EYFS Objectives (30-50 months)


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.


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.


Talk 4 Writing

Retelling a story until it can be told fluently

Adapting the now-familiar tale through substitution or addition

creating your own new story

What we will be learning?

Model Text
Little Red Hen

Story genre
Wishing tale

To record (tell, draw, map &/or write) a wishing story based on the Little Red Hen making a simple substitution (character and wish).

Corn, plant, rat, bull, mill, grind, knead, refuse, determined, independent,

Focus activities:

    • Speaking in complete sentences to tell a story/ completing a sentence so that it makes sense.
    • Identifying characters and settings in stories.
    • Exploring animals and their homes/habitats.
    • Use connectives to link the cumulative elements of the story.
    • Segmenting the sounds in words to write a label or caption for a story map (initial and beginning to hear end sounds).

Lines of Enquiry/ Driving Qs

    • What is a wish?
    • What is a character/ setting?
    • Does the new character belong in the setting?
    • Does the character get what they wish for?
    • Was the main character right to behave the way they did?

Linked texts:

    • The ugly duckling
    • What the ladybird heard
    • Rosie’s walk
    • Duck in the truck
    • Little green hen
    • Dinoduckling
    • Little red hen makes pizza


    • I went to visit a farm one day
    • Pat a cake
    • Five little speckled frogs
    • 12345 once I caught a fish alive
    • Five currant buns
    • Mary Mary quite contrary


Character in the correct setting – Story map showing a simple innovation of the character and setting and retelling of the innovated story, using known sounds to compose a sentence to retell/re-write a story (beginning and some end sounds using recognisable letters.


Reading (40-60 mths)

Links sounds to letters, naming and sounding the letters of the alphabet.

Can segment the sounds in simple words and blend them together and knows which letters represent some of them.



What we will be learning?

    • Review/teach set 1 sounds
    • Teach assisted blending Word Time 1 to 4 lessons.
    • Practise writing vc/cvc words.
    • Whole class green word challenge: practise segmenting and blending Set 1 green words.

Physical Development

Moving and handling (30-50 mths)
Holds pencil near point between first two fingers and thumb and uses it with good control. Can copy some letters.



What we will be learning?

Number (40-60 mths)

Recognises numerals 1 to 5. Counts up to three or four objects by saying one number name for each item. Counts actions or objects which cannot be moved. Counts objects to 10, and beginning to count beyond 10. Counts out up to six objects from a larger group. Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. Counts an irregular arrangement of up to ten objects. Estimates how many objects they can see and checks by counting them.


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.



What we will be learning?

Ongoing assessments will be completed so that children can be 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)
    • estimating a quantity of objects, checking the accuracy by counting and explaining the quality of their estimate

accurately selecting a numeral that corresponds with a quantity of objects

Expressive Arts, Understanding the World

C&L Listening and attention (30-50 mths)
Is able to follow directions (if not intently focused on own choice of activity).

UW People and Communitie (30-50 mths)
Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family. Remembers and talks about significant events in their own experiences. Recognises and describes special times or events for family or friends.

UW The world
Talks about why things happen and how things work. Developing an understanding of growth, decay and changes over time. Shows care and concern for living things and the environment.

EA Exploring media and materials (30-50 mths)
Joins construction pieces together to build and balance.

EA Being imaginative (30-50 mths)
Engages in imaginative role-play based on own first-hand experiences. Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’. Uses available resources to create props to support roleplay. Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.

Maths (40-60 mths)
Estimates how many objects they can see and checks by counting them.

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?

    • Exploring similarities and differences between people and places
    • Creating an obstacle course
    • Why/ how we celebrate bonfire night
    • Keeping ourselves safe
    • Following instructions to make play dough
    • How to free toys from ice
    • Comparing Christmas celebrations around the world
    • How we can look after the place/world we live in

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?

    • The little red hen’s farm role play area
    • Small world Little red hen play
    • A3 story maps with blank boxes for chn to draw their new characters/place small world figures and practise retelling their stories.
    • CiP spelling mats for tricky and story words
    • E-board relaxation music for the reading area
    • Speech bubble writing frames
    • Paper plate face masks
    • Object estimating pots
    • initial sound post box game
    • Letter recognition twister

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?

Dzień dobry

Characteristics of Effective Learning

Active Learning – motivation

Keeping on trying Persisting with activity when challenges occur. Showing a belief that more effort or a different approach will pay off. Bouncing back after difficulties


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?

Active Learning -Motivation (keeping on trying)

    • Do they show persistence with an activity when faced with challenges?
    • How do they demonstrate aspects of problem solving and show a belief that more effort or a different approach will work/pay off?
    • Do they bounce back after difficulties?

Trips & Visits?

  • Visit from a hen
  • Pantomime at the Lighthouse Theatre, Kettering