EYFS – Early Years Foundation Stage
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Spring |
Summer |
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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!
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Mostly integrated through free flow learning based on the themes of All Around The World (Sp1) and Growing and changing (SP2) •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!
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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! |
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Physical Development |
Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)
•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
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.
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!
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Mostly integrated through free flow learning based on the themes of Animals (Sp1) and Famous Authors (SP2) 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!
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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 2: |
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 2: Please click here for knowledge organiser
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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!
Autumn 1: Relationships Please click here for knowledge organiser
Autumn 2: Changing Me Please click here for knowledge organiser
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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!
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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!
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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.
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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’.
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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.
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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. |
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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!
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Mostly integrated through free flow learning based on the themes of All Around The World (Sp1) and Growing and changing (SP2) • 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) •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! |
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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.
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!
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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!
•Children sing songs, make music and dance, and experiment with ways of changing them. Knowledge organiser coming soon! |
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RE |
Taught discretely following the Discovery RE and Understanding Christianity schemes of work
Autumn 1:
Autumn 2: |
Taught discretely following the Discovery RE and Understanding Christianity schemes of work
Spring 1: Please click here for knowledge organiser
Spring 2: |
Taught discretely following the Discovery RE and Understanding Christianity schemes of work
Summer 1: Please click here for knowledge organiser
Summer 2: |
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Binfield School EYFS curriculum overview – Religious Education |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Main leaning theme |
All about me |
People who help us |
Around the world |
Growing and changing |
Animals |
Traditional authors |
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RE Key Question |
What makes people special? |
What is Christmas? |
How do people celebrate? |
What is Easter? |
What can we learn from stories? |
What makes places special? |
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Religion/s covered |
Christianity, Judaism |
Christianity, Hinduism |
Christianity, Hinduism |
Christianity |
Christianity, Islam, Sikhism |
Christianity, Islam, Judaism |
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Overall aims |
Gain a basic understanding of the greater concept of Religion, and how some people choose to follow religions.
Be aware there is more than one religion.
Understand that people’s religious views can shape their everyday lives.
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Begin to understand the different ways that people celebrate their faith, and how there are key festivals and celebrations at different times of the calendar year.
Begin to make links and comparisons between the major religions.
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Understand that stories and teachings contain morals, which teach people how they should act. Gain an understanding of different places of worship.
Learn about places of worship.
Begin to make links and comparisons between the major religions.
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Discrete teaching sessions (following the Jigsaw Scheme of learning) |
A1 My grownups (Families) Special people at school (Friends) Role Models Special people – Jesus Special people – Jesus (2) Special people - Moses
A2 Christmas – Giving Saying thank you The Christmas story Shepherds The Wise Men Time to celebrate |
Sp1 Celebrations – New Year Celebrations – Chinese New Year Celebrations – Chinese New Year (2) Nowruz – Persian New Year Nowruz – Persian New Year (2) Holi – Hindu Festival of colour
Sp2 Easter – Signs of Spring Easter – Springing into life What is Easter? Easter Story – Palm Sunday to last supper Easter Story – Garden of Gethsemane to Jesus sentenced to death Easter Story – Jesus on the cross to ressurection |
Su1 The Boy Who Cried Wolf (Aesop’s Fable) The Crocodile and The Priest (a Sikh story) Bilal and the Beautiful Butterfly (a Muslim story) The Gold-Giving Serpent (an Indian fairytale) Best Friends (a story from Asia) The Lost Sheep (a Christian parable)
Su2 Homes around the world Homes around the world (2) Our World Churches Mosques synagogues |
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Other linked activities/assemblies |
Nativity play Diwali creations during free flow (diva lamps and Rangoli patterns) Prayers linked to Remembrance Day
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Churches in our local area (trip if possible) Easter activities and crafts during free-flow Easter assembly and collective worship Writing activities linked to Bible stories
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Discussions about morals and choices in PSCHE and circle time Recreate and make models of religious buildings around the world
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Binfield School EYFS literacy overview |
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Term 1 |
Term 2 |
Term 3 |
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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.
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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 |
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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.
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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.
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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. |
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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
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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 |
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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.