Chatham Nursery School 2020-2021

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Chatham Nursery School 2020-2021
                This document sets out intended learning experiences by term. It is designed to support practitioner’s planning and
                will be adapted flexibly to meet the needs, stages and interests of the children through short-term planning.

                   Autumn 1            Autumn 2             Spring 1            Spring 2             Summer 1             Summer 2
Predictable &   New friends          Celebrations-        Toys              Pancake Day           Summer              Summer
Seasonal        Families             colour/light/sound   Chinese New       Easter                Living things       Holidays-Days out
Interests       Celebrations-        Winter               Year              World Book Day        Farm animals        Wild animals
                colour/light/sound   Weather              Animals           Traditional tales     Acorn Farm visit    New schools transition
                Diwali               Bonfire Night        China town Trip   Giants                Life cycles         Jungle/Safari
                Harvest              Christmas            Allotment         Rice Lane Farm trip   Decay               Knowsley Safari Park
                Black history        Greenacres Farm                        New life- Eggs-       Bug hunt
                month                Recycling/Craft                        Chick hatching        Allotment
                All about me and     day                                    (St.Hugh’s)           Environmental Day
                my family            Bookworms                                                    Staying Healthy
                Nursery Rhymes       Theatre                                                      Spring
                Autumn               Library Launch                                               Growing
                Calderstones Park    Space                                                        New life
                Trip                                                                              EID

    Strand                                                Intended Sequence of Learning
                                                     Communication and Language
Language for    Commenting on their        Talking about what is   Expressing ideas and    Relating stories to their   Use language in role to     Children will have lots of
                own activity               happening now and       recounting a past       own experiences             recreate roles and          opportunities to talk about
Thinking        Follow instructions        next                    event in order          Making predictions          experiences and the lives   their own journeys and
                during play                Using talk in pretend                           about endings and giving    of other people             experiences.
                Discussing likes and       play to say what is                             suggestions
                dislikes                   happening                                       Talking about feelings
                                           Develop an                                      of story characters
                                           understanding of                                Developing an
                                           simple questions                                understanding of
                                                                                           questions how, when,
                                                                                           where, why.

Social          Seeking out others to      Using a variety of      Using talk to resolve   Express likes and           Use language to act out     Gain confidence to
                share experiences          questions – what,       disagreements           dislikes clearly and give   an imaginary role with      communicate with a range
Communication   Expressing own             where, who?             Planning activities     reasons why they think      other children              of adults and children.
& Narrative     interests                  Keeping play going by   with others             this                        Begin to use language       We will be developing our
                Using simple language      responding to what      Taking turns in         Begin to incorporate a      influenced by books in      listening skills and gaining
                of feelings                others say.             conversation            storyline into their        their own play              an understanding of how
                Holding conversations      Initiating              Giving a coherent       pretend play                                            and why questions
                about themselves and       conversations with      account of a story or
                their family               others. We will be      past event, retelling
                Communicate own needs      joining in rhymes and   in the correct order
                Initially this term we     stories and talking     and providing details
                will be raising            about the main parts    Talk about own
                confidence to speak in a   of the story.           drawings and work
                small family group,                                to others
                building up our
                vocabulary and above all
                settling into Nursery
                and communicating with
                other children. We will
                be introducing our news
                time, talking about our
                homes and our families.
Semantics        Vocabulary of              Language of movement     Naming animals and     Vocabulary of new life    Names of trees                Appreciating that there
                 classroom and routines     – gallop, slither,       their sounds           and chick hatching –      Vocabulary of growth and      are others languages
(words and       – leader, register         strong, gentle           Adjectives to          pipping, hatching,        planning – seed, sow, root,   Vocabulary of travel –
their meaning)   Language of feelings       Names of planets         describe animals       brooder                   stem, leaf, bud               passport, map, route,
                 and emotions – sad,        Vocabulary of space      Collective nouns for                             Names of animals and          destination
                 happy, cross               exploration- shuttle,    groups of animals.                               their young                   Vocabulary of transport
                 Language of quantity –     rocket, blast off,                                                                                      Floating and sinking
                 more and less              zoom, voyage,
                                            discovery, space
                                            station,
                                            astronaut
Syntax and       Speaking in simple         Link ideas together      Developing             Linking sentences using   Understanding what            Understanding sentences
                 sentences                  using connectives and    comparatives bigger,   because                   where and why questions       containing either and or
morphology       Understanding who          but                      longer, smaller        Understanding             in relation to stories        Developing understanding
(grammar)        what where in simple       Understanding            Developing the         opposites: wet/dry        Understanding same and        of the word when
                 questions                  pronouns his and her     meaning of why                                   different
                 Using word endings e.g.    Understanding first
                 plural – cats.             and last
                 Understanding many         Understanding long
                 and few                    and short
Personal         Settling children in       Reflecting on            Looking after the:     Showing sensitivity and   Show care and concern         Understanding that
                 Separating from main       experiences and          environment            respecting others         for others – plants,          different is not better or
Social &         carer                      relate one experience    Bring pictures of                                caterpillars, butterflies,    worse
Emotional        Rules and Routines         to another               pets from home.        Showing care for other    tadpoles                      Respect of different
                 Modelling play and         Taking part in small                            living things in the                                    cultures around the World.
                 behaviour                  and large group          Developing social      environment               Showing care for other        Exploring different
                 Building on children’s     activities and           skills such as                                   living things in the          cultures and religions.
                 independence and           celebrations             working together       Seeing things from a      environment                   Tasting different foods
                 confidence – selecting     Forming positive         and helping others.    different point of view                                 and expressing opinions
                 resources.                 relationships with       We will be                                                                     That people speak
                 Encourage to choose        adults and peers –       developing a                                                                   different languages
                 another child to play      cooperating, sharing,    knowledge of how to
                 with.                      turn taking and making   care for ourselves
                 Children’s names           attachments.             and our pets – how
                 Expressing emotions.       We will be focusing on   to be a good pet
                 Class Rules                being kind towards our   owner.
                 Asking an adult for help   friends, initiating
                                            conversations, forming   Some people
                 Discerning differences     good friendships and     communicate in
                 and similarities           speaking about our       different ways e.g.
                 between people’s lives     own needs, wants,
interests and opinions   Braille and Signing
                                             and beginning to         (Time to Sign)
                                             accept the need of
                                             others to take turns,
                                             share and keeping play
                                             going by responding to
                                             others
Moral &            Strategies for coping     Strategies for coping    Understand the          Understanding of the       Knowing that their rights    Considering the
                   with frustration and      with frustration and     difference between      difference between         will be respected but that   consequences of words and
Spiritual          making mistakes           making mistakes          fair and unfair         right and wrong.           others also have a right     actions for self and others
                   Knowing that they are     Knowledge of             through discussion                                 to be respected              Understanding of what
                   valued as part of the     Christmas story          and modelling                                      Understanding that           makes them special and
                   class                                                                                                 people have different        unique
                   Knowledge that there                                                                                  needs
                   are different religions                                                                               The wonder and beauty of
                   e.g. Hinduism                                                                                         the outdoors, new life and
                   The story of Rama and                                                                                 growth.
                   Sita
Gross Motor        Jumping off an object     Respond to physical       Travel around,         Travel around, under,      Responding to                Responding to instructions
                   and landing safely        challenges               under, over and         over and through           instructions when moving     when moving physically
   •   Jumping
                   Awareness of space in     stop/go games            through equipment       equipment                  physically                   Combine a sequence of
   •   Running
                   relation to self and      Obstacle courses to      Move forwards,          Move forwards,             Combine a sequence of        movements
   •   Climbing    others                    travel along             backways, sideways      backways, sideways         movements                    Catching balls
   •   Balancing   Big movements moving      Movements based in       Moving like animals –   Throwing at a target       Catching beanbags            Skipping
   •   Lifting     to small movements.       vehicles                 crawling, skipping,     Pulling and pushing        Moving like minibeasts –
   •   Pulling     Travelling in different   Follow my leader         hopping, slithering     Building dens and tents    changes of speed and
   •   Skipping    ways, pathways,           Action songs             Dancing like animals-                              direction
   •   Hopping     direction and at height   Tyres                    Dragon Dance
   •   Throwing    Pedalling bikes           Moving like a firework
                   Jumping                   and rocket – running,
   •   Catching
                   Running                   changing direction
                   Ribbon dances             Fast/slow games
                   Moving bodies in
                   different ways
Fine Motor         Using jugs to pour        Safe use of scissors     Use of scissors to      Garden activities          Construction kits for        Cutting around a shape with
                   drinks                    to cut fringe in paper   cut through paper       involving digging, tubs,   vehicles                     scissors
   •   Squeezing
                   Use of funnels, water     Drawing circles and      from one side to the    forks                      Making emergency             Writing letter shapes as
   •   Threading
                   wheels and pumps          lines                    other                   Scissors: cutting          vehicles with woodwork       modelled S,A,T,P,I,N
   •   Rolling     Introduction to           Safe use of scissors     Zig zag patters with    through paper, straws      Moving paper as they cut     Hold a pencil correctly
   •   Cutting     playdough Dough disco     Holding scissors         writing tools           and card.                  around a shape with
   •   Spreading   Jigsaws                   correctly                                                                   scissors
•   Grasping    Threading leaves on        We will be starting to                                Clockwise and             Writing movements-
  •   Clenching   wire                       give meanings to the                                  anticlockwise, up and     robots arm, long ladder,
  •   Pinching    Making divas by            marks that we make                                    down movements with       curly caterpillar
                  manipulating clay          through our Christmas                                 mark making implements
  •   Hammering
                  Safe use of scissors       news mark making. We
                  Holding scissors           will practise finding
                  correctly                  our names and
                                             recognise familiar
                                             signs and logos too.
Health            Introduction to            Safety during                Food groups –            Discuss the changes       The importance of          Talk about the importance
                  independent snack          exercise                     Talk about healthy       that happen to their      keeping hydrated in        of keeping healthy and the
Bodily            Hand washing               Knowing own physical         and unhealthy foods      bodies as they exercise   summer                     things that contribute to
Awareness         Clearing up after snack    limitations                  The children will be     Risk assessment           The children need for      this:
Self-care         Toilet rules               Clothing appropriate         enjoying music from      outdoors                  shade on a hot day         Diet
                  Finding own coat and       for cold weather and         around the world,        Use of gloves and safe                               Sleep
                  belongings                 different weather            continuing to enjoy      use of tools when                                    Exercise
                  Attempt own coat,          types                        movement and             working outdoors                                     Keeping safe in the sun
                  shoes, wellies             Nose blowing – catch         developing
                  Healthy and unhealthy      it, bin it, kill it. (nose   awareness of
                  food                       blowing station)             dancing from around
                  Nose blowing – catch it,                                the world.
                  bin it, kill it. (nose
                  blowing station)
Handwriting       Exposure to different      Large shoulder               Dancing in response      Painting with more        Anticlockwise movements    To hold a pencil effectively
                  textures                   movements – ribbons          to animal movements      detail                    and retracing vertical     Forming letters correctly
                  Finger rhymes for          fixed to sticks              Development of           Outdoor painting          lines with writing         as they are taught –
                  dexterity & puppets        Throwing                     positional and spatial   Using elastic bands and   implements                 s,a,t,p,I,n…
                  Manipulating objects       Batting suspended            language – top,          other means of building   Bean Diary
                  with increasing control    balls                        bottom, across           dens and fixing and
                  –                          Patterns in snow foam                                 joining
                  Playing instruments        Naming their work
                  Cutting                    Signing in for snack /
                  Pouring into small cups    registration
                  Naming their work
                  Building a stable tower
                  with blocks
Reading           Recognise own name in      Recognise own name in        Recognise own name       Recognise own name in     Recognise own name in      Recognise own name in print
                  print                      print                        in print                 print                     print                      Recognise the letters of
  •   Rhyme
                  Sharing favourite books    Knowing that print           Choosing books for       Relate a story to their   Know that print is read    their own name in different
  •   Fiction
                  Singing favourite          carries meaning              themselves and           own experiences           left to right, top to      contexts
                  nursery rhymes                                                                                             bottom in English
•   Non-      Handling books            Using pictures to         talking about            Talk about the plot of a   Innovating stories by        Recognise some words of
      fiction   carefully                 retell a story they       reasons why              story and main             changing the ending          personal significance –
                Behaving as a reader      know well                 Differentiating          characters                 Print in the environment –   mum, dad
  •   Poems
                Naming story              Discussing story          between print and        Understanding of the       Ambulance, police            Read simple regular CVC
                characters                characters and saying     pictures                 language of traditional    Putting three sounds         words with the letters they
                Know the terms title      an opinion                Understanding that       stories “Once upon a       together and saying the      have been taught
                and author                Behaving as a reader      stories have a           time”                      word (robot sound talk)      Print in the environment-
                Listen to stories in a    by turning pages and      beginning middle and     Making comparisons         Recognising Logos            car badges, number plates,
                small group               reading from front to     ending                   between different                                       writing on planes and boats
                Identifying and naming    back                      Making animal noises     stories
                different sounds in       Know the terms title      with their voices        Make up silly words
                third environment         and author                Identifying animal       beginning with the same
                                          Awareness of print in     noises                   letter
                                          the environment –                                  Making up own stories
                                          signs, labels around      The children will be     Looking at Traditional
                                          school                    joining in with          Fairy tales, such as
                                          Making different          popular rhymes,          Jack and the Beanstalk,
                                          vocal sounds – alarm      reading patterned        Little Red Riding Hood
                                          clock, car, phone         stories and talking      etc. Children will be
                                          ringing                   about the                encouraged to act out
                                                                    characters and           the tales during role
                                                                    setting. They will be    play, describe the
                                                                    looking at               characters and learn a
                                                                    information books        love of children’s
                                                                    and finding out          literature.
                                                                    interesting facts.
Mark-Making     Awareness of the          Giving meaning to the     Recognising initial      Write own name from        Writing individual letters   Knowing that words remain
                difference between        marks they make           letter of their name     memory                     and numbers in their         constant and can be read
  •   Drawing
                drawing and writing       Use the same mark to      and the sound it         Signing up for snack and   writing – tally charts,      back
  •   Writing
                Awareness of              represent something –     makes                    activities                 surveys                      Write simple regular CVC
                opportunities to make     e.g. a family member      Collections of items     Writing in mud outdoors    Write own name from          words with the letters they
                marks around the          Enclosing a space with    beginning with initial   Names in pebbles and       memory                       have been taught
                setting – clipboards,     lines to give form e.g.   sound in name            sticks                                                  Writing own name with
                writing area, writing     a circle for a head       Different animals –      Plans and maps                                          correct letter formations
                shed, painting, foam,     Copy some letters         scale in drawing and     Write some letters to                                   from memory
                water and paint brushes   from own name             representation           communicate ideas in
                etc.                      Write in a controlled                              play.
                Distinguish between       scribble in play                                   Write names in sand
                writing and drawing in
                books
Experiment with
          marking making in play
          situations
Phonics   Environmental sounds      Instrumental sounds      Rhythm and Rhyme       Alliteration & Voice       Oral blending and           Children are encouraged to
                                    and Body percussion                             sounds                     segmenting                  begin 'blending' sounds into
                                                             Understand syllables                                                          words.. Children will be
          Recall sounds they have   Identify and name        in words               Identify initial sounds    Blend phoneme and           taught S,A,T,P,I,N.
          heard                     instruments              Match rhyming pairs    in words                   recognise whole word        Children begin to make
          Discriminate between      Loud and quiet sounds    Copy the rhythm        Reproduce the initial      Say the word and identify   (and read) words like at,
          sounds                    Start and stop           Change in tempo        sound clearly              object                      sat & pat.
          Describe sounds           Contrasts in rhythm                             Make up alliterative       Segment words into
                                    and loudness                                    phrases                    phonemes
                                    Steady beat                                     Sustain listening
                                                                                    throughout a story
                                                                                    Distinguish between
                                                                                    different vocal sounds
                                                                                    Recognise own and
                                                                                    other voices
                                                                                    Character voices
                                                                                    Use vocabulary to
                                                                                    describe
Number    Encouraging use of        Reciting numbers         Count a number of      Count a number of          Recognising numbers 1-10    Order numbers across the
          number language in play   forwards and             objects that they      objects that they can      Selecting numeral to        10 boundary (e.g. 8 to 11)
          Joining in with number    backwards to 10 as a     can move to check      move to check              represent 1-9 objects       Recognise, say and identify
          rhymes and songs          rocket countdown         Count forwards and     Count forwards and         Count forwards and          numerals 0 to 9 and beyond
          Counting objects 1:1      Recognise some           backwards within       backwards within the       backwards within the        Say the numbers that come
          when arranged in a line   numbers of personal      the number             number sequence 1 to 10    number sequence 1 to 10     before and after a given
          Reciting number names     significance             sequence 1 to 10       Recognise, say and         Use zero and the numeral    number within the number
          to 5                      Count forwards and       Recognise, say and     identify numerals 1 to 9   to represent it             sequence 1 to 20
          se some number names      backwards within the     identify numerals 1    Order numbers in the       Begin to use the ordinal    Recognise and continue
          and number language       number sequence 1 to     to 9                   range 1 to 9               language of ‘first’,        patterns linked to number
          accurately                5                        Order numbers in       Say the number that        ‘second’ and ‘third’ in     Begin to use the ordinal
          Offer comments or ask     Order numbers in the     the range 1 to 9       comes after a given        practical contexts          language of ‘first’, ‘second’
          questions about           range 1 to 5             Say the number that    number within the                                      and ‘third’ in practical
          numbers, demonstrating    Recognise, say and       comes after a given    number sequence 1 to 10                                contexts
          their curiosity           identify numerals 1 to   number within the
          Say some number names     5                        number sequence 1
          in sequence                                        to 10
          Show an awareness of
          numbers in their
          environment
Recognise and continue
                    repeating patterns
Counting &          Show awareness of one-      Appreciate that          Represent numbers      Represent numbers up       Count reliably any           Find the total number of
                    to-one correspondence       numbers can identify     up to ten, using       to ten, using fingers      arrangement of up to ten     objects in two groups by
Calculation         through practical           how many objects are     fingers                Count reliably up to ten   objects                      counting all of them
                    everyday experience         in a set                 Count reliably up to   objects, including those   Instantly recognise,         Introduce the empty set
                    Distinguish between         Count up to five         ten objects,           that cannot be moved       without counting, familiar   (0)
                    quantities, recognising     objects by touching      including those that   Count actions or sounds    patterns of up to six         Recognise that the number
                    when a group of objects     each object and saying   cannot be moved        Counting objects and       objects                      of objects in a set does not
                    is more than one            one number name for      Count actions or       actions that cannot be     Begin to estimate how        change if they are moved
                    Begin to make               each item                sounds                 moved                      many objects can be seen     around
                    comparisons between         Know that the last       Count out a smaller    Match and compare the      and check by counting (up    Remove objects from a
                    quantities                  number in the count      number of objects      numbers of objects in      to ten)                      small group and count how
                    Use some number             gives the total          (up to six) from a     two sets, recognising      Find one more or one less    many are left
                    language, such as ‘more’    Represent numbers up     larger group           when the sets contain      than a number from 1 to
                    and ‘a lot’                 to five, using fingers   Counting objects and   the same number of         10
                                                Recognise groups with    actions that cannot    objects                    Partition and recombine
                                                one, two or three        be moved               Move around, or            small groups of up to ten
                                                objects                  The children will be   partition and recombine    objects
                                                Match groups with the    matching numerals      small groups of up to
                                                same number of           to quantities,         four objects, and
                                                objects (one to three)   starting to record     recognise that the total
                                                                         using marks,           is still the same
                                                                         estimating and
                                                                         counting on mini
                                                                         beast hunts and
                                                                         making simple
                                                                         patterns.
Data                Sorting Autumn              Match sets that have     Compare sets by        Order objects from         Continue a simple            Sort different types of
                    treasures by colour,        the same number of       saying which has       largest to smallest        alternating pattern          transport by a common
Handling            size, shape or any other    items                    more or less                                                                   property e.g. things that
   •   Sorting      criteria                    Identify common          Sort animals by        Order objects using        Sort minibeasts by           fly
   •   Representi   Sorting by function or      properties of sets of    criteria               different criteria e.g.    properties e.g. those with
       ng           category – leaves,          objects e.g. they all    Discuss patterns on    width, length, weight      6 legs, those that           Continue a numerical
   •   Matching     conkers                     have wings               animal print                                      crawl/fly                    pattern e.g. 2 red beads, 1
                    Tidying and putting         Representing numbers     Representing                                                                   blue bead
                    things in the right place   on fingers               numbers on Chinese
                    Recording personal info                              pictogram                                                                      Take part in surveys- car
                    e.g. making a model of                                                                                                              colour, how do you come to
                    house                                                                                                                               school?
Match 1:1 e.g. one
                  biscuit per child
Shape &           Showing interest in        Observing shapes in     Discussing how          Selecting a particular      Developing mathematical      Using correct names for 2d
                  shapes by playing with     the environment         shapes are similar or   named shape                 names for 2d and 3d          and 3d shapes
Space             shapes in the              Using positional        different               Using shapes to cover       shapes                       Giving directions for a
                  environment e.g. mosaic    language                Differentiate           an area e.g. crazy paving   Exploring how shapes can     journey using directional
                  tiles, large shapes        Using blocks to         between solid and       outdoors, creating a        be altered by cutting,       language left, right,
                  outdoors, jigsaws          construct rockets and   flat shapes             pathway                     folding, turning.            forwards and backwards
                  Engaging in block play     spaceships              Developing              Develop a simple                                         Describing a simple journey
                  areas                      Talking about the       tessellation by         understanding of
                  Tidying up the             shapes of everyday      fitting 2d shapes       symmetry e.g. ladybirds
                  environment by sorting,    objects they see        together                and butterflies
                  matching items to the      Matching shapes and     Developing mental       Developing language of
                  correct group              orienting differently   maps of shapes and      capacity – more, less,
                  Sorting and                Using shapes to make    which one is needed     holds more than
                  categorising               representational        for a space             The children will be
                                             model e.g. rocket                               matching numerals to
                                             Developing mental                               quantities, starting to
                                             maps of shapes and                              record using marks,
                                             which one is needed                             estimating and counting
                                             for a given space                               on mini beast hunts and
                                             Distinguishing which                            making simple patterns.
                                             of 2 containers holds                           We will be developing
                                             more or less                                    positional language that
                                                                                             of size. The children
                                                                                             will develop a better
                                                                                             understanding of 2d and
                                                                                             3d shapes.
Measure:          Comparing heights, size,   Direct comparison       Sorting objects into    Knowing what happens        Knowing the days of the      Make direct comparison
                  lengths of pumpkins        Naming parts of the     heavy and light         on different days of        week in order                and order three items by
   •   Capacity
                  Distinguish between full   day- morning,           objects                 the week                    Using a balance to           length, weight or capacity
   •   Time
                  and empty                  afternoon, evening      Knowing the names       Using language of           compare the weights of       Using non-standard
   •   Volume     Exploring emptying and                             of the seasons in       measure to compare –        two objects                  measures e.g. string, hand
   •   Weight     filling containers                                 order                   wide, taller, longer                                     spans
                  Talk about the routine
                  of the day and
                  anticipate events

Investigation     Seasonal changes           Learn about nocturnal   Life processes –        Life cycles – growing       Life-Cycles – caterpillars   Physical - magnetic and
                                             animals                 distinguish between     and change – link to        Mini-beasts, tadpoles        non-magnetic materials
& Exploration                                Use senses to explore   living and non-living   caterpillars/chicks                                      Floating and sinking (boats)
•    Materials   Autumn treasures –         Light and Sound-          Awareness of           Show a willingness to   Materials – discriminate   Materials – investigating
   •    Life        naming, sorting            Investigate ways of       characteristics of     explore living things   between different          why certain materials are
        Processes   categorising               producing sounds e.g.     living things          Record observations     materials                  better for certain tasks
                    Exploring different        linked to fireworks       Exploring the                                  Name some materials e.g.   e.g. in context of
   •    Physical
                    textures                   Identify the source of    different types of     Exploring the natural   wood, plastic              transport.
        Processes
                    Daily weather &            sounds                    animals.               world.                  Physics -
   •    Weather     vocabulary                 Gain awareness of         Sorting animals from                           Forces and movement
   •    Seasons     Exploring senses –and      light sources             different habitats                             (vehicles)
                    purpose of body parts      Sort between light        and by a particular                            Pushing and pulling
                    Naming body parts          source and not            attribute
                    Show curiosity about       Reflection and            What do animals eat
                    their environment          shadows.                  and what do we get
                    Materials – explore        Understand that           from them e.g. milk
                    natural and manmade        sound travels             from a cow
                    materials, sort and        Understand the            Materials – that
                    classify                   concept of silence        some materials come
                                               Knowing that the sun      from animals e,g,
                                               gives us light            leather
                                               Knowing that darkness
                                               is the absence of light   We will be talking
                                               Materials- gain           about our familiar
                                               awareness of sources      world (where we live
                                               of heat e.g. candles      and natural world)
                                               Physics – name some       and particularly
                                               household appliances      looking at fossils.
                                               that use electricity      We will be making
                                               Understand dangers        fossils and taking
                                               of electricity            part in a dinosaur
                                                                         hunt.
Place               Familiarisation with       Gain awareness of         Counties around the                            Identify some buildings    Gaining awareness of new
                    layout of the new          different types of        world.                                         around Liverpool / maps    surroundings in new schools
                    setting                    weather and its           Different types of                             Maps                       and settings
                    Make observations of       effects                   food– where does it                                                       Passports and timetables
                    surroundings               Keep a daily weather      come from?                                                                Flags, currencies food and
                    Walk to school and local   chart/record                                                                                        languages.
                    park                       Suggest appropriate                                                                                 Exploring different
                    Investigating a range of   clothing                                                                                            maps/globe/Earth linked to
                    natural materials found    Follow a simple                                                                                     where our family comes
                    in the locality            direction around the                                                                                from
                    Autumn walk                school                                                                                              Road safety
Time           Routine of the day                                 Understanding the       Historical                 Use sources to gain
               Personal history – baby   Christmas story –        concept of recently/    interpretation –           information
               to toddler                sense of the past.       a long time ago         traditional tales          Eg. Gardening and life
               Family ages –             Extending                Some animals are        Difference between         cycles
               differences between       understanding of         alive and others are    fact and fiction
               babies, themselves and    yesterday/today/tom      dead.                                              .
               adults.                   orrow                    Some animals lived a
               Rama and Siita- as troy                            long time ago
               set in the past.                                   (dinosaurs)
Cultures       Talking about family      Advent and Christmas     Guide dogs for the      Different diets –          Appreciation of different    Exploring different
               life and customs          customs in different     blind –                 vegetarian foods.          jobs that people do          festivals and cultures
Families       Sharing photographs of    families                 understanding that      Different traditional      Individual liberty and       each week and how these
Diversity      family members            The joy of travel,       people communicate      stories from other         ability to make choices in   are celebrated around
               Different types of        Children will be         in different ways       cultures.                  life                         the World.
               families                  encouraged to think      e.g. braille, singing                              Mothers and babies           Dressing up in different
               Diversity in people –     about why we use         Understanding that      Children will be looking   Unique skills and talents    Clothes- School uniforms
               hair colour, eyes etc     transport and how we     some people have        at how different people    Challenging gender           Children will be studying
               Appreciation of           can benefit from         physical disabilities   celebrate, we will be      stereotypes in job roles.    Building around the world,
               different foods around    visiting a relative or   and use mobility aids   designing and making       where we have travelled      sharing their existing
               the world                 visiting another         e.g. wheelchairs.       invitations and cards on                                knowledge and developing
               Understanding of Diwali   country for example.     Appreciation of the     the computer, looking at                                their understanding of the
               Sign along as a                                    customs of Chinese      how different                                           world.
               different form of         Looking at festivals     new year                celebrations.
               communication.            and celebrations from    We will be talking
                                         other cultures the       about special times     We will also be looking
                                         children will learn to   or events for family    at building materials of
                                         appreciate that          and friends and         homes relating back to
                                         different cultures       taking part in          the three little pigs,
                                         have different           cookery tasks such      Rapunzel (tower) jack
                                         traditions. Developing   as making hot           and the bean stork
                                         a respectful attitude    chocolate and           (castle) etc.
                                         towards other            comparing to
                                         cultures and             milkshake.
                                         appreciating diversity
                                         within our community
Celebrations   Diwali – 27 October       Bonfire Night – 5th      Chinese New Year –      Health Awareness Day       Eid al Fitr – 23 May         Fathers Day – 21 June
               Children In Need          November                 25th January            Child Development Day                                   Graduation
Festivals                                Christmas party          Child development       (Dummies/Bottles/Toile
Traditions                                                        Awareness Day           t Training)
World Book Day – 5th
                                                                                           March
                                                                                           Shrove Tuesday – 25th
                                                                                           Feb
                                                                                           Mothers’ Day – 22nd
                                                                                           March
                                                                                           Easter – 12th April

Environmental   Recycling Waste Paper     Looking after animals     The diversity of       Respect for living          Learning about jobs –       Learning that vehicles
                Recycling waste at        over the winter           animal life            organisms                   Vet                         pollute
& Ecological    lunch time                Bird and squirrel         Sea life + plastic      Life cycles                Zookeeper                   Walking and clean
Understanding   Walking Wednesday-        feeders                   waste                                              Ecologist                   transport + electric
                reducing pollution        Keeping our school        Animals at risk                                    Importance of trees for     vehicles
                Care for own immediate    grounds maintained        Extinction of                                      air quality
                environment- looking      over winter               species                                            Respect for living
                after resources           Composting and            Threats to habitats                                organisms
                                          decomposition of                                                             Bug hotels
                                          leaves                                                                       Planting wild flowers for
                                                                                                                       bees and butterflies
Art             Self portraits of         Firework pictures         Describe in simple     Outdoor transient art       Creating representational   Making models to illustrate
                themselves using          (blowing/flicking paint   terms what happens     on a large scale            models                      a story or idea
  •   Colour
                different techniques      from straws)              when they mix          Describe in simple          Experiment with ways of     Choose and mix colours
  •   Pattern
                Colour mixing for         Paper aeroplanes          colours                terms what happens          joining things together     appropriately for task in
  •   Texture   Autumn                    Christmas cards           To use lines to        when they mix colours       3D models of vehicles       hand
  •   Shape     Free exploration of       Explore what happens      enclose a space and    Male 3d structures          3D collages of people who   We will be developing our
  •   Space     resources – junk          when they mix colours     give form to           Work creatively on a        help us vehicles – junk     collage skills and textures
  •   Form      modelling, accessing      Big boxes for             representation         large scale                 modelling                   while studying famous
  •   Line      resources                 imagination play –        To observe and         Begin to draw from          Tyre paintings/rubbings     artists. Maybe even finding
  •   Tone      independently and         building                  comment on pattern     memory                      Painting with wheels/cars   local artists to come and
                safely.                   rockets/spaceships        used by artists        We will be using various    Mix darker or lighter       talk to the pupils.
                Rangoli patterns –        Recognise different       Make 3d structures     construction materials,     shades of a colour
                inside and outside        materials                 Explore different      beginning to be
                Draw freely using a       To develop spatial        ways of fitting,       interested in and           We will be constructing
                wide range of mark        awareness on the page     overlapping, joining   describe the texture of     3D models out of junk,
                making implements         Describing the            materials              things and realising that   making caves, towers,
                Explore what happens      texture of things         Explore enclosures     tools can be used for a     space ships, animals.
                when they mix colours     Create a collage by       using blocks to        purpose. We will also
                Explore a variety of 2d   tearing and gluing        create spaces          be looking at mixing
                and 3d creative           materials                 Differentiate marks    colours, taking part in
                materials e.g. paint,     Use different printing    on paper               dancing and singing
                junk modelling            techniques                                       activities
Describe the texture      Experiment with using      The children will be
              of things in their        blocks to create           exploring colours
              environment               stacks and lines           through colour
              Create a collage by       Make zigzags and           mixing for
              cutting and gluing        curves with media          camouflaging,
              materials                 The children will be       continue their
              Explore block play        explore their own          exploration of
              Make marks with a         style and uniqueness       textures.
              range of media            inspired by the text
                                        ‘The Dot’ creating a
                                        variety of art work
                                        using all different
                                        types of media. We
                                        will be creating lots of
                                        opportunities in our
                                        role play areas

Music         Join in with music        Exposure to different      Talk about how         Repeat and perform a        Listen attentively to live   Crating sound pictures
              making, singing and       types of music – jazz,     music affects them     simple melodic line using   music                        representing
              moving to music           orchestral rap             – different musical    voice sounds                Explore how instruments          •    Pitch
              Change in sounds –        Dynamics – loud/soft       moods                  Explore how the voice       are played e.g. blown,           •    Texture/timbre
              loud/quiet                Change in tempo –          Respond to music       can represent sounds        plucked, tapped.                 •    Duration
              Name different musical    fast/slow                  through forms of       Use music to represent
              instruments               Use their bodies as a      expression e.g.        events in a story
              Have a favourite          percussive instrument      dance and painting     The children will be
              nursery rhyme             Tap out a rhythmic         Use their voices and   enjoying music from
              Introduction to songs     sequence using body        body percussion to     around the world,
              of the routine of the     percussion                 represent animals      continuing to enjoy
              day.                      Perform songs for an                              movement and
                                        audience as part of                               developing awareness of
                                        the nativity.                                     dancing from around
                                        Sing a few familiar                               the world.
                                        songs

Imagination   Develop representation    Understand they can        Dance and movement     Use of resources and        Play cooperatively to act    Dressing up in their new
              in their play             use one object for         to different ways      props                       out a narrative              school uniforms
              Use representation as a   another e.g. a ruler       animals move           Enjoying stories based      Appreciate the               Putting a sequence of
              means of communicating    for a spoon                Identifying animal     on themselves and           difference between           movements together to
              Play alongside others     Engage in sequenced        sounds.                people they know well       reality and fantasy          respond to experiences
              engaged in the same       role play e.g. making a
              theme
Take on a role e.g. be a    cup of tea / going to     Imitating animal       Using their voices to                                   Talk about personal
                   baby/mother                 the shop                  movements- Chinese     depict different                                        intentions and what they
                                                                         dragon                 characters                                              are/were trying to do

British Values:    Class rules – rule of law   Encourage group           Work on emotions,      Easter- Christian           Celebrate our natural
                   Books to show positive      choice and discussion     turn, taking           tradition                   world and how we can look
                   images of gender,           about choices and                                                            after it.
   •   Democracy   abilities and cultures.     maybe voting on           Chinese New Year –     From traditional tales      Be part of the wider
   •   Rule of     Different books in          things,                   celebrating            the children will be        community fund raiser
       Law         different languages.                                  different cultures     learning about safety       for charities.
   •   Liberty     Familiar books such as      Understand manners        Look at art, dance,    and excellent moral
   •   Respect     the Gruffalo that           and politeness and how    music and how it       values that arise from      EID- celebrating Eid as a
                   children can recognise      to be fair.               forms part of          the tales, such as not      Muslim festival; trying
   •   Tolerance
                   even if in another          Multi-cultural items to   everyday lives of      talking to strangers, not   different foods and
                   language.                   be added to the role      people in the world.   going into stranger’s       traditions
                   Collecting food for         play different ways of                           homes and not taking
                   charity                     eating, dressing          Learning about         other people’s
                   Learning that some are      Advent & Christmas –      different countries,   belongings
                   less fortunate than         Christian tradition       foods and languages
                   ourselves                   Tasting foods from
                   Traditional stories         around the world.
                   from around the world.
                   Diwali - celebrating
                   Diwali as a Hindu
                   festival; trying
                   different foods
                   Ensure all children have
                   a voice to be heard all
                   year
Visits Out         Visit to Calder stones      Christmas Party           China Town             Rice Lane Farm              Acorn Farm                  End of year party
                   Park                        Greenacres Farm           Pet Shop               Chicks at St. Hugh’s                                    Visit to Knowsley Safari
Visitors In        Bookworms Theatre                                                            Primary School                                          Park

External           Martin Lancaster-           Martin Lancaster-         Martin Lancaster-      Martin Lancaster-           Martin Lancaster- Sport     Martin Lancaster- Sport
                   Sport Specialist            Sport Specialist          Sport Specialist       Sport Specialist            Specialist                  Specialist
agencies           SENISS                      SENISS                    Chris- Time to sign    Chris- Time to sign         Chris- Time to sign         Chris- Time to sign
                   SALT                        SALT                      SENISS                 SENISS                      SENISS                      SENISS
                                                                         EP                     SALT                        EP                          SALT
                                                                         SALT                                               SALT
Safeguarding   Online Safety - Esafety    Road, water and           Judging what kind of    Harmful household         Legal and illegal drugs,     How to resist peer
               Resources (ongoing)        electrical safety         physical contact is     products and Medicines    their effects and risks      pressure and ask for help
               Visits to school from      Safety around the         acceptable or           Online safety – parent    and medicine.                (link to PSED) Cycling
               paramedics.                home, dangers of          unacceptable (Re-       sharing activities how    Discuss medicines with       Safety (Stay safe on your
               Germs, personal hygiene    water /swimming /         visit)                  to share with children    the children. Role play      bike) Safety out and about
               – Hygiene Heroes           baths etc. Dangers of     Pants Rule              at home (home-            the vets (PDSA to visit –    – playing out, visiting
               (ongoing)                  boiling water.                                    challenge)                discuss various medicines    friends, shopping. How to
               Judging what kind of       ICECATS – Lockdown        Cycling Safety (Use     Hazards at home           vets use)                    stay safe in the sun
               physical contact is        practiced with the        bikes outside to        Safety in the home.       ICECATS training with        Elephant’s Tea Party (Child
               acceptable or              children (hide and        model how to safely     The dangers of Hair       children. Remembrance        Bereavement UK) Road
               unacceptable – Pants       seek)                     ride a bike)            straighteners and         activities (people / pets    safety awareness,
               Rule                       Bonfire Night Fire        Dangers of riding in    boiling water. Dangers    etc.)                        awareness of road signs,
               Fire drill practiced!      awareness (including      the dark – reflective   of things around the      Right and wrong, conflict    role of a pedestrian
               Food hygiene and           visits from the local     wear.                   house – irons, sockets,   and resolution, rights and
               healthy choices            fire service)             Personal hygiene        electricity               responsibilities,
               (ongoing)                  Stranger Danger –                                 Home Safety game -        equality/inequality.
               Stranger Danger –          (knocking on              Exploring & naming      http://www.homesafety
               Strangers around us.       stranger’s houses and     emotions (ongoing).     game.com/index.htm
               Risk taking – what is      the dangers of it).       Family love and         Invite visitors to talk
               safe? Moving equipment     Children to visit         relationships.          about other cultures
               safely. Learning how to    nursing home (singing).   Different types of      and religions
               assess a risk – e.g.       Wellbeing – Dental        families. Include       Diversity - Recognising
               looking to see if anyone   health (sharing           stories around grief    the similarities /
               is in the way before       information with          & death in families.    differences we share
               jumping off equipment.     parents - dummies and     Healthy Eating and      with those who live
               (Scissor Safety)           bottles)                  physical activity       around the world.
                                          Principles of equality,   (effects on the         Facts of life and death
                                          diversity and British     body)                   – life cycles.
                                          values.
                                          Risk assessing in         Invite parents /
                                          frosty and icy            carers to share
                                          weather                   meals from across
                                          Lockdown procedure –      the globe and
                                          refer to Procedure        encourage chatter in
                                          Fire drill                many different
                                          Kitchen safety-           languages, all
                                          cookery                   representing our
                                          Safety on school trip –   multicultural and
                                          Croxteth Park             diverse society.
                                          Learning that animals     Celebrating religious
                                          can bite and we must      and cultural events
not touch (Farm       such as Diwali,
                                         animals)              Christmas and Eid.
                                                               Making Healthy
                                                               choices

Parental         Stay and Play           Christmas Craft Day   China Town Trip       Parent Partnership    Environmental Day           Knowsley safari park
                 Library launch          Greenacres Farm                            evening                Reading club after school   End of year celebration
Involvement      Book worm theatre       Parent Partnership                                                                            Parent Partnership evening
                 Calderstones Trip       Evening                                                                                       Bespoke support for
                                                                                                                                       individual children to their
                                                                                                                                       new school
Parent Liaison   New starters with all   September new         New Starters with    January new starters   New starters with all       All leavers – school report
                 staff                   starters with Key     all staff            with key persons       staff                       and meet with class
                 Returners meet key      Persons                                                                                       teacher
                 persons                                                                                                               Parent Annual
                                                                                                                                       Questionnaire
                                                                                                                                       Report feedback
Intergeneratio                                                                                                                                     Invite to our nursery

nal Partnership
Home Learning
& Projects
Assessment        Parent meeting and All   End of term data          Baseline               End of term data          Interaction audit            Leavers and returner data
                  About Me sheet           Pupil progress            assessments for new    Pupil progress meetings   revisited                    feeds into plan for new
Cycle             School baseline + ways   meetings                  starters               Vulnerable sheet          New schools invited to       school year
                  forward                  Vulnerable sheet          TROLL                  completed with            EHAT meetings for            Play Plans reviewed for
                  Early identification –   completed with            Hanan                  identified barriers to    SENDs children               transition to new schs for
                  referrals made if        identified barriers to                           learning and actions to                                leavers
                  needed eg SALT, Com      learning and actions to                          overcome these
                  Paed, SENISS.            overcome these                                   Play plans reviewed and
                  Baseline assessments     Play plans reviewed                              new targets set fpr
                  TROLL                    and new targets set                              next term
                  Hanan                    SENs plans reviewed
                  Play Plans               for complex SENs
                                           children – EHCP
                                           completed if needed
N1 assessment     Baseline for new         End of term data          Progress data Sept     End of term data          Progress data for Sept +     End of term data
                  starters                                           starters                                         Jan starters
                                                                     Baseline for Jan                                 Baseline for new starters
                                                                     starters
N2 assessment     Baseline for new         Progress data for all                            Progress data for all                                  Progress data for all
                  starters                 children after 1 term                            children after 2 terms                                 children after 3 terms
Data reporting    Language Intervention    Christmas data report     Language               Easter data report for    Language Intervention        End of year data report to
                  data to guide planning   for Spring planning       Intervention data to   Summer planning           data to guide planning for   inform SDP prioritises
                  for next term                                      guide planning for                               next term
                                                                     next term
Validation        In house baseline                                  In house + Network                               In house + Network
                  moderation                                         standardisation                                  standardisation
Accountability    Data + SEN Report to     Data scrutinised by       SDP evaluation         End of term data          SDP evaluation shared        End of term data
                  governors (end of year   LSIP and shared with      shared with Children   scrutinised by LSIP and   with Children and            scrutinised by LSIP and
                  data)                    Governors at full         and Learning           shared with Governors     Learning Committee           shared with Governors at
                                           Governors meeting.        Committee              at full Governors                                      full Governors meeting.
                                                                                            meeting.
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