Chatham Nursery School 2020-2021
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Chatham Nursery School 2020-2021
This document sets out intended learning experiences by term. It is designed to support practitioner’s planning and
will be adapted flexibly to meet the needs, stages and interests of the children through short-term planning.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Predictable & New friends Celebrations- Toys Pancake Day Summer Summer
Seasonal Families colour/light/sound Chinese New Easter Living things Holidays-Days out
Interests Celebrations- Winter Year World Book Day Farm animals Wild animals
colour/light/sound Weather Animals Traditional tales Acorn Farm visit New schools transition
Diwali Bonfire Night China town Trip Giants Life cycles Jungle/Safari
Harvest Christmas Allotment Rice Lane Farm trip Decay Knowsley Safari Park
Black history Greenacres Farm New life- Eggs- Bug hunt
month Recycling/Craft Chick hatching Allotment
All about me and day (St.Hugh’s) Environmental Day
my family Bookworms Staying Healthy
Nursery Rhymes Theatre Spring
Autumn Library Launch Growing
Calderstones Park Space New life
Trip EID
Strand Intended Sequence of Learning
Communication and LanguageLanguage for Commenting on their Talking about what is Expressing ideas and Relating stories to their Use language in role to Children will have lots of
own activity happening now and recounting a past own experiences recreate roles and opportunities to talk about
Thinking Follow instructions next event in order Making predictions experiences and the lives their own journeys and
during play Using talk in pretend about endings and giving of other people experiences.
Discussing likes and play to say what is suggestions
dislikes happening Talking about feelings
Develop an of story characters
understanding of Developing an
simple questions understanding of
questions how, when,
where, why.
Social Seeking out others to Using a variety of Using talk to resolve Express likes and Use language to act out Gain confidence to
share experiences questions – what, disagreements dislikes clearly and give an imaginary role with communicate with a range
Communication Expressing own where, who? Planning activities reasons why they think other children of adults and children.
& Narrative interests Keeping play going by with others this Begin to use language We will be developing our
Using simple language responding to what Taking turns in Begin to incorporate a influenced by books in listening skills and gaining
of feelings others say. conversation storyline into their their own play an understanding of how
Holding conversations Initiating Giving a coherent pretend play and why questions
about themselves and conversations with account of a story or
their family others. We will be past event, retelling
Communicate own needs joining in rhymes and in the correct order
Initially this term we stories and talking and providing details
will be raising about the main parts Talk about own
confidence to speak in a of the story. drawings and work
small family group, to others
building up our
vocabulary and above all
settling into Nursery
and communicating with
other children. We will
be introducing our news
time, talking about our
homes and our families.Semantics Vocabulary of Language of movement Naming animals and Vocabulary of new life Names of trees Appreciating that there
classroom and routines – gallop, slither, their sounds and chick hatching – Vocabulary of growth and are others languages
(words and – leader, register strong, gentle Adjectives to pipping, hatching, planning – seed, sow, root, Vocabulary of travel –
their meaning) Language of feelings Names of planets describe animals brooder stem, leaf, bud passport, map, route,
and emotions – sad, Vocabulary of space Collective nouns for Names of animals and destination
happy, cross exploration- shuttle, groups of animals. their young Vocabulary of transport
Language of quantity – rocket, blast off, Floating and sinking
more and less zoom, voyage,
discovery, space
station,
astronaut
Syntax and Speaking in simple Link ideas together Developing Linking sentences using Understanding what Understanding sentences
sentences using connectives and comparatives bigger, because where and why questions containing either and or
morphology Understanding who but longer, smaller Understanding in relation to stories Developing understanding
(grammar) what where in simple Understanding Developing the opposites: wet/dry Understanding same and of the word when
questions pronouns his and her meaning of why different
Using word endings e.g. Understanding first
plural – cats. and last
Understanding many Understanding long
and few and short
Personal Settling children in Reflecting on Looking after the: Showing sensitivity and Show care and concern Understanding that
Separating from main experiences and environment respecting others for others – plants, different is not better or
Social & carer relate one experience Bring pictures of caterpillars, butterflies, worse
Emotional Rules and Routines to another pets from home. Showing care for other tadpoles Respect of different
Modelling play and Taking part in small living things in the cultures around the World.
behaviour and large group Developing social environment Showing care for other Exploring different
Building on children’s activities and skills such as living things in the cultures and religions.
independence and celebrations working together Seeing things from a environment Tasting different foods
confidence – selecting Forming positive and helping others. different point of view and expressing opinions
resources. relationships with We will be That people speak
Encourage to choose adults and peers – developing a different languages
another child to play cooperating, sharing, knowledge of how to
with. turn taking and making care for ourselves
Children’s names attachments. and our pets – how
Expressing emotions. We will be focusing on to be a good pet
Class Rules being kind towards our owner.
Asking an adult for help friends, initiating
conversations, forming Some people
Discerning differences good friendships and communicate in
and similarities speaking about our different ways e.g.
between people’s lives own needs, wants,interests and opinions Braille and Signing
and beginning to (Time to Sign)
accept the need of
others to take turns,
share and keeping play
going by responding to
others
Moral & Strategies for coping Strategies for coping Understand the Understanding of the Knowing that their rights Considering the
with frustration and with frustration and difference between difference between will be respected but that consequences of words and
Spiritual making mistakes making mistakes fair and unfair right and wrong. others also have a right actions for self and others
Knowing that they are Knowledge of through discussion to be respected Understanding of what
valued as part of the Christmas story and modelling Understanding that makes them special and
class people have different unique
Knowledge that there needs
are different religions The wonder and beauty of
e.g. Hinduism the outdoors, new life and
The story of Rama and growth.
Sita
Gross Motor Jumping off an object Respond to physical Travel around, Travel around, under, Responding to Responding to instructions
and landing safely challenges under, over and over and through instructions when moving when moving physically
• Jumping
Awareness of space in stop/go games through equipment equipment physically Combine a sequence of
• Running
relation to self and Obstacle courses to Move forwards, Move forwards, Combine a sequence of movements
• Climbing others travel along backways, sideways backways, sideways movements Catching balls
• Balancing Big movements moving Movements based in Moving like animals – Throwing at a target Catching beanbags Skipping
• Lifting to small movements. vehicles crawling, skipping, Pulling and pushing Moving like minibeasts –
• Pulling Travelling in different Follow my leader hopping, slithering Building dens and tents changes of speed and
• Skipping ways, pathways, Action songs Dancing like animals- direction
• Hopping direction and at height Tyres Dragon Dance
• Throwing Pedalling bikes Moving like a firework
Jumping and rocket – running,
• Catching
Running changing direction
Ribbon dances Fast/slow games
Moving bodies in
different ways
Fine Motor Using jugs to pour Safe use of scissors Use of scissors to Garden activities Construction kits for Cutting around a shape with
drinks to cut fringe in paper cut through paper involving digging, tubs, vehicles scissors
• Squeezing
Use of funnels, water Drawing circles and from one side to the forks Making emergency Writing letter shapes as
• Threading
wheels and pumps lines other Scissors: cutting vehicles with woodwork modelled S,A,T,P,I,N
• Rolling Introduction to Safe use of scissors Zig zag patters with through paper, straws Moving paper as they cut Hold a pencil correctly
• Cutting playdough Dough disco Holding scissors writing tools and card. around a shape with
• Spreading Jigsaws correctly scissors• Grasping Threading leaves on We will be starting to Clockwise and Writing movements-
• Clenching wire give meanings to the anticlockwise, up and robots arm, long ladder,
• Pinching Making divas by marks that we make down movements with curly caterpillar
manipulating clay through our Christmas mark making implements
• Hammering
Safe use of scissors news mark making. We
Holding scissors will practise finding
correctly our names and
recognise familiar
signs and logos too.
Health Introduction to Safety during Food groups – Discuss the changes The importance of Talk about the importance
independent snack exercise Talk about healthy that happen to their keeping hydrated in of keeping healthy and the
Bodily Hand washing Knowing own physical and unhealthy foods bodies as they exercise summer things that contribute to
Awareness Clearing up after snack limitations The children will be Risk assessment The children need for this:
Self-care Toilet rules Clothing appropriate enjoying music from outdoors shade on a hot day Diet
Finding own coat and for cold weather and around the world, Use of gloves and safe Sleep
belongings different weather continuing to enjoy use of tools when Exercise
Attempt own coat, types movement and working outdoors Keeping safe in the sun
shoes, wellies Nose blowing – catch developing
Healthy and unhealthy it, bin it, kill it. (nose awareness of
food blowing station) dancing from around
Nose blowing – catch it, the world.
bin it, kill it. (nose
blowing station)
Handwriting Exposure to different Large shoulder Dancing in response Painting with more Anticlockwise movements To hold a pencil effectively
textures movements – ribbons to animal movements detail and retracing vertical Forming letters correctly
Finger rhymes for fixed to sticks Development of Outdoor painting lines with writing as they are taught –
dexterity & puppets Throwing positional and spatial Using elastic bands and implements s,a,t,p,I,n…
Manipulating objects Batting suspended language – top, other means of building Bean Diary
with increasing control balls bottom, across dens and fixing and
– Patterns in snow foam joining
Playing instruments Naming their work
Cutting Signing in for snack /
Pouring into small cups registration
Naming their work
Building a stable tower
with blocks
Reading Recognise own name in Recognise own name in Recognise own name Recognise own name in Recognise own name in Recognise own name in print
print print in print print print Recognise the letters of
• Rhyme
Sharing favourite books Knowing that print Choosing books for Relate a story to their Know that print is read their own name in different
• Fiction
Singing favourite carries meaning themselves and own experiences left to right, top to contexts
nursery rhymes bottom in English• Non- Handling books Using pictures to talking about Talk about the plot of a Innovating stories by Recognise some words of
fiction carefully retell a story they reasons why story and main changing the ending personal significance –
Behaving as a reader know well Differentiating characters Print in the environment – mum, dad
• Poems
Naming story Discussing story between print and Understanding of the Ambulance, police Read simple regular CVC
characters characters and saying pictures language of traditional Putting three sounds words with the letters they
Know the terms title an opinion Understanding that stories “Once upon a together and saying the have been taught
and author Behaving as a reader stories have a time” word (robot sound talk) Print in the environment-
Listen to stories in a by turning pages and beginning middle and Making comparisons Recognising Logos car badges, number plates,
small group reading from front to ending between different writing on planes and boats
Identifying and naming back Making animal noises stories
different sounds in Know the terms title with their voices Make up silly words
third environment and author Identifying animal beginning with the same
Awareness of print in noises letter
the environment – Making up own stories
signs, labels around The children will be Looking at Traditional
school joining in with Fairy tales, such as
Making different popular rhymes, Jack and the Beanstalk,
vocal sounds – alarm reading patterned Little Red Riding Hood
clock, car, phone stories and talking etc. Children will be
ringing about the encouraged to act out
characters and the tales during role
setting. They will be play, describe the
looking at characters and learn a
information books love of children’s
and finding out literature.
interesting facts.
Mark-Making Awareness of the Giving meaning to the Recognising initial Write own name from Writing individual letters Knowing that words remain
difference between marks they make letter of their name memory and numbers in their constant and can be read
• Drawing
drawing and writing Use the same mark to and the sound it Signing up for snack and writing – tally charts, back
• Writing
Awareness of represent something – makes activities surveys Write simple regular CVC
opportunities to make e.g. a family member Collections of items Writing in mud outdoors Write own name from words with the letters they
marks around the Enclosing a space with beginning with initial Names in pebbles and memory have been taught
setting – clipboards, lines to give form e.g. sound in name sticks Writing own name with
writing area, writing a circle for a head Different animals – Plans and maps correct letter formations
shed, painting, foam, Copy some letters scale in drawing and Write some letters to from memory
water and paint brushes from own name representation communicate ideas in
etc. Write in a controlled play.
Distinguish between scribble in play Write names in sand
writing and drawing in
booksExperiment with
marking making in play
situations
Phonics Environmental sounds Instrumental sounds Rhythm and Rhyme Alliteration & Voice Oral blending and Children are encouraged to
and Body percussion sounds segmenting begin 'blending' sounds into
Understand syllables words.. Children will be
Recall sounds they have Identify and name in words Identify initial sounds Blend phoneme and taught S,A,T,P,I,N.
heard instruments Match rhyming pairs in words recognise whole word Children begin to make
Discriminate between Loud and quiet sounds Copy the rhythm Reproduce the initial Say the word and identify (and read) words like at,
sounds Start and stop Change in tempo sound clearly object sat & pat.
Describe sounds Contrasts in rhythm Make up alliterative Segment words into
and loudness phrases phonemes
Steady beat Sustain listening
throughout a story
Distinguish between
different vocal sounds
Recognise own and
other voices
Character voices
Use vocabulary to
describe
Number Encouraging use of Reciting numbers Count a number of Count a number of Recognising numbers 1-10 Order numbers across the
number language in play forwards and objects that they objects that they can Selecting numeral to 10 boundary (e.g. 8 to 11)
Joining in with number backwards to 10 as a can move to check move to check represent 1-9 objects Recognise, say and identify
rhymes and songs rocket countdown Count forwards and Count forwards and Count forwards and numerals 0 to 9 and beyond
Counting objects 1:1 Recognise some backwards within backwards within the backwards within the Say the numbers that come
when arranged in a line numbers of personal the number number sequence 1 to 10 number sequence 1 to 10 before and after a given
Reciting number names significance sequence 1 to 10 Recognise, say and Use zero and the numeral number within the number
to 5 Count forwards and Recognise, say and identify numerals 1 to 9 to represent it sequence 1 to 20
se some number names backwards within the identify numerals 1 Order numbers in the Begin to use the ordinal Recognise and continue
and number language number sequence 1 to to 9 range 1 to 9 language of ‘first’, patterns linked to number
accurately 5 Order numbers in Say the number that ‘second’ and ‘third’ in Begin to use the ordinal
Offer comments or ask Order numbers in the the range 1 to 9 comes after a given practical contexts language of ‘first’, ‘second’
questions about range 1 to 5 Say the number that number within the and ‘third’ in practical
numbers, demonstrating Recognise, say and comes after a given number sequence 1 to 10 contexts
their curiosity identify numerals 1 to number within the
Say some number names 5 number sequence 1
in sequence to 10
Show an awareness of
numbers in their
environmentRecognise and continue
repeating patterns
Counting & Show awareness of one- Appreciate that Represent numbers Represent numbers up Count reliably any Find the total number of
to-one correspondence numbers can identify up to ten, using to ten, using fingers arrangement of up to ten objects in two groups by
Calculation through practical how many objects are fingers Count reliably up to ten objects counting all of them
everyday experience in a set Count reliably up to objects, including those Instantly recognise, Introduce the empty set
Distinguish between Count up to five ten objects, that cannot be moved without counting, familiar (0)
quantities, recognising objects by touching including those that Count actions or sounds patterns of up to six Recognise that the number
when a group of objects each object and saying cannot be moved Counting objects and objects of objects in a set does not
is more than one one number name for Count actions or actions that cannot be Begin to estimate how change if they are moved
Begin to make each item sounds moved many objects can be seen around
comparisons between Know that the last Count out a smaller Match and compare the and check by counting (up Remove objects from a
quantities number in the count number of objects numbers of objects in to ten) small group and count how
Use some number gives the total (up to six) from a two sets, recognising Find one more or one less many are left
language, such as ‘more’ Represent numbers up larger group when the sets contain than a number from 1 to
and ‘a lot’ to five, using fingers Counting objects and the same number of 10
Recognise groups with actions that cannot objects Partition and recombine
one, two or three be moved Move around, or small groups of up to ten
objects The children will be partition and recombine objects
Match groups with the matching numerals small groups of up to
same number of to quantities, four objects, and
objects (one to three) starting to record recognise that the total
using marks, is still the same
estimating and
counting on mini
beast hunts and
making simple
patterns.
Data Sorting Autumn Match sets that have Compare sets by Order objects from Continue a simple Sort different types of
treasures by colour, the same number of saying which has largest to smallest alternating pattern transport by a common
Handling size, shape or any other items more or less property e.g. things that
• Sorting criteria Identify common Sort animals by Order objects using Sort minibeasts by fly
• Representi Sorting by function or properties of sets of criteria different criteria e.g. properties e.g. those with
ng category – leaves, objects e.g. they all Discuss patterns on width, length, weight 6 legs, those that Continue a numerical
• Matching conkers have wings animal print crawl/fly pattern e.g. 2 red beads, 1
Tidying and putting Representing numbers Representing blue bead
things in the right place on fingers numbers on Chinese
Recording personal info pictogram Take part in surveys- car
e.g. making a model of colour, how do you come to
house school?Match 1:1 e.g. one
biscuit per child
Shape & Showing interest in Observing shapes in Discussing how Selecting a particular Developing mathematical Using correct names for 2d
shapes by playing with the environment shapes are similar or named shape names for 2d and 3d and 3d shapes
Space shapes in the Using positional different Using shapes to cover shapes Giving directions for a
environment e.g. mosaic language Differentiate an area e.g. crazy paving Exploring how shapes can journey using directional
tiles, large shapes Using blocks to between solid and outdoors, creating a be altered by cutting, language left, right,
outdoors, jigsaws construct rockets and flat shapes pathway folding, turning. forwards and backwards
Engaging in block play spaceships Developing Develop a simple Describing a simple journey
areas Talking about the tessellation by understanding of
Tidying up the shapes of everyday fitting 2d shapes symmetry e.g. ladybirds
environment by sorting, objects they see together and butterflies
matching items to the Matching shapes and Developing mental Developing language of
correct group orienting differently maps of shapes and capacity – more, less,
Sorting and Using shapes to make which one is needed holds more than
categorising representational for a space The children will be
model e.g. rocket matching numerals to
Developing mental quantities, starting to
maps of shapes and record using marks,
which one is needed estimating and counting
for a given space on mini beast hunts and
Distinguishing which making simple patterns.
of 2 containers holds We will be developing
more or less positional language that
of size. The children
will develop a better
understanding of 2d and
3d shapes.
Measure: Comparing heights, size, Direct comparison Sorting objects into Knowing what happens Knowing the days of the Make direct comparison
lengths of pumpkins Naming parts of the heavy and light on different days of week in order and order three items by
• Capacity
Distinguish between full day- morning, objects the week Using a balance to length, weight or capacity
• Time
and empty afternoon, evening Knowing the names Using language of compare the weights of Using non-standard
• Volume Exploring emptying and of the seasons in measure to compare – two objects measures e.g. string, hand
• Weight filling containers order wide, taller, longer spans
Talk about the routine
of the day and
anticipate events
Investigation Seasonal changes Learn about nocturnal Life processes – Life cycles – growing Life-Cycles – caterpillars Physical - magnetic and
animals distinguish between and change – link to Mini-beasts, tadpoles non-magnetic materials
& Exploration Use senses to explore living and non-living caterpillars/chicks Floating and sinking (boats)• Materials Autumn treasures – Light and Sound- Awareness of Show a willingness to Materials – discriminate Materials – investigating
• Life naming, sorting Investigate ways of characteristics of explore living things between different why certain materials are
Processes categorising producing sounds e.g. living things Record observations materials better for certain tasks
Exploring different linked to fireworks Exploring the Name some materials e.g. e.g. in context of
• Physical
textures Identify the source of different types of Exploring the natural wood, plastic transport.
Processes
Daily weather & sounds animals. world. Physics -
• Weather vocabulary Gain awareness of Sorting animals from Forces and movement
• Seasons Exploring senses –and light sources different habitats (vehicles)
purpose of body parts Sort between light and by a particular Pushing and pulling
Naming body parts source and not attribute
Show curiosity about Reflection and What do animals eat
their environment shadows. and what do we get
Materials – explore Understand that from them e.g. milk
natural and manmade sound travels from a cow
materials, sort and Understand the Materials – that
classify concept of silence some materials come
Knowing that the sun from animals e,g,
gives us light leather
Knowing that darkness
is the absence of light We will be talking
Materials- gain about our familiar
awareness of sources world (where we live
of heat e.g. candles and natural world)
Physics – name some and particularly
household appliances looking at fossils.
that use electricity We will be making
Understand dangers fossils and taking
of electricity part in a dinosaur
hunt.
Place Familiarisation with Gain awareness of Counties around the Identify some buildings Gaining awareness of new
layout of the new different types of world. around Liverpool / maps surroundings in new schools
setting weather and its Different types of Maps and settings
Make observations of effects food– where does it Passports and timetables
surroundings Keep a daily weather come from? Flags, currencies food and
Walk to school and local chart/record languages.
park Suggest appropriate Exploring different
Investigating a range of clothing maps/globe/Earth linked to
natural materials found Follow a simple where our family comes
in the locality direction around the from
Autumn walk school Road safetyTime Routine of the day Understanding the Historical Use sources to gain
Personal history – baby Christmas story – concept of recently/ interpretation – information
to toddler sense of the past. a long time ago traditional tales Eg. Gardening and life
Family ages – Extending Some animals are Difference between cycles
differences between understanding of alive and others are fact and fiction
babies, themselves and yesterday/today/tom dead. .
adults. orrow Some animals lived a
Rama and Siita- as troy long time ago
set in the past. (dinosaurs)
Cultures Talking about family Advent and Christmas Guide dogs for the Different diets – Appreciation of different Exploring different
life and customs customs in different blind – vegetarian foods. jobs that people do festivals and cultures
Families Sharing photographs of families understanding that Different traditional Individual liberty and each week and how these
Diversity family members The joy of travel, people communicate stories from other ability to make choices in are celebrated around
Different types of Children will be in different ways cultures. life the World.
families encouraged to think e.g. braille, singing Mothers and babies Dressing up in different
Diversity in people – about why we use Understanding that Children will be looking Unique skills and talents Clothes- School uniforms
hair colour, eyes etc transport and how we some people have at how different people Challenging gender Children will be studying
Appreciation of can benefit from physical disabilities celebrate, we will be stereotypes in job roles. Building around the world,
different foods around visiting a relative or and use mobility aids designing and making where we have travelled sharing their existing
the world visiting another e.g. wheelchairs. invitations and cards on knowledge and developing
Understanding of Diwali country for example. Appreciation of the the computer, looking at their understanding of the
Sign along as a customs of Chinese how different world.
different form of Looking at festivals new year celebrations.
communication. and celebrations from We will be talking
other cultures the about special times We will also be looking
children will learn to or events for family at building materials of
appreciate that and friends and homes relating back to
different cultures taking part in the three little pigs,
have different cookery tasks such Rapunzel (tower) jack
traditions. Developing as making hot and the bean stork
a respectful attitude chocolate and (castle) etc.
towards other comparing to
cultures and milkshake.
appreciating diversity
within our community
Celebrations Diwali – 27 October Bonfire Night – 5th Chinese New Year – Health Awareness Day Eid al Fitr – 23 May Fathers Day – 21 June
Children In Need November 25th January Child Development Day Graduation
Festivals Christmas party Child development (Dummies/Bottles/Toile
Traditions Awareness Day t Training)World Book Day – 5th
March
Shrove Tuesday – 25th
Feb
Mothers’ Day – 22nd
March
Easter – 12th April
Environmental Recycling Waste Paper Looking after animals The diversity of Respect for living Learning about jobs – Learning that vehicles
Recycling waste at over the winter animal life organisms Vet pollute
& Ecological lunch time Bird and squirrel Sea life + plastic Life cycles Zookeeper Walking and clean
Understanding Walking Wednesday- feeders waste Ecologist transport + electric
reducing pollution Keeping our school Animals at risk Importance of trees for vehicles
Care for own immediate grounds maintained Extinction of air quality
environment- looking over winter species Respect for living
after resources Composting and Threats to habitats organisms
decomposition of Bug hotels
leaves Planting wild flowers for
bees and butterflies
Art Self portraits of Firework pictures Describe in simple Outdoor transient art Creating representational Making models to illustrate
themselves using (blowing/flicking paint terms what happens on a large scale models a story or idea
• Colour
different techniques from straws) when they mix Describe in simple Experiment with ways of Choose and mix colours
• Pattern
Colour mixing for Paper aeroplanes colours terms what happens joining things together appropriately for task in
• Texture Autumn Christmas cards To use lines to when they mix colours 3D models of vehicles hand
• Shape Free exploration of Explore what happens enclose a space and Male 3d structures 3D collages of people who We will be developing our
• Space resources – junk when they mix colours give form to Work creatively on a help us vehicles – junk collage skills and textures
• Form modelling, accessing Big boxes for representation large scale modelling while studying famous
• Line resources imagination play – To observe and Begin to draw from Tyre paintings/rubbings artists. Maybe even finding
• Tone independently and building comment on pattern memory Painting with wheels/cars local artists to come and
safely. rockets/spaceships used by artists We will be using various Mix darker or lighter talk to the pupils.
Rangoli patterns – Recognise different Make 3d structures construction materials, shades of a colour
inside and outside materials Explore different beginning to be
Draw freely using a To develop spatial ways of fitting, interested in and We will be constructing
wide range of mark awareness on the page overlapping, joining describe the texture of 3D models out of junk,
making implements Describing the materials things and realising that making caves, towers,
Explore what happens texture of things Explore enclosures tools can be used for a space ships, animals.
when they mix colours Create a collage by using blocks to purpose. We will also
Explore a variety of 2d tearing and gluing create spaces be looking at mixing
and 3d creative materials Differentiate marks colours, taking part in
materials e.g. paint, Use different printing on paper dancing and singing
junk modelling techniques activitiesDescribe the texture Experiment with using The children will be
of things in their blocks to create exploring colours
environment stacks and lines through colour
Create a collage by Make zigzags and mixing for
cutting and gluing curves with media camouflaging,
materials The children will be continue their
Explore block play explore their own exploration of
Make marks with a style and uniqueness textures.
range of media inspired by the text
‘The Dot’ creating a
variety of art work
using all different
types of media. We
will be creating lots of
opportunities in our
role play areas
Music Join in with music Exposure to different Talk about how Repeat and perform a Listen attentively to live Crating sound pictures
making, singing and types of music – jazz, music affects them simple melodic line using music representing
moving to music orchestral rap – different musical voice sounds Explore how instruments • Pitch
Change in sounds – Dynamics – loud/soft moods Explore how the voice are played e.g. blown, • Texture/timbre
loud/quiet Change in tempo – Respond to music can represent sounds plucked, tapped. • Duration
Name different musical fast/slow through forms of Use music to represent
instruments Use their bodies as a expression e.g. events in a story
Have a favourite percussive instrument dance and painting The children will be
nursery rhyme Tap out a rhythmic Use their voices and enjoying music from
Introduction to songs sequence using body body percussion to around the world,
of the routine of the percussion represent animals continuing to enjoy
day. Perform songs for an movement and
audience as part of developing awareness of
the nativity. dancing from around
Sing a few familiar the world.
songs
Imagination Develop representation Understand they can Dance and movement Use of resources and Play cooperatively to act Dressing up in their new
in their play use one object for to different ways props out a narrative school uniforms
Use representation as a another e.g. a ruler animals move Enjoying stories based Appreciate the Putting a sequence of
means of communicating for a spoon Identifying animal on themselves and difference between movements together to
Play alongside others Engage in sequenced sounds. people they know well reality and fantasy respond to experiences
engaged in the same role play e.g. making a
themeTake on a role e.g. be a cup of tea / going to Imitating animal Using their voices to Talk about personal
baby/mother the shop movements- Chinese depict different intentions and what they
dragon characters are/were trying to do
British Values: Class rules – rule of law Encourage group Work on emotions, Easter- Christian Celebrate our natural
Books to show positive choice and discussion turn, taking tradition world and how we can look
images of gender, about choices and after it.
• Democracy abilities and cultures. maybe voting on Chinese New Year – From traditional tales Be part of the wider
• Rule of Different books in things, celebrating the children will be community fund raiser
Law different languages. different cultures learning about safety for charities.
• Liberty Familiar books such as Understand manners Look at art, dance, and excellent moral
• Respect the Gruffalo that and politeness and how music and how it values that arise from EID- celebrating Eid as a
children can recognise to be fair. forms part of the tales, such as not Muslim festival; trying
• Tolerance
even if in another Multi-cultural items to everyday lives of talking to strangers, not different foods and
language. be added to the role people in the world. going into stranger’s traditions
Collecting food for play different ways of homes and not taking
charity eating, dressing Learning about other people’s
Learning that some are Advent & Christmas – different countries, belongings
less fortunate than Christian tradition foods and languages
ourselves Tasting foods from
Traditional stories around the world.
from around the world.
Diwali - celebrating
Diwali as a Hindu
festival; trying
different foods
Ensure all children have
a voice to be heard all
year
Visits Out Visit to Calder stones Christmas Party China Town Rice Lane Farm Acorn Farm End of year party
Park Greenacres Farm Pet Shop Chicks at St. Hugh’s Visit to Knowsley Safari
Visitors In Bookworms Theatre Primary School Park
External Martin Lancaster- Martin Lancaster- Martin Lancaster- Martin Lancaster- Martin Lancaster- Sport Martin Lancaster- Sport
Sport Specialist Sport Specialist Sport Specialist Sport Specialist Specialist Specialist
agencies SENISS SENISS Chris- Time to sign Chris- Time to sign Chris- Time to sign Chris- Time to sign
SALT SALT SENISS SENISS SENISS SENISS
EP SALT EP SALT
SALT SALTSafeguarding Online Safety - Esafety Road, water and Judging what kind of Harmful household Legal and illegal drugs, How to resist peer
Resources (ongoing) electrical safety physical contact is products and Medicines their effects and risks pressure and ask for help
Visits to school from Safety around the acceptable or Online safety – parent and medicine. (link to PSED) Cycling
paramedics. home, dangers of unacceptable (Re- sharing activities how Discuss medicines with Safety (Stay safe on your
Germs, personal hygiene water /swimming / visit) to share with children the children. Role play bike) Safety out and about
– Hygiene Heroes baths etc. Dangers of Pants Rule at home (home- the vets (PDSA to visit – – playing out, visiting
(ongoing) boiling water. challenge) discuss various medicines friends, shopping. How to
Judging what kind of ICECATS – Lockdown Cycling Safety (Use Hazards at home vets use) stay safe in the sun
physical contact is practiced with the bikes outside to Safety in the home. ICECATS training with Elephant’s Tea Party (Child
acceptable or children (hide and model how to safely The dangers of Hair children. Remembrance Bereavement UK) Road
unacceptable – Pants seek) ride a bike) straighteners and activities (people / pets safety awareness,
Rule Bonfire Night Fire Dangers of riding in boiling water. Dangers etc.) awareness of road signs,
Fire drill practiced! awareness (including the dark – reflective of things around the Right and wrong, conflict role of a pedestrian
Food hygiene and visits from the local wear. house – irons, sockets, and resolution, rights and
healthy choices fire service) Personal hygiene electricity responsibilities,
(ongoing) Stranger Danger – Home Safety game - equality/inequality.
Stranger Danger – (knocking on Exploring & naming http://www.homesafety
Strangers around us. stranger’s houses and emotions (ongoing). game.com/index.htm
Risk taking – what is the dangers of it). Family love and Invite visitors to talk
safe? Moving equipment Children to visit relationships. about other cultures
safely. Learning how to nursing home (singing). Different types of and religions
assess a risk – e.g. Wellbeing – Dental families. Include Diversity - Recognising
looking to see if anyone health (sharing stories around grief the similarities /
is in the way before information with & death in families. differences we share
jumping off equipment. parents - dummies and Healthy Eating and with those who live
(Scissor Safety) bottles) physical activity around the world.
Principles of equality, (effects on the Facts of life and death
diversity and British body) – life cycles.
values.
Risk assessing in Invite parents /
frosty and icy carers to share
weather meals from across
Lockdown procedure – the globe and
refer to Procedure encourage chatter in
Fire drill many different
Kitchen safety- languages, all
cookery representing our
Safety on school trip – multicultural and
Croxteth Park diverse society.
Learning that animals Celebrating religious
can bite and we must and cultural eventsnot touch (Farm such as Diwali,
animals) Christmas and Eid.
Making Healthy
choices
Parental Stay and Play Christmas Craft Day China Town Trip Parent Partnership Environmental Day Knowsley safari park
Library launch Greenacres Farm evening Reading club after school End of year celebration
Involvement Book worm theatre Parent Partnership Parent Partnership evening
Calderstones Trip Evening Bespoke support for
individual children to their
new school
Parent Liaison New starters with all September new New Starters with January new starters New starters with all All leavers – school report
staff starters with Key all staff with key persons staff and meet with class
Returners meet key Persons teacher
persons Parent Annual
Questionnaire
Report feedbackIntergeneratio Invite to our nursery
nal Partnership
Home Learning
& Projects
Assessment Parent meeting and All End of term data Baseline End of term data Interaction audit Leavers and returner data
About Me sheet Pupil progress assessments for new Pupil progress meetings revisited feeds into plan for new
Cycle School baseline + ways meetings starters Vulnerable sheet New schools invited to school year
forward Vulnerable sheet TROLL completed with EHAT meetings for Play Plans reviewed for
Early identification – completed with Hanan identified barriers to SENDs children transition to new schs for
referrals made if identified barriers to learning and actions to leavers
needed eg SALT, Com learning and actions to overcome these
Paed, SENISS. overcome these Play plans reviewed and
Baseline assessments Play plans reviewed new targets set fpr
TROLL and new targets set next term
Hanan SENs plans reviewed
Play Plans for complex SENs
children – EHCP
completed if needed
N1 assessment Baseline for new End of term data Progress data Sept End of term data Progress data for Sept + End of term data
starters starters Jan starters
Baseline for Jan Baseline for new starters
starters
N2 assessment Baseline for new Progress data for all Progress data for all Progress data for all
starters children after 1 term children after 2 terms children after 3 terms
Data reporting Language Intervention Christmas data report Language Easter data report for Language Intervention End of year data report to
data to guide planning for Spring planning Intervention data to Summer planning data to guide planning for inform SDP prioritises
for next term guide planning for next term
next term
Validation In house baseline In house + Network In house + Network
moderation standardisation standardisation
Accountability Data + SEN Report to Data scrutinised by SDP evaluation End of term data SDP evaluation shared End of term data
governors (end of year LSIP and shared with shared with Children scrutinised by LSIP and with Children and scrutinised by LSIP and
data) Governors at full and Learning shared with Governors Learning Committee shared with Governors at
Governors meeting. Committee at full Governors full Governors meeting.
meeting.You can also read
