from fruit and plant leaves, linked to Arcimboldo
Growing from seeds
Seed to plant
What plants need to grow
How we care for them
Growing our own plants
Observe changes
Plants that we eat
Growing vegetables Special events
Theme Traditional tales Transport Under the sea
Key texts Goldilocks and the three bears
A chair for baby bear
The three little pigs
Key questions
What are houses made from?
Our houses – bricks
Who builds houses?
Builders
What were the three little pigs’ houses made from?
Which house was strongest?
Make own houses for the pigs using different materials
Comparing sizes
(porridge, bowls, beds and chairs)
Comparing texture
Porridge
The train ride
The naughty bus Go on an aeroplane
What do they look like?
What can you see on a bus, train and plane?
Windows, wheels, driver, engine, steam, wings, pilot
Creating our own 3D buses, train and inside of a plane
Have you been on a train, bus or plane?
Where did you travel to?
Jobs
Train driver
Bus driver
Pilot
How can we make the vehicles move?
Wind-up and pull-back toy cars
Forces you can feel- push and pull
Hooray for fish
The rainbow fish
Commotion in the ocean
What is the sea?
Where do we find it?
How can we travel on the sea?
Raft, canoes and boats
Use different forces (push, pull, stretch)
What can we find under the sea?
Plants
Animals
Life cycles of fish
Portraits
Me ready for Reception (show progress from autumn)
Special events Ramadan and Eid
Mother’s Day Easter
Father’s Day
Progression for Communication and Language
Communication
and Language (3-4 years)
Enjoy listening to longer stories and can remember much of what happens.
Can find it difficult to pay attention to more than one thing at a time.
Use a wider range of vocabulary.
Understand a question or instruction that has two parts, such as “Get your coat and wait at the door”.
Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?
Sing a large repertoire of songs.
Know many rhymes, be able to talk about familiar books, and be able to tell a long story.
Develop their communication but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’.
Listening
Attention (single channelled and focusing)
Responding
Learn to listen for name and face the speaker
*Increase the listening expected listening time in groups termly
Focus on one activity/task at a time using a timer or adult controlled prompt
Use actions to recall characters and key events from a story.
Understanding Understand language at one- word level. (familiar vocabulary)
Speaking Use simple sentences when talking. Speak audibly
Follow simple instructions. Follow one-word level instructions if the objects are elsewhere.
Stay focused on an activity using a timer or adult controlled prompt
Respond to who, what and where questions, supported by narrative therapy actions and visuals
Explore the meaning of new vocabulary (including early verbs).
Initiate conversation with other children and staff.
May have problems saying: some sounds: r, j, th, ch, and sh and multisyllabic words such as ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus’
Use longer sentences of four to six words.
Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions.
Can start a conversation with an adult or a friend and continue it for many turns.
Use talk to organise themselves and their play: “Let’s go on a bus... you sit there... I’ll be the driver.”
Listen to the ideas of other children in a small group, looking at the speaker and waiting for their turn to speak
Be involved in an activity and stop when an adult speaks
Share an opinion of stories and play using actions and words
Using familiar language to follow instructions at twoword-level.
Develop pretend play talk as a character
Remember something that has happened and tell an adult, using past tense
Follow instructions containing positional language and in chunks
Listen and respond to the ideas of other children, looking at the speaker
Follow instructions with more than one part and in a logical sequence
Move between the task and look at the adult giving the instructions
Respond to how and why questions, supported by narrative therapy actions and visuals
Using new vocabulary in discussions.
Use complex sentences to explain what is meant.
Hold a back-and-forth conversation with members of the class or an adult for many turns
Give full attention to an activity
Focus and refocus attention by themselves
Think about what comes next in a story or rhyme.
Respond to questions about familiar books.
Using familiar language, follow instructions at threeword-level.
Use more complex sentences using words such as ‘and’ and ‘because’
Learn to ask questions in different contexts ‘how’ and ‘why’ questions.
Use a wide range of vocabulary.
Say when they agree or disagree with someone else using words and actions
Use the present and past tense
Tell a long story using visuals and actions to support
Progression for Literacy
Reading
(3-4 years)
Enjoys rhyming and rhythmic activities
Shows awareness of rhyme and alliteration
Recognises rhythm in spoken words
Listens to and joins in with stories and poems, one-to-one and also in small groups
Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories
Beginning to be aware of the way stories are structured
Suggests how the story might end.
meaning and, in English, is read from left to right and top to bottom.
Listens to stories with increasing attention and recall.
Describes main story settings, events and principal characters.
Shows interest in illustrations and print in books and print in the environment.
Recognises familiar words and signs such as own name and advertising logos.
Looks at books independently.
Handles books carefully
Knows information can be relayed in the form of print.
Holds books the correct way up and turns pages.
Knows that print carries meaning
Initial sounds of words and names of objects
Initial sounds
Comprehension Use actions to recall characters and key events from a story.
Develops book handling skills
Respond to who, what and where questions, supported by narrative therapy actions and visuals
Share an opinion of stories and play using actions and words
Articulate sounds correctly
– including playing with voice sounds
Respond to how and why questions, supported by narrative therapy actions and visuals
Final sounds of words and objects
Think about what comes next in a story or rhyme.
Understand the five key concepts about print: - print has meaning - the names of the different parts of a bookprint can have different purposes - page sequencingwe read English text from left to right and from top to bottom
Respond to who, what, where, how and why questions about familiar books
Progression for Literacy
Writing (3-4 years)
Sometimes gives meaning to marks as they draw and paint. Ascribes meanings to marks that they see in different places
Mark making on paper
Large pattern outlines - wavy lines or straight lines
Meaning to mark making
Pattern outlines - wavy lines or straight lines
Meaning to mark making
Early writing in play e.g. pretending to write a shopping list. Developing phonological awareness:
Recognise words with same initial sounds
Five key concepts about print: Different purposes
Write some letters accurately.
Five key concepts about print: Print has meaning
Nursery
Autumn Spring Summer
Twinkle twinkle little star
Hey Diddle Diddle
Pat- a- cake
One, Two, Buckle my Shoe
Wind the bobbin up
Baa Baa Black Sheep
Miss Molly had a Dolly
Hickory Dickory Dock
The Grand Old Duke of York
Mary, Mary Quite Contrary
Round and Round the Garden
Humpty Dumpty
Incy Wincy Spider
1, 2, 3, 4, 5, once I caught a fish alive
The heels on the bus
Ring-a-ring-a-roses
A Sailor went to Sea
Row, Row, Row, your boat
Jack and Jill
Down at the Station
Progression for Personal, Social and Emotional Development
Personal, social and emotional development (3-4 years)
Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen, or one which is suggested to them.
Develop their sense of responsibility and membership of a community.
Become more outgoing with unfamiliar people, in the safe context of their setting.
Show more confidence in new social situations.
Play with one or more other children, extending and elaborating play ideas.
Help to find solutions to conflicts and rivalries. For example, accepting that not everyone can be
Increasingly follow rules, understanding why they are important.
Do not always need an adult to remind them of a rule.
Develop appropriate ways of being assertive.
Talk with others to solve conflicts.
Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.
Begin to understand how others might be feeling.
Self- Regulation
Use the colour monster to express the following emotions; happy, sad, angry, scared.
Spider-Man in the game, and suggesting other ideas.
Develop and agree class agreements for behaviour expectations.
Managing Self Explore the classroom.
Use the toilet independently and wash their hands.
Separate from their adult, managing their own emotions.
Be able to put their own wellies on.
Building Relationships Begin to form relationships with peers.
Take turns with other children, when supported by an adult.
Demonstrate good sitting, legs crossed and eyes on the speaker.
Look after and tidy up the toys and equipment in Nursery.
Use stories and experiences to aid discussion around emotions.
Develop confidence and attempt new challenges. Make healthy choices at snack time.
Be able to put their own coat on.
Use the colour monster to discuss their emotions.
Become a role model and demonstrate the nursery behaviour expectations to new children.
Discuss emotions using the colour monster, exploring why they might be feeling this way.
Developing independence in the indoor and outdoors.
Show confidence in new social situations.
Know and follow the nursery expectations.
Be able to put on their own puddle suit.
Involve others in play, both inside and outside.
Discuss friends at school.
Focus on a task for longer periods of time.
Discuss healthy food choices. Manage when routines change.
Be able to zip up their own coat.
Develop their own selfregulation strategies and use them when needed.
Show control with their emotions.
Discuss how others might be feeling.
Developing perseverance and resilience strategies when facing a challenge.
Discuss the changes the children are due to experience and their emotions regarding starting Reception.
Enjoy carrying out small jobs in the classroom.
Discuss why we need to wash our hands.
Solve problems when things go wrong.
Discuss their achievements in a positive way.
Talk to friends when playing together.
Invite friends to join in with their play.
Play with one or more friends.
Play cooperatively with friends using the indoor and outdoor provision.
Know that what they say will impact upon the feelings of others.
Progression for Personal, Social and Emotional Development (Jigsaw PSHE)
Substantive knowledge
Autumn 1- Being Me in My World
People have similarities and differences.
Happy and sad are emotions we can feel.
It is important to take turns and consider the feelings of others. It is important to have kind hands. Everyone should be allowed to learn and play. Everyone is responsible for looking after Nursery.
Autumn 2- Celebrating Difference
People can be proud of their achievements.
There are things that make us special and unique.
All families are different.
There are lots of different homes.
There are lots of ways to be a kind friend. It is okay to say ‘Please don’t do that, I don’t like it’
Spring 1- Dreams and Goals
Sometimes things are challenging to us.
It is important to keep trying when things are challenging.
Goals can be set and achieved.
Kind words can be used to encourage others.
There are lots of jobs that adults do.
People can be proud when they achieve their goals.
Spring 2- Healthy Me
There are names for different parts of the body.
There are lots of ways to be healthy.
Some foods are healthier than others.
Comforts can help us to go to sleep.
It is important to wash our hands.
Some adults keep us safe.
Summer 1- Relationships
My family is important to me.
Friends can help if we’re feeling lonely. Making friends is important.
Everyone has disagreements and how to resolve them. Calm time can help to manage feelings. Collaborating with each other forms strong relationships.
Summer 2- Changing Me
All parts of our body have a purpose.
Exercise is important to keep healthy. Everyone starts life as a baby and grows into children, then adults.
Everyone grows and changes.
Transition to Reception can be scary. Everyone has memories of being in Nursery.
Progression for Personal, Social and Emotional Development (Jigsaw PSHE)
Disciplinary knowledge
Autumn Spring Summer
Develop their sense of responsibility and membership of a community.
Become more outgoing with unfamiliar people, in the safe context of their setting. Show more confidence in new social situations
Play with one or more other children, extending and elaborating play ideas. Help to find solutions to conflicts and rivalries.
Increasingly follow rules, understanding why they are important.
Do not always need an adult to remind them of a rule.
Develop appropriate ways of being assertive. Talk with others to solve conflicts.
Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.
Begin to understand how others might be feeling.
Develop their sense of responsibility and membership of a community.
Become more outgoing with unfamiliar people, in the safe context of their setting. Show more confidence in new social situations
Play with one or more other children, extending and elaborating play ideas. Help to find solutions to conflicts and rivalries.
Increasingly follow rules, understanding why they are important. Do not always need an adult to remind them of a rule.
Develop appropriate ways of being assertive. Talk with others to solve conflicts.
Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.
Begin to understand how others might be feeling.
Develop their sense of responsibility and membership of a community.
Become more outgoing with unfamiliar people, in the safe context of their setting. Show more confidence in new social situations
Play with one or more other children, extending and elaborating play ideas. Help to find solutions to conflicts and rivalries.
Increasingly follow rules, understanding why they are important.
Do not always need an adult to remind them of a rule.
Develop appropriate ways of being assertive. Talk with others to solve conflicts.
Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.
Begin to understand how others might be feeling.
Progression for Physical Development
Physical development (3-4 years)
Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
Go up steps and stairs, or climb up apparatus, using alternate feet.
Skip, hop, stand on one leg and hold a pose for a game like musical statues.
Use large-muscle movements to wave flags and streamers, paint and make marks.
Start taking part in some group activities which they make up for themselves, or in teams.
Are increasingly able to use and remember sequences and patterns of movements which are related to music and rhythm.
Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel.
Fine motor Turn pages, one-by-one
Build a tower of five or six bricks
Make vertical, horizontal and circular marks
Following Dough Disco progression
DAP assessment
Relaxed Dough Disco
Book 1 moves 1-5
Gross motor Throw a ball
Run around obstacles
Thread cotton reels or big beads
Snip with scissors
Hold a crayon
Scribble freely
DAP assessment
Relaxed Dough Disco
Book 1 reinforce moves 1-
5
Add moves 6 and 7
Climb stairs with alternate feet and descend putting two feet on one step
Swing
Collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks.
Use one-handed tools and equipment, for example, making snips in paper with scissors.
Use a comfortable grip with good control when holding pens and pencils.
Start to eat independently and learning how to use a knife and fork.
Show a preference for a dominant hand.
Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips.
Be increasingly independent in meeting their own care needs, e.g. brushing teeth, using the toilet, washing and drying their hands thoroughly.
Cut with scissors
Paint with wrist action, making dots
Pour and fill using two containers
Manipulate dough to makes balls and snakes
Draw a person (head and face and usually no body)
Close fist and wiggle
thumb with both hands
Complete board puzzle with six pieces
Carry a cup without spilling it
Complete jigsaws with three or four pieces
DAP assessment
Nursery rhymes
Ride a tricycle or ride-on toy using pedals
DAP assessment
Relaxed Dough Disco part
Book 1 reinforce
Run and turn sharp corners
Run on tip toes
DAP assessment
Parachute
Dough disco with nursery rhymes
Ride a tricycle or ride-on
toy using pedals and turn wide corners
DAP assessment
Happy birthday
Around the world
Parachute
Move forward and backwards with agility
Progression for Physical Development (PE)
Substantive knowledge
Gymnastics (balance)
Body parts can be used for balance
The 5 basic balancing shapes (straight, tuck, star, straddle and pike)
Dance
Actions make up a dance (Copy)
Dances are performed and observed
Gymnastics (sequence)
Balances can be sequenced together
Different balances can be held using different points ( 2 feet- one hand or two hands- one foot)
Dance
Short routines make a dance (matching pace)
Dances can be liked or disliked
Disciplinary knowledge
Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
Skip, hop, stand on one leg and hold a pose for a game like musical statues.
Use large-muscle movements to wave flags and streamers, paint and make marks.
Start taking part in some group activities which they make up for themselves, or in teams.
Are increasingly able to use and remember sequences and patterns of movements which are related to music and rhythm. Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
Skip, hop, stand on one leg and hold a pose for a game like musical statues.
Use large-muscle movements to wave flags and streamers, paint and make marks.
Start taking part in some group activities which they make up for themselves, or in teams.
Are increasingly able to use and remember sequences and patterns of movements which are related to music and rhythm. Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
Gymnastics (apparatus)
There are different ways to travel over equipment (walk, crawl, slide, climb or jump)
Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
Skip, hop, stand on one leg and hold a pose for a game like musical statues.
Use large-muscle movements to wave flags and streamers, paint and make marks.
Start taking part in some group activities which they make up for themselves, or in teams.
Are increasingly able to use and remember sequences and patterns of movements which are related to music and rhythm.
Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
Go up steps and stairs, or climb up apparatus, using alternate feet.
skills
Autumn Spring Summer
Progression for Maths
Positional language Number 4
Comparing mass
Match number shapes and objects that are the same size
Match shapes and numerals
Composition of numbers to 5
Capacity
Positional language
Count beyond 5
Compare sets of objects
ABC patterns
One more
Sequence numerals
Shape names and properties
Progression for Maths
Autumn Subitise, count and match the numeral 1 to a quantity
Declarative
Know that the number name one and the numeral 1 can be represented in different ways, including on a five frame
Know that 1 can come in different sizes and colours etc.
Know that 1 can be shown in different places on a five frame and is still 1because there are no other counters
Know that 1 object means there is a total of 1
Procedural
Know how to recognise without counting (subitising) 1 and show this with their finger Know how to explain that it shows 1, e.g. ‘it is by itself’
Know how to select 1 from a group of the same objects and check an amount by touching it when counting
Know how to read the numeral 1 and match amounts to it
Conditional
Sort the cards that show 1 Find different ways to show 1 Explain how you know What is the same/ different?
Subitise 2
Declarative
Know that 2 is made of 1 and 1 more
Know that 2 can come in different sizes and colours etc.
Procedural
Know how to show 2 fingers by counting first and then showing it straight away
Know how to quickly recognise without counting (subitising) 2 by seeing 1 and 1 more
Know how to explain that it shows 2, e.g. ‘I can see 1 and 1’
Conditional
Sort the subitising cards into 2 and not 2
Explain how you know it is 2
Tell a friend how the dots showing 2 look different
Match objects that are the same shape or colour
Declarative
Know that objects can be matched if they have something that is the same, e.g. shape or colour
Know that a pair is 2 and a matching pair is 2 that are the same
Know that objects that have some characteristics that are the same but not all are ‘similar’
Procedural
Know how to find a match by looking carefully at the objects to find something that is the same, e.g shape or colour
Know how to explain if something matches or does not match, by saying what is the same or different
Know how to match a pair of objects by looking at them carefully to check they are the same
Conditional
Match the pairs together
Explain how they are the same/ different/ similar
Continue, describe and create own AB patterns
Declarative
Know that repeated means doing something again
Know that there are different types of repeating patterns, e.g. colours, objects and sounds and movements
Procedural
Know how to describe a pattern by saying it out loud, e.g. red, green, red, etc.
Know how to continue the pattern by saying the colours, objects or sounds and movements so that the pattern can be heard
Know how to create a repeated patten by choosing 2 objects, colours or sounds and movements and alternating them after one
Conditional
Continue the pattern
Spot the mistake in the pattern
Choose the objects/ colours that are needed to continue the pattern
Create an AB pattern
Count and match objects and match the correct numeral to the quantity up to 2
Declarative
Know that 2 is made of 1 and 1 more
Know that the numeral 2 can look different, e.g. different colours and fonts
Know that 2 can be represented in different ways, e.g. on a five frame and a range of objects
Procedural
Know how to show 2 fingers by showing it straight away (counting them, if needed, to check)
Know how to select 2 from a group of the same objects and check an amount by touching it when counting
Know how to make 2 objects if there are more or less by adding another one or taking one away
Know how to recognise and read the numeral 2
Conditional
Match the representation to the correct numeral
Correct the mistake
Recognise and create matching towers (colour order)
Declarative
Know that objects can be matched if they have something that is the same, e.g. shape or colour
Know that objects that have some characteristics that are the same but not all are ‘similar’
Procedural
Know how to match towers by working systematically (e.g. which colour is at the top/ in the middle/ at the bottom?)
Know how to explain if a tower matches or not by looking carefully at the colours in order
Conditional
Explain if you will need this colour brick
Find the odd one out Spot the mistake
Sort by size, colour and shape using given criteria and their own
Declarative
Know that sorting means groups according to a rule and they might not all look the same Know that objects can be sorted by size, colour and shape
Know that size can be described as ‘big’, ‘medium’ and ‘small’
Procedural
Know how to describe how objects have been sorted by finding the rule
Know how to sort objects by size by lining them up to find big, medium and small objects
Conditional
Explain the rule
Find the groups that have been sorted by size
Find the odd one out
Identify similarities between objects and talk about how objects have been grouped
Declarative
Know that objects can be grouped in different ways, e.g. colours, shapes and sizes Know that objects that have some characteristics that are the same but not all are ‘similar’
Procedural
Know how to talk about how objects have been grouped by creating a rule of one group having a similarity that the other does not, e.g. balls and not balls
Know how to use sorting hoops to show groups
Know how to check each object in the groups carefully to see if the rule is correct
Conditional
True of false- the rule is…?
Look at the tule- find the object in the wrong hoop
Subitise 3 Declarative
Know that 3 is made of 1 and a 1 and a 1
Know that 3 is made of 2 and 1 or 1 and 2
Know that 3 can come in different sizes and colours etc.
Procedural
Know how to show 3 fingers by counting first and then showing it straight away
Know how to quickly recognise without counting (subitising) 3 by seeing 1 and 1 more and 1 more or 2 and 1 or 1 and 2
Know how to explain that it shows 3, e.g. ‘I can see 2 and 1’
Conditional
Sort into 3 and not 3
Explain how you see the 3 What is the same/ different?
Select appropriate shapes for a purpose
Declarative
Know that shapes have different properties, e.g. curved, flat
Know that some shapes can be rolled because they have a curved surface
Know that some shapes can be stacked because they have a flat surface
Procedural
Know how to choose a shape by deciding if it needs a flat surface so it can be stacked
Know how to choose a shape by deciding if it needs a curved surface so it can be rolled
Conditional
Choose the shape that can make a roof/ tower
Tell a friend why you have chosen this shape
Compare the height and length of different objects using is longer than or is taller than and is shorter than
Declarative
Know that height is how tall or short something is when it is vertical
Know that length is how long or short something is
Procedural
Know how to line up objects accurately to compare them
Know how to use cubes to make tall and short towers
Know how to cut ribbon to show long and short
Conditional
Find different quantities of cubes to make a tower that is taller/ shorter than this one
Find the caterpillar that is longer/ shorter than this one
Explain the mistake
Count and match objects and match the correct numeral to the quantity up to 3
Declarative
Know that when counting a set of objects the final number that is said is the total number
Know that the numeral 3 can look different, e.g. different colours and fonts
Know that 3 can be represented in different ways, e.g. on a five frame and a range of objects
Procedural
Know how to count a set of objects by saying the number names in order whilst touching one object at a time or moving them to make a line
Know how to select 3 from a group of the same objects and check an amount by touching it when counting
Conditional
Tell a friend how you can check that there are 3
Find the numerals that show 3
Explain if there are 3
Composition of 3
Declarative
Know that numbers can be made up of smaller numbers
Know that 3 can be split into 3 ways
Know that the total (3) stays the same and only the parts change
Procedural
Know how to make 3 in different ways using different number shapes that can be placed on top of Numicon 3
Know how to say how 3 can be split
Conditional
Find all the ways to split 3 True or false?
Understand and use prepositions to describe position (e.g. on/top, under, next to)
Declarative
Know that prepositions tell you where something is
Procedural
Know how to describe the position of objects using the prepositions
Know how to listen carefully to the preposition to place an object in the correct position
Know how to recognise and use the Makaton actions to match the prepositions to help identify the position
Conditional
Sort the images that show an object under something Spot the mistake
Match the pictures to the preposition
Explain to a friend where a bear is- can they find it?
Progression for Maths
Spring Count and match objects and match the correct numeral to the quantity up to 4
Declarative
Know that when counting a set of objects the final number that is said is the total number
Know that the numeral 4 can look different, e.g. different colours and fonts
Know that 4 can be represented in different ways, e.g. on a five frame and a range of objects
Know that number 4 is represented by a numeral
Know that when number 4 is represented on a 5 frame, there is a space
Procedural
Know how to count a set of objects by saying the number names in order whilst touching one object at a time or moving them to make a line
Know how to select 4 from a group of the same objects and check an amount by touching it when counting
Conditional
Discuss different images showing 14. Ask the children to prove which one shows number 4 by counting
Composition of 4
Declarative
Know that numbers can be made up of smaller numbers
Know that 4 can be split into 4 ways
Know that the total (4) stays the same and only the parts change
Procedural
Know how to make 4 in different ways using different number shapes that can be placed on top of Numicon 4
Know how to say how 4 can be split
Conditional
Say different ways number 4 can be made
Compare the mass of objects to say which is heavier and which is lighter
Declarative
Know that different objects have a different mass
Know that some objects are heavy and some are light
Know that scales can be used to compare the mass of different objects
Know that the side of the balancing scale that goes down is heavier than the other
Procedural
Know how to use the vocabulary heavier and lighter to describe what they can see happening
Know how to use balancing scales and numicon to compare mass
Know how to use balancing scales to compare the mass of two objects
Conditional
Which object is the heaviest? Which object is the lightest?
Match number shapes, objects that are the same size and prints that are the same shape
Declarative
Know that objects can be matched if they have something that is the same, e.g. shape, colour and size
Know that when counting number shapes the final number that is said is the total number
Know that number shapes can be presented in different orientations
Procedural
Know how to find a match by looking carefully at the objects to find something that is the same, e.g shape or colour
Know how to explain if something matches or does not match, by saying what is the same or different
Know how to count Numicon shapes by touching each hole as the numbers are said in order
Know how to explain if objects can not be matched by size by using ‘is too big’ or ‘is too small’
Know how to compare the shape of prints by putting the stamp on top of the printed pictures or by tracing the shapes with fingers
Conditional
Find the match
Tell a friend how you can find the matching shape
Count and match objects and match the correct numeral to the quantity up to 5
Declarative
Know that when counting a set of objects the final number that is said is the total number
Know that the numeral 5 can look different, e.g. different colours and fonts
Know that 5 can be represented in different ways, e.g. on a five frame and a range of objects
Know that number 5 is represented by a numeral
Know that when number 5 is represented on a 5 frame, there is a space
Procedural
Know how to count a set of objects by saying the number names in order whilst touching one object at a time or moving them to make a line
Know how to select 5 from a group of the same objects and check an amount by touching it when counting
Conditional
Discuss different images showing 15. As the children to match the numerals to the quantity and explain how they know.
Count and say the sides on a triangle, square, rectangle and pentagon
Declarative
Know that shapes can be different sizes, colours and in different orientations
Know that counting the sides identifies what the shape is Know that triangles have 3 sides
Procedural
Know how to count the sides of a shape to know what it is
Know how to put shapes with the same number of sides in a group to sort the shapes
Conditional
Tell a friend how you know it is a triangle
Sort the shapes according to number of sides
Composition
of 5
Declarative
Know that numbers can be made up of smaller numbers
Know that 5 can be split into 5 ways
Know that the total (5) stays the same and only the parts change
Procedural
Know how to make 5 in different ways using different number shapes that can be placed on top of Numicon 5
Know how to say how 5 can be split
Conditional
Explain the different ways number 5 can be represented
Combine shapes to make new ones
Declarative
Know that shapes can be different sizes, colours and in different orientations
Know that two triangles can make a square or a rectangle
Know that combining two shapes will change the number of sides
Procedural
Know how to arrange two triangles to make a rectangle or square
Know how to combine two shapes to make new ones
Conditional
Explain to a friend which shapes they have combined and discuss the new properties
Explore capacity with containers that are full or empty
Declarative
Know that containers can be full or empty
Know that by filling a container to the top it will now be ‘full’
Know that by tipping all of the water out of a container it will be ‘empty’
Know that a container is empty before any liquid is poured in
Procedural
Know how to make a container full by adding water
Know how to use the vocabulary ‘full’ and ‘empty’ to describe the capacity of two containers
Conditional
Say whether a container is full or empty and explain how they know
Count 6 objects
Declarative
Know that when counting a set of objects the final number that is said is the total number
Know that the numeral 6 can look different, e.g. different colours and fonts
Know that 6 can be represented in different ways, e.g. on a ten frame and a range of objects
Procedural
Know how to count by touching the objects
Know how to count in order to 6
Know how to say the total of a group of objects
Conditional
Tell a friend how you know there are 6 objects
Match the correct numeral to the number of sides the shape has
Declarative
Know that triangles have 3 sides
Know that squares and rectangles have 4 sides
Know that pentagons have 5 sides
Know that the sides on a shape can be counted
Know that the number of sides can be represented with a numeral
Procedural
Know how to count the sides of a shape to know what it is
Know how to match the numeral to the number of sides on a shape
Conditional
Explain why the numeral matches the shape
Compare the capacity of different containers
Declarative
Know that different containers will hold different amounts of liquid
Know that containers can be ordered from
Procedural
Know how to Compare the capacity of different containers by filling them up with water,
Know how to pour from one container to another and observe what happens
Conditional
Say which container out of a choice of two has more water in and which one has less.
Verbally count past 5
Declarative
Know that numbers are said in a specific order
Know that numbers go beyond 5
Know that the class can be counted to find out how many children are in school
Procedural
Know how to count in sequence beyond 5
Conditional
Ask the children what is the biggest number they can count up to
Progression for Maths
Summer Compare sets of objects using ‘…is more than…,’ and ‘…is fewer than..’
Declarative
Know that a set can have more objects, fewer objects or the same amount of objects as another
Know that two sets of objects can be compared using ‘more than’ and ‘less than’
Procedural
Know how to use ‘more’, ‘fewer’ and ‘same as’ when comparing sets of objects
Know how to compare two sets of objects by counting the objects
Conditional
Tell a friend which set of objects has ‘more than’ and which has ‘less than’
Composition of 3, 4 and 5
Declarative
Know that all numbers are made up of parts and wholes
Know that numbers can be made up of smaller numbers
Know that there are different ways the numbers 3,4 and 5 can be composed in different ways
Procedural
Know how to make 3, 4 and 5 can be made in different ways using different number shapes that can be placed on top of
Numicon
Know how to say how numbers 3,4 and 5 can be split
Know how to compose numbers 3,4 and 5
Sequence pictures from a nursery rhyme to show the order that they happen
Declarative
Know that pictures can be sequenced
Know that sequencing pictures shows the order they happen
Procedural
Know how to sequence 4 pictures from a nursery rhyme
Know how to spot differences between images to sequence them in order
Conditional
Spot the mistake
Sequence the pictures
Create, describe and continue ABC patterns
Declarative
Know that repeated means doing something again
Know that there are different types of repeating patterns, e.g. colours, objects and sounds and movements
Procedural
Know how to describe a pattern by saying it out loud, e.g. red, green, blue, etc.
Know how to continue the pattern by saying the colours, objects or sounds and movements so that the pattern can be heard
Know how to create a repeated patten by choosing 3 objects, colours or sounds and movements and alternating them after one
Conditional
Continue the pattern
Spot the mistake in the pattern
Identify the number that comes after a given number
Know that the order of numbers when counting does not change
Know that counting forwards one number can help find the number after a given number
Procedural
Know how to use cubes and number tracks to find the number after a given number
Know how to use counting knowledge to find the number after a given number
Conditional
Ask a friend what number comes after another number
Sequence numerals to 5
Declarative
Know that the order of numbers does not change when counting
Recognise and begin to talk about some properties of 2-D shapes
Declarative
Know that 2-D shapes have different amounts of sides
Know that 2-D shapes have different amounts of corners
Know that some 2-D shapes have curved sides
Know that some 2-D shapes have straight sides
Know that counting the sides identifies what the shape is
Procedural
Know how to count the sides of a shape to know what it is
Know how to discuss the properties of shapes
Know how to compare the properties of different shapes
Conditional
Identify the number that comes before a given number
Declarative
Know that the order of numbers when counting does not change
Know that counting backwards one number can help find the number before a given number
Procedural
Know how to use cubes and number tracks to find the number before a given number
Know how to use counting knowledge to find the number before a given number
Conditional
Ask a friend what number comes before another number
Identify a missing number on a number track to 5
Know that the order of numbers does not change when counting
Recognise and begin to talk about some of the properties of 3-D shapes
Declarative
Know that some shapes are called 3-D shapes
Know that 3-D shapes contain familiar 2-D shapes
Know that 3-D shapes can be different sizes, colours and in different orientations
Know that a cuboid contains rectangular faces and a cube contains square faces
Procedural
Know how to explore properties of shapes by building with different construction materials
Know how to describe 3-D shapes using mathematical language such as ‘sides’, ‘corners’, ‘straight’, ‘flat’, and ‘round’
Begin to describe a sequence of events, using words such as ‘first’, ‘then’, ‘after’ and ‘before’
Declarative
Know that events can be sequenced in order
Know that a story can be sequenced in order using pictures
Know that the words ‘first’, ‘then’, ‘after’ and ‘before can be used to describe the order that events happen
Procedural
Know how to answer the question ‘What happens next?’
Know how to sequence events from a story in order using mathematical vocabulary
Know how to sequence events from a familiar routine in order
Conditional
Count objects in a set to 5
Declarative
Know that numbers are said in a specific order
Know that objects can be counted
Know that when counting a set of objects the final number that is said is the total number
Procedural
Know how to count different amounts of objects by touching them
Conditional
How many objects are in the set?
Explain how you know
Describe a familiar route
Declarative
Know that the journey to the hall/ main school is a familiar journey
Know that every time we make the journey we see the same things
Know that the route to school can be described to someone
Procedural
Know how to describe the route to main school/ the hall
Know how to describe other familiar routes
Conditional
Tell a friend all about the route to main school/ the hall
Tell a friend what you see on the journey to school
Sequence counting cards
Declarative
Understand and use prepositions to describe position and discuss routes and locations (e.g. in front of or behind)
Conditional
Tell a friend how the number has been composed
Choose the objects/ colours that are needed to continue the pattern
Create an ABC pattern
Know that numbers appear in order from 1-5
Know there is a specific order for numbers to appear
Know that counting forwards one number will tell you what number comes after
Procedural
Know how to sequence numbers to 5
Know how to count to check numbers are sequenced in the correct order
Conditional
Create a numberline from 1-5
Find and discuss the features of shapes in the environment
Know that numbers on a number track appear in order
Know that counting forwards one number will tell you what number comes after
Procedural
Know how to find out which number is missing on a number track
Know how to count on to find the missing number on a number track
Conditional
Find the missing number on the number track
Know how to discuss the properties of different shapes
Conditional
Incorrectly name a shape as a cube or a cuboid and ask the children to explain why you are wrong.
Explain the sequence of events for getting ready in the morning
Know that the order of numbers does not change when counting
Know that numbers appear in order from 1-5
Know there is a specific order for numbers to appear
Know that counting forwards one number will tell you what number comes after
Procedural
Know how to sequence numbers to 5
Know how to count to check numbers are sequenced in the correct order
Conditional
Sequence counting cards from 15
Declarative
Know that prepositions tell you where something is
Know that prepositions can be used to discuss different routes
Know that the vocabulary ‘in front of’ and ‘behind’ can be used to describe the position of something
Procedural
Know how to describe the position of objects using the prepositions
Know how to use prepositions to describe the route to somewhere
Conditional
Sort the images that show an object between, in, out of and besides something
Match the pictures to the preposition
Give a friend an instruction using a preposition
Progression for Understanding the World
Past and present
Begin to make sense of their own life-story and family’s history.
Name the people in their family.
Know that we were all babies
Know that we have grown to be taller, learnt to walk and talk
Begin to understand that a birthday celebrates the day that we were born
Know that animals change and were once smaller.
Cats were kittens.
Dogs were puppies.
Hens were eggs and then chicks.
Cows were calves.
Pigs were piglets.
Know that plants grow from a seed and change.
Know that the weather is different at different times of the year.
Recall when it was cold, windy, rainy and sunny.
Recall a trip on a train, bus or aeroplane using pictures.
Recall an experience using pictures.
Progression for Understanding the World
People, culture and community
Show interest in different occupations
Continue developing positive attitudes about the differences between people. Know that there are different countries in the world and talk about the differences they have experienced or seen in photos
Autumn 1 Autumn 2 Spring 1 Spring 2
Knowing who is in their family and why they are special to them.
Name different parts of the Nursery building and grounds.
Locate different building and use prepositional language: the house is next to the shop, the Nursery is next to the school
Know about family celebrations.
Know that animals can be kept on a farm and are looked after by a farmer.
Know about events celebrated by different groups of people.
Talk about distance and know some things are further away.
Begin to explore scale through small world play
Know about events celebrated by different groups of people.
Begin to understand that maps hold information in patterns and print. Make imaginary maps with marks.
Use journey strings to recall and sequence journeys
Hide and find objects using simple maps of the Nursery and the school.
Summer 1 Summer 2
Use symbols as cues such as footsteps on a playground.
Know the name of main types of transport: bus, train, car, plane
Use objects to represent other objects in e.g. sticks for lines of a road.
Know the names of jobs linked to transport and what they do.
Celebrating successes in Nursery and starting Reception.
What makes people special?
Name the special people in their house/family
What makes you special?
What is Christmas?
Recall key events from the Christmas story. How to people celebrate?
Know that there are different celebrations: Eid and Diwali What is Easter?
Know that Christians celebrate Easter.
Listen to a simple version of the Easter story.
What can we learn from stories?
Listen and respond to simple stories from different cultures. What makes places special?
Know that there are different places of worship for different religions: synagogue, mosque, church and temple.
Progression for Understanding the World
Natural World
Use all their senses in hands-on exploration of natural materials. Explore collections of materials with similar and/or different properties.
Talk about what they see, using a wide vocabulary.
Explore how things work.
Plant seeds and care for growing plants.
Understand the key features of the life cycle of a plant and an animal.
Begin to understand the need to respect and care for the natural environment and all living things
Explore and talk about different forces they can feel.
Talk about the differences between materials and changes they notice
Observe signs of Autumn.
Name the parts of the body.
Know that we are all different.
Describe what is different about a friend.
Know that doctors and nurses can help us when we are ill.
Understand that some animals can be kept as pets.
Know how to hold a pet animal.
Know that some animals are kept on a farm and name some of them.
Know that animals on a farm can provide us with food
Be able to describe different animals.
Know that vets can help us to when our animals are ill.
Observe signs of winter.
Talk about taking care of the world around us.
Know that plants start as a seed.
Know that seeds are planted in soil.
Know that we need to water plants to help them to grow and stay healthy.
Observe signs of Spring
Compare and talk about the similarities and differences between materials.
Observe signs of Summer.
Know that there are different places in the world.
Know that objects can be moved in different ways.
Know that objects can be pushed or pulled.
Know that we can travel on water in a boat, raft or canoe.
Know that many different plants and animals are found under the sea.
Celebrate, special, Life, grow, change, same, different Today, tomorrow, yesterday A long time ago, remember
Explore, local, country, world, England, names of local places and landmarks
Change – same, different, compare
Seasons – autumn, spring, summer, winter Push and pull
Transport – train, bus, aeroplane, boat, canoe, raft Vocab for direction / positional:- under, besides, on top, up, down, next to, through
Progression for Expressive Arts and Design (Art)
Substantive knowledge Knowledge categories
Art and the artist
Visual language
Media and materials
Technique
What is an artist? I am an artist
A paint brush is held in the palm of the hand
Primary colours can be mixed together
Simple shapes can be printed (supported)
Giuseppe Arcimboldo
When primary colours are mixed, they create green, orange and purple
Simple shapes can be printed
Items can be joined using tape (cutting the length when needed)
L.S. Lowry
A person has specific features (head, body, arms, legs, face, hair)
Items can be joined in a variety of ways (glue, Sellotape, string) to create a sculpture
Disciplinary knowledge
Texture can be added to artwork for hair and clothing. Autumn
Explore different materials freely, in order to develop their ideas about how to use them and what to make.
Develop their own ideas and then decide which materials to use to express them.
Use drawing to represent ideas like movement or loud noises. Show different emotions in their drawings and paintings, like happiness, sadness, fear etc.
Explore colour and colour-mixing.
Create closed shapes with continuous lines and begin to use these shapes to represent objects.
Explore different materials freely, in order to develop their ideas about how to use them and what to make.
Develop their own ideas and then decide which materials to use to express them.
Use drawing to represent ideas like movement or loud noises. Show different emotions in their drawings and paintings, like happiness, sadness, fear etc.
Explore colour and colour-mixing.
Join different materials and explore different textures.
Draw with increasing complexity and detail, such as representing a face with a circle and including details.
Explore different materials freely, in order to develop their ideas about how to use them and what to make.
Develop their own ideas and then decide which materials to use to express them.
Use drawing to represent ideas like movement or loud noises.
Show different emotions in their drawings and paintings, like happiness, sadness, fear etc.
Explore colour and colour-mixing.
Progression for Expressive Arts and Design (Music)
Substantive knowledge
Disciplinary knowledge Knowledge categories
Listen and Respond
Explore and Create
Singing
Share and Perform
Not all music sounds the same.
Music can make people feel different.
When listening, we use our ears but not our voices
A variety of words are used to describe sounds (scratchy, soft etc)
Name of a number of basic instruments
Instruments make different sounds.
Tap, bang, shake, strum or blow an instrument for it to make a sound.
Different feelings are felt when instruments are played.
An increasing number of nursery rhymes
The words to simple songs off by heart.
Sometimes songs can be sung loudly and sometimes quietly but the tune should remain
Recite eleven nursery rhymes
Physically imitate the actions of musicians
Listen with interest to different music
Sing a song with others and try to move in time with the music
Join in a variety of nursery rhymes
Listen carefully
Use hands to tap, bang, shake, strum and mouth to blow an instrument to make a sound
Use thoughts and feelings to respond to the sounds instruments make.
Join in a variety of nursery rhymes
Listen carefully with increasing focus
Sing in time using all of the correct words of a simple song
Join in a variety of nursery rhymes
Clap or tap to the pulse of songs and music
Tap a simple rhythm
Practice using a singing voice, matching the pitch and melody of another person
Progression for Expressive Arts and Design (DT)
Substantive knowledge
Lego house
To know that:
Houses have some external features (door, roof, walls)
Lego joins together
Models can be enhanced.
Make and decorate a cake
It’s my birthday!
Butter, flour, sugar, eggs and milk make a cake.
A cake can be made following a recipe.
It is important to stay safe whilst cooking.
Disciplinary knowledge
Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. Explore different materials freely, in order to develop their ideas about how to use them and what to make.
Develop their own ideas and then decide which materials to use to express them.
Join different materials and explore different textures.
Make a collage flower
Plants can’t sit still
Paper can be cut using scissors.
Paper can be joined using glue spatulas and PVA glue.
Art can be designed and developed
Chocolate Easter nests
It is important to wash hands before cooking
It is important to stay safe whilst cooking
Chocolate can be heated up and melted
Make a fruit kebab
The Hungry Caterpillar
Food can be described using our senses
It is important to be careful when putting fruit onto a skewer
Pirate Ship
The Treasure of Pirate Frank
Resources need to be chosen carefully
Through role play children can use resources to build a pirate ship
Ships sail on the ocean
Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.
Explore different materials freely, in order to develop their ideas about how to use them and what to make.
Develop their own ideas and then decide which materials to use to express them.
Join different materials and explore different textures.
Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.
Explore different materials freely, in order to develop their ideas about how to use them and what to make.
Develop their own ideas and then decide which materials to use to express them.
Join different materials and explore different textures.
