Development Matters

See themselves as a valuable individual.

Think about the perspectives of others.

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: :

Circle Time discussions

Sharing work - giving kind feedback

Displaying art work in gallery

Jigsaw/Jerrie Cat - Relationships

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: :

Creating variety of artwork based on tools used.

Role Play

Model making

Fine motor skill activities (e.g. following line with scissors)

PE

Real PE - Dynamic Balance On a Line

Theme - Train

Giving instructions/describing actions

Development Matters

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

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

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 extended captions/labels for artwork.

Writing diaries

Labelling butterflies and plants

Read, Write, Inc. (Phonics)

Development Matters:

Count objects, actions and sounds.

Count beyond ten.

Explore the composition of numbers to 10.

Automatically recall number bonds for numbers 0–5 and some 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.

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

To 20 and beyond

Build numbers beyond 10

Count patterns beyond 10

Spatial reasoning 1

Match, rotate, manipulate

Counting routines (eg. Daily class count)

Recognising and identifying shapes within artwork

Using shapes to make pictures

Development Matters

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

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

Create collaboratively, sharing ideas, resources and skills.

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:

Focus artists - L.S Lowry and Luis Alvarado

Create large scale collaborative pieces based on works of focus artists.

Lowry - modernise using photography of figures added to large collage.

Alvarado - interpret into 3D using modelled figures (plasticine) in a painted landscape.

Tweet photos of work to Luis Alvarado (current working artist)

Music:

Oak Academy - Habitats

Present artwork in gallery to Time Agents