Castle View Primary and Nursery School EYFS Nursery & Reception Long Term Curriculum Plan/ Map Cycle A- 2021-2022 - Nursery = Nursery 3-4 year ...
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Castle View Primary and Nursery School
EYFS Nursery & Reception Long Term Curriculum Plan/ Map
Cycle A- 2021-2022
Nursery = Nursery 3-4 year olds
Reception= ReceptionTerm Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Main Theme
I wonder…. What is I wonder… How do people I wonder…What is out I wonder… How can we I wonder…What I wonder.... What will
Nursery & Reception special about me? celebrate? there? get there? happened before? happen next?
Possible ideas, mini
themes Starting School Birthdays Weather Vehicles Growing and Changing Robots
New Beginnings Special Occasions Space / Stars Traveling to different Plants and Flowers The next generation
Nursery * & Feelings / Being kind Halloween Animals places / countries / Exploring Science experiments
Reception** Houses and homes Bonfire Night Day and Night islands Keeping fit and Healthy Year 1 transition
Superheroes Remembrance Day Comparing places and Exploring Animals and Minibeasts Growing up
(These themes may People who help us Diwali environments Maps Human Body When I grow up….
change or be My Family Christmas Under the Sea Life Cycles People who help us
replaced depending Where do I live? Chinese New Year Dinosaurs Global Warming
on child interest or Staying Safe Easter *Season- Spring Looking after the planet
fascination) Season – Autumn Our World **Seasonal changes- Recycling
*Season- Winter Winter/ Spring *Season- Summer
**Seasonal Changes- **Seasonal changes-
Autumn / Winter Spring/ Summer
Possible key stories/
text Goldilocks and the three Rama and Sita Alfie’s weather The Naughty Bus Jaspers Beanstalk Robots, Robots
Bears Sparks in the Sky Whatever Next Mr. Gumpy’s Outing Handa’s Surprise Everywhere
Nursery & Reception The Colour Monster Lighting a lamp Penguin Small The Train Ride The Tiny Seed The Magic Hair Swap
Pete the Cat The Jolly Postman Whatever Next Bob, The Man on the Spinderella The Paper Dolls
(These texts/ stories The Big Book of Families Father Christmas The Man on the Moon Moon Jack and The Beanstalk Ruby’s Worry
may change or be The Rainbow Fish Lost and Found The Snow Queen Oi! Get off my train! The Emperors Egg Look After your Planet
replaced depending In My Heart It’s my Birthday Around the World with Zog The Very Hungry What a Waste
on child interest or Incredible Me! The Nativity Story Max and Lemon Zog and the flying Caterpillar Michael Recycle
fascination) Only One you! Shark in the Dark Doctors Tyrannosaurs Drip Somebody Swallowed
Hodge The Hedgehog P is for Passport The Snail and the Whale Monkey Puzzle Stanley
Pumpkin Soup The World around me Beegu Super Bat Tidy
Rainbow Fish The Great big Explorer How to catch a Star The Body Book Greta and the Giants
You Choose The Easter StoryEnrichment/ Whole
School Focus Weeks Remembrance Day Bonfire Night / Guy Bodhi Day Easter Time Start of Ramadan Father’s Day
Harvest Festival Fawkes Chinese New Year Mother’s Day Eid Healthy Eating Week
Nursery & Reception Big Draw- Art focus Diwali LENT Queen’s Birthday D-Day World Environment Day
Meet my Buddy Hanukkah Valentine’s Day Easter Egg Hunt Butterfly Life cycle Anniversary of the NHS
(Including but not Art Exhibition Christmas Time/ Nativity Lyrical Recital Pancake Day Baby photos
limited to) Black History Month Road Safety Week St David’s Day Food tasting
Anti- Bullying Week Aspirations Day St Patrick’s Day Sports Day
Children in Need Teeth Health Workshop World Book Day
Internet Safety Week
‘Wow’ Moments / Nursery - Nursery - Nursery - Nursery - Nursery - Nursery -
Trips Local Autumn Walk Father Christmas Visit Chinese family member Library visit with child Local Spring walk Local Summer Walk
to discuss life in China and parents (afternoon)
Nursery & Reception Orchard experience Local Postbox walk and CNY Reception- Parent Picnic
Pond dipping experience Local Spring walk
Reception- Reception- PCSO Visit Reception-
Visit school library Local Autumn Walk Father Christmas Visit Reception- Local church visit Trip to Chester Zoo
each half-term! Winter walk Local Library walk and
Orchard experience Local Postbox walk experience Local walk to compare
See trip progression Reception- all seasons we have
document Chinese family member Pond dipping experience looked at
to discuss life in China
and CNY
PCSO Visit
Winter walk
Assessment Nursery - Nursery - Nursery - Nursery - Nursery - Nursery -
Opportunities In- home – baseline Ready for Reception In- home – baseline Ready for Reception In- home – baseline Ready for Reception final
assessments tracker for LA assessments – new tracker for LA assessments – new data for LA
Nursery & Reception Wellcomm (Speech and starters starters EOY Data
Language screening tool) Reception- Wellcomm assessments Reception- Ready for Reception Final Wellcomm
(Including but not assessments Baseline analysis Cluster Moderation Pupil Progress meetings tracker for LA Assessment
limited to) Ready for Reception Pupil Progress meetings Internal Moderation GLD tracker for LA Cluster Moderation
tracker for LA Parents Evening Parents Evening EYFS Team meetings Reception-
GLD tracker for LA Reception- Phonics assessment Internal Moderation GLD tracker for LA
Reception- Phonics assessment Cluster Moderation Pupil progress meetings
Staggered Start EYFS Team meetings Reception- Parents evening
Internal Moderation Cluster Moderation EOY DataNational Baseline Wellcomm assessments EYFS Team meetings Final Wellcomm
assessment Internal Moderation Assessment
Wellcomm (Speech and GLD tracker for LA Phonics assessment
Language screening tool) Phonics assessment
assessments
GLD tracker for LA
On-going assessment for On-going assessment for On-going assessment for On-going assessment On-going assessment for
On-going assessment for learning learning learning for learning learning
learning
Parental Involvement Nursery - Nursery - Nursery - Nursery - Nursery - Nursery -
2Evidence Me parent Evidence Me parent share Evidence Me parent Evidence Me parent Evidence Me parent Evidence Me parent
Nursery & Reception share Come and Play share share share share
Art Exhibition Christmas Nativity Lyrical Recital Come and Play Parent/ child induction Lyrical Recital
(Including but not Parent/ child induction Parent/ child induction Easter celebration Sponsored Bike ride Sports Day
limited to) Parents Evening Reception- Stay and Read – Come and Play-
Evidence Me parent share morning Reception- Reception- Celebration
Come and Play- Phonics / Evidence Me parent Evidence Me parent Parents Evening –
Reception- Reading (Bug club) Reception- share share Transition to Recepton
Evidence Me parent share Christmas Nativity Evidence Me parent Come and Play- Maths Sponsored Bike ride
Art Exhibition share Easter celebration Reception-
Parents Evening Stay and Read Parents Evening Evidence Me parent
afternoon share
Lyrical Recital Lyrical Recital
Sports Day
Come and Play-
Celebration
Key Knowledge What is special about How do people What is out there? How could we get What happened What will happen
me? celebrate? - The Earth is where there? before? next?
Nursery & Reception - Families are all - People celebrate we and others, - We can use a map - People wore - We have a
different and vary in different things and including animals to help us different clothes. responsibility to look
(These ideas may shapes and sizes. have different and plants live. understand where a - People travelled in after our world.
change depending on - We are all unique, traditions. - There is more sea place is. different ways. - Recycling helps to
child interest or but other people can - There are different / than land on earth. - There are lots of - Houses were made save our planet by
fascination) have similarities to traditions celebrations - Polar regions are different modes of of different re-using materials.
me. all over the world (in cold, icy and have transport. materials. - We need to put our
- It is good to be different countries) snow. Not many - People travel in - Plants grow from rubbish in the bin as
different. - People celebrate their plants grow there. different ways e.g. seeds. this can harm
- We must be kind and birthday to remember Polar bears, aeroplanes, boats, - Baby animals are animals and the
respectful to the day they were penguins and seals ships, trains. sometimes known environment.
everyone. born. live in polar as different names
landscapes. to the adult.- We sometimes like - Harvest is a time to - Deserts are wet, hot - Boats and ships can - Some baby animals - Plants have roots,
different things but say thank you for and humid. They carry people and do not look like the stems, leaves and
can enjoy the same what we have. have lots of rain. goods. adult. flowers.
things. - Remembrance Day is Lots of trees and - Boats and ships sink - We need food, - Plants need light
- We may feel a day spent flowers grow. in the water. water, oxygen and and water to grow.
differently throughout remembering the - Lots of different shelter to survive. - After being a child,
the day and that is people who have died things live under the Easter - It is important to we will become a
okay. It is good to in the wars. There is sea. - Easter is an stay healthy by teenager and then
verbalise our feelings. a time of silence at - There is no oxygen important festival eating a balanced an adult.
11am. in space. for Christians. diet, exercising, - Through our lives
- Diwali is the Indian - The weather/ - It celebrates Jesus drinking enough we will change and
Autumn festival of light and climate is different rising from the water and sleeping grow.
- There are 4 different new beginnings. all over the world. dead. enough. - After Reception, I
seasons in the year. - India is a different - When we see the - Easter eggs are - We have 5 senses. will go into Year 1.
- Autumn is a season. country, far from sun shining in the eaten to celebrate - We were all babies - After primary
- In Autumn the leaves where we live. sky it is the daytime Easter/ new People and toddlers before school, I will go to
change colour - Bonfire night is - When we don’t see celebrate different were children. high school.
(orange/ reds/ celebrated with the sun shining in things and have
browns) and they bonfires and the sky and it is different traditions. Spring Summer
start to fall off the fireworks. dark, it is night - There are different / - There are 4 - There are 4 different
trees. - Advent is a time of time. traditions different seasons in seasons in the year.
preparation for celebrations all over the year. - Summer is a season.
Christmas. Chinese New Year the world (in - Spring is a season. - In summer it can be
- Christmas Day is on - Chinese New Year is different countries) - In Spring it starts hot and lots of
the 25th December a festival celebrated - People celebrate to get a little things grow. It can
and is a Christian all around the their birthday to warmer and things be very dry if it
festival celebrating world. remember the day start to grow doesn’t
the birth of Jesus. - It is China’s most they were born. again. Farmers
important festival - plant their crops/
where they seeds.
celebrate the start
of a new year.
- Each year us named
after a different
animal.
- China is a different
country, far from
where we live.
Winter- There are 4
different seasons in
the year.
- Winter is a season.
- In the Winter not
much grows. It is
cold and can be
snowy and icy.
-
Key Vocabulary Nursery - Nursery - Nursery - Nursery - travel, place, Nursery - Nursery -
Family, special, feelings, Parade, celebrate, party, Cold, warm, weather, map, journey, town, Body, healthy, exercise, Reuse, adult, birthday,
Nursery & Reception baby, child, Autumn, God world, exploring, winter Runcorn, world, path, grow, spring grow, summer
different, same road, bridge, sea,
(Including but not Reception- Reception- Reception- Reception-
limited to) Reception- Celebration, festival, Frozen, seasons, Reception- Health, insect, growth, Future, global warming,
Emotions, unique, respect, decorate, banquet, gift, environment, Travel, vehicles, harvest, senses, past, recycle, compost,
kindness, manners, rules, tradition, culture, belief, temperature, habitat, adventure, route, life-cycle, yesterday, independent, summer
baby, toddler, adult, faith, Christian, God planets, passport, destination, island, today
season, Autumn. Season, winter direction, town, country,
earth, river, lake, forestCommunication and Language
Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Main Themes
I wonder…. What is I wonder… How do I wonder…What is I wonder… How could I wonder…What I wonder. What will
Nursery & Reception special about me? people celebrate? out there? we get there? happened before? happen next?
Educational The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form
Programme the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a
language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added,
practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then
providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation,
story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate,
children become comfortable using a rich range of vocabulary and language structures.
Nursery Nursery Nursery Nursery Nursery Nursery
- To sing rhymes and - To talk about - To begin to use a - To listen to stories - To listen to stories - To develop a wide
Nursery and explore picture books celebrations at home wide range of and retain key and retain key range of vocabulary
Reception skills & - To talk about - To listen to stories vocabulary vocabulary vocabulary - To listen to different
knowledge themselves and their about celebrations - To talk in short - To be able to talk - To be able to nursery rhymes and
families in their play such as Diwali, sentences so that about the setting answer questions be able to join in
- To develop their Christmas and talk others can and characters in and share opinions singing words
communication that about why they are understand. the story using the relevant confidently and
can be understood by celebrated - To listen to and - To be able to use vocabulary clearly
others - To listen to and follow simple connectives - To be able to talk - To be able to
follow simple instructions - To listen to and about the setting answer questions
Reception instructions - To respond to follow simple and characters in and share opinions
- To talk about - questions instructions the story using the relevant
themselves and others Reception appropriately - To respond to - To be able to use vocabulary
in full sentences - To compare different - To express a point questions connectives in their - To be able to talk
- To enjoy singing festivals using of view appropriately speech about the setting
songs, joining in vocabulary they have - To talk in short - To take turns to and characters in
stories and group acquired from their Reception sentences so that speak in a the story with
time discussions learning - To give opinions others can conversation confidence
- To speak about a - To make comments and share ideas understand
range of texts, about their with confidence in Reception Reception
sharing ideas and observations different situations Reception - To use conjunctions - To use a full
thoughts with adults - To use talk to - To describe features - To describe familiar in sentences vocabulary bank
and peers organise their of different stories texts with detail - To share ideas in including technical
thinking small groups and language- To talk to others and using full whole class - To use conjunctions
and take it in turns sentences situations in sentences
to talk - To ask questions confidently - To use past, present
- To demonstrate about familiar - To respond to and future forms
good listening aspects of their what other people - To ask questions
behaviors environment and say e.g. peers, about what I have
- To follow learning teachers etc heard
instructions with - To explain events
two or more parts that have already
happened in detail
Nursery
Nursery and - I can listen to songs, stories and rhymes and respond by joining in
Reception end goals - I can sing a favourite nursery rhyme
- I can retell stories in my own words
- I can start a conversation and take it in turns to speak
- I can speak in sentences of 4-6 words
- I can understand and respond to a simple instruction
Reception (ELG)
- To express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions,
with modelling and support from an adult
- To listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and in whole class discussions and small
group interactions
- To offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non- fiction, rhyme and poems when appropriate
- To hold conversation when engaged in back and forth exchanges with their teachers and peers
- To participate in small group, class and one to one discussions, offering their own ideas, using recently introduced vocabulary
- To make comments about what they have heard and ask questions to clarify understandingPersonal, Social and Emotional Development
Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Main Themes
I wonder…. What is I wonder… How do I wonder…What is I wonder… How could I wonder…What I wonder. What will
Nursery & Reception special about me? people celebrate? out there? we get there? happened before? happen next?
Educational
Programme Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive
development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with
adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense
of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult
modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported
interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform
from which children can achieve at school and in later life.
Nursery Nursery Nursery Nursery Nursery Nursery
Nursery and - To separate from main - To increasingly - To listen to and - To play with others - To show more - To play with others
Reception skills & carer and learn to follow the routines follow the rules – elaborating and confidence in new – elaborating and
knowledge adapt to the new and rules - To make some extending ideas in a social situations extending ideas in a
Nursery environment - To choose and use choices / decisions group - To play with others group
- To choose and use resources / for themselves - To become more – elaborating and - To find solutions to
resources / activities activities with - To play with others outgoing with extending ideas in conflicts and
with support if required support if required – elaborating and unfamiliar people in a group suggesting new /
- To wash hands after - To discuss how extending ideas in a the setting / bubble - To talk about a other ideas
using the toilet they are feeling group - To begin to speak range of feelings, - To talk to others to
- To see themselves as a and talk about - To understand up for themselves in identifying these in solve conflicts
member of the ‘Terrific these e.g. happy feelings and begin a way which is themselves and - To grow and change
Triangles’ (Nursery) - To play with others to understand how respectful e.g. others to move onto
- To begin to follow the – elaborating play others may feel in saying how you - To be supported to becoming a star
class routines and rules ideas certain situations feel, asking for what find solutions to - To have a go with
- To know some feelings - To enjoy playing - To learn how to you want or need conflicts and new activities and
e.g. sad, happy with others share resources and - To use the toilet accepting that they explore new parts of
- To be supported to - To choose their take turns (with mostly have to take turns the classroom /
choose their snack own snack support) independently - To make healthy environment
preference independently - To help new starters - To wash their hands food choices - To make healthy
- To become familiar with - To use the toilet with their snack with little reminders exercise choices
using the toilet – may mostly preferences Reception
need some support independently - To know how to Reception - To show an
- To know why we have keep my teeth clean - To build strong, understanding of Reception
to wash our hands mutually respectful healthy foods andbefore food and after - To wash their - To use the toilet relationships – what healthy choices – - To show
using the toilet hands with little mostly makes a great why are they understanding
- To learn to look after reminders independently friend? important? towards looking
the resources in the - To keep themselves - To wash their hands - To understand how - To look after after our planet e.g.
class safe by roads with little reminders to manage their others and recycling, global
own needs, hopes understand how warming
Reception Reception Reception and dreams they feel about - To understanding
- To see themselves as a - To express and - To express and - To try new activities something how to look after
valuable individual in identify their own identify their in the environment - To show resilience themselves as they
the class and school feelings feelings and - To follow rules in and perseverance grow / move on
- To know the class rules - To build close moderate these the wider school in the face of a - To take part in
and routines relationships and both socially and community challenge sports day with an
- To take responsibility form friendships, emotionally - To understand the - To discuss why we understanding of
for keeping their showing respect to - To think about their importance of take turns, wait winning and loosing
classroom welcoming others own feelings and ‘sensible’ amounts politely, tidy up - To show resilience
- To begin to build - To share resources those of others by of screen time after ourselves etc and perseverance in
relationships in the and toys with given examples of - To play with others the face of a
class, showing respect others how others might and solve conflicts challenge
to others - To use the toilet feel in certain – with little adult - To play with others
- To express and identify independently and situations support and solve conflicts –
their feelings mange hygiene - To try new activities with no adult
- To use the toilet - To follow in the environment intervention
independently instructions given - To follow rules in - To understanding
- To wash hands by an adult and the wider school the importance of
independently and act upon these community exercise on overall
correctly - To be confident in - To understanding health and well-
- To know the importance the familiar school the importance of being
of hand washing and environment tooth brushing
overall hygiene to - To use the toilet
health and well-being independently
- To wash hands
independently and
correctly
- To be able to cross
the road safelyNursery
Nursery and - I can talk about my feelings and the feelings of others
Reception end goals - I can share and take turns
- I can use the toilet independently and wash my hands
- I can sit at the table with my friends and enjoy snack and a conversation
- I can follow the classroom rules
- I can keep myself safe from strangers, water and roads
Reception (ELG)
- To manage own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices, teeth
brushing and exercise
- To give focused attention to adults, responding appropriately even when engaged in activity and show an ability to follow instructions involving several ideas or
actions
- To form positive attachments to adults and friendships with peers
- To explain the reasons for rules, know right from wrong and try to behave accordingly
- To show sensitivity to their own and others needs
- To set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate
- To be confident to try new activities and show independence, resilience and perseverance in the face of challenge
- To show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly
- To work and play cooperatively and take turns with others
- To can keep myself safe from strangers and articulate the reason behind thisPhysical Development
Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Main Themes
I wonder…. What is I wonder… How do I wonder…What is I wonder… How could I wonder…What I wonder. What will
Nursery & Reception special about me? people celebrate? out there? we get there? happened before? happen next?
Educational
Programme Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop
incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness
through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors,
adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation
for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early
literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with
feedback and support from adults, allow children to develop proficiency, control and confidence.
Nursery Nursery Nursery Nursery Nursery Nursery
Gross and Fine - To explore rolling, - To explore pushing, - To explore kicking - To dance to music, - To explore rolling - To explore playing
Motor Skills walking, running. rolling and bouncing different balls they like and jumping in team games to
jumping, hopping, different balls - To be able to kick a - To create their own different ways achieve an end goal
Nursery and skipping, marching and - To run and stop. ball dance moves in line - To explore different e.g. parachute
Reception skills & crawling - To explore different - To explore different with the music they wheeled balance games
knowledge - To explore different wheeled balance wheeled balance can hear equipment e.g. - To take turns in
wheeled balance equipment e.g. equipment e.g. - To explore different bikes, scooters games
equipment e.g. bikes, bikes, scooters bikes, scooters wheeled balance - To put their coat - To explore different
scooters - To begin to make - To work with others equipment e.g. on independently wheeled balance
Reception 1 PE - To find a comfortable large muscle to move large bikes, scooters - To pull up a zip equipment e.g. bikes,
session in the hall hand grip to mark movements using objects to make an - To use a rolling pin after an adult has scooters
each week using make streamers imitating obstacle course to change materials started it - To put their coat on
CompletePE online - To use a paintbrush to circles, vertical lines - To begin to find a - To explore a knife - To use a independently
platform paint a picture and horizontal lines more comfortable and a fork comfortable grip to - To use a
- To pour milk from a - To pour milk from a hand to mark make - To line up as a class mark make comfortable grip to
jug into a cup for jug into a cup for (dominant hand) or in a group - To begin to use a mark make
snack – support if snack independently - To use scissors to - To use hand- eye knife and fork to - To have a dominant
required - To use different make snips in paper coordination to eat different foods hand
- To develop their tools to paint - To join large jigsaw place objects on a – support if needed - To select their own
confidence to try and pictures pieces together steak - To have a tools appropriately
put on their own coat - To balance bricks to dominant hand for the task
Reception Reception build vertically when mark making
Reception COMPLETE PE COMPLETE PE / writing Reception
Ball skills- Hands Ball skills- Feet Reception COMPLETE PECOMPLETE PE - To develop - To move a ball with COMPLETE PE - To thread objects Games
Athletics- Walking and bouncing into a feet to kick Dance with large objects - To be able to take
Jumping space - To dribble a ball - To show awareness on a string such as turns
- To develop walking in - To combine with two feet of space pasta, large beads - To understanding
different pathways pushing, rolling and around bones - To move safely and how to keep the
- To develop jumping in bouncing - To dribble against time with the music Reception score of game /
different ways - To throw to a peer / an opponent - To combine COMPLETE PE importance of this
- To develop hoping with target - To develop movements with Gymnastics - To understand and
additional movement - To catch a ball with movement and some fluency to - To develop play by the rules of
- To begin to change for two hands balance with create a dance piece different rolls with a game
PE with support – - To develop wheeled vehicles - To develop control - To be able to win
doing buttons etc movement and e.g. bikes and movement and - To be able to move and loose
- To develop movement balance with scooters balance with in different ways - To ensure all Phase
and balance with wheeled vehicles - To begin to change wheeled vehicles e.g. tip toes, 2/ 3 letters correctly
wheeled vehicles e.g. e.g. bikes and for PE with support e.g. bikes and jumping etc - To sit comfortably
bikes and scooters scooters – doing buttons etc scooters - To be able to jump at a table to write
- To begin to develop - To begin to change - To develop their - To sit comfortably in different ways with an adult
good pencil control for PE with support posture when eating at a table to write e.g. tuck as well as - To use a range of
- To use scissors to cut – doing buttons etc in the dinner hall - To use scissors to landing safely tools competently
along a straight line - To demonstrate a - To manage large cut purposeful - To develop - To change for PE
- To line up and que good pencil control objects with peers shapes balancing with mostly
patiently - To use scissors to safely - To change for PE control independently
cut across a curved - To use scissors to mostly - To develop - To put on a coat
line cut a circle independently movement and independently and
- To join small jigsaw - To put on a coat balance with zip / button
pieces together independently and wheeled vehicles - To write confidently
- To know what zip / button up with e.g. bikes and and comfortably
happens when our little help scooters holding a pencil
bodies when we - To thread objects - To form Phase 2/ 3 correctly
exercise with small holes on letters correctly –
a string such as some support
small beads required
- To sit comfortably
at a table to write
with an adult
- To use a range of
tools competently
- To change for PE
mostly
independently- To put on a coat
independently and
zip / button up
Nursery and Nursery
Reception end goals - I can hold a pencil comfortable to make marks
- I can use scissors to make snips in paper
- I can move in different ways- run, jump, hop, skip, climb
- I can kick a ball
- I can put on my own coat
- I can finish my zip once it has it been started
- I can complete a 6-piece jigsaw puzzle
- I can pour my own milk and get my own snack
-
Reception (ELG)
- To use a range of small tools completely and confidently e.g. scissors paint brushes, cutlery
- To move energetically, such as running, jumping, dancing, hopping, skipping and climbing
- To be able to catch, kick, throw
- To hold a pencil effectively in preparation for writing (nearly always tripod grip)
- To form a range of letters correctly and confidently
- To negotiate space and obstacles safely, with consideration for themselves and others
- To begin to show accuracy and care when drawing
- To demonstrate strength, balance and co-ordination
- To put on their own coat and zip this up
- To complete an 8- piece jigsaw puzzle
- To get dressed and undressed independentlyLiteracy
Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Main Themes
I wonder…. What is I wonder… How do I wonder…What is I wonder… How could I wonder…What I wonder. What will
Nursery & Reception special about me? people celebrate? out there? we get there? happened before? happen next?
Educational
Programme It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language
comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the
books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy
working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling
and handwriting) and composition (articulating ideas and structuring them in speech, before writing)
Nursery Nursery Nursery Nursery Nursery Nursery
Nursery and - Phase 1 Aspect 1 – - Phase 1 Aspect 2- - Phase 1 Aspect 3- - Phase 1 Aspect 4- - Phase 1 Aspect 5- - Phase 1 Aspect 7-
Reception General Sound General sound General sound Rhythm and Rhyme Alliteration Oral Blending and
Discrimination- discrimination – discrimination – - Phase 1 Aspect 5- - Phase 1 Aspect 6- Segmenting
Phonics – Letters and environmental instrumental body percussion Alliteration Voice sounds - Initial sounds
Sounds sounds
Reception Reception Reception Reception Reception
- Revisit Phase 1 Recap – Reception - Phase 3 sounds - Phase 3 sounds - Phase 3 sounds - Phase 4
focus on Aspect 7 – - Phase 2 sounds
oral segmenting and
blending
- Phase 2 sounds
Nursery Nursery Nursery Nursery Nursery Nursery
Nursery and - To develop their mark - To develop their - To begin to - To begin to - To acquire and use - To produce
Reception skills & making and begin to play linked to sequence and retell sequence and retell new vocabulary emergent writing
knowledge identify their marks stories and retelling stories linked to stories - To count and clap using initial sounds
e.g. patterns and - To begin to form pictures they can - To use story syllables in their - To write their own
shapes the first letter in see language in their name name forming some
Comprehension - To join in with stories, their name and - To develop more play - To recognise letters correctly
rhymes and songs as others as print knowledge e.g. - To be able to write rhyming words (not - To recognise words
Word Reading they become familiar appropriate text is read from some letters from written- listening) that have the same
- To know their favourite - To develop some left to right their name initial sounds e.g.
Writing story and the reason print knowledge e.g. - To open the front Reception money and mummy
why print has meaning = cover in a book and Reception - To use and (WR)
- To begin to show it is made of letters turn pages carefully - To anticipate key understand new - To find their name
interest in letters – and words - To begin to show events in stories vocabulary from a selection of
some emergentparticularly those in - To be able to name mark making - To draw vocabulary - To read simple other names starting
their own name a part of the book including some and knowledge from sentences using with the same letter
- To find their name e.g. front cover and letters non-fiction and use known phonic
from a small selection back cover throughout the day knowledge Reception
of other names Reception in different contexts - To use their finger - To check, confirm
Reception - To describe events - To read some Phase to point at words and modify own
Reception - To sequence and re- in familiar stories 3 tricky words when reading reading
- To listen to stories with tell stories though and predict events - To begin to write - To write simple - To develop fluency
increasing attention role play and small - To locate the title captions using sentences using and confidence
and recall world play. and blurb in a story finger spaces phonics knowledge when reading
- To practise writing - To begin to segment - To begin to identify - To be able to read - To read sentences
their name with good words into their when two letters all Phase 3 tricky containing Phase 2
pencil control (may still single sounds e.g. c- make one sound words and 3 tricky words
being developed) a-t for writing (digraph) - To begin to write - To read some Phase
- To identify and write - To blend sounds - To begin to write Phase 3 tricky 4 tricky words
some initial sounds together to create CVCC words (Phase words - To write all Phase 3
(Phase 2) words for reading 2 knowledge) tricky words
- To identify end sounds - To write simple - To write phase 2 - To show awareness
in words (Phase 2) CVC words / labels Tricky words of basic punctuation
- To identify middle (Phase 2) - capital letter and full
sounds in words (Phase - To read Phase 2 stops when writing
2) Tricky words sentences
- To be able to orally
segment and blend
words
- To recognise words
that rhyme
Genres explored
Labels, lists, captions, recipe, poster, instructions, letters, stories, postcards, poems, recounts
Nursery and
Reception
Nursery and Nursery
Reception end goals - I can recognise and write my first name with most letters formed correctly
- I can give meaning to the marks I make
- I can hear the initial sounds in some words
- I can use story language and new vocabulary in my play
- I can identify my favourite story/ rhyme and articulate why
Reception (ELG)
- To write my first and surname, forming all letters correctly
- To write all of the letters in the alphabet, forming these correctly
- To identify key sounds in words and represent these with the correct letter correspondence- To write simple phrases and sentences that can be read by themselves and others - To demonstrate an understanding of what has been read by retelling stories & narratives using own words and new vocabulary - To anticipate key events in stories - To use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play - To say a sound for each letter and at least 10 digraphs - To read words consistent with their phonic knowledge by sound blending. - To read simple sentences in books that are consistent with their phonic knowledge, including some common exception words
Maths
Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Main Themes
I wonder…. What is I wonder… How do I wonder…What is I wonder… How could I wonder…What I wonder. What will
Nursery & Reception special about me? people celebrate? out there? we get there? happened before? happen next?
Educational
Programme Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to
count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent
and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting -
children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes
rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that
children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about
what they notice and not be afraid to make mistakes.
Nursery and Please see Nursery and Reception detailed Maths Long term plans
Reception skills &
knowledge
Nursery and Nursery
Reception end goals - I can count to 10
- I can order, recognise and use numbers to 5
- I can talk about 2D shapes
- I can create, continue and spot errors in a pattern e.g. ABAB
- I can use positional language
- I can understand ordinal numbers
Reception (ELG)
- To have a deep understanding of number to 10, including the composition of each number
- To subitise (recognise quantities without counting) up to 5
- To automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10,
including double facts
- To verbally count beyond 20, recognising the pattern of the counting system
- To verbally count to 10 forwards and backwards
- To compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity
- To explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
- To name a range simple 2D and 3D shapes and start to discuss their properties
- To make and continue an ABC patternUnderstanding The World
Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Main Themes
I wonder…. What is I wonder… How do I wonder…What is I wonder… How could I wonder…What I wonder. What will
Nursery & Reception special about me? people celebrate? out there? we get there? happened before? happen next?
Educational
Programme Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal
experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society
such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of
our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support
understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
Nursery Nursery Nursery Nursery Nursery Nursery
Nursery and - To talk about - To talk about how - To introduce the - To know different - To talk about some - To introduce the
Reception skills & themselves and their people celebrate vocabulary for occupations e.g. of the ways I have vocabulary for
knowledge immediate family things differently to seasons (Winter) train driver, police changed over my seasons (summer)
- To make sense of us e.g. Diwali - To know there are - To explore different life so far - To understand the
their own life using - To know that the many countries in types of transport - To introduce the life-cycle of a
family photos Earth is where we live the world, one of - To explore different vocabulary for chicken
- To discuss and - To know that a map these being China collections of seasons (Spring) - To show care and
develop an is a picture of the - To know that in materials and - To plant seeds and respect for our
understanding that Earth China people may identify their care for them over environment by
families are different - To know that we live eat Chinese food properties e.g. time recycling
- To use their senses to in England using chopsticks vehicle making - To create a picture
explore the outdoor - To know there are - To explore different - To feel different using the mouse on Reception
environment and many countries in the collections of forces e.g. push and a computer - To identify Summer
natural features world, one of these materials and pull as one of the four
- To explore collections being India identify their - To know how Reception seasons
of materials and their - To notice the properties e.g. shells different transport - To plant seeds and - To talk about the
differences developing differences between and pebbles for the works e.g. A boat care for them over environmental
a wide range of others positively beach goes on the water time, discussing the changes in Summer
vocabulary - To know that - To know how to - To retell the Easter growing process and why this
- To introduce the Christmas is when switch on a story - To talk about how happens
vocabulary for Jesus is born computer - To know how to I have changed - To understand and
seasons (Autumn) - To be able to talk press buttons on a over my life and describe the changes
about what they do Reception beebot to make it compare these with in a chicken’s life
with their families move others cycle using
during Christmas- To be able to find the - To identify Winter Reception - To identify Spring developing
Reception camera app on an as one of the four - To explore future as one of the four vocabulary
- To identify their iPad seasons. aspirations and seasons. - To understand the
family and wider - - To talk about the occupations - To talk about the importance of
family members, Reception environmental - To explore the environmental recycling and why
naming them and - To know that a globe changes in Winter differences between changes in Spring we recycle
discussing what is a representation of and why this transport in this and why this - To be able to print a
relation they are to the Earth happens country and in happens piece of work off
them e.g. Mum’s Dad - To know that the - To recognise that other countries - To compare and from the computer
- To talk about their Earth is round and people have - To explore contrast characters
neighbours and not flat different beliefs and understand floating from stories,
friends making - To recognise that understand how and sinking including figures
comparisons people have different these are celebrated - To identify the from the past
- To use the 5 senses beliefs and e.g. China main events in the - To create shapes
to describe when understand how these - To recognise Easter story and the and change colours
exploring outside are celebrated e.g. similarities and changes in feelings using the mouse to
- To identify Autumn India differences in - To program a make a picture
as one of the four - To recognise contrasting beebot to move -
seasons. similarities and locations all over around an area /
- To talk about the differences in the world e.g. China map e.g. left, right,
environmental contrasting locations and England forwards,
changes in Autumn all over the world e.g. - To be able to locate backwards
and why this happens India and England China on a map -
- To be able to locate - To be able to find
India on a map and select a
- To know that program from a
Christmas is Jesus’ desktop
birthday and how it - To be able to name
is celebrated across a computer,
the world keyboard and
- To be able to take a mouse
photo of their work -
on an iPad
Nursery and Nursery
Reception end goals - I can talk about my immediate family
- I can tell you the country I live in
- I can talk about the differences I have seen in people, countries and communities
- I can talk about the key features of life cycles using key vocabulary
- I can talk about the different types of weather and why
Reception (ELG)- To talk about the lives of people around them and their role in society
- To know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class
- To understand the past through settings, characters and events encountered in books and storytelling
- To describe their immediate environment using knowledge from observation, discussion, stories, non- fiction texts and maps
- To know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been
read.
- To explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and
maps
- To explore the natural world around them, making observations and drawing pictures of animals and plants
- To know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has
been read in class
- To understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
- To know that the Earth is round and not flat
- To know the 4 seasons in order and notice the differencesExpressive Arts and Design
Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Main Themes
I wonder…. What is I wonder… How do I wonder…What is I wonder… How could I wonder…What I wonder. What will
Nursery & Reception special about me? people celebrate? out there? we get there? happened before? happen next?
Educational
Programme The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to
engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and
participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and
depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
Nursery Nursery Nursery
- To express their ideas through pretend play To create more intricate and complex small world - To develop own stories through role play and
Nursery and - To make rhythmic sounds e.g. drumming set ups small world play linked to what they know
Reception skills & - To sing familiar songs as a whole class and in - To play musical instruments demonstrating - To sing songs showing awareness of melody
knowledge provision control when playing - To use musical instruments to make their own
- To engage in small world play and pretend play - To develop own stories through role play and music
pretending that objects stand for others things small world play linked to what they know - To explore colours and color mixing
- To explore musical instruments and the sounds - To use musical instruments to make their own - To create their own songs
they make music - To create music with rhythm, pitch and melody
- To have their own ideas and know how they - To use musical instruments to make their own
Drawing and Painting want to create them music
- To learn how to wear a painting apron - To create designs and self-select materials to
- To learn how to hold a paintbrush 3D form create
- To experiment with paint - To explore making shapes with playdough
- To draw from observation - To cut materials making snips with scissors Printing
- To explore different art materials - To build models using the junk modelling - To explore printing with body parts and loose
objects
Reception
Reception - To begin to perform songs, stories and rhymes Reception
- To explore and use a range of art tools (lyrical recital) - To experiment with colour, form, function,
- To explore and use different materials when - To sing in a group or alone (stage outside good texture and design
crafting and creating for this)- To begin to perform songs, stories and rhymes - To explore and engage well in music making - To perform songs, stories and rhymes
- To explore and engage well in music making - To refine their ideas and designs expressing their feelings and emotions
- To explore and use artistic techniques - To listen attentively and move to music - To experiment with colour, form, function,
- To express themselves in different ways rhythmically (DANCE PE) texture and design
- To develop storylines in pretend play - To perform songs, stories and rhymes
Drawing and Painting - To refine their ideas and designs expressing their feelings and emotions
- To experiment with colours and make new colours - To create collaboratively
(painting) for a purpose Printing
- To explore drawing on different surfaces 3D form - To imprint onto a range of textures e.g.
- To draw from observation with details - To explore making recognisable shape/ objects newspaper
- To explore and use art materials for a purpose using clay for a purpose - To explore making their own printing block
- To explore ways of joining materials together
using glue, staples etc Leaf printing- Summer 1
Self-portraits- Autumn 1 - To cut different materials using scissors Flower printing- Summer 2
Art Exhibition – Autumn 2
Transport- Spring 1
Easter egg crafts - Spring 2
Nursery and Nursery
Reception end goals - I can identify and name my colours
- I can use my imagination to role play
- I can sing and create music with instruments
- I can draw / paint a recognisable picture
- I can use a range of tools to create
Reception (ELG)
- To mix colours for a purpose
- To safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function
- To share their creations explaining the processes they have used
- To make use of props and materials when role playing characters in narratives and stories
- To invent, adapt and recount narratives and stories with peers and their teacher
- To sing a range of well-known nursery rhymes and songs
- To perform songs, rhymes, poems and stories with others and try to move in time to music
Please see our Whole School Curriculum Overviews to understand how our EYFS curriculum and long term planning documents align and support a child’s
whole school curriculum journey at Castle View. At Castle View Primary School, we greatly value the important role that the Early Years Foundation Stage(EYFS) plays in laying secure foundations for future learning and development. It is important to view the EYFS as preparation for life as well as preparation for the next stage of education.
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