Development Matters

See themselves as a valuable individual.

Build constructive and respectful relationships.

Identify and moderate their own feelings socially and emotionally.

Think about the perspectives of others.

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

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:

Meeting Reverend Ian.

Circle Times with The Colour Monster

Introducing 'snack time' routines

Jigsaw/Jerrie Cat - Being Me In My World

Speaking to visitors

Sharing thoughts and feelings

Development Matters

Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forksand spoons.

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:

Writing in different situations

Mark-making

Role play dressing up/writing/making as optician

Sharing and turn-taking with others

PE

Real PE - Coordination: Ball Skills

Theme - Clown

Giving instructions

Giving explanations

Development Matters

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.

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:

Mark-making and writing
Role Play lists, labels and writing (opticians)

Name writing

Labelling

Read Write Inc. (Phonics)

Reading aloud

Converstations in role play

Development Matters

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.

Explore the composition of numbers to 10.

Select, rotate and manipulate shapes in order to develop spatial reasoning skills.

Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.

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

Getting to know you

Just like me

- Matching

- sorting

- comparing

- patterns

Class counting

Development Matters

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.

ELG Focus

Past and Present

Talk about the lives of the people around them and their roles in society.

Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.

Understand the past through settings, characters and events encountered in books read in class and storytelling.

Possible content:

Sharing stories about home and family including special events with Fern

Sharing photos from home.

Role Play- At home and Opticians

Planned educational visits

Atelier exploration

Exploring outdoors with senses

Daily routines (calendar/weather etc)

RE (Northumberland Agreed Syllabus)

Being special: where do we belong?

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.

ELG

Creating with Materials

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

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

Possible content:

Role Play

Small World play

Stories

Portraits of others - labelling parts/talking about emotions with The Colour Monster

Building with construction toys

Music:

Oak Academy - 'All about me'

Sharing ideas and feelings.