BedlingtonStation PrimarySchool

Seraphina Huesplash

EYFS Autumn Term

CONTEXT

Hello my little makers of magic! I'm Seraphina Huesplash — artist, colour-collector, and dream-designer — and I’m so delighted to be connecting with your wonderfully wiggly world! I’ve heard you are curious, creative, and full of fizz, and that makes you the perfect partners for some very special tasks I have in mind. I’ll be popping in with treasures to explore, questions to wonder about, and colours to splash, swirl and squidge. Together, we’ll imagine, create, and discover the beauty hiding in the everyday. Until then, stay wild and free, like the sea!

Characteristics of Effective Learning

Playing and Exploring(Children investigate and experience things and 'have a go')

Treasure tray exploring – Discover and handle unusual objects to see what they feel, do, or remind us of.

Sensory colour mixing – Experiment with paint, water, and powders to see what happens when colours combine.

Loose parts inventing – Use open-ended materials (buttons, tubes, fabric) to make and remake creations freely.

Active Learning(Children concentrate and keep on trying if they encounter difficulties, and enjoy achievements)

Complete-the-canvas challenge – Keep adding to a group artwork until the whole space is filled with colour and marks.

Build and improve project – Return to the same creation over time, adding new ideas and fixing problems.

Timed focus tasks – Stay focused on an art or construction task until the soft timer signals the end.

Creating and Thinking Critically(Children have and develop their own ideas, make links between ideas, and develop strategies for doing this.)

Open-ended problem solving – Find creative ways to build, join, or balance using tricky materials.

Transform-the-object task – Turn a random item (like a spoon or box) into something entirely new.

Process art investigations – Try different techniques (like blowing, dripping, or folding) and see what effects they create.

Tier 2 Core Vocabulary

BROADENING EXPERIENCE

Nursery

Gentle – Being soft and careful so we don’t hurt things.

Bright – Full of light or colour that you can really see.

Change – When something becomes different than before.

Round – A shape like a circle or a ball.

Quiet – Not making much noise.

Quick – Moving or happening fast.

Share – Letting someone else have a turn or some of what you have.

Careful – Taking your time so nothing goes wrong.

Empty – When there’s nothing inside.

Full – When something has lots inside it.

Reception

Explore – To look around and find out more.

Delicate – Soft, light, or easy to break.

Murmur – A very quiet sound or whisper.

Gather – To collect things or bring them together.

Curious – Wanting to know or find out more.

Sturdy – Strong and hard to break.

Season – A time of year, like autumn or winter.

Notice – To see or hear something and pay attention to it.

Vivid – Very bright and clear.

Tremble – To shake a little, like when you're cold or scared.

School Ground/Community Walk

Diwali

Bonfire night

World Kindness Day

Pantomime

Fire Brigade visit

Take On Book Week

 

 

OUTDOOR

Senses

Ice and Snow

WOW! Wonder Launch

"The Dancing Colours of Autumn" with Seraphina Huesplash

Seraphina Huesplash arrives with a swirl and a giggle.  She twirls into the room, holding her special fabric bag. She gently taps a chime and whispers:“The leaves are starting to twirl... the colours are waking up... shall we dance with the wind and paint with the breeze?”

Seraphina slowly unpacks her magical bag to reveal:

A rainbow of silky scarves

Natural objects from her travels (autumn leaves, feathers, seeds)

Little bottles of homemade natural paint

A wind chime

A golden envelope marked “For Curious Creators Only”

Inside the envelope is a mystery task: "Can you help me find the colours of autumn, paint the wind, and dance like the falling leaves?"

 

Jigsaw PSHE
'Being Me In My World' (1A)
We will be learning about;
Self-identity, Understanding feelings, Being in a classroom, Being gentle, Rights and responsibilities

'Celebrating Difference' (1B)We will be learning about; Identifying talents, Being special, Families, Where we live, Making friends, Standing up for yourself

Oracy Development Opportunities

FOCUS RHYMES

Old MacDonaldLittleJack HornerIf you're happy and you know

Songs and rhymes about animals

Songs and rhymes about food

Pat-a-cakeFive current bunsTen fat sausages

TALK for WRITING

NURSERY 1A

Poetry (Talk for Writing)

Focus nursery rhymes:

Old MacDonald
If you're happy and you know 

Oral Non-fiction:

Instructions Texts: simple class activities, e.g. how to do something; how to get from one place to another

 

Reading Spine Books

Fiction - Focus Class Reader

Rosie's Walk - Pat Hutchings

Simple, sparse text which could have a story 'laid on top'. Good way to introduce prepositions. Fits well with simple oral instructions.

Additional Texts

Hug - Jez Alborough

The Train Ride - June Crebbin

NURSERY 1B

Poetry (Talk for Writing)

Focus nursery rhymes:

Five current bunsTen fat sausages

Oral Non-fiction:

Recount Text: cooking activity e.g. making gingerbread

 

Reading Spine Books

Fiction - Focus Class Reader

The Gingerbread Man

Simple traditional tale with plenty of repetition. Can be adapted to different cultural versions e.g. The Runaway Chapatti. Simple recount after making gingerbread.

Additional Texts

Each Peach Pear Plum - Allan & Janet Ahlberg

Whatever Next - Jill Murphy

RECEPTION 1A

Fiction

Little Red Hen

Easier traditional tale at start of year. Fits well with harvest celebration/ helping others.Could also link into trip to farm [city or country!]

Non-fiction:

Instructions Text: How to make bread

Reading Spine

Farmer Duck - Martin Waddell

Six Dinner Sid - Inga Moore

RECEPTION 1B

Fiction

Cinderella

Slightly more complex traditional tale but easy plot to use.

 

Non-fiction:

Letter/email to persuade the bad step-sisters to be kind people and come to class party

Reading Spine

On the way home - Jill Murphy

Shhh! - Sally Grindley

COMMUNICATION & LANGUAGE

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Pay attention to more than one thing at a time, which can be difficult.

Understand ‘why’ questions.

Sing a large repertoire of songs.

Can you do two things at once?Children begin to focus on two-step tasks with adult support.

Why did that happen?Children begin to answer simple ‘why’ questions about familiar stories or events.

Can you sing lots of different songs?Children remember and join in with a wide range of songs.

Seraphina Huesplash visits

Asking Seraphina questions

Showing Seraphina around

Singing new songs

 

 

New Non-fiction books:

Autumn

Winter

Christmas

 

Reception

Understand how to listen carefully and why listening is important.

Ask questions to find out more.

Articulate their ideas in well-formed sentences.

Learn rhymes, poems and songs.

Why is it good to listen carefully?Children understand that listening helps them know what to do.

What do you want to ask?Children ask questions to clarify or find out information.

Can you say your idea in a full sentence?Children use complete sentences when sharing thoughts.

Can you sing a poem or rhyme?Children perform songs or poems from memory.

Nativity play figures

Seraphina has sent a box of mystery objects—can you describe each one to a friend?

Let’s retell the story 'Rosie's Walk' or 'The Gingerbread Man' using puppets and actions.

Can you talk about something you’ve seen outside that has changed this season?

Listen to a friend describe their favourite food—can you ask them a question about it?

Use a mirror to practise saying tricky sounds clearly—what words can you think of?

 

PERSONAL, SOCIAL & EMOTIONAL

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Select and use activities and resources, with help when needed.

Develop their sense of responsibility and membership of a community.

Can you choose what you need?Children select resources with support to achieve a chosen goal.

What can you do to help in our class?Children take part in routines and show a sense of belonging.

Seraphina has asked us to work in teams to build homes for woodland creatures.

Choose a classroom job for today—how will you look after our space?

Let’s talk about how we feel when it’s dark, cold or rainy.

Play a turn-taking game—what do you say if someone else wants to go first?

Create a "helping hands" display—what can you do to be kind today?

 

Reception

See themselves as a valuable individual.

Build constructive and respectful relationships.

What are you good at?Children talk positively about their strengths and interests.

Can you be kind and listen to others?Children begin forming positive relationships with peers.

Handy Helpers

 

PHYSICAL

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Use large-muscle movements to wave flags and streamers, paint and make marks.

Skip, hop, stand on one leg and hold a pose for a game like musical statues.

Can you make big shapes with your arms?Children use large arm movements in creative play.

Can you balance like a statue?Children show body control during balance games.

Try threading autumn beads onto string—can you make a repeating pattern necklace for Seraphina?

Let’s practise hopping and balancing as we go on a forest floor trail.

Seraphina’s letter has lines to cut and shapes to fold—can you help?

Can you use tools like pipettes or tongs to move small objects carefully?

Follow the movement cards—can you crawl like a hedgehog or stretch like a tree?

Reception

Revise and refine the fundamental movement skills they have already acquired.

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

Develop overall body strength, coordination, balance and agility.

Can you show me your jumping and hopping?Children practise and improve key movement skills.

Can you move smoothly like a dancer?Children move with increased balance and control.

Can you balance, roll, and stretch your body?Children use strength and coordination in movement.

Movement based delivery from Seraphina- use streamers on windy days

Autumn colour chunky chalks and paint on large outdoor canvas

Musical statues as part of Christmas party games- special challenge from Seraphina

 

LITERACY

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Understand the five key concepts about print.

Develop their phonological awareness: rhymes, syllables, initial sounds.

What do you know about books and print?Children know print has meaning and understand book structure.

Can you clap the beats in your name?Children notice rhymes, syllables, and initial sounds in words.

The orange paint has gone missing—write a note to Seraphina to ask for help on how to mix colours.

.Let’s label autumn treasures using our sounds and letter shapes.

Use magnetic letters to spell your name and the names of your friends.

Can you draw a picture from 'The Train Ride' or 'Whatever Next' and write a caption?

Reception

Read individual letters by saying the sounds for them.

Blend sounds into words to read short words.

Read some letter groups that each represent one sound.

What sound does this letter make?

Children say sounds for individual letters.

Can you sound out and read this word?Children blend sounds to read simple words.

What sound do these letters make together?Children read digraphs and trigraphs.

Seraphina has left a letter with a riddle—can you read it and solve the clue?

 

MATHEMATICS

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Coming Soon

Reception

Coming Soon

UNDERSTANDING THE WORLD

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Use all their senses in hands-on exploration of natural materials.

Explore collections of materials with similar and/or different properties.

Talk about what they see, using a wide vocabulary.

Begin to make sense of their own life-story and family’s history.

Talk about the differences between materials and changes they notice.

Continue developing positive attitudes about the differences between people.

What can you feel, see, and smell?Children explore materials using multiple senses.

What’s the same and what’s different?Children sort and compare based on properties.

What can you see? Can you describe it?Children use rich language to describe observations.

Who is in your family?Children talk about people and events in their lives.

What’s do you notice?Children describe materials using their senses..

How are we all special?Children recognise and value diversity

Delivery of autumn objects from Seraphina to explore


Comparing baby photos to now

Senses to explore outdoors

Seasonal changes observed daily and in more detail at key moments- e.g. icy/snowy/windy/rainy days

Let’s explore how leaves change colour—what do you notice on our walk?


Use magnifying glasses to look closely at natural materials—what can you see?

Share photos of our families—what do we do the same or differently?

Test objects to see which float in a puddle tray—can you explain why?

Reception

Talk about members of their immediate family and community.

Name and describe people who are familiar to them.

Comment on images of familiar situations in the past.

Understand that some places are special to members of their community.

Describe what they see, hear and feel whilst outside.

Understand the effect of changing seasons on the natural world around them.

Who is in your family?Children share details about their close relationships.

Can you tell me about someone you know?Children describe people they see regularly.

What do you notice about the old photo?Children compare images from past and present.

What special places do people go to?Children know about places of importance to others.

Can you tell me what’s around you?Children talk about sensory experiences outdoors.

What changes in each Autumn/Winter?Children observe and describe seasonal patterns.

EXPRESSIVE ARTS & DESIGN

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Explore different materials freely, to develop ideas about how to use them.

Develop their own ideas and decide which materials to use.

Create closed shapes with continuous lines and use shapes to represent objects.

Use drawing to represent ideas like movement or loud noises.

Explore colour and colour mixing.

What can you make with this?Children experiment with materials and tools.

What will you use to make your idea?Children plan and choose suitable resources.

Can you draw a shape that looks like something?Children use drawing to represent ideas.

Can you show movement in your picture?Children use abstract marks to express meaning.

What happens when you mix these colours?Children explore creating new colours.

Autumn colour exploration and mixing- Seraphina teaches us how to mix orange when we don’t have any!

Family drawings

 

Seraphina brings autumn-coloured fabrics—can you dance and move with the music?

Use sticks, leaves, and clay to create a woodland sculpture.

Explore paint mixing—what colours can you create from red and yellow?

Listen to the sounds of autumn—can you use instruments to recreate them?

Build a small world with blocks and figures—what story will you tell?

 

Reception

Create collaboratively, sharing ideas, resources and skills.

Explore, use and refine a variety of artistic effects to express their ideas and feelings.

Can you make something with a friend?Children work together on shared projects.

What will you use to show your idea?Children choose and apply artistic techniques.

ONGOING

*Yearly ongoing focus

*Term specific ongoing focus

COMMUNICATION & LANGUAGE

PERSONAL, SOCIAL, EMOTIONAL

PHYSICAL

3 & 4 Year Olds

Enjoy listening to longer stories and can remember much of what happens.

Use a wider range of vocabulary.

Understand a question or instruction that has two parts.

Sing a large repertoire of songs.

Know many rhymes, talk about familiar books, and tell a long story.

Develop their communication but may have problems with irregular tenses and plurals.

Develop their pronunciation but may have problems with some sounds.

Use longer sentences of four to six words.

Be able to express a point of view and debate when they disagree.

Start a conversation and continue it for many turns.

Use talk to organise themselves and their play.

 

Reception

Learn new vocabulary.

Use new vocabulary throughout the day.
Connect one idea or action to another using connectives.

Use talk to help work out problems and organise thinking.

Develop social phrases.

Engage in story times.

Listen to and talk about stories.

Retell the story using exact words or their own.

Use new vocabulary in different contexts.

Listen to rhymes and songs carefully.

Learn rhymes, poems and songs.

Engage in non-fiction books.

Talk about non-fiction to develop vocabulary.

Connect one idea or action to another using a range of connectives.

 

3 & 4 Year Olds

Become more outgoing with unfamiliar people, in the safe context of their setting.

Show more confidence in new social situations.

Play with one or more other children, extending and elaborating play ideas.

Find solutions to conflicts and rivalries.

Increasingly follow rules, understanding why they are important.

Remember rules without needing an adult to remind them.

Develop appropriate ways of being assertive.

Talk with others to solve conflicts.

Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.

Understand gradually how others might be feeling.

Be increasingly independent in meeting their own care needs, e.g., brushing teeth, using the toilet, washing and drying their hands thoroughly.

Make healthy choices about food, drink, activity and toothbrushing.

 

Reception
Express their feelings and consider the feelings of others.

Show resilience and perseverance in the face of challenge.

Identify and moderate their own feelings socially and emotionally.

Think about the perspectives of others.

Manage their own needs. • Personal hygiene

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 being a safe pedestrian

 

3 & 4 Year Olds

Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.

Go up steps and stairs, or climb up apparatus, using alternate feet.

Start taking part in some group activities which they make up for themselves, or in teams.

Increasingly be able to use and remember sequences and patterns of movements which are related to music and rhythm.

Match their developing physical skills to tasks and activities in the setting.

Choose the right resources to carry out their own plan.

Collaborate with others to manage large items.

Use one-handed tools and equipment.

Use a comfortable grip with good control when holding pens and pencils.

Show a preference for a dominant hand.

Be increasingly independent as they get dressed and undressed.

 

Reception

Develop their small motor skills so that they can use a range of tools competently, safely and confidently.

Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.

Combine different movements with ease and fluency.

Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group.

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 in activities that involve a ball.

Develop the foundations of a handwriting style which is fast, accurate and efficient.

Further develop the skills they need to manage the school day successfully:• lining up and queuing • mealtimes

 

LITERACY

MATHS

UNDERSTANDING THE WORLD

3 & 4 Year Olds

Engage in extended conversations about stories, learning new vocabulary.

Use some of their print and letter knowledge in their early writing.

Write some or all of their name.

Write some letters accurately.

 

Reception

Read a few common exception words matched to the school’s phonic programme.

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

Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment.

Form lower-case and capital letters correctly.

Spell words by identifying the sounds and then writing the sound with letter/s.

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

Re-read what they have written to check that it makes sense.

 

3 & 4 Year Olds

Show interest in different occupations.

Explore how things work.

Plant seeds and care for growing plants.

Understand the key features of the life cycle of a plant and an animal.

Begin to understand the need to respect and care for the natural environment and all living things.

Explore and talk about different forces they can feel.


Continue developing positive attitudes about the differences between people.

Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.

Reception

Compare and contrast characters from stories, including figures from the past.

Draw information from a simple map.

Recognise that people have different beliefs and celebrate special times in different ways.

Recognise some similarities and differences between life in this country and life inother countries.

Explore the natural world around them.

Recognise some environments that are different from the one in which they live.

 

EXPRESSIVE ARTS & DESIGN

3 & 4 Year Olds

Take part in simple pretend play, using an object to represent something else even though they are not similar.

Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses, etc.

Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.

Join different materials and explore different textures.

Draw with increasing complexity and detail, such as representing a face with a circle and including details.

Show different emotions in their drawings and paintings, like happiness, sadness, fear, etc.

Show different emotions in their drawings – happiness, sadness, fear, etc.

Listen with increased attention to sounds.

Respond to what they have heard, expressing their thoughts and feelings.

Remember and sing entire songs.

Sing the pitch of a tone sung by another person (‘pitch match’).

Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs.

Create their own songs or improvise a song around one they know.

Play instruments with increasing control to express their feelings and ideas.

 

Reception

Return to and build on their previous learning, refining ideas and developing their ability to represent them.

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.

Sing in a group or on their own, increasingly matching the pitch and following the melody.

Develop storylines in their pretend play.

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