Curriculum Overview
for
Early Years Foundation Stage
Communication and Language
Revised: Summer 2015
To be reviewed: Summer 2016
Spiritual, Moral, Social and Cultural Education
Communication and Language can provide a contribution to children’s Spiritual, Moral, Social
and Cultural Education, in particular to British values. Children are encouraged to verbally
express their thoughts, feelings, ideas, personal experiences and observations. ‘Show and tell’
and circle time opportunities encourage children to listen and value what others have to say and
respond appropriately. Children are introduced to a rich vocabulary, which will help to equip
them to express themselves clearly.
Nursery
Lesson Allocation:
Communication and Language forms one of the prime areas of learning in the Foundation
Stage Curriculum. There are three aspects to this area of learning – Listening and attention;
Understanding; and Speaking. Children are provided with opportunities to experience a rich
language environment to develop their confidence and skills in expressing themselves and to
speak and listen in arrange of situations.
Schemes of work used/ textbooks/resources:
A range of resources such as games, sequencing cards, stories and rhymes, non-fiction texts
plus small world toys, puppets and role play resources are used to encourage children to
listen, develop language and their understanding.
ICT is used to support this area of learning.
Teaching methods:
A stimulating and varied play environment is provided for children to interact with
independently, alongside others and with adults. Children are supported in developing their
listening, language skills and understanding. Adults show genuine interest in what children
are saying, clarify ideas and ask open questions. There is a balance between child initiated
play opportunities and adult directed activities. Throughout the day children should have the
opportunity to play imaginatively, create, and to listen to stories and to each other. Show and
tell sessions also take place. A range of individual, small group and whole class teaching
takes place. Children will have the opportunity to attend assemblies and listen to visitors.
Written work:
In the Nursery the development of communication and language skills is developed through
practical experiences. Children will have the opportunity to express their thoughts, ideas,
experiences and understanding through mark making and creative activities.
Homework:
Parents may be asked to encourage their child to bring in items for ‘show and tell’ to support
topics and themes.
Assessment:
Continual adult observation of children in their play and in learning situations is noted.
Assessment sheets may be used by the adult to record children’s learning and understanding.
Samples of children’s mark making may be collected and photographs are taken and
annotated to evidence children’s experiences and learning. Daily and weekly evaluations are
used to plan next steps for individual or groups of children. Photographs, observations and
assessments are kept in the child’s electronic learning journey.
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Rosemead Preparatory School
EYFS COMMUNICATION AND LANGUAGE OVERVIEW
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Topics/Skills:
It is intended that the work set out below should be covered in the designated terms, however,
teachers must use their discretion should there be a need to extend or condense the time
frame. Teachers in the early years may adapt plans to match children’s individual interests
and interesting spontaneous events.
Term 1
Listen in a range of situations
Follow simple instructions
Listen and respond with relevant comments
Join in with repeated refrains and anticipates key events and phrases in rhymes and stories
Show and tell
Speaking in groups, circle time and to an audience
Use spoken language in role play
Use more complex sentences to link thoughts
Talk about their observations
Retell simple past events
Extend vocabulary based on topics, themes and role play
Begin to understand ‘why’ and ‘how’ questions
Uses a range of tenses
Term 2
Continue to listen attentively in a range of situations
Show and tell
Discussions and extend vocabulary relating to topics, themes and role play
Use spoken language to recreate role and experiences
Use talk in pretending that objects stand for something else in play
Show an understanding of and use prepositions
Responds to simple instructions and is able to follow directions
Beginning to understand ‘why’ and ‘how’ questions
Uses vocabulary focused on objects and people that are of particular importance to them
Term 3
Uses more complex sentences to link thoughts
Uses talk to connect ideas
Retells a simple past event in correct order
Uses language to imagine and recreate roles and experiences in play situations
Questions why things happen and gives explanations
Uses a range of tenses
Builds up vocabulary that reflects the breadth of their experiences
Listens to others one to one or in small groups
Show an understanding of prepositions by carrying out an action
3
Rosemead Preparatory School
EYFS COMMUNICATION AND LANGUAGE OVERVIEW
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Reception
Lesson Allocation:
As in Nursery, children are provided with opportunities to experience a rich language
environment to develop their confidence and skills in expressing themselves and to speak and
listen in arrange of situations.
Schemes of work used/ textbooks/resources:
A range of stories, poems and interactive ICT resources may be used to develop
communication and language skills
Teaching methods:
A stimulating and varied play environment is provided. Children are supported in developing
their language skills in a range of situations. There is a balance between child initiated play
opportunities and adult directed activities. Teaching methods should be interactive and
include direct teaching, discussion and enquiry and might include play or practical activities.
A range of individual, small group and whole class teaching takes place. Adults support
language development. They introduce new vocabulary and repeat back to a child the correct
way of pronouncing words or sentence structure. Show and tells are encouraged.
Written work:
Children may record their thoughts and ideas through mark making or creative art or drama
activities.
Homework:
Parents may be asked to provide a particular item for ‘show and tell’ activities related to topics
or themes.
Assessment:
Continual adult observation of children in their play and in learning situations is noted.
Children’s spoken language may be documented and recorded for assessment purposes.
Assessment sheets may be used by the adult to record children’s learning and understanding.
Photographs are taken and annotated to evidence children’s experiences and learning. Daily
and weekly evaluations are used to plan the next steps for individual or groups of children.
Photographs, observations and assessments are kept in the child’s electronic learning
journey.
Term 1
Listen in a range of situations
Follow instructions
Listen and respond with relevant comments
News and discussion
Use more complex sentences to link thoughts
Talk about their observations
Retell simple past events
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Rosemead Preparatory School
EYFS COMMUNICATION AND LANGUAGE OVERVIEW
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Join in with repeated refrains
Show and tell
Begin to understand ‘why’ and ‘how’ questions
Extend vocabulary based on topics, themes and role play
Participate in speaking and listening games
Use spoken language in role play
Speaking in groups, circle time and to an audience
Term 2
Continue to listen attentively in a range of situations
Follow instructions
Use talk to connect ideas, explain what is happening, anticipate what might happen next and
describe their observations
Opportunities for critical and creative thinking and talk about their ideas
Show an understanding of and use prepositions
Follow a story without pictures or props
Show and tell
Answer ‘how’ and ‘why’ questions about their experiences
Discussions and extend vocabulary relating to topics, themes and role play
Participate in speaking and listening games
Use spoken language to recreate role and experiences
Term 3
Continue to listen attentively in a range of situations
Follow instructions
Use past, present and future forms accurately
Develop own narratives and explanations by connecting ideas or events
Follow a story without pictures or props
Answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events
Show and tell
Discussions and extend vocabulary relating to topics, themes and role play
Introduce a storyline or narrative into their play
Continue to talk about individual experiences and listen to other’s ideas
Ask questions to find out more
Participate in speaking and listening games
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Rosemead Preparatory School
EYFS COMMUNICATION AND LANGUAGE OVERVIEW
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