PSED
Demonstrates friendly behavior, initiating conversations and
forming good relationships with peers and familiar adults.
Explain own knowledge and understanding and ask appropriate
questions of others.
Can select and use resources with help.
Children are more outgoing towards unfamiliar people and more
confident in social situations.
Confident to talk to other children when playing and will
communicate freely about own home and community.
Can describe self in positive terms and talk about abilities.
Aware of boundaries set and behavioral expectations in setting.
Golden rules – Children will be taught the ‘Golden Rules’ and the
importance of following them and why. We will discuss safety
and helping others and our school values.
Circle games to help learn each others names – eg I am precious
to God.
Promote self-esteem - What can my body do? I am really good
at…. I am special because….
Plant a seed of friendship display – talk about the importance of
being a good friend – what is a good friend?
Numeracy
Recognise numeral 1-5.
Count up to three or four objects saying one number name for each object.
Use some number names and language spontaneously.
Use some number names accurately in play.
Recite numbers in order to 10.
Begin to use mathematical names for flat 2D shapes, and the mathematical terms
to describe them.
Select a particular named shape.
Show awareness of shapes in the environment.
Counting songs and games on carpet – eg 1,2,3,4,5 once I caught a fish alive.
Shape reveal games – can they identify shapes as slowly revealed. Why do you
think its that shape?
Shape feely bag. Children to use knowledge of shapes properties to feel the
shape in the bag and say which they think it is.
Can you make a tower of 4 bricks? Can you make a tower of 5 bricks?
Laptops set up for independent use with specific number games on to promote
number recognition.
Creative Development
Create simple representations of events, people
and objects.
Choose particular colours to use for a purpose.
Engage in imaginative role play based on own
first hand experiences.
Builds stories around toys.
Begins to build a repertoire of songs and dances.
Enjoy joining in with dancing and ring games.
Use various construction materials.
Explore the different sounds of instruments.
Paint self portraits selecting colours according
to hair, eye, skin colour etc looking in mirrors
talking about our features.
Build models of our homes with various
materials.
Create props for story telling such as their own
Owl Babies, nests etc.
Knowledge and Understanding of the World
Know how to operate simple equipment.
Complete a simple programme on computer
Looks closely at similarity, differences, pattern and change.
Comments and asks questions about aspects of their familiar world
such as the place they live or the natural world.
Can talk about some of the things they have observed such as plants,
animals, natural and found objects.
Recognise and describe special times or events for family or friends.
Talk about how we are all unique – compare features.
Label and name body parts – draw around and label a body on the
carpet. Large sheet of paper.
Use our senses and visit the sensory garden – what can you see? What
can you smell? What can you feel? What can you taste?
RE
Learn the sign of the cross
Learn the school prayers – morning, before dinner, after dinner
and going home prayer.
Talk about our families – we are all special to God. When we join
our school we become a part of the school family.
Learn songs – 'If I Were a Butterfly’ , ‘He’s Got the Whole World
in His Hands’ and ‘Its Love that Makes the World go Round’.
Additional Texts/I.C.T
OURSELVES
Communication, Language and Literacy
Listens to stories with increasing attention and recall.
Joins in with repeated refrains and anticipates key events and phrases in
rhymes and stories.
Beginning to understand ‘why’ and ‘how’ questions.
Uses vocabulary focused on objects and people that are of particular
importance to them.
Uses language to imagine and recreate roles and experiences in play
situations.
Uses talk to organise, sequence and clarify thinking, ideas, feelings and
events.
Recognises familiar words and signs such as own name and advertising
logos.
Gives meaning to marks they make as they draw, write and paint.
Recognise own name on self-registration board and rolling snack board.
Attempt to write name and other simple labels.
Use story language to act out part of the Owl Babies using stick
puppets/ teddies/ props.
Join in with the repeated refrain within Owl Babies ‘I want my
mummy!’ and begin to talk about the story answering how and why
questions.
Use writing area to create cards, invitations, letters etc.
independently giving meaning to the marks they make.
Laptops with maths and literacy
games daily
IWB resources
CD player- children encouraged
to take charge of tidy up song,.
Physical Development
Moves freely and with pleasure and
confidence in a range of ways, such as
slithering, shuffling, rolling, crawling,
walking, running, jumping, skipping, sliding
and hopping.
Draws lines and circles using gross motor
movements.
Uses one-handed tools and equipment, e.g.
makes snips in paper with child scissors.
Holds pencil between thumb and two
fingers, no longer using whole-hand grasp
Explore how we can move our bodies and
what they can do. Can we throw a ball?
Can we use our legs to jump?
Use the outdoor equipment safely.
Use scissors for effect in the creative area.
Hold a pencil correctly when writing name,
drawing etc.
Begin to talk about ways we can keep
ourselves healthy – eg handwashing.