Fiction

Cinderella

Slightly more complex traditional tale but easy plot to use.

Poetry

Focus nursery rhymes:

Pat-a-cakeFive current bunsTen fat sausages

Songs and rhymes about food

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

Development Matters

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.

Know and talk about the different factors that support their overall health and wellbeing: being a safe pedestrian

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: Visit Reverend Ian at Church

Circle Times

Reinforce 'snack time' routines

Jigsaw/Jerrie Cat - Celebrating Difference

Development Matters

Combine different movements with ease and fluency.

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: Making props - cutting and sticking

Making posters for theatre

PE

Real PE - Agility: Reaction / Response

Theme - Fairytales

Giving instructions, feedback

Development Matters

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

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

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:

Theatre - telling stories.

Acting out new words.

Writing invitations to theatre for Olive/Acorn

Read Write Inc. (Phonics)

Speaking aloud

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:

It's me 1, 2, 3!

Representing 1, 2 & 3

Comparing 1, 2 & 3

Composition of 1, 2 & 3

Circles and triangles

Positional language

Light & dark

Representing numbers to 5

One more or less

Shapes with 4 sidesTime

Development Matters

Create collaboratively, sharing ideas, resources and skills.

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.

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.

Content:

Role play - theatre

Making costumes

Performing -songs/stories/rhymes/dance/puppets

Being in the audience

Exploring musical instruments - making a band

Making musical instruments

Music:

Oak Academy - Journeys and Adventures

Performing, sharing stories