BedlingtonStation PrimarySchool

REGINA FLOWERTON

EYFS Summer Term

CONTEXT

Greetings, budding explorers! I’m Regina Flowerton — adventurer, plant lover,  bear whisperer, and seeker of stories from around the world! My boots have marched through jungles, deserts, and bustling cities, all in search of fascinating festivals, marvellous animals, and plants that dance in the wind. At home, I have a greenhouse full of wild wonders — from chattering tree frogs to vines that curl when you say hello! I’ll be visiting you with treasures from my travels, tales from far-off lands, and challenges to help protect our beautiful Earth. Are you ready to wonder, wander, and grow? Let’s explore this wild, wonderful world!

Characteristics of Effective Learning

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

Travel trunk discovery – Explore real and imagined objects from faraway places (shells, seeds, fabrics, maps).

Mini nature safari – Use magnifying glasses to look closely at leaves, bugs, and soil in the outdoor area.

Senses of the world tray – Touch, smell, and observe natural materials like herbs, spices, feathers, and sand.

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

Build an animal habitat – Focus on creating a space for an animal using blocks, plants, or craft resources.

Plant care challenge – Take responsibility for watering and watching over a seed or class plant over time.

Follow the festival trail – Move through steps in the right order to complete an activity inspired by a global celebration.

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

Design your own transport – Create a way to travel through jungles, oceans, deserts or skies using imaginative parts and problem-solving ideas.

Map a journey – Design your own adventure map showing where you might travel and what you’d discover.

Eco problem solving – Think of ways to reuse objects, protect nature, or help an imaginary endangered animal.

Tier 2 Core Vocabulary

BROADENING EXPERIENCE

Nursery

Watch – To look at closely.

Plant – To put a seed or small plant into the ground.

Water – To give plants or animals a drink.

Care – To look after something so it stays well.

Feed – To give food to a plant or animal.Grow – To get bigger over time.

Change – To become different.
Find – To see or get something that was hidden.

Sort – To put things into groups that are the same.

Share – To let someone else use or have something.

Live – To be alive, like plants and animals.

Reception

Nurture – To care for plants, animals, or people so they grow.

Flourish – To grow strong and healthy.

Blossom – When a flower opens up.

Sprout – A new shoot growing from seed.

Pollinate – When bees/helping insects move pollen to flowers.

Essential – Something really important or needed.

Protect – To keep safe from harm.

Adapt – To change something to make it suitable.

Cycle – A series of events that repeat, like a butterfly’s life.

Emerge – To come out or appear.

Butterflies

Ambulance visit

Dental Hygiene visitor

Festival of the Arts

Teddy Bears' Picnic

Reception Celebration

 

 

OUTDOOR

Mini-beasts

Water

WOW! Wonder Launch

In the sunny days of May, Regina Flowerton arrives with her explorer’s hat and a beautifully decorated wooden box covered in stamps, vines, and colourful stickers from her travels. Inside are curious treasures from nature and around the world — feathers, fabrics, plants, patterned stones, and other mysterious objects to touch, smell, and wonder about. The children are invited to explore the box, choose an item that catches their eye, and share their ideas about what it could be, where it might be from, or what story it could tell. With Regina’s gentle guidance, the classroom is transformed into a world of discovery, imagination, and appreciation for the beauty of our planet.

Jigsaw PSHE
'Relationships' (3A)
We will be learning about; Family life, Friendships, Breaking friendships, Falling out, Dealing with bullying, Being a good friend

'Changing Me' (3B)We will be learning about; Bodies, Respecting my body, Growing up, Growth and change, Fun and fears, Celebrations

Oracy Development Opportunities

FOCUS RHYMES

London Bridge is falling downTwo Little Dickie BirdsLittle Miss Muffet

Songs and rhymes about people

Songs and rhymes about numbers

Ten Green BottlesZoom zoom zoomFive little speckled frogs

TALK for WRITING

NURSERY 3A

Poetry (Talk for Writing)

Focus nursery rhymes:

London Bridge is falling downLittle Miss Muffet

Non-fiction:

Recount Text: trip to the woods to find the troll!

 

Reading Spine Books

Fiction - Focus Class Reader

The 3 Billy Goats Gruff

Slightly more challenge to this traditional tale for the end of year. Fits well with trips out to the woods.

Additional Texts

Percy The Park Keeper: The Secret Path - Nick Butterworth

Oi Frog - Kes Gray & Jim Field

NURSERY 3B

Poetry (Talk for Writing)

Focus nursery rhymes:

Ten Green BottlesFive little speckled frogs

 

Oral Non-fiction:

Information Text: report on ducks

 

Reading Spine Books

Fiction - Focus Class Reader

Come on Daisy - Jane Simmons

Fantastic illustrations, and simple plot which children understand [about not listening to their parents –getting lost]. It’s also part of a series of books about the main character. Can be adapted very easily as T4W text. Could be linked into a theme on Water/ Farms. Very simple, one line of information reports could be used as a model text.

Additional Texts

The Very Hungry Caterpillar - Eric Carle

Hairy Maclary - Lynley Dodd

RECEPTION 3A

Fiction

Elmer - David McKee

Loved by so many! Fits well with ‘jungle animals’ theme or just children’s interest in animals! Simple report –can then be innovated on easily.

Non-fiction:

Recount: Elmer's journey

Reading Spine

The Very Hungry Caterpillar - Eric Carle

Owl Babies - Marting Waddell

RECEPTION 3B

Fiction

Titch's Garden - Pat Hutchins

Non-fiction:

Information Text: How to care for a plant (poster)

Reading Spine

Lost and Found - Oliver Jeffers

Here We Are: Notes for living on Planet Earth - Oliver Jeffers

COMMUNICATION & LANGUAGE

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Start a conversation and continue it for many turns.

Use talk to organise themselves and their play.

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

Sing a large repertoire of songs.

Can you keep talking with a friend?Children sustain back-and-forth conversation during play.

Can you use talk to plan the game?Children use language to plan roles and actions in play.

Can you say what you think and why?Children express opinions and respond to others with

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

 

Reception

Retell the story using exact words or their own.

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

Learn rhymes, poems and songs.

Can you tell the story your way?Children retell stories from memory or in their own words.

Can you explain what happened next?Children use varied connectives to explain ideas.

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

PERSONAL, SOCIAL & EMOTIONAL

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Develop appropriate ways of being assertive.

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

Can you say what you want or need kindly?Children use words to express their needs firmly but fairly.

What helps your body stay healthy?Children choose healthy options and talk about their choices.

Seraphina Huesplash visits

Asking Seraphina questions

Showing Seraphina around

 

Reception

Think about the perspectives of others.

Know and talk about the different factors that support health and wellbeing.

What might your friend be thinking?Children show understanding of different points of view.

What helps you stay healthy and strong?Children understand the role of food, exercise, and rest in being healthy.

PHYSICAL

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Use one-handed tools and equipment, for example, making snips in paper with scissors.

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

Can you use scissors to cut?Children use one-handed tools with increasing skill.

Can you hold your pencil like this?Children use a tripod grip and controlled movements.

Seraphina Huesplash visits

Asking Seraphina questions

Showing Seraphina around

 

Reception

Develop overall body strength, balance, coordination and agility.

Further develop and refine a range of ball skills.

Develop confidence, competence, precision and accuracy with a ball.

Develop the foundations of a handwriting style.

Can you move your body in lots of different ways?Children show strong, controlled movements.

Can you throw and catch a ball?Children show improved aim and control with balls.

Can you aim at a target?Children use balls for games with accuracy and confidence.

Can you write letters carefully?Children form letters efficiently with increasing speed.

LITERACY

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Write some or all of their name.

Write some letters accurately.

Can you write your name?Children write their name or parts of it from memory.

Can you write some letters clearly?Children form some letters with increasing control.

Seraphina Huesplash visits

Asking Seraphina questions

Showing Seraphina around

 

Reception

Form lower-case and capital letters correctly.

Spell words by identifying sounds and writing letters.

Write short sentences using known sound-letter correspondences.

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

Can you write both lowercase and capital letters?Children write letters with correct size and shape.

What sounds can you hear in the word?Children write phonetic spellings of simple words.

Can you write a sentence with a full stop?Can you use your sounds to write a sentence with a full stop?

Can you check if your writing sounds right?Children re-read and self-correct their writing.

MATHEMATICS

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions.

Start a conversation with an adult or a friend and continue it for many turns.

 

Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions.

Start a conversation with an adult or a friend and continue it for many turns.

 

Content:

Conversations with Nana.

Responding to messages from Nana

Circle Times

 

Asking Nana questions, Conversing with a friend.

UNDERSTANDING THE WORLD

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

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.

Can you help a plant grow?Children engage in simple planting and care routines.

What happens as the plant/animal grows?Children describe basic life cycle changes.

How can we look after nature?Children show care and responsibility for living things.

Seraphina Huesplash visits

Asking Seraphina questions

Showing Seraphina around

 

Reception

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

Draw information from a simple map.

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

How are the characters the same or different?Children identify similarities and differences in people.

What does this map show?Children interpret and use basic maps to describe what they can see.

What changes in each Spring/Summer?Children observe and describe seasonal patterns.

EXPRESSIVE ARTS & DESIGN

DEVELOPMENT MATTERS

CORE KNOWLEDGE & SKILLS

EXPLORATION STARTERS

3 & 4 Year Olds

Across EYFS

Draw with increasing complexity and detail.Plant seeds and care for growing plants.

Show different emotions in their drawings and paintings.

Create their own songs or improvise a song.

Can you draw someone with lots of features?Children include detailed features in drawings.

What feeling did you draw?Children express emotions through artwork.

Can you make up a new song?Children invent simple songs or verses.

Seraphina Huesplash visits

Asking Seraphina questions

Showing Seraphina around

 

Reception

Return to and build on previous learning, refining ideas and representation.

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

Can you improve your artwork?Children review and enhance their creations.

Can you perform a dance or song for us?Children perform with expression and confidence.

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 'why' questions.

Understand a question or instruction that has two parts.

Sing a large repertoire of songs.

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

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

Develop their pronunciation but may have problems with some sounds.
Listen to and talk about stories.

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

Reception

Learn new vocabulary.

Use new vocabulary throughout the day.

Articulate their ideas in well-formed sentences.

Use talk to help work out problems and organise thinking.

Develop social phrases.

Engage in story times.

Understand how to listen carefully and why listening is important.

Ask questions to find out more.
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.

Use longer sentences of four to six words.

Connect one idea or action to another using connectives.

3 & 4 Year Olds

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

Develop their sense of responsibility and membership of a community.

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.
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.

Reception

See themselves as a valuable individual.

Build constructive and respectful relationships.

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.


Manage their own needs. • Personal hygiene

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.

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

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

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.

Show a preference for a dominant hand.

Be increasingly independent as they get dressed and undressed.

 

Reception

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.

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.

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

Understand the five key concepts about print.

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

Engage in extended conversations about stories, learning new vocabulary.

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

 

Reception

Read individual letters by saying the sounds for them.

Blend sounds into words, so that they can read short words made up of known letter– sound correspondences.

Read some letter groups that each represent one sound and say sounds for them.

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.

3 & 4 Year Olds

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.

Show interest in different occupations.

Explore how things work.
Explore and talk about different forces they can feel.

Talk about the differences between materials and changes they notice.

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

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.

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.

Describe what they see, hear and feel whilst outside.

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.

Explore different materials freely, to develop their ideas about how to use them and what to make.

Develop their own ideas and then decide which materials to use to express them.

Join different materials and explore different textures.

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

Use drawing to represent ideas like movement or loud noises.

Explore colour and colour mixing.

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.
 

Reception

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

Create collaboratively, sharing ideas, resources and skills.

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.