EYFS Objectives (30-50 months)

Communication

Listening and attention (30-50 mths)
Listens to others one to one or in small groups, when conversation interests them. Listens to stories with increasing attention and recall. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
Understanding (30-50 mths)
Responds to simple instructions, e.g. to get or put away an object. Beginning to understand ‘why’ and ‘how’ questions.
Speaking (30-50 mths)
Can retell a simple past event in correct order. Uses intonation, rhythm and phrasing to make the meaning clear to others. Builds up vocabulary that reflects the breadth of their experiences.

Literacy

Writing (30-50 mths)
Sometimes gives meaning to marks as they draw and paint.
Reading (30-50 mths)
Listens to and joins in with stories and poems, one-to-one and also in small groups. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Listens to stories with increasing attention and recall. Describes main story settings, events and principal characters.

Lesson

Talk 4 Writing

Imitation
Retelling a story until it can be told fluently

Innovation
Adapting the now-familiar tale through substitution or addition

Invention
creating your own new story

What we will be learning?

Big Question:
Who am I?
Model Text
Dear Zoo
Story genre
Wishing tale
Objective
To record (tell, draw, map &/or write) a wishing story based on the Dear Zoo making a simple substitution (character).
How:-
Vocabulary
Delighted, gloomy, frustrated, confused.
Focus activities:
• Listening, joining in using words and actions to retell a story
• Story maps and sequencing events
• Talking about the story – what do we like and not like
• Exploring our feelings and how we show them.
• Animals as pets
• Drawing and describing a picture
Lines of Enquiry/ Driving Qs
• Who and what are special to me?
• What pets do we have?
• What animals make good/bad pets?
• What do I like/dislike?
Linked texts:
• A squash and a squeeze
• Hairy McLary
• The slighty annoying elephant
• There’s a lion in my cornflakes
Rhymes:
• Old MacDonald
• Little Bo Peep
• Hickory Dickory Dock
• Humpty Dumpty
Outcome:
Character – Simple innovation of an animal (final pet) – Complete a story map showing a simple substitution of a character and retelling of the innovated story, using complete sentences to retell a story.

Literacy

Reading (30-50 mths)
Knows information can be relayed in the form of print.

Lesson

Phonics

What we will be learning?

    • Become familiar with the picture side of set 1 sound cards (during Baseline activities).
    • Teach set 1 single sounds (then assess and group).
    • Play phonic games to promote phonemic awareness and an oral blending.

Physical Development

Moving and handling (30-50 mths)
Draws lines and circles using gross motor movements. Holds pencil between thumb and two fingers, no longer using whole-hand grasp.

Lesson

Handwriting

What we will be learning?

    • Become familiar with Kinetic Letter positions
    • Develop core strength using gross motor exercises
    • Develop fine motor control using hand strengthening exercises
    • Prepare to write by learning how to organise a work base and pick up a white board pen using our three friends for pencil grip.
    • Become familiar with directional mark making instructions (down, up, push, pull, anticlockwise movement, slide)
    • Dough disco interventions for those with weak pencil grip.

Maths

Number (30-50 mths)
Recites numbers in order to 10. Knows that numbers identify how many objects are in a set. Beginning to represent numbers using fingers, marks on paper or pictures. Sometimes matches numeral and quantity correctly. Compares two groups of objects, saying when they have the same number. Shows an interest in number problems. Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.

Lesson

Number

What we will be learning?

After Baseline assessments are complete and at regular intervals throughout the year, children shall be grouped/re-grouped according to their confidence in recognising and working with numbers up to 3, then 5, 10, 15 and 20. Children skills shall be assessed, observed using 2Simple and tracked on the EY number skills progression trackers. As they progress through the groups, children will practise their mathematical skills including:
• counting aloud
• recognising numbers
• counting moveable objects and immoveable objects/pictures
• accurately counting out a quantity of objects
• comparing 2 groups of objects, saying when they have the same number
• separating a group of objects in different ways
• representing numbers in different ways (e.g. fingers, marks, pictures, number formation)

PSED, Expressive Arts, Understanding the World

Self-confidence & self-awareness (30-50 mths)
Confident to talk to other children when playing, and will communicate freely about own home and community
Managing Feelings and Behaviour (30-50 mths)
Can usually adapt behaviour to different events, social situations and changes in routine.
Making relationships (30-50 mths)
Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
UW People and communities (30-50 mths)
Shows interest in the lives of people who are familiar to them. Remembers and talks about significant events in their own experiences. Recognises and describes special times or events for family or friends.
EA Exploring & using media & materials (30-50 mths)
Explores colour and how colours can be changed. Uses various construction materials. Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces. Joins construction pieces together to build and balance. Realises tools can be used for a purpose.
EA Being imaginative (30-50 mths)
Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’. Uses available resources to create props to support roleplay.

Rainbow Time

Additional activities will be planned to address any skills gaps identified through the observation cycle, such as scissor skills, modelling using different types of joins etc.

What we will be learning?

Following completion of the Baseline activities:

    • Recognise our emotions and how to deal with them appropriately
    • Practical activities modelling how to use the resources in each area (e.g. creating a small world adventure, creating a role play drama using deconstructed resources, creating a prop for a role play
    • Scissor skills
    • Colour mixing
    • Costume making using open ended resources for role play (e.g. for Halloween)
    • Exploration of different celebrations

Continuous Provision

Further enhancements to continuous provision may be added to provide for children’s interests which are identified through the observation cycle. 

What we will be learning?

Following completion of the Baseline activities:

    • Zoo and postcard/letter writing and post box role play area
    • Small world Dear Zoo
    • Create an animal using junk modelling
    • Draw and label/talk about a pet
    • Hand print animals
    • Playdough (hand strengthening)
    • Letter formation practise (sand, hair gel pockets etc)
    • Salad spinner firework pictures

Language of the term

Greet the class and each other during each registration using the language of the month Using https://www.newburyparkschool.net/lotm/index.html discuss where the countries are in the world, where the language is spoken, any similarities and differences between where we live and the country we are learning about and learn to say key words such as please and thank you in the language of the term

What we will be learning?

English

    • Good morning
    • Good afternoon

Characteristics of Effective Learning

Playing and Exploring – engagement
Playing with what they know
Pretending objects are things from their experience. Representing their experiences in play. Taking on a role in their play. Acting out experiences with other people.

CoEL

Discuss the CoEL focus with children in relation to the story. Adults to observe and support children through their independent learning.

What we will be learning?

After Baseline assessments are complete and at regular intervals throughout the year, children shall be grouped/re-grouped according to their confidence in recognising and working with numbers up to 3, then 5, 10, 15 and 20. Children skills shall be assessed, observed using 2Simple and tracked on the EY number skills progression trackers. As they progress through the groups, children will practise their mathematical skills including:
• counting aloud
• recognising numbers
• counting moveable objects and immoveable objects/pictures
• accurately counting out a quantity of objects
• comparing 2 groups of objects, saying when they have the same number
• separating a group of objects in different ways
• representing numbers in different ways (e.g. fingers, marks, pictures, number formation)

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