EYFS Objectives (30-50 months)


Listening and attention (40-60 mths)
Maintains attention, concentrates and sits quietly during appropriate activity.

Understanding (40-60 mths)
Able to follow a story without pictures or props. Listens and responds to ideas expressed by others in conversation or discussion.

Speaking (40-60 mths)
Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Uses language to imagine and recreate roles and experiences in play situations. Links statements and sticks to a main theme or intention. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. Introduces a storyline or narrative into their play.


Writing (40-60 mths)
Hears and says the initial sound in words. Can segment the sounds in simple words and blend them together. Links sounds to letters, naming and sounding the letters of the alphabet.

Reading (40-60 mths)
Links sounds to letters, naming and sounding the letters of the alphabet. Hears and says the initial sound in words. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.


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
The Three Little Pigs

Story genre
Defeating the baddie tale 

To record (tell, draw, map &/or write) a defeating the baddie story based on the Three Little Pigs making a simple substitution (setting).

Trotted, muttered, huff and puff, slid, thrilled, dreadful, beware, minute, gigantic, moral.

Focus activities

    • Features of different settings
    • Using story telling language (openers and transition words – first, next, after that, suddenly, finally).
    • Correct use of pronouns in sentences
    • Exploring characteristics of different materials.
    • Segmenting the sound to write cvc words in a simple sentence.

Lines of Enquiry/ Driving Qs

    • What is a setting?
    • Are all settings the same?
    • What settings are used in stories?
    • Are story settings the same as real life?

Linked texts:

    • The true story of the 3 little pigs
    • Doing the animal bop
    • The three little wolves and the big bad pig
    • Sweet apple farm
    • I love animals


    • 2 little dickie birds
    • I’m a little teapot
    • Tommy Thumb
    • Sing a song of sixpence
    • Wind the bobbin up
    • Hairy Fred


Setting description – Story map showing a simple innovation of a setting using simple adjectives and retelling of the innovated story, using known sounds to compose a sentence to retell/re-write a story (dominant 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 (including digraphs)
    • Review/ teach blending Word Time 1 to 5  lessons.
    • Practise writing cvc words. 
    • Whole class green word challenge: practise segmenting and blending Set 2 green words.

Physical Development

Moving and handling (40-60 mths)
Shows a preference for a dominant hand. Begins to use anticlockwise movement and retrace vertical lines. Begins to form recognisable letters.



What we will be learning?

    • Continue to develop core and fine motor strength.
    • Continue to practise pencil grip.
    • Improve formation of Kinetic Letter families by revisiting/ practising single Jumper family letters (h,b,r,n,m,p), Abracadabra family letters (c,o,a,d,g,q,s), Squirter letter (e) Window cleaner family letters (I,u,l,t) and Slider family letters (v,w,x,z,)  using sand, white boards and (where developmentally appropriate) paper.
    • Dough disco interventions for those with weak pencil grip.


Number (40-60 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. Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Finds the total number of items in two groups by counting all of them. Says the number that is one more than a given number. Finds one more or one less from a group of up to five objects, then ten objects.



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
    • finding the number that is 1 more and 1 less to 5, then 10, 15 and 20
    • finding the total number of objects in 2 groups by counting all of them

PSED, Expressive Arts, Understanding the World

EA Exploring media and materials (30-50 mths)
Beginning to be interested in and describe the texture of things.

EA Being imaginative (40-60 mths)
Create simple representations of events, people and objects. Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences. Chooses particular colours to use for a purpose. Introduces a storyline or narrative into their play. Plays alongside other children who are engaged in the same theme. Plays cooperatively as part of a group to develop and act out a narrative.

UW People and Communities (30-50 mths)
Shows interest in different occupations and ways of life

UW The World (30-50mths)
Can talk about some of the things they have observed such as plants, animals, natural and found objects. Talks about why things happen and how things work.

UW Technology (40-60 mths)
Completes a simple program on a computer.

 M Shape, space and measure (40-60 mths)

    • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2-D shapes, and mathematical terms to describe shapes. Selects a particular named shape.
    • Can describe their relative position such as ‘behind’ or ‘next to’.

PSED Making relationships (ELG)
Children play co-operatively, taking turns with others

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 texture
    • Exploring magnets
    • Beebot programming
    • Designing and labelling a house for the wolf
    • Naming and exploring the properties of 2D shapes
    • Creating pictures using 2D shapes
    • Positional language 
    • Theraplay games 
    • Creating games using tens frames
    • How and why people celebrate Chinese New Year

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 three pigs houses role play area
    • Small world Three Little pigs play 
    • A3 story maps with blank boxes for chn to draw their new characters and practise retelling their stories. 
    • CiP spelling mats for tricky and story words 
    • E-board relaxation music for the reading area
    • Making story puppets in the creative area
    • Printing using different resources to create a house for the pigs 
    • Create a house for the pigs that can’t be blown down by the big bad wolf (hair dryer)
    • Create a play dough character (using match sticks, cotton buds, googly eyes etc)

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?


Characteristics of Effective Learning

Creating & Thinking Critically

Having their own ideas Thinking of ideas. Finding ways to solve problems. Finding new ways to do things.


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 think of ideas? (Can you give any examples)? 
    • How do they find ways to solve problems?
    • Can they find new ways of doing things?

Trips & Visits?

Welly walk in the local area