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Ocean Room

Red Lines of Learning

During the course of this year the basic skills that we expect children of this age to master, so that they are ready for year one are as follow:

RE

Physical/ handwrite

Read

Write

Maths

Science

Offer praise, thanksgiving and petition prayerfully about own life 

Dressing independently; correct formation of all cursive letter

Phase 4 phonics;

Read 48 phonemes

Spell 48 graphemes

Count & group objects, read, write and order numbers to 20

Ask an ‘enquiry question’ and pursue

The attitudes and attributes that our children will be encouraged to develop this year are:

Self;  Meaning;  Ownership;  Oracy;  Wonder

Children continue their learning in phonics accessing the Pearson Phonics Bug scheme supplemented with Collins Big Cat.

Autumn 1 Curriculum

 

Pearl

RE

PSED

C&L

Literacy

Physical

Mathematics

U+W

EAD

Books / Context

Continuous Provision

Assessment

Baseline Assessment to begin

New:

“School”

Familiarity

 

 

Develop and maintain concentration and apply to strong sitting

 

Listen and do for short span during whole class activities

 

Responds to instructions involving more than two-part sequences.

 

Listen and respond to ideas expressed by others in conversation

Use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed.

 

Hears and writes initial sounds in words

 

Assess N/R red line –

I can write my name/forming cursive letters

Explores tools (pencils and scissors), objects, construction (polygon and Lego) and malleable materials (junk modelling) safely and handle with increasing control.

 

Assess N/R red line – Holding pencil/cutting straight line with scissors/Able to dress independently

Assess N/R red line – Recite numbers to 10, recognise numbers to 10/Reading, writing and ordering numbers 1 to 20.

 

Continue to learn new songs to increase their repertoire.

 

Use a pencil competently and appropriately to draw a picture

Walk around School – identifying ‘new’ areas – school hall, yard, children’s centre, library

Exploring new environment

Form letters cursively. Can write their name cursively. Can form other letters cursively (not in name)

 

Holds their pencil correctly.

 

Responds to instructions with sustained concentration

 

Lit, Phys, C&L

Starting

 

Offer praise, thanksgiving and petition prayerfully about own life

 

Explore the importance of my name.

To initiate conversations

Beginning to – ask enquiry questions

Working towards Red line (Phase 4)

Phase 2; Phonemes and corresponding graphemes: ‘s’ and ‘a’

Hears and writes initial sounds in words

 

Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed

Able to dress independently

Number red line – Reading, writing and ordering numbers 1 to 20.

 

Explores what happens when they mix colours.

 

Create simple representations of events, people and objects using appropriate colours

 

Imitates actions to music.

 

Chooses particular colours to use for a purpose.

 

 

Writes numbers to 10 & beyond Recognise a number when given randomly?

Can write name cursively.

 

RE, Lit, Maths

Self-control

 

Offer praise, thanksgiving and petition prayerfully about own life

 

God knows and loves me.

God knows my name.

 

 

Phonemes and corresponding graphemes ‘t’ and ‘p’

Hears and writes initial sounds in words

 

Segment and blend the sounds in CVC and CVCC words, knowing which letters represent some of them (Reading and writing)

 

Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed.

Able to dress independently

Number red line – Reading, writing and ordering numbers 1 to 20.

Looks closely at similarities, differences, patterns and change.

 

Burglar Bill by Allan Ahlberg

 

Blending and segmenting CVC and CVCC words orally.

 

Write words using s, a, t, p

 

Cursively form letters

 

Lit, Phys

Connection

 

Offer praise, thanksgiving and petition prayerfully about own life

 

God loves me.

 

Links statements sticks to a main theme or intention.

 

Can use talk to organise, sequence and clarify thinking, ideas, feelings and events.

Phonemes and corresponding graphemes: ‘i’ and ‘n’

Tricky word: I

 

Hears and writes initial sounds in words

Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed.

 

Begins to read words

Able to dress independently

Estimates how many objects and checks by counting

 

Finds the total number of items in two groups by counting all of them.

 

Finds one more or one less from a group of up to 5 objects, then from 10 objects.

 

Initiate actions/dance in response to music

We’re going on a bear hunt by Michael Rosen

Building dens, ‘bear hunt’ trip.

Clarify thinking, ideas and feelings and links statements.

 

Organising numbers to add correctly.

Can count and clarify answer

 

 

RE, CL, Maths

Recognition

 

Offer praise, thanksgiving and petition prayerfully about own life

 

Remember, Celebrating and responding to God who knows each one by name and loves them.

 

Asks an enquiry question

 

Listen and do for short span during whole class activities

Phonemes and corresponding graphemes: ‘m’ and ‘d’

Recap tricky word I

 

Hears and writes initial sounds in words

 

Begins to read words

 

Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed.

Able to dress independently

Uses mathematical names and language to describe 2D and 3D shapes

 

Use percussion instruments with increasing control.

I’m special, I’m me! by Ann Meek

Tuff spot: Phonic recognition

Naming – names of children, naming 2D and 3D shapes

 

Maths

Expression

Oracy & Expression

Offer praise, thanksgiving and petition prayerfully about own life

 

Explore expressions of welcomes and recognise that such expressions are used religiously as ‘signs of peace.’

Begins to demonstrate ability to negotiate and solve problems without aggression.

 

Phonemes and corresponding graphemes:  ‘g’ and ‘o’

Tricky word: and

 

Hears and writes initial sounds in words

 

Begins to read words

 

Writes a rhyming string

 

Shows an enjoyment within an increasing range of books such as fiction and poetry.

 

Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed.

Able to dress independently

 

 

Express feelings and ideas in response to music

Monkey puzzle by Julia Donaldson

Story sequencing

Can read a rhyming string and write a rhyming string.

Can identify final rhyming sound

 

Literacy

Baseline Assessment to be completed

Reveal

Oracy & Expression

Offer praise, thanksgiving and petition prayerfully about own life

 

Reveal Week 1:

Recognise that all people are recognised and in God’s family

Can explain own knowledge and understanding by asking appropriate questions of others.

 

Can describe themselves in positive terms, discussing abilities.

Asks an enquiry question and pursues it

Phonemes and corresponding graphemes:  ‘c’ and ‘k’

Recap tricky word ‘and’

 

Hears and writes initial sounds in words

 

Begins to read words

 

Writes label and captions.

 

Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed.

Able to dress independently

 

 

 

 

 

Can write a label or caption (Phase 2)

Can talk about and read sentence they have written

 

 

PSED, Literacy

Autumn 2 Curriculum

 

Pearl

RE

PSED

C&L

Literacy

Physical

Mathematics

U+W

EAD

Books / Context

Continuous Provision

Assessment

Observation

Wonder

Offer praise, thanksgiving and petition prayerfully about own life

 

Baptism: (Reveal Week 2) Looking for signs and symbols of Baptism

Attends to and takes account of what others say.

Asks an enquiry question and pursues it

 

Teach different question words discriminate between questions and an answer.

Phonemes and corresponding graphemes:  ‘ck’ and ‘e’

Recap tricky word ‘the’

 

Begins to read simple sentences

Able to dress independently

Discriminating pattern – big group to smallest possible groups.

 

Identify own mathematical problems based on own interests

Distinguishing between patterns.

 

You be you, by Linda Kranz

 

Visit to Church (Baptism)

Observational drawing

 

Distinguish

Wonder

Offer praise, thanksgiving and petition prayerfully about own life

 

Baptism: (Respond) Remember the main part of Baptism is to recognise us as children of God and welcome as family of the Church.

Demonstrate ability to comfort another child.

Can links statements and stick to a main theme or intention

Phonemes and corresponding graphemes:  ‘u’ and ‘r’

Tricky word ‘to’

Identify noun, verb

 

Begins to read simple sentences

 

 

Look at pattern and change.

 

Rainbow fish by Marcus Pfister

 

Visit to Preston Park.

Building a fire and uses of a fire

 

Favourite

Oracy & Expression

Offer praise, thanksgiving and petition prayerfully about own life

 

Judaism – Look: There are special days. What is my favourite day of the week

(Creation story – Godly play. Sabbath)

Respect: God cares for his people. Sabbath – rest day.

 

 

Phonemes and corresponding graphemes: ‘h’ and ‘b’

Tricky word; no

Begins to read simple sentences

 

Identify a noun/verb

 

Positional language

Travels with confidence and skill around, under, over and through balancing and climbing equipment

 

 

 

Charlie and Lola – Snow is my favourite and my best by Lauren Childs

 

 

Taste

Oracy & Expression

Offer praise, thanksgiving and petition prayerfully about own life

Islam – Look: Special objects – my precious object. Discover: Special objects for Muslims. Respect: Muslims’ special object

 

 

Phonemes and corresponding graphemes:  ‘f’ and ‘ff’

Tricky word; go

Begins to read simple sentences

 

Verb/position/noun sentence building

Writes captions

 

Data Collection – my favourite…

 

Records using mars that they can explain and interpret

 

Begins to identify own mathematical problems based on own fascinations and interests

 

 

Handa’s Surprise by Eileen Browne

Cooking on an open fire

 

Negotiate

Meaning

Offer praise, thanksgiving and petition prayerfully about own life

 

Advent – Explore: What a birthday is waiting for a birthday. Discover what a birthday is and how it is celebrated. Appreciate how birthdays are awaited and celebrated.

Recognise that own actions affect other people.

Listen and do for short span during whole class activities

Phonemes and corresponding graphemes:  ‘ss’

Recap tricky words and HFW.

Assess Phase 2 phonemes and corresponding graphemes; spelling is correct.

 

Begins to read simple sentences

 

Knows that information can be retrieved from books and computers.

 

Sequence months of the year

 

Uses everyday language related to time.

 

Measure short periods of time in simple ways.

 

Understands that different media can be combined to create new effects.

Kippers birthday by Mike Inkpen

 

 

Solving

Meaning

Offer praise, thanksgiving and petition prayerfully about own life

 

Reveal 1: Learn about Advent when people get ready and look forward to the birthday of Jesus

Can describe themselves in positive terms, discussing abilities.

Asks an enquiry question and pursues it

 

Able to follow a story without pictures or props

 

History of Christmas cards, inference and deduction of what genre belongs with certain cards.

Working towards Red line (Phase 4)

Phase 3 Introduction; Phonemes and corresponding graphemes:  ‘j’ and ‘v’

Tricky word: he

 

Begins to read simple sentences

 

Links sounds to letters, naming and sounding the letters of the alphabet (reading and writing)

 

 

 

Understands that different media can be combined to create new effects.

 

Selects appropriate resources and adapts work

 

Manipulates materials to achieve a planned effect.

Christmas card (Craft club)

 

The Nativity story.

Wreath making

 

Explaining

Meaning

Offer praise, thanksgiving and petition prayerfully about own life

Reveal 2: Learn about the first Christmas and how people celebrate Jesus’ birthday each year.

Jesus’ birthday – why don’t we give birthday cards and why do I receive Jesus’ birthday presents?

Respond: Remembering, celebrating and responding to what a birthday is, waiting for a birthday. Advent: Looking forward to Christmas; the Birthday of Jesus.

 

Asks an enquiry question and pursues it

 

Able to follow a story without pictures or props

 

Phonemes and corresponding graphemes:  ‘w’ and ‘x’

Tricky word: she

Begins to read simple sentences

 

Links sounds to letters, naming and sounding the letters of the alphabet (reading and writing)

 

Enjoys an increasing range of books such as non-fiction, fictional

 

 

 

Nativity/Christmas productions.

 

Making Christmas gift for parents – Snowman:

Selects tools and techniques needed to shape and assemble materials they are using.

The Nativity story

Carol singing and mulled juice.

 

Spring 1 Curriculum

 

Pearl

RE

PSED

C&L

Literacy

Physical

Mathematics

U+W

EAD

Books / Context

Continuous Provision

Assessment

 

Familiarity

Offer praise, thanksgiving and petition prayerfully about own life

 

Explore:

What a celebration is:

Discover what a celebration is, the elements of a celebration and how people celebrate

Appreciate that I learn most by myself with an adult or in a very small group, with an adult.

 

Identifying what I struggle with.

Introduces a storyline or narrative into their play.

 

Extends vocabulary by grouping and naming the meaning and sounds of new words (ONGOING THROUGHOUT THE TERM)

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

 

Phase 3 cont;

Phonemes and corresponding graphemes: ‘y’ and ‘z/zz’

Recap all previously learnt tricky words

 

Form recognisable letters, most of which are formed correctly.

Dressing independently – red line

 

Cursive handwriting of all letters red line

Number red line – Reading, writing and ordering numbers 1 to 20.

 

 

It’s my birthday by Helen Oxenbury

 

God’s Story

Church Story

 

Having a celebration; party etc.

Celebrating something; awards, parental voice

Writing invitations

 

Creating and writing birthday cards

 

 

Meaning

Offer praise, thanksgiving and petition prayerfully about own life

 

Reveal 1:

What the parish family celebrates – The Presentation

Story

Appreciate that I learn most by myself with an adult or in a very small group, with an adult.

 

Identifying what I struggle with.

Show an awareness of listeners needs

Phonemes and corresponding graphemes: ‘qu’ and ‘sh’

Tricky word; she

 

Form recognisable letters, most of which are formed correctly.

 

Write short sentences in meaningful contexts

 

Use language to talk about money.

 

Compare values and solve problems.

 

 

Little Red Riding Hood

 

Visit to Church – identifying times in Liturgical year that parish family celebrate.

Story sequencing, story retelling

 

Letter formation

 

Coin independent activities

 

Problem solving

Oracy and Expression

Offer praise, thanksgiving and petition prayerfully about own life

 

Reveal 2:

How the parish family celebrates

Appreciate that I learn most by myself with an adult or in a very small group, with an adult.

 

Choose resources for chosen activities

Show an awareness of listeners needs

Red line; cursive formation of all letters

Phonemes and corresponding graphemes: ‘ch’ and ‘th’

All tricky words

 

Form recognisable letters, most of which are formed correctly.

 

 

Write short sentences in meaningful contexts

Dance in time to music

Solve problems using doubling, halving and sharing

 

 

The Elves and the Shoemaker

Construction activities; building to suit a brief

 

Number sentences; finding a solution,

 

Matching ‘pairs’

 

Problem solving

Oracy and Expression

Offer praise, thanksgiving and petition prayerfully about own life

 

Remembering, celebrating and responding to what a celebration is and how the parish family celebrate

Recognise that all of my friends are learning in the same way.

 

Choose resources for chosen activities

Show an awareness of listeners needs

Red line; cursive formation of all letters

Phonemes and corresponding graphemes: ‘ng’ and ‘ai’

All tricky word recap

 

Form recognisable letters, most of which are formed correctly.

 

Write short sentences in meaningful contexts

Dance in time to music

Solve problems using doubling, halving and sharing

 

 

The Elves and the Shoemaker

Red line – Maths; read, write and order numbers to 20.

 

Judgement

Meaning

Offer praise, thanksgiving and petition prayerfully about own life

 

Explore:

How and why people gather together:

Discover what activities children and families do together;

Play a game where children realise they need the support of others

Recognise that all of my friends are learning in the same way.

 

 

Choose resources for chosen activities

Show an awareness of listeners needs

Red line; cursive formation of all letters

Phonemes and corresponding graphemes: ‘ee’

Teach tricky word; you

 

Form recognisable letters, most of which are formed correctly.

 

 

Write short sentences in meaningful contexts

Dance in time to music

 

Cutting – holding paper in position to cut

 

Control size of letters whilst writing – forming on lines.

Red line:

Read, write and order numbers 1 to 20.

 

 

God’s Story

Church’s story

 

 

Visit a mosque/synagogue – identify differences/similarities as to how we gather.

Number formation

 

Letter formation

 

Independent activities

 

Game activities – needing support from others.

Board games, puzzles.

 

Celebrating

Wonder

Offer praise, thanksgiving and petition prayerfully about own life

 

Reveal 1:

The parish families gather together for Mass

Recognise that all of my friends are learning in the same way.

 

 

Choose resources for chosen activities

Uses language to imagine and recreate roles and experiences in play situations

cursive formation of all letters

Phonemes and corresponding graphemes: ‘igh’

Recap ‘you’

 

Form recognisable letters, most of which are formed correctly.

Dance in time to music

Red line:

Read, write and order numbers 1 to 20.

 

 

God’s Story

Church’s story

Number formation

 

Letter formation

 

Independent activities.

 

Spring 2 Curriculum

 

Pearl

RE

PSED

C&L

Literacy

Physical

Mathematics

U+W

EAD

Books / Context

Continuous Provision

Assessment

22.2

Wonder

Offer praise, thanksgiving and petition prayerfully about own life

 

Reveal 2:

The joy of gathering to listen to God’s word

Recognise that all of my friends are learning in the same way.

 

Talk about their own ideas.

Show an awareness of listeners needs

 

Offer justifications to answers; I think this will happen…

Red lines – Phonics (reading phonemes and writing graphemes)

Red line; cursive formation of all letters

Phonemes and corresponding graphemes: ‘oa’ and ‘oo’

Teach new tricky word ‘was’

Dressing independently – red line

 

Cursive handwriting of all letters red line

 

Throwing & catching – gross/fine motor

Subtraction – blue box

Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

 

 

God’s Story

Church’s story

Number formation

 

Outdoors – throwing into hoops/targets

 

Remembering

Wonder

Offer praise, thanksgiving and petition prayerfully about own life

 

Respond:

Remembering, celebrating and responding to how and why people gather together and the joy of gathering together to celebrate at Mass

Recognise that all of my friends are learning in the same way.

 

Talk about their own ideas.

Show an awareness of listeners needs

 

Offer justifications to answers; I think this will happen…

Red lines – Phonics (reading phonemes and writing graphemes)

Red line; cursive formation of all letters

Phonemes and corresponding graphemes: ‘ar’ and ‘or’

Teach new tricky word ‘my’

 

Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer

 

Mother’s Day cards

Mother’s day portraits – mixing colours for hair.

 

Choosing colours to match real representative

Owl babies (Mother’s Day)

Making thank you cards

 

Numicon tiles

Cubes

 

Growing

Oracy & Expression

Offer praise, thanksgiving and petition prayerfully about own life 

 

Explore:

Spring is a time when things begin to grow;

Recognise growth in nature and discover the way in which things grow

Recognise teacher as the facilitator, guide, expert etc.

Talk about their own ideas.

I think this will happen because…

 

Evaluate and suggest change (editing practically and in writing)

 

Answer ‘how’ and ‘why’ questions in response to stories and events.

Red lines – Phonics (reading phonemes and writing graphemes)

Red line; cursive formation of all letters

Phonemes and corresponding graphemes: ‘ur’ and ‘ow’

Recap tricky words; ‘you, was, my’.

 

Dictated Phase 2 and Phase 3 captions and sentences.

 

Comprehension; writing sentences using capital letters, finger spaces.

Shows understanding of good practices of health and hygiene.

Demonstrate some appropriate safety measures without direct supervision

I can show different ways of travelling.

I can use words to describe how I am travelling.

I can use my movement skills in games.

They solve problems, including doubling, halving and sharing.

Know the environment and living things are influenced by human activity.

 

Focus on investigative learning; discussing what is seen and discovered

 

The Hungry Caterpillar by Eric Carle

 

Tiny seed by Eric Carle

Growing cress seeds

Visiting a Nursery – growing; plants, identifying growth.

 

Chicks – eggs/incubator

What grows?

 

Independent activities; handwriting and Early work books.

 

Reflection

Oracy & Expression

Offer praise, thanksgiving and petition prayerfully about own life

 

Reveal 1:

Learn about lent;

A time to grow more like Jesus

Learning is teacher-led in school (new & irrelevant) and I can link to what I already know outside of school.

 

Evaluate and suggest change – review my own spelling list and check for errors.  I can amend incorrect spelling.

 

Resilience; I will continue with an activity until it is correct.

I think this will happen because…

 

Answer ‘how’ and ‘why’ questions in response to stories and events.

Red lines – Phonics (reading phonemes and writing graphemes)

Red line; cursive formation of all letters

Phonemes and corresponding graphemes: ‘oi’ and ‘or’

Teach new tricky word ‘are’

 

Dictated Phase 2 3 captions and sentences.

 

Comprehension; writing sentences using capital letters, finger spaces.

I can show different ways of travelling.

 

I can stop a ball.

I can catch a large ball.

 

Demonstrate some appropriate safety measures without direct supervision

Compare quantities and objects and use language to talk about size (length and height)

Know the environment and living things are influenced by human activity.

 

Focus on investigative learning; discussing what is seen and discovered

 

Luke 2: 51-52

 

Church’s story 1

 

The Usbourne Easter Story

 

Decorating eggs; link to favourite story book/characters

(home learning)

Observing cress, drawing on own observations

 

Sequence

Familiarity

Offer praise, thanksgiving and petition prayerfully about own life

 

Reveal 2:

Good Friday and getting ready to celebrate Easter

Learning is teacher-led in school (new & irrelevant) and I can link to what I already know outside of school

 

Evaluate and suggest change

I think this will happen because…

Red lines – Phonics (reading phonemes and writing graphemes)

Red line; cursive formation of all letters

Phonemes and corresponding graphemes: ‘ear’ and ‘air’

Teach new tricky word ‘all’

 

Dictated Phase 2 and Phase 3 captions and sentences.

Adding captions and sequences to picture sequences

 

Comprehension; writing sentences using capital letters, finger spaces.

 

Phonic assessment; end of Phase 3; phoneme recognition and

ensure correct spelling of all Ph2 and Ph3 graphemes.

Focus on investigative learning; discussing what is discovered; how many can you complete in one minute?

Set of activities; jumping on spot, throwing bean bags etc.

Compare times and use language to talk about o’clock, half past, one minute and seconds

Focus on investigative learning; discussing what is seen and discovered

Easter cards; making own choice with card, colours, pattern.

Choice of message inside the card. 

 

Creating celebration ‘He has Risen’ picture; choosing appropriate tools and techniques for watercolours.

Church’s story 1

 

The Usbourne Easter Story

Sequencing Easter story

 

Observing cress, drawing on own observations

 

Keeping time using Ipad; stopwatch, sand timer – practical activities – inside/outdoor.

 

Summer 1 Curriculum

 

Pearl

RE

PSED

C&L

Literacy

Physical

Mathematics

U+W

EAD

Books / Context

Continuous Provision

Assessment

Identifying

Meaning

Offer praise, thanksgiving and petition prayerfully about own life

Play co-operatively, take turns with others.

Listen to stories and anticipate key events.

Respond to what they hear with relevant comments,

Sequence a simple story using flashcards and sentences.

Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.

They develop their own experiences by connecting and linking ideas.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Recap Phase 2 and 3 phonemes and corresponding graphemes.

Blending and segmenting Phase 2 and 3 words.

Reading and writing Phase 2 and Phase 3 tricky words

Red lines – Correct formation of all letters

Dressing independently – Assessment – PE kit à  back to uniform.

Coat, zip and shoes.

Cutting skills – control of scissors – cutting accurately.

 

 

 

 

Independent activities; cutting skills – control of scissors

Independent activity – story sequencing

 

Purpose

Wonder

Offer praise, thanksgiving and petition prayerfully about own life

Pentecost;

Explore – That everyone has Good News to tell

Play co-operatively, take turns with others.

Children play group games with rules.

Listen to stories and anticipate key events.

Respond to what they hear with relevant comments,

Sequence a simple story using flashcards and sentences.

Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.

They develop their own experiences by connecting and linking ideas.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Reading and writing CVCC words with consonant blend ‘sp’

Reading and writing tricky words; ‘have’ and ‘like’.

Form recognisable letters, most of which are formed correctly.

Write short sentences in meaningful contexts – What did I do today?

Red lines – Correct formation of all letters

Dressing independently

Introduction of game activities (versus)

To introduce simple scoring systems

Numbers;

Adding quantities and finding totals

Select and use technology for particular purposes.

Talk for Writing – sequence stories, creating story maps using own representations of characters.

I heart holidays (Martha and the Bunny Brothers)

Church Story

God’s Story

Problem solving – finding different ways to make __

Independent activities; cutting skills – control of scissors

Independent activity – story sequencing

 

Representation

Oracy & Expression

Offer praise, thanksgiving and petition prayerfully about own life

Reveal – The Coming of the Holy Spirit

Play co-operatively, take turns with others.

Children play group games with rules.

Listen to stories and anticipate key events.

Respond to what they hear with relevant comments,

Sequence a simple story using flashcards and sentences.

Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.

They develop their own experiences by connecting and linking ideas.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Reading and writing words with adjacent consonants; lunchbox, helpdesk, starlight, sandwich,

Reading and writing tricky words; ‘some’ and ‘come’

Form recognisable letters, most of which are formed correctly.

Write short sentences in meaningful contexts – What did I do today? What did I do at the weekend?

Red lines – Correct formation of all letters

Dressing independently

Play game like activities (versus)

To use a simple scoring system in a game.

Show improved hand and eye co-ordination when throwing and catching an object.

Doubling using arrays

Concrete and pictorial representations

Select and use technology for particular purposes. Why have you used that form of technology?

Develop sensitivity towards other children.

Talk for Writing – sequence stories, creating story maps using own representations of characters.

Traditional tales

Games using 2 dice – finding & identifying doubles

Independent activities; cutting skills – control of scissors

Independent activity – story sequencing

Ipad, cameras, Laptops, IWB

 

Sequential

Oracy & Expression

Offer praise, thanksgiving and petition prayerfully about own life

Reveal – Pentecost: The celebration of the Good News of Jesus

Children play group games with rules.

Listen to stories and anticipate key events.

Respond to what they hear with relevant comments,

Sequence a simple story using flashcards and sentences.

Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.

They develop their own experiences by connecting and linking ideas.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Reading and writing High Frequency Words and adjacent consonants 

Reading and writing tricky words; ‘were’ and ‘there’

Form recognisable letters, most of which are formed correctly.

Write short sentences in meaningful contexts – What did I do today?

Red lines – Correct formation of all letters

Dressing independently

Show improved hand and eye co-ordination when using an bat/racket to control a bean bag/ball

Subtract two single digit numbers

Identify biggest number

Physical & concrete

 

Talk for Writing – sequence stories, creating story maps using own representations of characters.

Traditional tales

Use of a number line

Identifying the subtraction sum

Identifying the questions from the picture

Independent activities; cutting skills – control of scissors

Independent activity – story sequencing

 

 

Familiarity

Offer praise, thanksgiving and petition prayerfully about own life

Respond – Remembering, celebrating and responding to the understanding that everyone has good news and that Pentecost is the celebration of the Good News of Jesus.

Children play group games with rules.

Listen to stories and anticipate key events.

Respond to what they hear with relevant comments,

Sequence a simple story using flashcards and sentences.

Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.

They develop their own experiences by connecting and linking ideas.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Reading and writing all HFW’s from Phase 2 and Phase 3

Reading and writing tricky words; little’ and ‘one’. 

Form recognisable letters, most of which are formed correctly.

Write short sentences in meaningful contexts – What did I do today?

Red lines – Correct formation of all letters

Dressing independently

Show improved hand and eye co-ordination when using a bat/racket to control a bean bag/ball

 

 

Talk for Writing – sequence stories, creating story maps using own representations of characters.

 

Independent activities; cutting skills – control of scissors

Independent activity – story sequencing

 

 

Familiarity

Offer praise, thanksgiving and petition prayerfully about own life

Friends; Explore – Making friends and being a friend

 

Listen to stories and anticipate key events.

Respond to what they hear with relevant comments,

Sequence a simple story using flashcards and sentences.

Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.

They develop their own experiences by connecting and linking ideas.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Reading and writing all HFW’s from Phase 2 and Phase 3

Reading and writing tricky words;‘do’ and ‘when

Form recognisable letters, most of which are formed correctly.

Write short sentences in meaningful contexts – What did I do today?

Red lines – Correct formation of all letters

Dressing independently

Show improved hand and eye co-ordination when using a bat/racket to control a bean bag/ball

Use everyday language to talk about size and compare quantities

 

Talk for Writing – sequence stories, creating story maps using own representations of characters.

 

Independent activities; cutting skills – control of scissors

Independent activity – story sequencing

 

 

Meaning

Offer praise, thanksgiving and petition prayerfully about own life

Reveal – Jesus has friends, we can friends of Jesus

 

Listen to stories and anticipate key events.

Respond to what they hear with relevant comments,

Sequence a simple story using flashcards and sentences.

Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.

They develop their own experiences by connecting and linking ideas.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Form recognisable letters, most of which are formed correctly.

Write short sentences in meaningful contexts – ‘My trip.’

Reading and writing tricky words; ‘out’ and ‘what’.

 

Use everyday language to talk about weight and capacity and compare quantities

Red line: Ask an enquiry question and pursue it.

Know similarities and differences in relation to living things

They make observations of animals and explain why some things

occur, and talk about changes

Colour mixing; swatches and making shades of blue using white as a toner.

Talk for Writing – sequence stories, creating story maps using own representations of characters.

Visit to Aquarium

Independent activities; cutting skills – control of scissors

Independent activity – story sequencing

 

 

Meaning

Offer praise, thanksgiving and petition prayerfully about own life

Reveal – Jesus’ rule for friends

Play co-operatively, take turns with others

Listen to stories and anticipate key events.

Respond to what they hear with relevant comments,

Sequence a simple story using flashcards and sentences.

Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.

They develop their own experiences by connecting and linking ideas.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Form recognisable letters, most of which are formed correctly.

Write short sentences in meaningful contexts – ‘My trip.’

Writing and using tricky words in sentences.

 

Sharing and halving solving

 

Talk for Writing – sequence stories, creating story maps using own representations of characters.

 

Independent activities; cutting skills – control of scissors

Independent activity – story sequencing

 

Summer 2 Curriculum

 

Pearl

RE

PSED

C&L

Literacy

Physical

Mathematics

U+W

EAD

Books / Context

Continuous Provision

Assessment

 

Wonder

Offer praise, thanksgiving and petition prayerfully about own life

Respond – Remembering, celebrating and responding to how we can make good friends, that Jesus had good friends and what Jesus tells us about friendship.

Resolves minor disagreements through listening to each other to come up with a fair solution.

Can talk about the plans they have made to carry out activities and what they might change if they were to repeat them.

Can listen to each other’s suggestions and achieve an outcome without adult help.

Sequence a simple story using flashcards and sentences.

Express views about characters from a story and answer questions about why things happened.

Talk for Writing – oral telling of story, anticipate key events in the story.

 

Respond to how and why questions from stories and events.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Post Assessment Phase 4

Form recognisable letters, most of which are formed correctly.

Write short sentences in meaningful contexts – ‘My Dad is special because…’

Writing and using tricky words in sentences.

Writing and using High Frequency words in sentences.

Spelling booklet: Completion of incorrect spellings from Ph 2 onwards including tricky words.

Assessment of handwriting: Red lines – Correct formation of all letters

 

When writing on paper or in books, can hold paper in position effectively.

Control the letter size –ascenders and descenders (p, b, d, g)

Assessment

Number red line – Reading, writing and ordering numbers 1 to 20.

 

Number bonds within 10. What numbers when added together make 5?

What two numbers can we add together to make 10?

Houses and homes. Suitability of materials.

Suitability of animals vs homes. What type of home would the pigs have?

What do you have in your home/rooms?

Father’s day portraits.

The Three Little Pigs

The True Story of the Three Little Pigs by Jon Scieszka

The Three Little Wolves and The Big Bad Pig by Eugene Trivizas

The Three Horrid Little Pigs by Liz Pichon

Father’s Day Collective Worship

Materials

Construction to build homes to suit a pig.

Sentence sequencing.

Sentence copying

Handwriting sheets

Number bonds and addition sentences to 10 and beyond.

Father’s Day crafts

Maths Mastery

 

First initial submission of Early Years Profile Assessment

 

Familiarity

Offer praise, thanksgiving and petition prayerfully about own life

 

What we love and wonder about our world.

They say when they do and don’t need help

 

Can stop and think before acting and can wait for things they want.

 

Knows some ways to manage their feelings and is beginning to use these to maintain control.

Talk for Writing – oral telling of story, anticipate key events in the story.

 

Respond to how and why questions from stories and events.

 

Develop own narratives and explanations by connecting ideas or events

 

After listening to stories, they can express views about events or characters in the story and answer questions about why things happened.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Form recognisable letters, most of which are formed correctly.

Write short sentences in meaningful contexts – ‘Retelling the story of the Three Little Pigs’

Writing dictated sentences. Spelling tricky words (Phase 2-4) correctly.

Spelling High Frequency words (Phases 2-4) correctly.

Writing sentences using given stimuli (pictures, missing gaps etc).

Red lines – Correct formation of all letters

When writing on paper or in books, can hold paper in position effectively.

Control the letter size – letter groups (a, d, o, q, g)

 

Addition and subtraction within 20.

 

Writing dictated number sentences and completing independently.

 

‘Creative week’

 

Mixing colours to find shades. Matching or aiming to make a ‘swatch’ colour.

 

Wool winding to produce a landscape (fields, sky, farm, sunset, water, boat)

The Three Little Pigs

The True Story of the Three Little Pigs by Jon Scieszka

The Three Little Wolves and The Big Bad Pig by Eugene Trivizas

The Three Horrid Little Pigs by Liz Pichon

 

Mrs Measor’s visit to Reception

Creative:

Blow painting (monitored)

 

Bead making (monitored)

 

String painting

(independent)

 

Marble painting (independent)

 

Paint mixing (independent)

 

Maths Mastery

 

27/6

Oracy and Expression

Offer praise, thanksgiving and petition prayerfully about own life

 

Everyone shares in God’s world.

 

Listens attentively with sustained concentration to follow a story without pictures or props.

 

After listening to stories, they can express views about events or characters in the story and answer questions about why things happened.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Writing sentences using a given stimulus – pictures, missing gaps.

Writing dictated sentences, spelling both tricky words and High frequency words correctly (Phase 2 to 4)

Use finger spaces, capital letters and full stops correctly in writing.

Red lines – Correct formation of all letters

When writing on paper or in books, can hold paper in position effectively.

Control the letter size – letter groups (tall and short letters)

Addition and subtraction within 20.

 

Writing dictated number sentences and completing independently.

 

 

The Three Little Pigs

The True Story of the Three Little Pigs by Jon Scieszka

The Three Little Wolves and The Big Bad Pig by Eugene Trivizas

The Three Horrid Little Pigs by Liz Pichon

Red line assessments (late Nursery assessments & Reception)

Cutting, writing name, numbers to 10/20.

Maths Mastery

 

4/7

Oracy and Expression

Offer praise, thanksgiving and petition prayerfully about own life

 

Praising God for our Wonderful World.

Can talk about the plans they have made to carry out activities and what they might change if they were to repeat them.

(EDITING)

 

Talk about their own and others behaviour, its consequences, and know that some behaviour is unacceptable (Completing activities in specified times)

 

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Writing sentences with a meaningful context.

 

Writing dictated sentences that include both tricky words and High frequency friends from Phases 2 to 4 (spelt correctly)

 

Read and write initial and final blends.

Identify real and nonsense words (Phase 4)

 

Apply and use finger spaces, capital letters and full stops correctly and where needed.

Red lines – Correct formation of all letters

When writing on paper or in books, can hold paper in position effectively.

Forming Uppercase letters/lowercase letter.

Symmetry – identify symmetry

 

Create own symmetrical patterns

 

Create symmetrical pattern using a starting pattern

 

 

The Three Little Pigs

The True Story of the Three Little Pigs by Jon Scieszka

The Three Little Wolves and The Big Bad Pig by Eugene Trivizas

The Three Horrid Little Pigs by Liz Pichon

Handwriting books – family groups to complete independently.

 

Ordering numbers to 20

 

Match lowercase & uppercase letters

 

Maths Mastery

 

11/7

Meaning

Offer praise, thanksgiving and petition prayerfully about own life

 

Remembering, celebrating and responding to what we love and wonder about our world; God gave us this wonderful world.

Knows some ways to manage their feelings and is beginning to use these to maintain control.

 

Can listen to each other’s suggestions and plan how to achieve an outcome without adult help.

 

Can talk about the plans they have made to carry out activities and what they might change if they were to repeat them (Editing)

 

Talk about their own and others behaviour and consequences (completing activities in specified times)

Can carry out instructions which contain several parts in a sequence.

 

Can listen in a larger group, for example, at assembly.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Writing sentences with a meaningful context.

 

Writing dictated sentences that include both tricky words and High frequency friends from Phases 2 to 4 (spelt correctly)

 

Read and write initial and final blends.

Identify real and nonsense words (Phase 4)

 

Apply and use finger spaces, capital letters and full stops correctly and where needed.

Red lines – Correct formation of all letters

When writing on paper or in books, can hold paper in position effectively.

Forming Uppercase letters/lowercase letter.

EYFS Sports Day – Rehearsal & Final:

Moves confidently in a range of ways, safely negotiating space

Show good control and co-ordination in large and small movements

Assessment

Number red line – Reading, writing and ordering numbers 1 to 20.

 

Data handling – Pictogram – finding similarities and differences

Which is the most favourite?

Are there two with the same?

 

 

The Sports Day by Nick Butterwort

Maths Mastery

 

Handwriting formation books

 

Phonic initial and final blends

 

18/7

Moving forward (Transition Day)

Wonder

 

Knows some ways to manage their feelings and is beginning to use these to maintain control.

Listens to instructions and follows them accurately, asking for clarification if necessary.

 

Shows some awareness of the listener by making changes to language and non-verbal features.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Post Phase 4 assessment & High Frequency words (to Phase 4)

 

Writing sentences with a meaningful context.

 

Writing dictated sentences that include both tricky words and High frequency friends from Phases 2 to 4 (spelt correctly)

 

Read and write initial and final blends.

Identify real and nonsense words (Phase 4)

 

Apply and use finger spaces, capital letters and full stops correctly and where needed.

Assessment of handwriting: Red lines – Correct formation of all letters/alphabet

When writing on paper or in books, can hold paper in position effectively.

Forming Uppercase letters/lowercase letter.

Data handling – Pictogram – finding similarities and differences

Which is the most favourite?

Are there two with the same?

 

 

 

Exploring new environment and new routines – break times & work structure

 

Maths mastery

 

Number formation and letter formation (within words)

 

Final week

Wonder

 

Can talk about the plans they have made to carry out activities and what they might change if they were to repeat them (Editing)

 

Talk about their own and others behaviour and consequences (completing activities in specified times)

Listens to instructions and follows them accurately, asking for clarification if necessary.

 

Shows some awareness of the listener by making changes to language and non-verbal features.

Red lines – Phonics (reading phonemes and writing graphemes Ph4)

Post Phase 4 assessment & High Frequency words (to Phase 4)

 

Writing sentences with a meaningful context.

 

Writing dictated sentences that include both tricky words and High frequency friends from Phases 2 to 4 (spelt correctly)

 

Read and write initial and final blends.

Identify real and nonsense words (Phase 4)

 

Apply and use finger spaces, capital letters and full stops correctly and where needed.

Assessment of handwriting: Red lines – Correct formation of all letters/alphabet

When writing on paper or in books, can hold paper in position effectively.

Forming Uppercase letters/lowercase letter.

Data handling – Pictogram – finding similarities and differences

Which is the most favourite?

Are there two with the same?

 

 

 

Leavers Mass (Church)

 

Leaver’s assembly

 

Family at School

 

Documents Available for Download

Reception Expectations Booklet (PDF)

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