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)

Can segment the sounds in simple words and blend them together. Attempts to write short sentences in meaningful contexts.

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

The Enormous Turnip

Story genre

Cumulative tale


To record (tell, draw, map &/or write) a cumulative tale based on the Enormous Turnip, making a simple substitution and addition.



Minute, budge, wife, turnip, ginger, vast, patient, swell, delve.

Focus activities

    • Understand problems and suggest how to resolve them.
    • Fact versus fiction – understand what is real and not real and whether it is important that stories are like real life.
    • Use alliteration, adjectives and simile to describe the characters. 
    • Build upon strategies to write a cvc sentence using set 1 and beginning to use set 2 sounds, with a developing awareness of finger spaces.

Lines of Enquiry/ Driving Qs

    • What is a problem?
    • What is a resolution? 
    • Was the problem resolved in the way you expected?
    • Can you think of another way to resolve the problem in the story?
    • How would you feel about the story if the problem wasn’t resolved?

Linked texts:

    • Oliver’s vegetables
    • Eat your greens, Goldilocks
    • Grandpa’s garden
    • Sam and Dave dig a hole
    • Mr Wolf and the enormous turnip 


    • Little Miss Muffet
    • Wiggly woo
    • Queen of hearts
    • Incy Wincy Spider
    • Here we go round the mulberry bush
    • Enormous Turnip


Problem – Story map showing a simple innovation of a problem (something going wrong) 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)
    • Teach set 2 sounds and practise writing words that link to the sound of the day (e.g sound: ay, words: say, play, may)
    • Review sets 1 to 5 green words, focusing on improving fluency by progressing from Fred talk, to Fred in your head to sight reading words.
    • Teach 4 letter nonsense words
    • Teach RWI red book lessons, blending three and four letter words to read simple sentences, 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.
    • Improve formation by forming paired letter families (i.e. Jumper family rh, rb, rn, rm, rp) encouraging the correct height and orientation, letters that sit on the line continuing to practise finger spaces between pairs using white boards and paper.
    • Single letter family formation practise where formation needs further support. 
    • Dough disco interventions for those with weak pencil grip



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.



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

PSED, Expressive Arts, Understanding the World

UW The World (ELG)

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.

PSED Self-confidence and self-awareness (40-60 mths)

Confident to speak to others about own needs, wants, interests and opinions.

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

Orders two items by weight or capacity.

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?

    • Planting a bean
    • Story sequencing zig zag books
    • Exploring techniques to create texture to paint an animal
    • Investigation into (1) where seeds come from and (2) where things grow (underground, on trees etc) and (3) the parts of plants we eat),
    • Exploration of force (push/pull), 
    • fruit/veg tasting (x link maths – recording pictograms/tallies etc).  
    • Comparing the weight of objects

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?

    • Farmer’s house and vegetable farm role play area
    • Small world Enormous Turnip 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.
    • E-board traditional tales
    • Sequencing story pictures.
    • Label picture/write a caption.
    • Speech bubble characters.
    • Exploring weight with pan scales.

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?

Labas rytas
Laba diena

Characteristics of Effective Learning

Active Learning – motivation

Being involved and concentrating 

Maintaining focus on their activity for a period of time. Showing high levels of energy, fascination. Not easily distracted. Paying attention to details


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 (being involved and concentrating)

    • Do they maintain focus on their activity for a period of time? Is this at any activity or always at a particular activity or area in the environment?
    • Do they show high levels of energy, fascination? In what way?
    • Can they concentrate despite distractions? Any examples? 
    • Can they pay attention to details?

Trips & Visits?

    • EY Gardening club
    • Local garden centre