Keep us healthy – dentist, doctor, nurse, ambulance team
Keep our pets healthy – vets
Keep us safe – police, PCSOs, school staff
Help us learn – school staff
Which real superhero would you like to be when you grow up?
Selecting materials
Make a superhero cape and mask
Portraits
Me ready for Year 1 (show progress from autumn)
Progression for Communication and Language
Communication and Language ELG
Listening Attention and Understanding - 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.
Speaking - 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.
Listening
Follow instructions at threeword- level including early colour, size or position concepts.
Attention (two channelled)
Responding
Focus on an activity but can also listen to what is being said without stopping their activity and looking at the speaker.
Offer responses to ‘when’ questions but time vocabulary may be limited.
Understanding Use a wide range of vocabulary to discuss new topics and learning.
Speaking Learn new vocabulary and use them in conversations with peers and staff.
Listen to peers in one-to-one or small group situations even if the topic is not of interest.
Listen attentively in mediumsized-groups, offering actions, comments or questions.
Focus on a single aspect of a complex situation.
Beginning to demonstrate 'Integrated Attention.'
Listen in larger groups with distractions minimised and with kinaesthetic and/or visual support.
Listen attentively in larger groups, responding with actions, comments or questions (language skills permitting.)
Discuss new books and provide examples about what might happen next.
Notice and interpret nonverbal signals from the speaker.
Follow instructions at four word-level in a specific order.
Ask questions to find out more and to check they understand what has been said to them.
Participate in familiar, simple, story-level mantras in repetitive, supported stories e.g. 'Talk for Writing' or using puppets.
Listen to and talk about stories to build familiarity and understanding.
Repeat four phonemes, numbers, words or syllables in order in a simple activity e.g. auditory blending or a shopping list.
Use talk to solve problems with peers.
Negotiate and compromise with peers.
Listen attentively in larger groups, responding with actions, comments or questions.
Aware of my listener when speaking and begin to notice and interpret nonverbal signals
Offer reasons and explanations in response to ‘why’ and ‘how’ questions, but offer more if questions are re-worded to ‘what’ e.g. ‘what has made you sad?’
Ask questions that dig deeper in what has been said to them.
Collaborate with others in order to create or recreate roles and experiences in play. Demonstrate early negotiation skills
Listen to and use vocabulary to discuss selected non-fiction books.
Listen attentively in larger groups, responding to the speaker with comments or questions, summarising key information.
Demonstrate more advanced group conversational skills, expressing thoughts and opinions but also listening to those expressed by others.
Understand and follow sequential instructions containing words such as ‘before’, ‘after’, ‘first’, and ‘later’.
Summarise some key information that has been provided to them.
Use longer, story-level mantras without visual support e.g. 'Talk for Writing' or retelling stories
Make up stories with others, making up plays, puppet shows or short films.
Progression for Literacy
Reading ELG
Comprehension
Be able to demonstrate an understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
Be able to anticipate, where appropriate, such as key events in stories.
Be able to use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play
Word reading
•Be able to say a sound for each letter in the alphabet and at least 10 digraphs.
•Be able to read words consistent with their phonic knowledge by sound-blending.
Comprehension
Listen and enjoy sharing a range of books both fiction and non-fiction.
Know how to hold a book correctly and turn the pages.
Know that text in English is read top to bottom and left to right
Understand books have a beginning and an end
Recognise illustrations and word in a text
Join in with story mapping and innovating, rhyme, songs and poems
Respond to when questions and new vocabulary
Use text and images to answer simple questions
Join in with creating a story map to retell a text.
Sequence two key events at a time.
Use the front cover or blurb to make a prediction.
Share likes and dislike about a story.
Use pictures to infer meaning, with support.
Respond, comment and question.
•Be able to read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Review Phase 3 words with double letters, longer words, words with two or more digraphs, words ending in –ing, compound words
Phase 4 Short vowels with adjacent consonants CVCC CCVC CCVCC CCCVC CCCVCC longer words and compound words words ending in suf-xes: –ing, –ed /t/, –ed /id/ /ed/, –est
Explain likes and dislikes with reasons.
Sequence the events of the story.
Create an alternative story using a story map.
Suggest an ending to a story. Respond, comment and question in larger group
Ask deeper questions and recreate character roles with peers
Imitate, innovate and independent
Know the difference between non-fiction and fiction
Answer inference questions using because.
Create own versions of stories, using a story map
Phase 4
Phase 3 long vowel graphemes with adjacent consonants CVCC CCVC CCCVC CCV CCVCC words ending in suf-xes: –ing, –ed /t/, –ed /id/ /ed/, – ed /d/ –er, –est
Recall the key events of a story.
Recall information from nonfiction texts.
Create own versions of stories, using a story map.
Share thoughts and opinions, with reasons to support
Progression for Literacy
ELG Writing
Be able to write recognisable letters, most of which are correctly formed.
Be able to spell words by identifying sounds in them and representing the sounds with a letter or letters.
Be able to write simple phrases and sentences that can be read by others.
Composition Forming the basic understanding of compositional skills through talk - to organise my play and describe events and special occasions.
Transcription
Orally segment simple words
Write their name copying it from a name card or trying to write it from memory.
Understand that thoughts and stories can be written down from what has been modelled to them.
Orally compose a caption and record on a talking tin before writing.
Orally spell VC and CVC words by identifying the sounds. Write their own name independently
Dictated sentences
Captions with different sentence starters
Orally sound out words
Orally compose a caption and hold it in memory before attempting to write it.
Dictated/independent sentences
Captions, postcard and list
Orally compose a caption and hold it in memory before attempting to write it.
Use finger spaces between words.
Dictated/independent sentences
Captions
Invitation, postcard and list
Orally compose a caption and hold it in memory before attempting to write it.
Use finger spaces between words.
Begin to include a capital letter and full stop.
Sounding out to write VC and CVC words independently using Phase 2 graphemes.
Sounding out to write VC, CVC and CVCC words independently using Phase 2 and Phase 3 graphemes.
Children can spell some tricky words e.g. the, to, no, go* independently.
Dictated/independent sentences
Retelling the story with pictures, describing a creature/animal and a postcard
Write sequenced simple sentences with some finger spaces – working towards including a capital letter and full stop.
Handwriting
Recognisable letters formed
Draw lines and circles, basic shapes and pictures.
Letter formation in name mostly correct
Children using ‘pinch and flick’ as a method to hold their pencil in a supportive grip for effective writing.
Increasing number of lowercase letters formed correctly
Most lower-case letters formed correctly
Children using the knowledge and understanding of phoneme – grapheme correspondence to spell words. Make phonetically plausible attempts when writing unknown words that cannot be sounded out with only Phase 2 and 3 knowledge.
Forming all lower-case letters correctly
Forming some capital letters correctly
Make phonetically plausible attempts when writing unknown words that cannot be sounded out with only Phase 2 and 3 knowledge. Spelling Phase 4 words if ready.
Spell tricky words e.g., he, she, we, be, me* independently.
Forming more capital letters correctly
Reception
Pat-a-cake
1, 2, 3, 4, 5, Once I Caught A Fish Alive
This Old Man
Five Little Ducks
Name Song
Things For Fingers
I’m A Little Teapot
The Grand Old Duke Of York
Ring-a-ring-a-roses
Hickory Dickory Dock
Not Too Difficult
The ABC Song
Wind The Bobbin Up
Rock-a-bye Baby
Five Little Monkeys Jumping On The Bed
Twinkle Twinkle Little Star
If You're Happy And You Know It
Head, Shoulders, Knees and Toes
Old Macdonald
Incy Wincy Spider
Baa Baa Black Sheep
Row, Row, Row Your Boat
The Wheels On The Bus
The Hokey Cokey
Review and consolidate twenty core nursery rhymes
Progression for Personal, Social and Emotional Development
Personal, social and emotional development (ELG)
Self Regulation- 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- 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.
Self- Regulation Use the colour monsters to identify their own emotions and explain why they are feeling that way.
Develop and agree class agreements for behaviour expectations.
Managing Self Developing confidence within the classroom.
Ask adults for help when needed. Learn class routines.
Think about others and how they might be feeling.
Provide comfort to a friend who is upset.
Building Relationships
Make new friends and play cooperatively in the areas.
Developing independence in the indoor and outdoor provision.
Use the areas and equipment appropriately.
Appropriately react to friends when things go wrong.
Have a sense of pride over their own achievements.
Knowing which things they like the best and things they don’t like – learning to give reasons.
Attempt tasks with confidence and ask for help when needed.
Independently making their own healthy choices at snack and dinner time.
Demonstrate a good understanding of the Behaviour expectations and guide others to follow. Choose activities that make them happy and do these things where possible.
Learn to understand the difference between turn taking and sharing.
Play with a group of friends both in the indoor and outdoor provision.
Ask questions and listen to the responses of their peers in the continuous provision.
Apologise to others if they hurt them accidentally or make someone upset.
Find their own resolutions with other children to keep games and play fair.
Expressing how they feel in different ways and thinking about how their friends might feel too.
Asking for help when required, recognising when they don’t need help.
Discuss with adults what they have achieved and how they are going to extend their own learning.
Look after each other and want to help their friends.
Independent in continuous provision, able to challenge their learning and ask for the resources they need to accomplish a task if not available.
Discuss themselves in a positive way.
Be aware of the likes and dislikes of other children and know that this is okay.
Progression for Personal, Social and Emotional Development (Jigsaw PSHE)
(Jigsaw PSHE)
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.
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.
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 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 Physical Development
Physical development
Gross Motor Skills ELG
• 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.
Fine Motor Skills ELG
• 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, paint brushes and cutlery; • Begin to show accuracy and care when drawing.
Fine motor
Use scissors to cut out
Paint and draw freely
Thread screws, nuts, bolts and washers
Build structures with blocks, boxes or planks
Hold a pencil using a conventional grip
Following Dough Disco progression
DAP assessment
Relaxed Dough Disco Part II
Recap Book 1 moves 1-5
Book 1 10 moves
Gross motor
Walk steadily on a line
Balance on one foot for 3/4
seconds
Throw a ball well
Ride a tricycle skilfully
Thread small beads and complete a threading card
Draw a person on request
(head, legs and body)
Imitate spreading hand and bringing thumb to each finger in turn with both hands
Button and unbutton
Cut on a line continuously
Copy triangles, squares and geometric shapes
Trace with detail
Pick up small items
Complete jigsaws with twenty pieces or more
Thread needles, sew stiches and make pom poms
Coordinate shoulder, wrist and finger movements to write, moving across and down
Coordinate shoulder, wrist and finger movements to write, moving across and down
DAP assessment
Book 2 moves 1-6
Mix Book 1 and 2 with flashcards
DAP assessment
Book 2 moves 7-10
DAP assessment
Dinosaur moves 1-8
DAP assessment
Under the sea moves 1-10
Parachute games Disco pirates moves 1-10
Hop a few paces on one foot
Climb ladders and stairs and
walk down
Bounce a ball
Kick a ball while running
Catch a ball
Walk backwards
Jump forwards many times without falling
Hop and skip on alternate feet
Walk up and down stairs without help, alternating feet
Catch a ball (faily well)
Ride a scooter and a bicycle
Turn somersaults
Progression for Physical Development (PE)
Kicking and dribbling
A ball can be kicked with one foot.
A ball can be kicked into a goal.
Dance
Nursery rhymes
Routines can be adapted (mood and style)
Dances can be liked or disliked and say why
Gymnastics
Simple sequence
Bodies can move in different ways
Balances can be sequenced together by travelling in different ways
Games
Throwing and catching
A ball can be thrown to a partner with a short distance and to a small target
A ball can be caught in the palm of our hand, cradling into chest. Larger balls can be thrown and caught to a partner over a short distance.
Gymnastics
Apparatus
When using gymnastic equipment our bodies can be moved using high and low shapes
It is important to move safely when using gymnastics equipment
There are different ways to use gymnastics equipment (walk, crawl, slide, climb and jump over)
Dance
Ourselves
A dance can be improvised
A sequence of actions can be put together to create a dance.
Progression for Maths
1-5
Subitise 1-5
Represent 1-5
Composition of 1-3
Number bonds to 5 (addition)
Composition of 4
Representing 1-5 with numberblocks
Composition of 5
Recognise, find and write numerals 1-5
Number bonds to 5 (subtraction)
AB Patterns
1 more and 1 less of numbers to 5
Number bonds to 5 (addition)
Number bonds to 5 (subtraction)
Composition of 1-4
Composition of 5
Representing 1-5 with numberblocks
Recognise, find and write numerals 1-5
Number bonds to 5 (addition)
Compare sets of objects
2D shape
1 more of numbers to 5
1 less of numbers to 5
Compare size
Prepositions
Representing 6 ,7 and 8 with numberblocks
Compare mass
Subitising to 8
Compare capacity
Find groups
Representing numbers to 10
Compare mass
Continue more complex patterns
3D shape
Composition to 5
Prepositions
Number bonds to 5 (addition)
Number bonds to 5 (subtraction)
Compare set of objects
Write numerals 1-5
Odd and even
Rotate and manipulate
Capacity
Doubles within 10
Visualise from different positions
Write numerals 1-5
Find groups
Representing numbers to 10
Compare mass
Continue more complex patterns
2D and 3D shape
1 more and less
Build numbers beyond 10
Count beyond 20
Height and length
Mass
Patten rules
Capacity
Find groups
2D and 3D shape
Odd and even
Prepositions
Number bonds
Progression for Maths - Autumn
Autumn Sort and match
Declarative
Know that some objects have attributes that are the same
Know that some objects do not match
Know that collections of objects can be sorted based on characteristics such as colour, size or shape
Know that collections of objects can be sorted in different ways
Procedural
Know how to match objects with objects, objects with pictures and pictures with pictures
Know how to verbalise how objects are the same, e.g. they both have the same number of wheels etc.
Know how to verbalise how objects are different
Know how to verbalise how objects have been sorted
Know how to identify how objects have been sorted by finding characteristics that are the same
Conditional
Tell a friend how they have been sorted
Find the odd one out
Find different ways to sort the objects
Do you agree?
Compare
Declarative
Know that sets of objects can be compared and ordered
Know that a set can have more objects, fewer objects or the same amount of objects as another
Procedural
Know how to use ‘more’, ‘fewer’ and ‘same as’ when comparing sets of objects
Know how to line up objects, with one line underneath the other, to compare them
Conditional
Explain the mistake
True or false?
Make a set that has fewer/ more objects
Compare size, mass and capacity
Declarative
Know that objects can be compared and ordered by looking at the size of them
Know that objects can be compared and ordered by their mass/ weight
Know that the heavier object is the lower on the balance scale and the lighter object is higher on the balance scale
Know that objects have the same mass if the scale is balanced
Know that capacity is the maximum amount something can hold
Procedural
Know how to move objects close together to compare the size of them
Know how to use ‘big’, ‘little’, ‘large’ and ‘small’ to compare the size
Know how to use ‘tall’ and ‘short’ to compare height and ‘long’ and ‘short’ to compare length
Know how to use ‘heavy’ and ‘light’
Know how to use balancing scales to compare objects
Know how to use ‘holds the most’ and ‘holds the least’ to compare capacity
Know how to use ‘full’ and ‘empty’
Conditional
Find different objects that are heavier/ lighter than this object
Convince a friend which is longer/ shorter
Investigate which container can hold the most/ least
Explore, copy, continue and create simple AB patterns
Declarative
Know that a pattern can be visual and auditory
Know that patterns can be built vertically and horizontally
Know that patterns have repeated units
Procedural
Know how to say the pattern out loud whilst copying and continuing it to help find the AB pattern (e.g. drum, shake, drum, shake etc.)
Know how to create a repeated patten by choosing 2 objects, colours or sounds and movements and alternating them after one
Conditional
Spot the mistake in the pattern
Explain your pattern
Choose the material/ object/ colour/ sound that will come next
Find the missing material/ object/ colour/ sound in the pattern
1 more and 1 less of numbers to 5
Declarative
Know that the order of numbers when counting does not change
Know that when counting forwards, each number said is 1 more than the previous number
Know that when counting backwards, each number said is 1 less than the previous number
Know that numbers increase in size when 1 more is added
Know that numbers decrease in size when 1 is taken
Procedural
Know how to use cubes and number tracks to find 1 more and less by adding or taking away
Know how to use counting knowledge to find 1 more and less
Conditional
Fill in the missing numbers to show 1 more/ less
Find different combinations of numbers to fill in the blanks (e.g. ___ is 1 less than ___)
Zero
Declarative
Know that the number name zero and the numeral 0 is used to represent ‘nothing there’
Know that zero is less than 1
Know that 1 is one more than zero
Procedural
Know how to represent zero (e.g. closed fist)
Know how to form zero
Know how to count from and back to zero
Conditional
Tick the different representations of zero
Identify, name and compare circles and triangles
Declarative
Know that circles are flat shapes which are perfectly round
Know that triangles are flat shapes with three straight sides and three corners
Know that circles and triangles can be different sizes, colours and in different orientations
Procedural
Know how to use vocabulary such as, ‘sides’, ‘straight’, ‘corners’ and ‘round’ to describe shapes
Know how shapes have been sorted by looking at what it is the same
Know what makes shapes the same/ different
Conditional
Explain how they have been sorted
Convince me it is a triangle
Investigate which 3-D shapes can be used to make circle and triangle prints
Find and represent 6, 7 and 8
Declarative
Know that when counting objects the final number that is said is the total number of objects in a set
Know that 6, 7 and 8 can be represented in different ways
Know that 6 is 1 more than 5, 7 is 2 more than 5 and 8 is 3 more than 5
Procedural
Know how to match verbal number names to numerals and quantities by touching each object as it is counted
Know how to represent the numbers using a ten frame, by making a full row of 5 and counting on Know how 6, 7 and 8 are formed
Conditional
True or false?
Match the representations to the numeral
Find different ways to represent this numeral
Identify and name shapes with 4 sides
Declarative
Know that both rectangles and squares are flat shapes that have 4 straight sides and 4 corners
Know that squares are a special kind of rectangle, where each of the 4 sides are equal in length
Know that rectangles and squares can be different sizes, colours and in different orientations
Procedural
Know how to use vocabulary such as, ‘sides’, ‘straight’ and ‘corners’ to describe shapes
Know how shapes have been sorted by looking at what it is the same
Know what makes shapes the same/ different
Conditional
Sort the shapes
Find the odd one out and explain why
Investigate how many matchsticks are needed to build a rectangle/ square
1 more and 1 less of numbers to 8
Declarative
Know that the order of numbers when counting does not change
Know that when counting forwards, each number said is 1 more than the previous number
Know that when counting backwards, each number said is 1 less than the previous number
Know that the number is greater when finding one more
Know that the number is smaller when finding one less
Procedural
Know how to use cubes and number tracks to find 1 more and less by adding or taking away
Know how to use counting knowledge to find 1 more and less
Conditional
Fill in the missing numbers to show 1 more/ less
Find different combinations of numbers to fill in the blanks (e.g. ___ is 1 less than ___)
Day and night
Declarative
Know events that happen in daily routines
Know that events are different in the day compared to at night
Know that tomorrow means the day after
Know that yesterday means the day before
Procedural
Know how to use time vocabulary when discussing routines, e.g. ‘day’, ‘night’, ‘morning’, ‘afternoon’, ‘today’, ‘tomorrow’, ‘first’, ‘then’, ‘after’, ‘before’
Know how to measure time in simple ways by counting how many days or sleeps are left until an event
Conditional
Sort events into things that happen in the day and things that happen at night
Identify things that are the same/ different between routines
Composition of 6, 7 and 8
Declarative
Know that all numbers are made up of smaller numbers and are known as ‘parts’
Know that when parts are together they make a ‘whole’
Procedural
Know how to use two different coloured cubes and doubl- sided counters and ten frames to find different parts to make a whole
Know how to find a missing part by counting on
Know how to verbalise how many are in each part to make the whole
Know how to use pictorial representation using different colours to find different parts to make a whole
Conditional
How many ways can you make 6/7/8?
Tell a friend how you can find different ways
Find the missing part
Combine shapes with 4 sides
Declarative
Know that new shapes can be made by combining shapes
Procedural
Know how to put shapes together to make new ones
Know how to fold shapes to make new ones
Conditional
Find as many different shapes that you can make using paper squares and rectangles
Name the shapes you can see
Make pairs- odd and even
Declarative
Know that a pair is two
Know that if a quantity can be put into pairs it is even
Know that a quantity is odd if there is one left over
Procedural
Know how to arrange small quantities into pairs by grouping them in 2s
Know how to draw circles around pictorial representations to group them in pairs
Know how to recognise if a quantity is odd or even by seeing if there are any left over
Conditional
Match the pairs
Tick to show whether they are odd or even
Notice patterns
Progression for Maths - Spring
Combine
2 groups (up to 8)
Declarative
Know that counting the objects in two groups that have been combined will give the total number of objects
Know that when counting objects the final number that is said is the total number of objects in a set
Procedural
Know how to subitise the amount in each group and choose the correct Numicon shape to represent the amount
Know how to place the Numicon shapes together and count the holes by touching them to find the total
Know how to recognise the amount in each group represented by pictures and count in ones to find the total by touching them or crossing them out
Know how to complete a part- whole model to combine groups by putting the groups in the parts and the total in the whole
Conditional
Find more than one way to find a pair of number shapes/ dot cards to make a given total
Draw lines to match the groups to the total Complete the part- whole models
Conceptual subitising (up to 8)
Declarative
Know that 6, 7 and 8 can be made by using 5 and a bit
Know that the total number of dots or objects does not change
Procedural
Know how to look at a number of dots or objects and see other numbers
Know how to conceptual subitise by seeing 5 and a bit on a rekenrek, bead string and ten frame
Know how to arrange 6, 7 or 8 in different ways using dice representations and counters
Conditional
Compare what numbers you can see with a friendare they the same/ different?
Find and represent 9 and
10
Explore and compare mass
Declarative
Declarative
Know that when representing 10 on a ten frame it is full and when showing it on fingers you hold up both hands
Know that 9 can be represented on a ten frame by leaving one hole empty
Procedural
Know how to recognise 9 and 10 using tens frames, bead strings and rekenreks without counting them
Know how to arrange 9 and 10 items into small groups
Conditional
Sort the representations into those that show 9 and those that show 10
Find different ways to represent 9 and 10
Compare numbers to 10
Declarative
Know that the further to the right on a number line the number is, the greater it is in value
Procedural
Know how to compare 2 and then 3 or more quantities by lining items up with 1-1 correspondence to compare them directly
Know how to compare 2 and then 3 or more quantities by counting each set carefully or subitising the amount in each set and then comparing their position in the counting order using number lines
Know how to use is more than, is fewer than or is the same number to compare the number of objects and items
Know how to use is greater than, is less than or is the same as to compare numbers
Conditional
Find the missing numbers, e.g. ___ is less than ___
Sort the dominoes into sets of dominoes with 7 spots, more than 7 spots and fewer than 8
Know that when objects have the same mass, scales will be balanced.
Know that the line across the balance scale needs to be straight.
Know that more than one light object will be needed to balance a heavier object.
Procedural
Know how to make a floating boat.
Know how to make a floating object sink by adding mass.
Conditional
Explain that the heavier object is lower on the balance scale.
Estimate which object is heavier and which is lighter.
Identify, copy and continue more complex patterns (e.g. ABB and ABBC)
Declarative
Know that patterns can use items more than once in each repeat
Know that a pattern can be visual and auditory
Know that patterns can be built vertically and horizontally
Procedural
Know how to identify similarities and differences between AB and ABB patterns
Know how to say the pattern out loud whilst copying and continuing it to help find the ABB and ABBC pattern (e.g. drum, shake, shake, drum, shake, shake etc.)
Know how to correct a pattern by identifying an extra item, a missing item or a muddled unit of repeat etc.
Conditional
Explain the pattern
Copy the pattern
Explain if the pattern has been continued correctly? Correct it
Conceptual subitising to 10 Declarative
Recognise and name 3-D shapes
Know that the order of numbers when counting does not change
Know that when counting forwards, each number said is 1 more than the previous number
Know that numbers to 10 can be represented in different ways.
Know that a 10 frame is full when there is 10
Procedural
Know how to arrange 9 or 10 objects into small groups to conceptually subitise these larger numbers.
Know how to use a 10 frame, fingers and bead strings to subitise groups of 9 and 10.
Conditional
Count out 9 or 10 small objects. Find all of the different ways to arrange the items
What do they notice?
Declarative
Know that a cube and cuboid will stack, and a sphere and cone do not stack, and a cylinder sometimes stacks some 3-D shapes stack and others do not
Know that each 3-D shape has a name and different features
Procedural
Know how to compare the similarities and differences between different 3-D shapes
Know how to sort similar shapes together and discuss their features
Conditional
Show the children a collection of 3-D shapes and ask them to tell a partner as many things as they can about the shape to guess what shape it is
Composition to 10
Declarative
Know that all numbers are made up of parts and wholes
Know that all numbers to 10 are composed in different ways
Know that each number in order is one more than the number before
Know that each number in order is one less than the number after
Procedural
Know how to represent numbers to 10 in different ways
Know how to use different resources to represent numbers to 10
Know how to compare 2 quantities and progress to ordering 3 or more quantities
Conditional
Using cubes to build towers from 1 to 10 and order them
Explain what they notice
Find 2-D shapes within 3-D shapes and use 3-D shapes for tasks
1 more and 1 less of numbers to 10
Declarative
Know that the order of numbers when counting does not change Know that when counting forwards, each number said is 1 more than the previous number
Know that when counting backwards, each number said is 1 less than the previous number
Know that the number is greater when finding one more
Know that the number is smaller when finding one less
Procedural
Know how to use ten frames and counters, number tracks and number lines to find 1 more and less by adding or taking away Know how to count forwards
Select, rotate and manipulate shapes
Declarative
Know that shapes can be combined to make new shapes
Know that there is more than one way of making a shape using other shapes
Know that a set of shapes can be combined in different ways
Know that shapes can be rotated and combined to make other shapes
Know that Cuisenaire rods can be combined in several ways to make a square
Procedural
Know how to combine two identical right-angled triangles to make different shapes
Know how to discuss the changes they can see when shapes have been combined or manipulated in different ways
Conditional
Bonds to 10 (2 and 3 parts)
Declarative
Declarative
Know that 3-D shapes contain 2-D shapes within them
Know that 3D shapes can be used to print pictures of 2-D shapes
Procedural
Know how to find 2-D shapes within 3-D shape
Know how to use 3-D shapes to build
Conditional
Using real life examples of 3-D shapes, explain the properties of the shapes and discuss what other items contain similar shapes
Know that a 10 frame is full when there is 10
Know that when a 10 frame is partially full, the remaining spaces represent how many more is needed to make 10
Know that two pieces of numicon joined together can represent number 10
Procedural
Know how to use various manipulatives to explore number bonds to 10
Know how to use two different coloured cubes and double sided counters and ten frames to explore number bonds to 10
Conditional
Count the correct number of beads into 2 pots so the total is
Explore and compare capacity
Declarative
Know that non-standard units can be used to measure capacity.
Know that the vocabulary tall, thin, narrow, wide and shallow can be used to describe containers.
Know that different sized containers can be used to fill each other up.
Procedural
Know how to order containers from the smallest to the greatest quantity.
Know how to use small containers to fill up larger containers and count how many they use.
Conditional
Explain whether sand or cubes are the most suitable to measure the capacity of a container.
Make a prediction about what shape a rectangle, triangle and square will make when folded in half
Explain shape arrangements
Declarative
Know that triangles can be created using different arrangements of shapes
Know that the pieces of a tangram can be used to make a triangle or square
Procedural
Know how to use blocks to build triangles that look different
Know how to explore the different arrangements of shapes using a tangram
Conditional
How many different ways can the same sized triangle be built using the shapes
Find and make a double
Declarative
Know that a double means ‘twice as many’
Know that building numbers using the pairwise pattern on a 10 frame will allow them to see the double.
Visualise from different positions and describe them
Declarative
Know that places and models can be replicated
Know that places and models can be experienced by looking at them from different positions
Procedural
Procedural
Know how to use dominoes to match the same number of dots to find a double
Know how to use their fingers to show the same number on each hand and that this can represent a double e.g. double 2 is 4
Know how to use the mathematical language ‘double’ to explain the practical representation
Conditional
Predict which container will hold more water, record the capacity of each container.
Sort and explain why some representations show a double and others do not
Even and odd
Declarative
Know that a pair is two
Know that when pairing up, there is sometimes a quantity that will have an odd one left over with no partner
Procedural
Know how to use a 10 frame to notice odd and even numbers
Know how to identify that when objects cannot make a pair there is an odd number
Know how to replicate simple constructions, models, real places and places in stories
Know how to use positional language to describe where objects are in relation to other items
Conditional
Describe where objects are in relation to each other using positional language
Conditional
Explore that happens when there is an even or odd number of socks.
Explain what they notice when numbers to 10 are represented on a 10 frame
Give instructions to build using vocabulary to describe position
Declarative
Know that objects can be built by following instructions
Know that the position of objects can be described using positional language
Procedural
Know how to give instructions to a friend to describe where they should position some objects
Know how to manipulate construction resources to make a different model using the same pieces
Conditional
Follow instructions to organise a set of objects behind a barrier in the same way as a friend
Discuss how their model could be improved using additional parts
What is the same? What is different?
Progression for Maths - Summer
Summer Build numbers beyond 10
Declarative
Know that numbers continue beyond 10
Know that numbers beyond 10 can be represented using rekenreks, cubes, 10 frames, number shapes and bead strings
Know that numbers 1-9 repeat after every full 10
Procedural
Know how to match numerals and pictorial representations for numbers 11-25
Know how to use pictorial representations to identify which number has been represented
Conditional
Which numbers have been used to fill in the numicon tower?
Explain to a friend
Continue counting patterns beyond 10
Declarative
Know that as you count on the numbers get bigger
Know that as you count backwards the numbers get smaller
Know that representations can be used to support when counting
Know that numbers are arranged in a specific order
Procedural
Know how to count on from different starting points
Know how to arrange numbers in order
Know how to find numbers on number tracks and 100 squares
Conditional
Count on during a board game
Verbal counting beyond 20
Declarative
Know that the order of numbers when counting does not change
Know that numbers go beyond 20
Know that the class can be counted to find out how many children are in school
Procedural
Know how to count in sequence beyond 20
Conditional
Ask the children what is the biggest number they can count up to Verbal counting patterns
Declarative
Know that the order of numbers when counting does not change
Know that when counting forwards, each number said is 1 more than the previous number
Know that patterns occur when counting verbally
Procedural
Know how to identify the patterns that occur when counting verbally
Know how to discuss the patterns that occur when counting verbally
Know how to discuss the pattern that occurs when counting to 20 and beyond
Conditional
Explain to a friend the patterns that occur when counting verbally
Explore and compare length and height
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
Know that mathematical vocabulary can be used to compare the length and height of objects such as ‘longer’, ‘shorter’, ‘taller’, ‘wider’ and ‘narrower’
Procedural
Know how to make indirect comparisons using objects such as blocks or cubes to measure items
Know how to use mathematical language to support their comparisons of height
Know how to use a selection of measuring items to explore the length and height of objects
Know how to cut ribbon to show long and short
Conditional
Construct a bridge for the cars, considering how long, how wide and how high the bridge needs to be
Identify units of repeating patterns, create and explore own pattern rules
Declarative
Know that patterns can occur by using different classroom resources such as Cuisenaire rods, pattern blocks and construction blocks
Know that pattens can be continued
Know that a staircase pattern can be built using Cuisenaire rods
Procedural
Know how to explore the relationships between numbers and shapes
Know how to copy, continue and create a range of repeating patterns and symmetrical constructions
Know how to explore the different relationships between the construction blocks
Conditional
Tell a friend about the relationship they have found with the resources. Explain the pattern
Add more
Find how many were added
Declarative
Know that the quantity of a group can change by adding more
Know that the first, then, now structure can be used to create mathematical stories in meaningful contexts
Know that number stories can be represented on 10 frames, number tracks and fingers
Know that items may need to be recounted when more have been added
Procedural
Know how to show two more than a given number using their fingers
Know how to solve simple maths stories using counting on Know how to find how many were added during a maths story
Conditional
Solve mathematical stories using a 10 frame
Compose and decompose shapes
Declarative
Know that shapes can be combined and separated to make new shapes
Know that shapes can be combined to make new shapes
Know that there is more than one way of making a shape using other shapes
Know that a set of shapes can be combined in different ways
Know that shapes can separated to make new shapes
Procedural
Know how to fit shapes together and break shapes apart and notice the new shapes that have been made
Know how to combine two decomposed shapes to create a new one
Know how to use a tangram to create new shapes
Conditional
Make as many shapes as you can using the blocks8 Copy 2-D shape pictures
Declarative
Know that shapes can be manipulated and rotated to create pictures
Know that shapes need to be rotated and selected to fill missing spaces
Know that arrangements of shapes can be copied and matched
Procedural
Know how to describe where shapes are in relation to each other
Know how to select shapes to create picture boards or tangram outlines
Conditional
Explain why a different shape would not fit in the gap
Take away
Find how many were taken away
Declarative
Know that the quantity of a group can change by taking away
Know that the first, then, now structure can be used to create mathematical stories in meaningful contexts
Know that the items need to be counted at the start, the correct item taken away and then subitise or count to see how many are left
Know that number stories can be represented using 10 frame, number tracks and their fingers
Procedural
Know how to show one less than a given number using their fingers
Know how to solve simple maths stories by taking away
Know how to find how many were taken away during a maths story
Know how to physically remove items to complete a maths story
Conditional
Solve mathematical stories using a 10 frame
Find 2-D shapes within 3-D shapes
Declarative
Know that 3-D shapes contain 2D shapes within them
Know that 3D shapes can be used to print pictures of 2-D shapes
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 find 2-D shapes within 3-D shape
Know how to use 3-D shapes to build
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’
Know how to discuss the properties of different shapes
Conditional
Using real life examples of 3-D shapes, explain the properties of the shapes and discuss what other items contain similar shapes
Talk about time and order and sequence time
Declarative
Know that events can be sequenced as they happen throughout the day
Know that language such as ‘now’, ‘before’, ‘later’, ‘soon’, ‘after’, ‘then’ and ‘next are used to describe when events happen
Know that some events take a longer time to occur than others, such as growing vegetables
Procedural
Know how to use vocabulary such as ‘yesterday’, ‘today’ and ‘tomorrow’ to describe when events happen
Know how to discuss the significant events in their life and when they will be happening
Know how to discuss the key events that have happened in their school life this year
Conditional
How many tasks can you complete in one minute?
Sharing and grouping
Declarative
Know that items can be shared into equal groups
Know that sometimes there are items left over when sharing has happened
Know that items can be shared into equal groups
Procedural
Know how to check that items have been shared equally
Know how to recognise and share three equal groups
Know how to resolve the issue when items are left over after sharing
Know how to share items equally
Know how to arrange items in groups of 2/3
Know how to share 12 items into equal groups
Conditional
Make groups using the small world animals.
Can they make groups of 2?
What happens if they make groups of 3?
Can they make more groups of 2 or more groups of 3?
Explore and represent maps
Declarative
Know that maps and plans can be used to see where things are in relation to other things
Know that the features on maps can be discussed
Know that maps can be explored and used to find a place/ item
Procedural
Know how to represent buildings on a map
Know how to represent a map using the resources in the classroom
Conditional
Follow a map to find a place/ item
Create own maps from familiar places and from story situations
Declarative
Know that maps can be created from familiar places and story situations
Know that the features of maps can be discussed
Know that maps can be used to find items/ places
Procedural
Know how to create and build their own map with places that are important to them
Know how to draw a map of their journey to school
Conditional
Use a map of an obstacle course to build an obstacle course, checking where things need to be in relation to others
Progression for Understanding the World
Past and present (UtW ELG)
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.
Know that we change from a baby to a toddler, child and adult
Know that we can do things now that we could not do as a baby
Compare toys from now and the past.
Know that play with different toys than their parents and grandparents did.
Use the language of time when talking about past and present events in their own lives and in the lives of others.
Know that animals change from birth.
Know that vets are people who help our pets and farm animals.
Represent own day on a simple timeline.
Know that minibeasts change through their life cycle.
Understand changes in the environment e.g. seasons and in the clothes that are worn at different times of the year.
Use photographs and stories to retell events from a holiday in a story.
Use photographs to retell events from our own holiday.
Recount an event that has happened, e.g. a holiday or visit
Compare holidays now and in the past.
Order experiences that have happened to them and in stories they have read.
Progression for Understanding the World
People, culture and community (UtW ELG)
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, non-fiction texts and (when appropriate) maps.
Know that they live in Newton
Know different landmarks in the local area
Know that there are different types of houses and which type they live in
Follow a simple map using landmarks (classroom and local area)
Create a 3D map and communicate the route using positional language.
Know that animals live in different habitats
Rainforest (Monkey puzzle) – hot places
Arctic/Antarctic – cold places
Know that the globe is a model of our world.
Know that places located at the poles are cold.
Recognise some environments that are different from the one in which they live
Recognise some map symbols.
Create own maps, linked to stories.
Recognise some environments that are different from the one in which they live
Know that we can travel to different places by different methods of transport
Identify the key features of a coastal region
Know that most people go on holiday in the summer.
Recognise some similarities and differences between life in this country and life in other countries
Programme Beebots to move between places on a map grid.
Create own maps, linked to stories.
Begin to use simple symbols on maps to show features.
Name the people who help us (real superheroes) and how they help us
What makes people special?
Name the special people in their house/family
Know how to be a kind friend
Know that Christians believe that God created the world and everything in it
What is Christmas?
Recall key events from the Christmas story.
Know that Christians give gifts now like the Wise Men did for baby Jesus.
How to people celebrate?
Know that new year is celebrated in different ways
Recall some of the events in the Chinese New Year, Persian New Year and Holi
What is Easter?
Identify signs of Spring and new life.
Know that eggs are a sign of new life.
Recall the key events of the Easter story.
What can we learn from stories?
Discuss the message of kindness in the stories from different cultures. What makes places special?
Know that there are different places of worship for different religions.
Compare different places of worship in our local area (synagogue, mosque, church, temple)
Know what makes each place special.
Progression for Understanding the World
Natural World (UtW ELG)
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
Understand the human life cycle
Explore the seasons. Understand that it is autumn and relate to trees, weather and animals
Make a record of the seasons and weather.
Know that water freezes into ice and ice melts to water.
Understand the animal life cycle
Revisit the seasons. Understand that it is winter and relate to trees, weather and animals, including hibernation.
Name and describe some animal habitats and who lives in them.
Explore what animals need to survive and how that changes depending on the environment they live in.
To know what minibeasts are and give examples
Use microscopes to observe and describe minibeasts
To know where minibeasts can be found
To observe minibeasts in a bug hotel and wormery
Understand the lifecycle of a ladybird and bee
Know how bees help us
Revisit the seasons. Understand that it is spring and relate to trees, weather and animals.
Know that plants grow from seeds and that they need water, air and sunlight
Grow plants and care for them. Observe changes
Know that there are different types of trees with different leaves
Many trees change in different seasons – leaves change colour and fall
Birds build nests for their eggs
Understand the life cycle of a bird
Revisit the seasons. Understand that it is summer and relate to trees, weather and animals.
Use the microscopes to look at sand
Use different materials to make boats
Understand that some materials float and some sink.
Compare forces - push, pull, stretch, spring and bounce (pulley)
Select suitable materials to make a cape and mask.
Vocabulary for Understanding the World
Vocabulary
Last week, today, tomorrow, yesterday, a long time ago, last year, before I was born.
Timeline, day, week, first, last, them, next, days of the week – names.
Seasons – autumn, winter, spring, summer features, landmark – vocabulary naming features and landmarks
Vocabulary for direction/position:- left, right, under, besides, on top, up, down, next to, through Landscape, Google maps, world, country, England and some other countries, sea, ocean
Understand how to grip a pencil comfortably and explore making marks, creating lines and circles. Give meaning to marks made.
Observational drawing –butterflies
Understand how to create closed shapes with continuous lines and begin to use these shapes to represent objects.
Observational drawing –Daffodils
Show accuracy and care in their drawing.
.
Observational drawingSunflowers
Show accuracy and care in their drawing.
(Skill) Show different emotions in their drawing e.g. happiness, sadness. Draw with increasing complexity and detail, such as representing a face with a circle and including details.
Produce more detailed work and say what they have included. Colour
Explore colours and how colours can be changed. Identify light and dark colours.
Recognise and name colours. Create different shades of yellow by adding white
Exploring colours in nature and how they can be applied to art
Exploring shades of colour and how to make different shades.
Painting
Print paint in the style of Eric Carle
Printing
Printing with hands, feet and fingers.
Adding paint to a tile to print
Symmetrical printing
Explore different paint typeswatercolour, powder paint, acrylic, ready mix paint.
Mix paints to make new colours following instructions.
Printing with sponges and rollers, shapes.
Printing simple repeating patterns. Recognise patterns in the environment.
Explore working with paint on different surfaces and in different ways i.e. coloured, sized and shaped paper. Explore using different brush types.
Printing with natural objects e.g. leaves, pinecones
Choose a particular colour for a purpose .
Paint through inspiration, feeling, observation or imagination. Evaluate their own work and others, suggest how work can be improved.
Create using their own ideas and explain the choices.
Progression for Expressive Arts and Design
Textiles and Materials
Understanding: how different materials/textures feel and explore freely e.g. malleable, fabrics, natural.
Collage using Eric Carle as inspiration
Follow instructions to make own playdough
Understanding: to know what transient art is. Transient art will continued to be offered in continuous provision. Use simple joins when using different materials to create 3D work, e.g. Sellotape, masking tape, stick glue.
Understand the purpose of different textiles/materials. e.g. winter clothing.
Create work to celebrate special days e.g. decorations (paper chains, bunting) for lunar new year, Valentine's Day.
Junk modelling with different materials. Junk modelling will continue to be offered in continuous provision.
Making own props/ puppets to retell a story. Folding techniques e.g. fans, aeroplanes, books. Choosing materials for effect e.g. feather headdress.
Weaving (natural and manmade materials)
Sewing using a pre-running stitch with natural resources.
Natural art in the style of Chris Kenny
Select tools and techniques needed to assemble and join materials they are using for a specific reason.
Cutting skills
Using one-handed tools and equipment, for example, making snips in paper with scissors.
Being Imaginative
Use scissors to cut in a straight line.
Take part in simple, pretend play often based on familiar experiences, e.g. making dinner. Uses available resources to create props or creates imaginary ones to support play. Develop storylines through small-world or role-play.
Use scissors to cut curved lines. Use scissors to cut shapes. Use scissors independently. Use scissors for a particular purpose when combining different media and materials.
Retell parts of familiar stories through use of puppets, toys, masks or small-world. Create more complex narratives in their pretend play, building on the contributions of their peers.
Invent, adapt and recount narratives and stories with peers and their teacher. Creates representations of both imaginary and real-life ideas, events, people and objects. Uses combinations of art forms, e.g. moving and singing, making and dramatic play, drawing and talking, constructing and mapping
Progression for Expressive Arts and Design
Eric Carle
The images are brightly coloured
Drawing
Observing means looking carefully at an image or object
Draw lightly first
Painting
We can make other colours by mixing
Collage
Collage involves using different medium e.g. tissue
Final piece- Monkey Puzzle collage in the style of Eric Carle
Vincent Van Gogh
Sunflowers is a famous painting
Van Gogh used oil paint to create his images
Drawing
A sunflower has a stem, leaves and a flower
The seeds of the flower are in the centre
The seeds grow new plant
Observing means looking at the image and the paper
Draw lightly at first
Printing
A tile is made first
Printing ink is added with a roller
The tile is turned over and pressed onto paper
Chris Kenny
Artwork using natural materials of twigs
Drawing
Observing means looking at the image and the paper
Draw lightly at first
Sculpture
Twigs can be attached with string
Details can be added using glue
Final piece- twig superhero
Progression for Expressive Arts and Design
Listen and Respond
Explore and Create
Singing
Share and Perform
To know an increasing number of nursery rhymes
To know the stories of some of the nursery rhymes.
To know that the words of songs can tell stories and paint pictures.
To know that songs have sections.
To know that a performance is sharing music.
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
To know an increasing number of nursery rhymes
To know the stories of some of the nursery rhymes.
To know that we can move with the pulse of the music.
To know the sounds different instruments, make and the actions needed to make the instrument make different sounds
To know what a steady beat is and how to keep it going over time.
To know how to sing a song and keep a beat.
To know twenty nursery rhymes off by heart.
To know the stories of some of the nursery rhymes.
To know how the voice can be changed to match the pitch of the song being sung.
To know a song has melody and how to use our voice to sing along
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
Songs about me
Songs about nature
Songs about journeys
Progression for Expressive Arts and Design
Hibernation boxes
Shelters need to be waterproof, sturdy and dry.
Ideas can be developed further
Threading cards
Celebration cards to include a design which can be threaded
Rainbow salad
Ingredients can be measured and weighed with non-standard measurements
Cut into smaller pieces
It is important to stay safe whilst cooking
Bird feeder/houses
Birds need food
Models are designed, built, reviewed and adapted to fit a purpose.
Ideas can be shared and used to inform design
Models can be adapted and improved
Boats
Models are designed, built, reviewed and adapted to fit a purpose.
Ideas can be shared and used to inform design
Models can be adapted and improved
Bookmarks
A running stich is achieved by going over and under
A running stich can join two pieces of material together
Disciplinary knowledge
Explore, use and refine a variety of artistic effects to express their ideas and feelings.
Return to and build on their previous learning, refining ideas and developing their ability to represent them.
Create collaboratively sharing ideas, resources and skills.
Explore, use and refine a variety of artistic effects to express their ideas and feelings.
Return to and build on their previous learning, refining ideas and developing their ability to represent them.
Create collaboratively sharing ideas, resources and skills.
Explore, use and refine a variety of artistic effects to express their ideas and feelings.
Return to and build on their previous learning, refining ideas and developing their ability to represent them.
Create collaboratively sharing ideas, resources and skills.
