EYFS Curriculum

Early Years Foundation Stage 2017-18

 

Year A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer1 Summer 2
Topic Magical Me

Autumn

Halloween

People Who Help Us

Winter

Christmas

Weather Growth and Change

Spring

Life at Sea

Pirates

Healthy Me

The World Cup

Personal, Social and Emotional Development Making Relationships

Initiates conversations, attends to and takes account of what others say.
Self Confidence and Self Awareness

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

Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.

Making Relationships

Explains own knowledge and understanding, and asks appropriate questions of others.
Self Confidence and Self Awareness

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

Aware of the boundaries set, and of behavioural expectations in the setting.

Making Relationships

Takes steps to resolve conflicts with other children, e.g. finding a compromise.
Self Confidence and Self Awareness

Can describe self in positive terms and talk about abilities.
Managing Feelings and Behaviour

Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.

Making Relationships  Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity.
Self Confidence and Self Awareness

Children are confident to try new activities, and say why they like some activities more than others.

Managing Feelings and Behaviour Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.

Making Relationships

Children show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Self Confidence and Self Awareness

Children are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help
Managing Feelings and Behaviour Children work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Making Relationships

Children play group games with rules. They understand someone else’s point of view can be different from theirs. They resolve minor disagreements through listening to each other to come up with a fair solution. They understand what bullying is and that it is unacceptable.
Self Confidence and Self Awareness

Confident to speak to class group. Can talk about things they enjoy, are good at and about the things they don’t find easy. They are resourceful in finding support when they need help or info. Can talk about plans they have made to carry out activities and what they might change if they were to repeat them.
Managing Feelings and Behaviour

Children know some ways to manage their feelings and are beginning to use these to maintain control. They can listen to each other’s suggestions and plan how to achieve an outcome without adult help. They know when and how to stand up for themselves appropriately. They can stop and think before acting and they can wait for things they want.

Physical Development Moving and Handling

Experiments with different ways of moving. Shows a preference for a dominant hand. Begins to use anticlockwise movement and retrace vertical lines. Uses simple tools to effect changes to materials.
Health and Self Care

Eats a healthy range of foodstuffs and understands need for variety in food. Usually dry and clean during the day.

Moving and Handling

Jumps off an object and lands appropriately. Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.Begins to form recognisable letters. Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
Health and Self Care

Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.

Moving and Handling

Travels with confidence and skill around, under, over and through balancing and climbing equipment. Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. . Handles tools, objects, construction and malleable materials safely and with increasing control.
Health and Self Care

Shows understanding of how to transport and store equipment safely. Practices some appropriate safety measures without direct supervision.

Moving and Handling

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space.
Health and Self Care

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

Moving and Handling

They handle equipment and tools effectively, including pencils for writing.
Health and Self Care

They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Moving and Handling

Children can hop confidently and skip in time to music. They hold paper in position and use preferred hand for writing, using correct pencil grip. They are beginning to be able to write on lines and control letter size.
Health and Self Care

Children know about and can make healthy choices in relation to healthy eating and exercise. They can dress and undress independently, successfully managing fastening buttons or laces.

Communication and Language Listening and Attention

Maintains attention, concentrates and sits quietly during appropriate activity.
Understanding

Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes.
Speaking

Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.

Listening and Attention

Maintains attention, concentrates and sits quietly during appropriate activity.
Understanding

Able to follow a story without pictures or props.
Speaking

Uses language to imagine and recreate roles and experiences in play situations. Introduces a storyline or narrative into their play.

Listening and Attention

Two-channelled attention – can listen and do for short span.
Understanding

Listens and responds to ideas expressed by others in conversation or discussion.
Speaking

Links statements and sticks to a main theme or intention. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.

Listening and Attention

Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.
Understanding

Children follow instructions involving several ideas or actions.
Speaking

Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.

Listening and Attention

Children give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding

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

They develop their own narratives and explanations by connecting ideas or events.

Listening and Attention

Listen to instructions and follow them accurately, asking for clarification if necessary. Listen attentively with sustained concentration to follow a story without pictures or props and can listen in a larger group (eg assembly).
Understanding

After listening to stories children can express views about events or characters in the story and answer questions about why things happened. Can carry out instructions which contain several parts in a sequence.
Speaking

Show some awareness of the listener by making changes to language and nonverbal features. They recount experiences and imagine possibilities, often connecting ideas. They use a range of vocabulary in imaginative ways to add info, express ideas or explain or justify actions or events.

Literacy Reading

Continues a rhyming string.  Hears and says the initial sound in words. Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

Writing

Gives meaning to marks they make as they draw, write and paint. Begins to break the flow of speech into words. Continues a rhyming string.

Reading

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.
Writing

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

Enjoys an increasing range of books. Knows that information can be retrieved from books and computers.
Writing

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. Attempts to write short sentences in meaningful contexts.

Reading

Children read and understand simple sentences.They use phonic knowledge to decode regular words and read them aloud accurately.
Writing

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words.

Reading

They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing

They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Reading

Children can read phonically regular words of more than one syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. Can describe the main events in simple stories they have read.
Writing

Can spell phonically regular words of more than 1 syllable as well as many irregular but high frequency words. Use key features of narrative in own writing.

Maths Number

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.
Shape, Space and Measure

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

Number

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.
Shape, Space and Measure

Orders two or three items by length or height. Orders two items by weight or capacity. Uses familiar objects and common shapes to create and recreate patterns and build models.

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. Records, using marks that they can interpret and explain. Begins to identify own mathematical problems based on own interests and fascinations.
Shape, Space and Measure

Uses everyday language related to time. Beginning to use everyday language related to money. Orders and sequences familiar events. Measures short periods of time in simple ways.

Number

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.
Shape, Space and Measure

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

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.
Shape, Space and Measure

They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Number

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.
Shape, Space and Measure

Estimate, measure, weigh and compare and order objects and talk about properties, position and time.

Understanding the World People and Communities

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.
The World

Shows care and concern for living things and the environment.
Technology

Completes a simple program on a computer.

People and Communities

Enjoys joining in with family customs and routines.
The World

Looks closely at similarities, differences, patterns and change.
Technology

Completes a simple program on a computer.

People and Communities

Enjoys joining in with family customs and routines.
The World

Looks closely at similarities, differences, patterns and change.
Technology

Uses ICT hardware to interact with age-appropriate computer software.

People and Communities

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this.
The World

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.
Technology

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

People and Communities

They know about similarities and differences between themselves and others, and among families, communities and traditions.
The World

They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

People and Communities

Know difference between past and present events in own lives and some reasons why people’s lives were different in the past. Know that others have different likes and dislikes and that they may be good at different things. Understand that different people have different beliefs, attitudes, customs and traditions and why it is important to treat them with respect.
The World

Children know that the environment and living things are influenced by human activity. Can describe some actions which people in their own community do that help to maintain the area that they live in. know the properties of some materials and can suggest some of the purposes they are used for. They are familiar with basic scientific concepts such as floating, sinking, experimentation.
Technology

Find out about and use a range of everyday technology. Select appropriate applications that support an identified need (eg how to record results or events)

Expressive Art and Design Exploring and using media and materials

Begins to build a repertoire of songs and dances. Explores the different sounds of instruments. Explores what happens when they mix colours.
Being Imaginative

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.

Exploring and using media and materials

Experiments to create different textures. Understands that different media can be combined to create new effects. Manipulates materials to achieve a planned effect.
Being Imaginative

Chooses particular colours to use for a purpose.  Introduces a storyline or narrative into their play.

Exploring and using media and materials

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.

Being Imaginative

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.

Exploring and using media and materials

Children sing songs, make music and dance, and experiment with ways of changing them.

Being Imaginative

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes.

Exploring and using media and materials

They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being Imaginative

They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Exploring and using media and materials

Develop their own ideas through selecting and using materials and working on processes that interest them. Through their explorations they find out and make decision about how media and materials can be combined and changed.
Being Imaginative

Talk about the ideas and processes which have lead them to make music, designs, images or products. They can talk about features of their own work, recognising the differences between them and the strengths of others.