Communication and language breakdown
30-50 and 40-60 months
This is a yearly breakdown of 30-50 and 40-60 months in communication and language. It plots a rough indication where each strand can
be taught to ensure effective overall coverage. This can be used to support planning and learning intentions.
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Communication and Language yearly breakdown
30-50 months and 40-60 months
Communication and Language
Autumn 1
Autumn 2
Spring 1
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
• Can retell a simple past
event in correct order
(e.g. went down slide,
hurt finger).
• Uses intonation,
rhythm and phrasing to
make the meaning clear
to others.
• Uses vocabulary
focused on objects and
people that are of
particular importance to
them.
• Listens to others one to
one or in small groups,
when conversation
interests them.
• Uses talk in pretending
that objects stand for
something else in play,
e.g., ‘This box is my
castle.’
• Questions why things
happen and gives
explanations. Asks e.g.
who, what, when, how
• Understands use of
objects (e.g. “What do
we use to cut things?’)
• Understands use of
objects (e.g. “What do
we use to cut things?’)
• Can retell a simple past
event in correct order
(e.g. went down slide,
hurt finger).
• Uses a range of tenses
(e.g. play, playing, will
play, played).
• Uses talk in pretending
that objects stand for
something else in play,
e.g., ‘This box is my
castle.’
• Uses intonation,
rhythm and phrasing to
make the meaning clear
to others.
• Uses a range of tenses
(e.g. play, playing, will
play, played).
• Uses intonation,
rhythm and phrasing to
make the meaning clear
to others.
• Shows understanding
of prepositions such as
‘under’, ‘on top’, ‘behind’
by carrying out an action
or selecting correct
picture.
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• Joins in with repeated
refrains and anticipates
key events and phrases
in rhymes and stories.
• Uses vocabulary
focused on objects and
people that are of
particular importance to
them.
• Listens to others one to
one or in small groups,
when conversation
interests them.
• Joins in with repeated
refrains and anticipates
key events and phrases
in rhymes and stories.
• Listens to stories with
increasing attention and
recall.
• Questions why things
happen and gives
explanations. Asks e.g.
who, what, when, how.
• Joins in with repeated
refrains and anticipates
key events and phrases
in rhymes and stories.
• Uses vocabulary
focused on objects and
people that are of
particular importance to
them.
• Builds up vocabulary
that reflects the breadth
of their experiences.
• Is able to follow
directions (if not intently
focused on own choice
of activity).
• Uses talk to connect
ideas, explain what is
happening and
anticipate what might
happen next, recall and
relive past experiences.
• Listens to stories with
increasing attention and
recall.
• Focusing attention –
still listen or do, but can
shift own attention
• Responds to simple
instructions, e.g. to get
or put away an object.
• Is able to follow
directions (if not intently
focused on own choice
of activity).
• Responds to simple
instructions, e.g. to get
or put away an object.
• Is able to follow
directions (if not intently
focused on own choice
of activity).
• Questions why things
happen and gives
explanations. Asks e.g.
who, what, when, how.
• Responds to simple
instructions, e.g. to get
or put away an object.
• Focusing attention –
still listen or do, but can
shift own attention.
• Beginning to
understand ‘why’ and
‘how’ questions.
Communication and Language yearly breakdown
Spring 2
• Questions why things
happen and gives
explanations. Asks e.g.
who, what, when, how.
30-50 months and 40-60 months
• Uses vocabulary
focused on objects and
people that are of
particular importance to
them.
• Beginning to
understand ‘why’ and
‘how’ questions.
Summer 1
• Joins in with repeated
refrains and anticipates
key events and phrases
in rhymes and stories.
• Uses intonation,
rhythm and phrasing to
make the meaning clear
to others.
• Uses a range of tenses
(e.g. play, playing, will
play, played).
• Joins in with repeated
refrains and anticipates
key events and phrases
in rhymes and stories.
• Uses intonation,
rhythm and phrasing to
make the meaning clear
to others.
• Uses vocabulary
focused on objects and
people that are of
particular importance to
them
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• Joins in with repeated
refrains and anticipates
key events and phrases
in rhymes and stories.
• Shows understanding
of prepositions such as
‘under’, ‘on top’, ‘behind’
by carrying out an action
or selecting correct
picture.
• Uses language to
imagine and recreate
roles and experiences in
play situations.
• Uses vocabulary
focused on objects and
people that are of
particular importance to
them
Summer 2
• Builds up vocabulary
that reflects the breadth
of their experiences.
• Is able to follow
directions (if not intently
focused on own choice
of activity).
• Responds to simple
instructions, e.g. to get
or put away an object.
• Builds up vocabulary
that reflects the breadth
of their experiences.
• Links statements and
sticks to a main theme
or intention.
• Able to follow a story
without pictures or
props.
• Focusing attention –
still listen or do, but can
shift own attention.
• Is able to follow
directions (if not intently
focused on own choice
of activity).
• Uses language to
imagine and recreate
roles and experiences in
play situations.
• Focusing attention –
still listen or do, but can
shift own attention.
• Builds up vocabulary
that reflects the breadth
of their experiences.
• Links statements and
sticks to a main theme
or intention.
• Able to follow a story
without pictures or
props.
• Focusing attention –
still listen or do, but can
shift own attention.
• Is able to follow
directions (if not intently
focused on own choice
of activity).
• Questions why
things happen and
gives explanations.
Asks e.g. who, what,
when, how.
• Beginning to
understand ‘why’ and
‘how’ questions.
• Questions why
things happen and
gives explanations.
Asks e.g. who, what,
when, how.
• Beginning to
understand ‘why’ and
‘how’ questions.