Development Matters

Show resilience and perseverance in the face of challenge.

Know and talk about the different factors that support their overall health and wellbeing:- regular physical activity- healthy eating- toothbrushing - sensible amounts of ‘screen time’- having a good sleep routine

Manage their own needs.- Personal hygiene

ELG

Self-Regulation

Children at the expected level of development will:

Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;

Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;

Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self

Children at the expected level of development will:

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;

Explain the reasons for rules, know right from wrong and try to behave accordingly;

Manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices.

Building Relationships

Work and play cooperatively and take turns with others.

Form positive attachments to adults and friendships with peers.

Show sensitivity to their own and to others' needs.

Possible content: Practising circuits - resilience when difficult.

Circle time (Studio meetings) about what to include in the TV show - eating/teeth/sleep etc.

Making posters about healthy living

Esafety - linked to screen time

Jigsaw/Jerrie Cat - Healthy Me

Talking in group

Development Matters

Revise and refine the fundamental movement skills they have already acquired:- rolling- crawling- walking- jumping- running- hopping- skipping- climbing

Progress towards a more fluent style of moving, with developing control and grace.

Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance,gymnastics, sport and swimming.

Combine different movements with ease and fluency.

Develop overall body-strength, balance, co-ordination and agility.

Further develop and refine a range of ball skills including: throwing, catching,kicking, passing, batting, and aiming.

Develop confidence, competence, precision and accuracy when engaging inactivities that involve a ball.

ELG

Gross-motor skills

Negotiate space and obstacles safely, with consideration for themselves and others.

Demonstrate strength, balance and coordination when playing.

Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Fine-motor skills

Hold a pencil effectively in preparation for fluentwriting – using the tripod grip in almost all cases.

Use a range of small tools, including scissors, paintbrushes and cutlery.

Possible content:

Finger gym(Gross/Fine)

Building tv sets using giant bricks

Scissor skills - cutting running trails/exercise shapes.

Health Kick Show song - perform and film with movements

PE

Real PE -Coordination: Footwork

Theme - Bike

Giving feedback/ideas

Development Matters

Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary,a few exception words.

Write short sentences with words with known letter-sound correspondences using a capital letter and full stop.

ELG

Comprehension

Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

Anticipate (where appropriate) key events in stories.

Use and understand recently introduced vocabulary during discussions about stories, non- fiction, rhymes and poems and during role play.

Word Reading

Say a sound for each letter in the alphabet and at least 10 digraphs.

Read words consistent with their phonic knowledge by sound-blending.

Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Writing

Write recognisable letters, most of which are correctly formed

Spell words by identifying sounds in them and representing the sounds with a letter or letters.

Write simple phrases and sentences that can be read by others.

Possible content:

Writing healthy living instructions.

Making posters to remind how to stay healthy

Writing labels/captions in studio and for set.

Label exercise routines

Read books about staying healthy.

Read/Write letters to Joe Wicks

Read, Write, Inc. (Phonics)

Development Matters:

Count objects, actions and sounds.

Subitise.

Link the number symbol (numeral) with its cardinal number value.

Compare numbers.

Understand the 'one more than/one less than' relationship between consecutive numbers.

Continue, copy and create repeating patterns.

Compare length, weight and capacity.

ELG

Number

Have a deep understanding of number to 10, including the composition of each number.

Subitise (recognise quantities without counting) up to 5.

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.

Numerical Patterns

Verbally count beyond 20, recognising the pattern of the counting system.

Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.

Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Possible content: :

White Rose Activities

Building 9 & 10

Counting to 9 & 10

Comparing numbers to 10

Bonds to 10

3-D shapes

Spatial awareness

Patterns

Consolidation

Development Matters

Listen attentively, move to and talk about music, expressing their feelings and responses.

Watch and talk about dance and performance art, expressing their feelings and responses.

Explore and engage in music making and dance, performing solo or in groups.

ELG

Creating with Materials

Children at the expected level of development will:

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form, and function;

Share their creations, explaining the process they have used;• Make use of props and materials when role playing characters in narratives and stories.

Being Imaginative and Expressive

Children at the expected level of development will:

Invent, adapt and recount narratives and stories with peers and their teacher;

Sing a range of well-known nursery rhymes and songs;

Perform songs, rhymes, poems and stories with others, and – when appropriate try to move in time with music.

Possible content:

TV Studio role play

Creating sets and props

Making decorations (posters/signs) for premier party

Learning body part songs/actions

Follow/make dance/exercise routines

Create music to dance to.

Music:

Oak Academy - Growth

Performing/speaking in front of others