EYFS Objectives (30-50 months)


Listening and attention (ELG)

They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. 

Understanding (ELG)

Children answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Speaking (ELG)

They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.


Writing (ELG)

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Reading (ELG)

Children demonstrate understanding when talking with others about what they have read.


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 Riding Hood

Story genre

Warning tale


To record (tell, draw, map &/or write) a warning tale based on Little Red Riding Hood, making a simple substitution and addition.



Edge, wood, cloak, greedy, appeared, cottage, disguise, snarl, woodcutter, heave

Focus activities

    • Use present, future and past tense in my speech.
    • Use adjectives and simile to describe animals.
    • Understand the similarities/differences between good and bad characters.
    • Writing sentences using set 1 and set 2 sounds with finger spaces. 

Lines of Enquiry/ Driving Qs

    • What is a warning?
    • How do bad characters behave?
    • Do all bad characters look the same?
    • Why do we like stories with bad characters in?

Linked texts:

    • Little Red
    • What’s the time Mr Wolf?
    • Very little Red Riding Hood
    • Mr Wolf’s pancakes
    • On the way home
    • Cinderella’s stepsister and the big bad wolf


    • Hey diddle diddle
    • One, two buckle my shoe
    • A sailor went to sea
    • London Bridge
    • 5 little ducks
    • Polly put the kettle on


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


Reading (ELG)

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.



What we will be learning?

    • Review set 1 sounds (inc. digraphs)
    • Review/teach set 2 sounds and practise writing words that link to the sound of the day.
    • Teach set 6 and 7 green words (Fred talk) and review sets 1 to 5 green words, focusing on improving fluency by ‘Fred in your head’, then sight reading words).
    • Segment and blend 4 letter nonsense words
    • Teach RWI green book lessons, blending three and four letter words to read simple sentences, learning how to approach multi-syllabic words, reading set 1 high frequency words and demonstrating understanding of what they have read by answering a questions.

Physical Development

Moving and handling (ELG)

Children handle equipment and tools effectively, including pencils for writing.



What we will be learning?

    • Continue to develop core and fine motor strength.
    • Continue to practise pencil grip.
    • Practise letter formation through daily CVC/CVCC ‘hold a sentence’ activities.



Ongoing: (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.

Focus: (ELG)

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Challenge: (EXC)

Children estimate a number of objects and check quantities by counting up to 20. They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.



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, ordering and recognising 
    • 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 then to 20 using objects 
    • finding the answer to addition and subtraction number sentences to 20 by counting on using objects and then a number track
    • finding the double and half of a number using objects


    • beginning to divide using practical activities, sharing a quantity of objects equally between groups
    • counting aloud forwards to and backwards from 30, then 50 and 100.
    • counting in 2’s, 5’s and 10’s and using this knowledge to solve simple problems

PSED, Expressive Arts, Understanding the World

UW The World (ELG)

Children know about similarities and differences in relation to places, objects, materials and living things. They make observations of animals and plants and explain why some things occur, and talk about changes.  

C&L Speaking (ELG)

They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

PD Health and self-care (ELG)

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

PSED Self-confidence and self-awareness (ELG)

Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. 

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.

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?

    • Little Red Riding Hood story box creation
    • Similarities/differences between wild and domesticated animals
    • Fiction/non-fiction books
    • investigation into bones and skeletons/body parts
    • exploration of ways to keep healthy
    • investigation into food types – what food could we make to fill up the wolf
    • create our own story telling shadow puppets/ stick characters
    • create a role play drama

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?

    • Grandma’s cottage role play area
    • Small world Little Red Riding Hood 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 
    • Small world characters/ mini me’s available for imaginative play/story telling 
    • Tales toolkit and small world resources with story mountains to support story inventions.

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?

Bună dimineaţa
Bună ziua

Characteristics of Effective Learning

Creating & Thinking Critically – Thinking

Making links
Making links and noticing patterns in their experience. Making predictions . Testing their ideas. Developing ideas of grouping, sequences, cause and effect


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?

Creating and thinking critically – making links
    • Do they make links and notice patterns in their experience?
    • Can they make predictions? What examples can you give? 
    • How they test out their ideas? 
    • Are they developing ideas of grouping, sequencing, cause and effect?

Trips & Visits?

Theatre show