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EYFS – Early Years Foundation Stage

Overview

 

Autumn
All About Me (A1) and People Who Help Us (A2)

Spring
All Around The World (Sp1) and Growing and changing (SP2)

Summer
Animals (Sp1) and Famous Authors (SP2)

Communication and language

Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)

 

Listening and attention

•Listen to others one to one or in small groups, when conversation interests them.

•Listen to stories with increasing attention and recall.

• Join in with repeated refrains and anticipates key events and phrases in rhymes and stories.

•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).

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

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

Knowledge organiser coming soon!

 

 

Understanding

•Understand use of objects (e.g. “What do we use to cut things?’)

•Show understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.

•Respond to simple instructions, e.g. to get or put away an object. •Beginning to understand ‘why’ and ‘how’ questions.

•Respond to instructions involving a two-part sequence.

Knowledge organiser coming soon!

 

 

Speaking

•Begin to use more complex sentences to link thoughts (e.g. using and, because).

•Can retell a simple past event in correct order (e.g. went down slide, hurt finger).

•Use talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.

•Question why things happen and gives explanations. Asks e.g. who, what, when, how. •Uses a range of tenses (e.g. play, playing, will play, played).

•Use intonation, rhythm and phrasing to make the meaning clear to others.

•Use vocabulary focused on objects and people that are of particular importance to them.

•Builds up vocabulary that reflects the breadth of their experiences.

•Use talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’

•Uses language to imagine and recreate roles and experiences in play situations.

• Introduces a storyline or narrative into their play.

Knowledge organiser coming soon!

 

Mostly integrated through free flow learning based on the themes of All Around The World (Sp1) and Growing and changing (SP2)

Listening and attention

•Maintain attention, concentrates and sits quietly during appropriate activity.

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

Knowledge organiser coming soon!

 

 

Understanding

•Understands humour, e.g. nonsense rhymes, jokes.

•Able to follow a story without pictures or props.

•Listens and responds to ideas expressed by others in conversation or discussion. Knowledge organiser coming soon!

 

 

Speaking

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

•Links statements and sticks to a main theme or intention.

•Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. Knowledge organiser coming soon!

 

Mostly integrated through free flow learning based on the themes of Animals (Sp1) and Famous Authors (SP2)

 

Listening and attention

•Listen to others one to one or in small groups, when conversation interests them.

•Listen to stories with increasing attention and recall.

• Join in with repeated refrains and anticipates key events and phrases in rhymes and stories.

•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).

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

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

Knowledge organiser coming soon!

 

 

Understanding

•Understand use of objects (e.g. “What do we use to cut things?’)

•Show understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.

•Respond to simple instructions, e.g. to get or put away an object. •Beginning to understand ‘why’ and ‘how’ questions.

•Respond to instructions involving a two-part sequence.

Knowledge organiser coming soon!

 

 

Speaking

•Begin to use more complex sentences to link thoughts (e.g. using and, because).

•Can retell a simple past event in correct order (e.g. went down slide, hurt finger).

•Use talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.

•Question why things happen and gives explanations. Asks e.g. who, what, when, how. •Uses a range of tenses (e.g. play, playing, will play, played).

•Use intonation, rhythm and phrasing to make the meaning clear to others.

•Use vocabulary focused on objects and people that are of particular importance to them.

•Builds up vocabulary that reflects the breadth of their experiences.

•Use talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’

•Uses language to imagine and recreate roles and experiences in play situations.

• Introduces a storyline or narrative into their play.

Knowledge organiser coming soon!

Physical Development

Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)


Moving and handling

•Move freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.

•Mount stairs, steps or climbing equipment using alternate feet.

•Walk downstairs, two feet to each step while carrying a small object.

•Run skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.

•Can stand momentarily on one foot when shown.

•Can catch a large ball.

Knowledge organiser coming soon!

•Draw lines and circles using gross motor movements.

•Use one-handed tools and equipment, e.g. makes snips in paper with child scissors.

•Hold pencil between thumb and two fingers, no longer using whole-hand grasp.

•Hold pencil near point between first two fingers and thumb and uses it with good control.

•Can copy some letters, e.g. letters from their name
Knowledge organiser coming soon!

 

Health and self care

•Can tell adults when hungry or tired or when they want to rest or play.

•Observes the effects of activity on their bodies.

•Understands that equipment and tools have to be used safely.

•Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.

•Can usually manage washing and drying hands. •Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.

•Usually dry and clean during the day.

•Practices some appropriate safety measures without direct supervision.

Knowledge organiser coming soon!

Mostly integrated through free flow learning based on the themes of All Around The World (Sp1) and Growing and changing (SP2)
 

Moving and handling

•Hold a pencil effectively to form recognisable letters, most of which are correctly formed.

•Use simple tools to effect changes to materials.

•Handle tools, objects, construction and malleable materials safely and with increasing control.

Knowledge organiser coming soon!

•Show increasing control over an object in pushing, patting, throwing, catching or kicking it.

•Travel with confidence and skill around, under, over and through balancing and climbing equipment.

•Negotiate space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.

•Jump off an object and lands appropriately.
Knowledge organiser coming soon!

 

Health and self care

•Eats a healthy range of foodstuffs and understands need for variety in food.

•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.

•Shows understanding of how to transport and store equipment safely.

Knowledge organiser coming soon!

 

 

Mostly integrated through free flow learning based on the themes of Animals (Sp1) and Famous Authors (SP2)

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

Knowledge organiser coming soon!

 

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

Knowledge organiser coming soon!

 

Personal, social and emotional development

Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)
 

Making relationships

•Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.

• Initiates play, offering cues to peers to join them.

•Keeps play going by responding to what others are saying or doing.

•Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

Knowledge organiser coming soon!

 

Self-confidence and self-awareness

•Can select and use activities and resources with help.

•Welcomes and values praise for what they have done.

•Enjoys responsibility of carrying out small tasks.

• Is more outgoing towards unfamiliar people and more confident in new social situations.

•Confident to talk to other children when playing, and will communicate freely about own home and community.

•Shows confidence in asking adults for help

• Confident to speak to others about own needs, wants,

interests and opinions.

• Can describe self in positive terms and talk about abilities.

Knowledge organiser coming soon!

 

Managing feelings and behaviour

•Aware of own feelings, and knows that some actions and words can hurt others’ feelings.

•Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.

•Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.

•Can usually adapt behaviour to different events, social situations and changes in routine.

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

Knowledge organiser coming soon!

 

Taught discretely using the Jigsaw scheme:
Autumn 1:
Being me in my world
Please click here for knowledge organiser

Autumn 2:
Celebrating Difference               

Please click here for knowledge organiser

Mostly integrated through free flow learning based on the themes of All Around The World (Sp1) and Growing and changing (SP2)
 

Making relationships

• Initiate conversations, attends to and takes account of what others say.

•Explain own knowledge and understanding, and asks appropriate questions of others.

•Take steps to resolve conflicts with other children, e.g. finding a compromise.

Knowledge organiser coming soon!

 

Self-confidence and self-awareness

• Confident to speak to others about own needs, wants,interests and opinions.

• Can describe self in positive terms and talk about abilities.

 

Managing feelings and behaviour

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

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

Knowledge organiser coming soon!

 

Taught discretely using the Jigsaw scheme:
Autumn 1:
Dreams and Goals

Please click here for knowledge organiser


 

Autumn 2:
Healthy Me

Please click here for knowledge organiser

 


 

Mostly integrated through free flow learning based on the themes of Animals (Sp1) and Famous Authors (SP2)
 

 

Making relationships

Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

Knowledge organiser coming soon!

 

Self-confidence and self-awareness

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

Knowledge organiser coming soon!

 

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. They work as part of a group or class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Knowledge organiser coming soon!


Taught discretely using the Jigsaw scheme:

Autumn 1:

Relationships

Please click here for knowledge organiser

 

Autumn 2:

Changing Me

Please click here for knowledge organiser

 


 

Literacy

Discrete teaching using the Read Write Inc. program;

Basic letter formation and spelling skills 

Introduce each sound, ensuring correct pronunciation and precursive formation. 

When suitable amount of sounds are secure, begin to write simple 3 and 4 letter words.  

Knowledge organiser coming soon!

 

 

Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)

 

Reading

•Enjoys rhyming and rhythmic activities.  

•Shows awareness of rhyme and alliteration.  

•Recognises rhythm in spoken words.  

• Listens to and joins in with stories and poems, one-to-one and also in small groups.  

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.  

•Beginning to be aware of the way stories are structured.  

•Suggests how the story might end.  

• Listens to stories with increasing attention and recall.  

•Describes main story settings, events and principal characters.  

•Shows interest in illustrations and print in books and print in the environment.  

•Recognises familiar words and signs such as own name and advertising logos.  

• Looks at books independently.  

• Handles books carefully.  

•Knows information can be relayed in the form of print.  

• Holds books the correct way up and turns pages.  

•Knows that print carries meaning and, in English, is read from left to right and top to bottom. 

• Hears and says the initial sound in words.  

•Begins to read words and simple sentences.  

•Knows that information can be retrieved from books and computers.

Knowledge organiser coming soon!

 

Writing

•Sometimes gives meaning to marks as they draw and paint.  

•Ascribes meanings to marks that they see in different places. 

Knowledge organiser coming soon!

 

 


 

Discrete teaching using the Read Write Inc. program;

Extended phrase writing and finger spaces 

Writing short phrases/captions 

Using pencil and paper more frequently to record ideas 

Knowledge organiser coming soon!

 

 

Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)

 

Reading

• Continue a rhyming string. 

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them. 

• Link sounds to letters, naming and sounding the letters of the alphabet. 

•Begin to read words and simple sentences.  

•Use vocabulary and forms of speech that are increasingly influenced by their experiences of books. 

• Enjoy an increasing range of books. 

Knowledge organiser coming soon!

 

Writing

•Writes own name and other things such as labels, captions. 

•Attempts to write short sentences in meaningful contexts. 

•Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. 

•Can segment the sounds in simple words and blend them together.

Knowledge organiser coming soon!


 

Discrete teaching using the Read Write Inc. program;

Sentence formation (inc capitals and full stops) 

Writing for different purposes 

Improve spelling 

Knowledge organiser coming soon!

 

 

Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)

 

Reading

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Knowledge organiser coming soon!

 

Writing

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Knowledge organiser coming soon!

 

Maths

A combination of discrete teaching using the White Rose program and free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)

 

• Compares two groups of objects, saying when they have the same

Number.

• Recognise some numerals of personal significance.

• Shows an interest in shape and space by playing with shapes or making arrangements with objects.

• Shows awareness of similarities of shapes in the environment.

• Uses familiar objects and common shapes to create and

recreate patterns and build models.

• Orders two items by weight or capacity.

• Knows that numbers identify how many objects are in a set.

• Beginning to represent numbers using fingers, marks on paper or pictures.

• Shows an interest in number problems.

• Shows an interest in representing numbers.

• Realises not only objects, but anything can be counted, including steps, claps or jumps.

• Counts up to three or four objects by saying one number

name for each item.

• Uses the language of ‘more’ and ‘fewer’ to compare two

sets of objects.

• Selects a particular named shape.

• Can describe their relative position such as ‘behind’ or

‘next to’.

 

A combination of discrete teaching using the White Rose program and free flow learning based on the themes of  All Around The World (Sp1) and Growing and changing (SP2);

 

• Recognises numerals 1 to 5.

• Finds one more or one less from a group of up to five objects.

• Says the number that is one more than a given number.

• Counts out up to six objects from a larger group.

• Records, using marks that they can interpret and explain.

• Begins to identify own mathematical problems based on own interests and fascinations.

• Orders two or three items by length or height.

• Counts objects to 10, and beginning to count beyond 10.

• Selects the correct numeral to represent 1 to 5, then 1 to

10 objects.

• Counts an irregular arrangement of up to ten objects.

• Counts an irregular arrangement of up to ten objects.


 


 

A combination of discrete teaching using the White Rose program and free flow learning based on the themes of  Animals (Sp1) and Famous Authors (SP2)
 

 

•Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number.

• Uses everyday language related to time.

• Orders and sequences familiar events.

• Measures short periods of time in simple ways.

• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.

• Beginning to use everyday language related to money.

• Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. •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.

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

•They recognise, create and describe patterns.

They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
 

Understanding the world

Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)
 

Technology

• Know how to operate simple equipment e.g. turns on CD player and uses remote control.

• Show an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.

• Show skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.

• Know that information can be retrieved from computers 

Knowledge organiser coming soon!

 

People and communities

•Shows interest in the lives of people who are familiar to them.

•Remembers and talks about significant events in their own experience.

•Recognises and describes special times or events for family or friends.

•Shows interest in different occupations and ways of life.

•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.

Knowledge organiser coming soon!

 

The world

•Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.

•Can talk about some of the things they have observed such as plants, animals, natural and found objects.

•Talks about why things happen and how things work.

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

Knowledge organiser coming soon!


 

Mostly integrated through free flow learning based on the themes of All Around The World (Sp1) and Growing and changing (SP2)

Technology

• Complete a simple program on a computer.

• Use ICT hardware to interact with age-appropriate computer software.

Knowledge organiser coming soon!

 

People and communities

•Recognises and describes special times or events for family or friends.

•Shows interest in different occupations and ways of life.

•Enjoys joining in with family customs and routines.

Knowledge organiser coming soon!

 

The world

•Developing an understanding of growth, decay and changes over time.

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

Knowledge organiser coming soon!

Mostly integrated through free flow learning based on the themes of Animals (Sp1) and Famous Authors (SP2)

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.

Knowledge organiser coming soon!

 

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

Knowledge organiser coming soon!

 

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

Knowledge organiser coming soon!

Expressive arts and design

Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)
 

Art and Design

• Explores colour and how colours can be changed.

• Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.

• Beginning to be interested in and describe the texture of things.

• Uses various construction materials.

• Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

• Joins construction pieces together to build and balance.

• Realises tools can be used for a purpose.
Knowledge organiser coming soon!

 

Music

• Enjoys joining in with dancing and ring games.

• Taps out simple repeated rhythms.

• Explores and learns how sounds can be changed.

• Sings a few familiar songs.

• Beginning to move rhythmically.

• Imitates movement in response to music.

Knowledge organiser coming soon!

 

Mostly integrated through free flow learning based on the themes of All Around The World (Sp1) and Growing and changing (SP2)
 

Art and Design

• Explores what happens when they mix colours.

• Experiments to create different textures.

• Understands that different media can be combined to create new effects.

• Manipulates materials to achieve a planned effect.

• 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 Knowledge organiser coming soon!

 

Music

• Begins to build a repertoire of songs and dances.

• Explores the different sounds of instruments. Knowledge organiser coming soon!

Mostly integrated through free flow learning based on the themes of Animals (Sp1) and Famous Authors (SP2)

 

Art and Design

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

Knowledge organiser coming soon!

 


Music

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

Knowledge organiser coming soon!

RE

Taught discretely following the Discovery RE and Understanding Christianity schemes of work

 

Autumn 1:
What makes people special?
(What makes every single person unique and precious?) Family, friends, role models, Jesus, Moses, God
Please click here for Knowledge organiser

 

Autumn 2:
What is Christmas?
(Why do Christians perform nativity plays at Christmas?) Giving, Thanks, Christmas Story, Shepherds, Wise Men, Nativity

Please click here for knowledge organiser

Taught discretely following the Discovery RE and Understanding Christianity schemes of work

 

Spring 1:
How do people celebrate?
New Year, Chinese New Year, Nowruz (Persian New Year) Holi

Please click here for knowledge organiser

 

 

Spring 2:
What is Easter?
(Why do Christians put a cross in an Easter garden?) Spring, Easter Eggs, Palm Sunday, cross

Please click here for knowledge organiser

Taught discretely following the Discovery RE and Understanding Christianity schemes of work

 

Summer 1:
What can we learn from stories?
(How can we help others when they need it?) Boy who cried Wolf, Crocodile and the Priest (Sikh), Bilal and the Butterfly (Muslim), Gold Giving Serpent (Indian), The Elephant and the Dog (Asian), The Parable of the Lost Coin

Please click here for knowledge organiser

 

Summer 2:
What makes places special?
(Why is the word ‘God’ so important to Christians? / How can we care for our wonderful world?) Home, Global Homes, The World, Church,  Mosque, Synagogue

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Binfield School EYFS literacy overview 

 

Term 1 

Term 2 

Term 3 

Overal aims 

Basic letter formation and spelling skills 

 

Introduce each sound, ensuring correct pronunciation and precursive formation. 

 

When suitable amount of sounds are secure, begin to write simple 3 and 4 letter words.  

 

Extended phrase writing and finger spaces 

 

Writing short phrases/captions 

 

Using pencil and paper more frequently to record ideas 

Sentence formation (inc capitals and full stops) 

 

Writing for different purposes 

 

Improve spelling 

 

Promote a love for writing through challenges set 

DM/ELG target statements 

Reading 

30-50 

Enjoys rhyming and rhythmic activities.  

•Shows awareness of rhyme and alliteration.  

•Recognises rhythm in spoken words.  

• Listens to and joins in with stories and poems, one-to-one and also in small groups.  

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.  

•Beginning to be aware of the way stories are structured.  

•Suggests how the story might end.  

• Listens to stories with increasing attention and recall.  

•Describes main story settings, events and principal characters.  

•Shows interest in illustrations and print in books and print in the environment.  

•Recognises familiar words and signs such as own name and advertising logos.  

• Looks at books independently.  

• Handles books carefully.  

•Knows information can be relayed in the form of print.  

• Holds books the correct way up and turns pages.  

•Knows that print carries meaning and, in English, is read from left to right and top to bottom. 

 

40-60  

• Hears and says the initial sound in words.  

•Begins to read words and simple sentences.  

•Knows that information can be retrieved from books and computers. 

 

Writing 

30-50 

•Sometimes gives meaning to marks as they draw and paint.  

•Ascribes meanings to marks that they see in different places. 

40-60 

Gives meaning to marks they make as they draw, write and paint.  

•Hears and says the initial sound in words.  

•Begins to break the flow of speech into words. •Continues a rhyming string.  

•Links sounds to letters, naming and sounding the letters of the alphabet 

 

  Reading 

40-60 

• Continues a rhyming string.  

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.  

• 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.  

• Enjoys an increasing range of books.  

 

 

Writing 

40-60 

•Writes own name and other things such as labels, captions 

•Attempts to write short sentences in meaningful contexts.  

•Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.  

•Can segment the sounds in simple words and blend them together.  

 

Reading  

ELG 

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. 

Exceeding 

Children can read phonetically 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. They can describe the main events in the simple stories they have read.  

 

Writing 

ELG 

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.  

 Exceeding 

Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing.  

Discrete teaching sessions 

(lesson activities) 

Magnetic letters to form CVC words 

Picture labelling 

Name writing 

Whiteboards to write CVC words 

Forming CVC words on tablets  

Break through sentences 

Writing captions 

Lots of teacher modelling writing 

Shared writing 

Hold a sentence 

Modelled extended writing 

Shared writing  

Writing for different purposes 

Vocab choices – Exceeding writers 

 

Continuous provision 

Finger gym/motor skills  

Chalk/paintbrushes with water outside 

Writing opportunities in role play, maths etc 

Engaging writing area and resources, finding out what the children are interested in and ensuring the environment matches 

Clipboards and pens outside, treasure hunts, nature hunts etc 

Introduce writing packs 

Finger gym/motor skills  

Chalk/paintbrushes with water outside 

Sign/label writing outside 

Clipboards and pens outside, treasure hunts, nature hunts etc 

Writer of the week / writing wall 

Twitter – writer of the week  

Sticker chart for free flow writing  

Finger gym/motor skills  

Chalk/paintbrushes with water outside 

Sign/label writing outside 

Clipboards and pens outside, treasure hunts, nature hunts etc 

Writer of the week / writing wall 

End of Year Expectations

At the end of EYFS, children are assessed on their progress towards meeting the Early Learning Goals. These goals ensure that children have the academic, social and personal skills to access the national curriculum in Year 1 and beyond. Please see the above document with examples of the expected standards of Writing, Reading and Mathematics. More comprehensive information about the Early Learning Goal statements, with examples of evidence of how children are meeting them can be found at (https://www.gov.uk/government/publications/eyfs-profile-exemplication-materials).

 

Phonics and early reading is taught through the Read Write Inc. Programme, which has been very successful with the school achieving very well in the Year 1 phonics screening test. We run a parents RWI introduction presentation every October, including live lesson demonstrations. Information for parents can also be found on the RWI website (https://home.oxfordowl.co.uk/reading/reading-schemes-oxford-levels/read-write-inc-phonics-guide/). We teach children to form letters in a precursive style in order to support their later transition to a joined cursive format. Please see the class page for videos of our team teaching the initial sounds, as well as a video demonstrating correct letter formation. 

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