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)
Can segment the sounds in simple words and blend them together. Links sounds to letters, naming and sounding the letters of the alphabet. Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Writes own name and other things such as labels, captions.

Reading (40-60 mths)
Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Links sounds to letters, naming and sounding the letters of the alphabet. Begins to read words and simple sentences. 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
Goldilocks and the Three Bears

Story genre
Problem/resolution tale

To record (tell, draw, map &/or write) a problem/resolution story based on Goldilocks and the Three Bears making a simple substitution (main character).


Curly, rosy, crept greedily, tip-toed, hurriedly, instantly, scorching, rigid, flexible, dash.

Focus activities

    • Naming parts of the body.
    • Learn describing words linked to their colour, size, feel and shape (adjectives).
    • Writing a descriptive sentence (using set 1 sounds and beginning to use digraphs)
    • Using the word ‘because’ as part of an explanation. 

Lines of Enquiry/ Driving Qs

    • What does Goldilocks want and why?
    • What do Goldilocks’ actions tell us about her?
    • What makes a character good or bad?
    • Is Goldilocks a bad character? 

Linked texts:

    • Brown bear, Brown bear
    • Whatever Next?
    • My friend, Bear
    • We’re going on a bear hunt
    • Believe me, Goldilocks Rocks
    • Goldilocks and the three dinosaurs
    • A chair for baby bear
    • Goldilocks on CCTV


    • Jack and Jill
    • Little Jack Horner
    • Grand old Duke of York
    • Old Mother Hubbard
    • Crooked man
    • Hey there Daddy Bear


Description of the problem/bad character – Story map showing a simple innovation of the bad character using simple adjectives and oral retelling of the innovated story, using known sounds to compose a sentence to retell/re-write a story (cvc and high frequency words) using correctly formed letters.


Reading (40-60 mths)

Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Links sounds to letters, naming and sounding the letters of the alphabet. Begins to read words and simple sentences.



What we will be learning?

    • Review set 1 sounds (inc. digraphs)
    • Practise writing words that link to the sound of the day (e.g sound: ch, words: chin, chip, chop)
    • Review sets 1 to 4 green words, focusing on improving fluency by progressing from Fred talk, to Fred in your head to sight reading words.
    • Teach cvc nonsense words
    • Teach RWI paper ditty lessons, blending cvc words to read simple sentences, reading set 1 high frequency words and answering a question about what they have read.

Physical Development

Moving and handling (40-60 mths)
Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.



What we will be learning?

    • Continue to develop core and fine motor strength.
    • Continue to practise pencil grip.
    • Practise forming paired letter families (i.e. Jumper family rh, rb, rn, rm, rp) and introducing spaces between pairs of approximately one letter width, using white boards and paper.
    • Single letter family formation practise where formation needs further support. 
    • 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. In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.



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
    • recognising the symbol for and using the vocabulary of add, takeaway and equals. 
    • finding the answer to addition and subtraction number sentences to 10 and beyond using objects

PSED, Expressive Arts, Understanding the World

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.

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.
    • Orders and sequences familiar events
    • Orders two or three items by length or height.

EA Exploring media and materials (40-60 mths)
Constructs with a purpose in mind, using a variety of resources. Uses simple tools and techniques competently and appropriately. Selects appropriate resources and adapts work where necessary. Selects tools and techniques needed to shape, assemble and join materials they are using.

C&L Listening and attention (40-60 mths)
Two-channelled attention – can listen and do for short span.

C&L Understanding (40-60 mths)
Responds to instructions involving a two-part sequence.

C&L Speaking (40-60 mths)
Uses language to imagine and recreate roles and experiences in play situations. Introduces a storyline or narrative into their play.

UW People and Communities (40-60 mths)
Enjoys joining in with family customs and routines.

UW Technology (40-60 mths)
Interacts with age-appropriate computer software.

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?

    • Looking at physical attributes as children paint a picture of their faces
    • Transient art faces using found objects
    • Naming and exploring the properties of 3D shapes
    • 3D shape hunt
    • Designing and labelling a chair for baby bear and using resources to build it (test with a bear)
    • Exploring size (height and length)
    • Sequencing events of the day
    • Making flapjack biscuits using porridge oats
    • Why and how we celebrate Easter

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 bears’ cottage role play area
    • Small world Goldilocks and the three bears 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 traditional tales
    • Sequencing story pictures.
    • Textured resources to create bears (panda, brown, polar etc)
    • Paper plate masks (inc. paper curling for Goldilocks hair)
    • Comparing length and height using non-standard measures (cubes, numicon pieces, lolly sticks etc)
    • Purple Mash – Maths City 2 – estimate/ compare sizes

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?

Dob-ro-ye ootro
Dob-ri dyen’

Characteristics of Effective Learning

Playing and Exploring – Engagement 

Finding out and exploring 
Showing curiosity about objects, events and people. Using senses to explore the world around them. Engaging in open-ended activity. Showing particular interests


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?

Playing and exploring – Engagement (finding out and exploring)

    • Do they show curiosity about objects, events and people? In what way? 
    • Do they use their senses to explore the world around them? Any sense perhaps used more than other? 
    • Do they engage in open-ended activity? How?
    • Do they show particular interests? In what?

Trips & Visits?

Teddy Bears picnic.