Physical Development
Creative Development
Value and contribute to their own wellbeing and to that of
others EP Allow children time to praise each other look at
drawings or creations and say why they like it.
Use a range of small and large equipment WC Use balls,
bats, hoops, tunnels, beams
Realise that anything can be counted not just objects, claps,
steps WC What’s the time Mr Wolf? clapping to songs
Develop an understanding of how their bodies move WC
Recite numbers from 0-10 forwards and backwards using songs
and rhymes WC Use songs like 10 fat sausages, 5 currant buns, 10
green bottles. Stories such as 10 in the bed.
Respond to ideas and questions enthusiastically, sensitively,
creatively and intuitively. FT When looking at what they want
to learn about sea life embrace others’ ideas.
Link the basic actions of sequence and gradually improve
their control and use of different shape, level and direction
WC Using group movement and Play to learn resources
Consider the consequences of words and actions for
themselves and others. EP Show good behaviour
throughout the session and follow rules
Describe what happens to their breathing and how they look
and feel after exercise FT Talk about how the sea creatures
breathe and look at the effects exercising has on them
Develop confidence
Knowledge and Understanding of the World
Measure time, using simple devices, clocks, watches and
calendars WC When practising for sports day use
stopwatches to time how fast races are run
EP Produce a visual timetable with a clock and pictures so
that children can understand routine and time
Mathematical Development
Understand, appreciate and enjoy the differences between
running, walking, skipping, jumping, climbing and hopping
FT Play to learn resources
Commotion in the Ocean
Demonstrate an understanding of one-to-one correspondence by
matching pairs of objects EP At snack time allow children to put out
the plates and cups. Under the sea matching pairs game – FT
Understand the concept of one more/less WC When singing number
songs discuss what’s one less or use snack time when giving out the
plates.
Copy a range of simple patterns and sequences visually and
aurally FT When singing movement songs eg if you are happy and
you know it copy the aural pattern. When making sea creatures
headbands copy visual patterns with finger paints
Anticipate events related to elements of daily routines and use the
terms “before” and “after” EP Realise that anything can be
counted not just objects, claps, steps WC What’s the time Mr
Wolf? clapping to songs
Think about how they will know something has worked EP
When cooking ask them how they think the product will look
when ready and then compare results with their ideas
Recite numbers from 0-10 forwards and backwards using songs
and rhymes WC Use songs like 10 fat sausages, 5 currant buns, 10
green bottles. Stories such as 10 in the bed.
Learn the names and uses of the main external parts of the
human body and plants WC Through simple action songs
learn body parts. With Miss Daisy learn what parts of plants
are called
Demonstrate an understanding of one-to-one correspondence by
matching pairs of objects EP At snack time allow children to put out
the plates and cups. Under the sea matching pairs game – FT
Describe what they have found out and offer simple
explanations FT When looking at different sea creatures
explain to the other children what they have found out about
that creature
Listen to others ideas WC At circle time and during free play
listen to others suggestions
Welsh Language Development
Look at Welsh language stories – fflic a fflac, Hwyl Dan Saith
Pecyn Coch
Sing songs
Use Welsh colours
Identify natural features eg rivers, hills, and the human
features eg roads of their own locality WC Take the children
out for a walk by the river to take photos then use some old
photos of the area and talk about what has been built
Count to 10 in Welsh
Use common Welsh phrases – Pwt wyt ti? Sut wyt ti? Bore
Da, Beth wyt ti eisau?
Understand the concept of one more/less WC When singing number
songs discuss what’s one less or use snack time when giving out the
plates.
Copy a range of simple patterns and sequences visually and
aurally FT When singing movement songs eg if you are happy and
you know it copy the aural pattern. When making sea creatures
headbands copy visual patterns with finger paints
Anticipate events related to elements of daily routines and use the
terms “before” and “after” EP
Copy a range of simple patterns and sequences visually and
aurally EP Use the peg boards or threading reels.
Demonstrate an awareness of prepositions and movements
through physical activities WC Use the beach party (play to learn)
resource to demonstrate
Language, Literacy and Communication
Commotion in the Ocean
Personal and Social Development, Wellbeing and Cultural
Diversity
Writing
Value and contribute to their own wellbeing and to that of
others EP Allow children time to praise each other look at
drawings or creations and say why they like it.
Identify letter sounds through exploration of their shape
using tactile letter forms and multi sensory play activities
EP Use shaving foam, sand, paint to write letters
Respond to ideas and questions enthusiastically, sensitively,
creatively and intuitively. FT When looking at what they want to
learn about sea life embrace others’ ideas.
Begin to recognise the alphabetic nature of writing
and understand that written symbols have meaning
EP Talk to children when annotating their work
Make meaning from pictures in books adding detail to
their explanations FT When writing animal descriptions
use books to gain detail
Recognise and differentiate between print and
pictures EP Make picture and story books
Language, Literacy and Communication
Reading
Oracy
Choose different types of reading materials EP Use
books, magazines, audio books, apps
Show an understanding of basic concepts such as in,
on, wet, dry, hot, cold, big and little EP Use small
world and waterplay to discuss
Demonstrate an understanding of directional print FT
When writing their animal description show writing
direction
Ask an appropriate question about something that
has been said FT When reading the story ask questions
relevant to it
Respond, in simple terms, to drama they have
watched and other creative stimuli WC Watch the
under the sea dance and try to move like them.
Speak clearly enough to be understood by adults and
peers WC/FT
Recognise differences, and similarities in pictures,
shapes, patterns and textures. FT When looking at fish
pictures discuss the markings on them and encourage
them to make their own fish
Recognise rhythm and rhyme in spoken words and
join in with rhythmic activities WC Join in with the story
Understand and use simple questions eg why?how?
to establish why things happen and to clarify
understanding FT
Use sentences with five or more words with some
grammatical immaturities FT
Talk about in simple terms, drawings, models and
actions. FT When making or drawing explain the process
to another
Link picture cards or objects with spoken initial
sounds EP When playing sound lotto talk about what else
begins with this sound. Or think of other objects that begin
with the initial sound of their name.
Show an understanding in simple terms of different
purposes and functions of written language EP In the
setting children can label, role play, make books, write
their name
Consider the consequences of words and actions for
themselves and others. EP Show good behaviour throughout
the session and follow rules