Foundation Stage Curriculum
Foundation Stage Family Learning Stories Curriculum / Rhythm and Rhyme.
E.Y.F.S. Themes – A Unique Child Positive Relationships Enabling Environments Learning and Development.
Characteristics of Effective Learning –
Playing and Exploring
Active Learning
Creating and Thinking Critically
E.Y.F.S. Themes – A Unique Child Positive Relationships Enabling Environments Learning and Development.
Characteristics of Effective Learning –
Playing and Exploring
Active Learning
Creating and Thinking Critically
Year 1
| Autumn |
Term 1 - Why do you love me so much ? | Term 2 - Why do leaves go crispy ? | ||||
|---|---|---|---|---|---|---|
| Communication & Language | My family: favourite people/pets/toys Meet & greet family coffee morning Sharing favourite events/foods |
Changing seasons: how do things adapt Look,listen,touch,smell aspects of autumn Autumn Explorers & seasonal events. |
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| Personal Social & Emotional Development |
Look at what I can do! Families Feelings Being Healthy |
Trying new things: exploring Festivals & celebrations: harvest etc Turn taking and sharing Making relationships/friendships |
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Physical Development |
Body songs/Rhymes Healthy eating Gross & fine motor skills |
Woodland explorers/treasure hunts: collecting autumn objects; dancing like leaves in the wind/snow flakes; Fine & gross motor skills |
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Literacy |
Hand/foot prints Faces/portraits Mark making: All about me scrapbook Retell stories; What I am good at! |
Draw favourite foods; birdspotting guides; signs of autumn/winter; draw favourite woodland creature;hand/leaf prints; mark making using various media |
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Stories |
Red Riding Hood, Guess howmuch I love you? Something Else, Monkey Puzzle, Goldilocks. |
The Little,Red Hen, How to catch a falling star, When the wind blew, First snow of,winter (DVD); The Stick man & seasonal books. |
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| Mathematics | Size if hands/feet,tally charts, times of day/week/month/year,counting objects. |
Sorting/counting; one more/less than, adding; weighing sets/objects; shapes/patterns. |
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Understanding The World |
Local community/houses/homes, Changes in the environment, People who care for us; people/things we care for: babies or pets. |
Exploring changes in the environment; seasonal changes: autumn; hibernation: animals and birds; Harvest: fruits/vegetables Seasonal celebrations. |
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Expressive Arts & Design |
Masks/portraits; clay/dough; Painting/printing (hands/feet); box modelling/puppets; Baking; sensory exploration |
Seed cakes; paint/print (fruit/vegetables); clay/dough animals; collages; scarecrows; baking: breads etc, sensory exploration, making/creating seasonal items. |
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| Sensory | Touch: through other areas of development: dough’s, spaghetti, gloop, tea, beads, fruits |
Sight: through other areas of development: sensory lights, natural materials |
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Role Play & Small World |
Baby clinic /Dr’s surgery; Home/story corner: Goldilocks; Parks/community settings. |
Baker’s shop, play dens/hides, woodland explorers; autumn wonderland/environment |
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| Community Visits – Travel / Inclusion |
Café; Parks, woods & towns, Walks around the local area |
Parks, woods & towns; Walksaround the local area; Sensory room. |
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| Personalised ICT – In & through other subjects Personalised - PE |
Individual targets and activities will be set around the needs of each student |
Individual targets and activities will be set around the needs of each student |
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| Spring |
Term 1 - Which was the biggest Dinosaur ? | Term 2 - Why can't I have chocolate for breakfast ? | ||||
|---|---|---|---|---|---|---|
| Communication & Language | Read & share dinosaur stories, rhymes,songs etc. Learn about dinosaurs. Exploring big and small dinosaurs/objects etc. |
Changing seasons: how do things adapt Look,listen,touch,smell aspects of autumn Autumn Explorers & seasonal events. |
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| Personal Social & Emotional Development |
Look at what I can do! Learning new things: exploring. Working together and taking turns. Having a go! Sharing with others |
Trying,new things: exploring fruits/food etc. Festivals and celebrations: Easter, Red Nose Day etc. Turn taking and sharing, keeping healthy. Making relationships/friendships |
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Physical Development |
Body songs/Rhymes. Exploring,movement: Dinosaurs. Gross & fine motor skills |
Fine,& gross motor skills Body songs/Rhymes. Healthy eating and exercise/staying healthy |
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Literacy |
Dinosaur,foot prints. Dinosaur stories, DVD’s, ICT programmes. Mark making: various media. Retell/role play sensory stories. |
Draw favourite foods; exploreand print with fruits and vegetables. Signs of spring. Making cards & presents. Menus and instructions for cafe/baking. Mark making in various media |
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Stories |
Dinosaur Roar! Dinosaurs Galore Saturday night at the dinosaur stomp Crunch munch dinosaur lunch, Dinosaurs love underpants. |
The Very Hungry Caterpillar The Little Red Hen, Oliver’s Vegetables, Oliver’s Milkshake, Ketchup on your cornflakes? And others. |
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| Mathematics | Size of dinosaurs, Dinosaur footprints, fossils, Dinosaur bones/eggs, times: long ago, shapes & patterns, counting objects |
Sorting/counting; one more/less than, adding; weighing sets/objects; shapes/patterns. Explore weights/shapes of fruits/foods etc. |
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Understanding The World |
Exploring different kinds of dinosaur. How dinosaurs lived/died. Changes in the landscape from prehistoric times. Celebrations; Chinese New Year etc. |
Healthy eating:fruits/vegetables, explore both healthy & unhealthy foods; Seasonal celebrations/changes e.g. Easter/spring. How do we stay healthy? Exercise. |
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Expressive Arts & Design |
Making dinosaurs/eggs; clay/dough; Painting/printing (dinosaur feet); box modelling: dinosaurs, volcanoes etc. Baking; sensory exploration. |
Paint/print (fruit/vegetables); baking: including breads, sandwiches etc, sensory exploration, making/creating seasonal/celebration items. Making collages,models etc, music & dance |
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| Sensory | Touch: through other areas of development: dough’s, spaghetti, gloop, tea, papier mache |
Taste: through other areas of development: fruits, vegetables, various foods, chocolate |
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Role Play & Small World |
Home corner. Dinosaur Island. Dinosaur explorers. Parks/community settings |
Home corner, Baker’s shop, cafe, shops, parks & community settings. |
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| Community Visits – Travel / Inclusion |
Café; Parks, woods & towns Walks around the local area. Sensory Room. |
Parks, woods & towns, cafe, shops. Walks around the local area. Sensory room. |
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| Personalised ICT – In & through other subjects Personalised - PE |
Individual targets and activities will be set around the needs of each student. |
Individual targets and activities will be set around the needs of each student. |
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| Summer |
Term 1 - Why do spiders eat flies ? | Term 2 - Am I the fastest ? | ||||
|---|---|---|---|---|---|---|
| Communication & Language | Read and share mini-beast stories, rhymes, songs etc. Learn about mini-beasts. Exploring big and small insects, life cycles, habitats etc. |
Read & share sports based stories,rhymes,songs etc. Learn about sporting,events,fast & slow objects. Exploring keeping active, playing in teams, using,sports equipment etc. |
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| Personal Social & Emotional Development |
Look at,what I can do! Learning/trying new things: exploring. Working together and taking turns. Having a go! Sharing with others |
Look at,what I can do! Learning/trying new things: exploring. Working together and taking turns. Having a go! Sharing with others |
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Physical Development |
Body,songs/rhymes. Exploring,movement: habitats, mini-beasts. Gross & fine motor skills. |
Body,songs/rhymes. Exploring,movement: habitats, mini-beasts. Gross & fine motor skills. |
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Literacy |
Mini-beast,habitats/homes/life cycles. Mini-beast,stories, DVD’s, ICT programmes. Mark,making: various media. Retell/role play sensory stories. |
Sporting,events, rules, keeping healthy/active. Sports,stories, DVD’s, ICT programmes. Mark,making: various media. Retell/role play sensory stories. |
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Stories |
Norman the Slug & his Silly Shell, Mad about Mini-Beasts, Superworm, The Very Hungry Caterpillar Incy Wincy Spider & others. |
The Tortoise & the Hare, The Gingerbread Man, Sports Day, Ready, Steady, Go! Row, Row the Boat & others. |
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| Mathematics | Size of mini-beasts, Mini-beast habitats & homes Life cycles looking at times,mini-beasts shapes and patterns, counting legs. |
Size of sports equipment, Ordering number: 1st, 2nd etc;positional language, Timing events with sand timers etc; exploring fast and slow. |
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Understanding The World |
Exploring,different kinds of mini-beast. Mini-beast habitats and homes. Life cycles and care of mini-beasts. Celebrations: History week, RE Week, ‘Goodbye’ Nick. |
Exploring,different kinds of sports and games. Eating Healthily to keep active. Explore fast/slow objects/animals etc. Celebrations: Father’s day, Transition & Sports events. |
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Expressive Arts & Design |
Making,spider webs and mini-beast habitats/homes; clay/dough; Painting / printing (mini-beasts); box modelling: habitats/homes, Baking; sensory exploration. |
Making,flags, sports pictures/equipment, medals etc; clay/dough; Painting / printing; box modelling: stadiums, landscapes etc, Baking; sensory exploration. |
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| Sensory | Smell: through other areas of development: dough’s, spaghetti, flowers, tea, foods etc. |
Hearing: through other areas of development: listening to whistles, bird songs, music etc. |
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Role Play & Small World |
Home corner. Mini-beast hotel. Mini-beast bug hunters. Parks/community settings. |
Home corner. Healthy Eating Cafe. Sporting events/Story. Parks/community settings. |
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| Community Visits – Travel / Inclusion |
Café, Parks, woods & towns, Walks around the local area. Sensory room |
Café,Parks, woods & towns; Walks around the local area; Sensory room. |
||||
| Personalised ICT – In & through other subjects Personalised - PE |
Individual targets and activities will be set around the needs of each student |
Individual targets and activities will be set around the needs of each student |
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Year 2
| Autumn |
Term 1 - Precious Pets! Which one would you choose ? | Term 2 - Why do we celebrate ? | ||||
|---|---|---|---|---|---|---|
| Communication & Language | My family: favourite pets/toys Meet & greet family coffee morning Sharing,favourite events/foods |
Changingseasons: look, listen, touch,smell aspects of autumn. Seasonal events: sharing food, events e.g. Diwali, Bonfire, Christmas. |
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| Personal Social & Emotional Development |
Look at what I can do! Families/Pets Feelings:settling in, new environments Being Healthy |
Trying new things: exploring festivals & celebrations: Hanukkah etc. Turn taking and sharing experiences/feelings, exploring together. Making relationships/friendships. |
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Physical Development |
Body songs/Rhymes Healthyeating, keeping active Gross & fine motor skills |
Woodlandexplorers/treasure hunts: collecting autumn objects; dancing like snowflakes, cultural dances Fine & gross motor skills |
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Literacy |
Pets,homes, caring for our pets. Pet stories and facts. DVD’s and ICT programmes. Mark making: exploring various media. Signs of autumn. Retell/sensory stories, role play. |
Draw/mark make cultural items, cards, invitations; signs of autumn/winter; draw celebration/winter themed objects; hand/leaf prints; mark making using various media. |
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Stories |
The Great Pet Sale Funny Bones Pet shop Dear zoo & other stories. |
The Stick man Little Fir tree Rama & Sita & Celebration/seasonal books. |
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| Mathematics | Size of pets, counting legs/feet etc tally charts, times of day/week/month/year. Sorting, counting; one more/less than, adding; weighing sets/objects; shapes & patterns. |
Size of seasonal objects, colours, days of the week/months. Sorting/counting; one more/less than, adding; weighing ingredients sets/objects; shapes/patterns (rangoli) |
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Understanding The World |
Understanding,the world,Local,community/houses/homes Vets, Pet shops. Changes in the,environment, People/things,we care for: pets. |
Exploring similarities/differences in cultures /traditions/celebrations light & dark; seasonal changes: autumn to winter: exploring foods fruits/vegetables. |
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Expressive Arts & Design |
Masks/plate animals; clay/dough. Painting printing (hands/feet); box modelling/puppets. Baking; sensory exploration. Making collages, models etc, music & dance. |
Clay pots; paint/print (celebratory items) clay/dough ornaments; collages; poppies; baking/making: celebratory foods etc sensory exploration, making/creating seasonal items. |
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| Sensory | Touch:through other areas of development: dough’s, spaghetti, gloop, tea, beads, fruits |
Sight: through other areas of development: sensory lights, natural materials |
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Role Play & Small World |
Pet shop/Vet’s surgery Home/story corner: The Great Pet sale Dear Zoo. |
Shop/Santa’s workshop, woodland explorers autumn/winter, wonderland/environment. |
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| Community Visits – Travel / Inclusion |
Pet shops, Vets, Café; Parks, woods & towns Walks around the local area, Sensory room. |
Parks,woods & shops, towns; Walks around the local area; Sensory room. |
||||
| Personalised ICT – In & through other subjects Personalised - PE |
Individual targets and activities will be set around the needs of each student |
Individual targets and activities will be set around the needs of each student |
||||
| Spring |
Term 1 - Feelings! What makes me happy & what makes me sad? |
Term 2 - New Beginnings: What do tadpoles become? |
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|---|---|---|---|---|---|---|
| Communication & Language | Explore and express feelings: favourite pets/ toys. How/what do you feel about...? Family coffee morning. Sharing favourite events etc. |
Changing seasons: look, listen, touch,smell aspects of spring/Easter & seasonal events. Staying healthy, Sharing events etc. |
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| Personal Social & Emotional Development |
Look at what I can do! What do I Like/dislike, Favourite people/pets/toys, trying new things, Feelings: settling in, new environments, Being Healthy |
Trying new things. Festivals and celebrations: Easter, Sports Relief etc. Turn taking and sharing experiences/feelings, exploring together. Making relationships/friendships. |
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Physical Development |
Body songs/Rhymes, try new activities/games. Healthy eating, keeping active. Gross & fine motor skills |
Woodland explorers/treasure hunts: collecting Spring objects. Exploring habitats, movement & cultural dances; Fine & gross motor skills |
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Literacy |
Feelings books/pictures. Feeling stories/ menus. DVD’s and ICT programmes. Mark making: exploring various media. Signs of winter. Retell/sensory stories, role play. |
Draw/mark make Easter items, cards; signs of spring; draw celebration/spring themed objects; mark making using various media. Life cycle books and cultural stories. |
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Stories |
Guess how much I love you, Something Else, Ketchup on your cornflakes, other stories. |
The teeny weeny tadpole, The Hungry Caterpillar, Monkey puzzle, What am I? Etc. |
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| Mathematics | Size of favourite objects etc, times of day/week/month/year. Sorting, counting; one more/less than, adding; weighing ingredients, sets/objects; shapes & patterns. |
Size of seasonal objects, colours, days of the week/months. Sorting/counting; one more/less than, adding; weighing ingredients sets/objects; shapes/patterns. |
||||
Understanding The World |
Local community/houses/homes, visit new and favourite places. Try familiar and new things. Changes in the environment, weather. People/things we care for. |
Exploring similarities/differences in cultures/traditions/celebrations; life cycles, new life; seasonal changes:winter/spring: exploring habitats; foods fruits/vegetables |
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Expressive Arts & Design |
Exploring new/familiar media, clay/dough. Painting printing; box modelling/puppets. Baking; sensory exploration. Making collages, models etc, music & dance. |
Clay pots; paint/print (celebratory items); clay/doughornaments; collages; baking/making: celebratory foods etc, sensory exploration, making/creating seasonal items. |
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| Sensory | Touch: through other areas of development: dough’s, spaghetti, gloop, tea, beads, fruits |
Taste: through other areas of development: fruits, vegetables, various foods, chocolate. |
||||
Role Play & Small World |
Home corner, cafe, shops, parks & community settings. Winter wonderland. |
Shop/garden centre, woodland explorers; winter/spring wonderland/environment |
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| Community Visits – Travel / Inclusion |
Various shops, Café; Parks, woods & towns Walks around the local area, Sensory room. |
Parks, woods, school ponds & shops, towns; Walks around the local area; Sensory room. |
||||
| Personalised ICT – In & through other subjects Personalised - PE |
Individual targets and activities will be set around the needs of each student & based around our ICE drivers |
Individual targets and activities will be set around the needs of each student & based around our ICE drivers |
||||
| Summer |
Term 1 - Journeys: Are we nearly there yet? | Term 2 - The wonder of me! Wow,look at what I can do! |
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|---|---|---|---|---|---|---|
| Communication & Language | Read and share travel stories, rhymes, songs etc. Learn about transport and travel. Exploring different ways to move. Explore and express feelings |
Changing seasons: look, listen, touch, smell aspects of spring/summer. Staying Healthy, sports & playing games. Sharing favourite events etc. Look at personal achievements. |
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| Personal Social & Emotional Development |
Let’s explore new places/ways to travel! Likes & dislikes. Favourite ways to travel/ move. Trying new things, feelings & being healthy |
Trying new things; what we are good at: achievements & celebrations. Turn taking, team work, sharing & exploring together. |
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Physical Development |
Body/movement songs/ rhymes, try new activities/ games. Healthy eating, keeping active. Gross & fine motor skills |
Having a go! Body songs/ rhymes. Exploring movement, games & sporting events. Use gross & fine motor skills |
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Literacy |
Travel/transport books/pictures. Travel stories / timetables. DVD’s & ICT programmes. Mark making: exploring various media. Signs of spring/summer. Sensory stories, role play. |
Sporting events, rules, keeping healthy/active. Sports stories & achievements, DVD’s, ICT programmes. Mark making: various media. Retell/role play sensory stories |
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Stories |
Going on a Bear Hunt, Whatever Next, Snail & the Whale, This is the Bear, other stories |
Super Duck, Super Daisy, Giraffes can’t dance! Toys’ Party, Sports Day, other stories. |
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| Mathematics | Positional language, times of day/week/month /year. Sorting, counting; one more/less than, adding; weighing ingredients, sets/objects; size, shapes & patterns. |
Size/shape of sports equipment, Ordinal numbers: 1st, 2nd etc; positional language, Timing events. Colours, days of the week/months. Counting; one more/less than. |
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Understanding The World |
Local community/houses/homes, transport, visit new and favourite places. Try familiar and new things. Changes in the environment, weather. Exploring new environments. |
Exploring different kinds of sports & games. Achievements & keeping active. Explore seasonal changes: Summer. Celebrations: Father’s day, Transition & Sports events. |
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Expressive Arts & Design |
Exploring new/familiar media,clay/dough. Painting printing; box modelling/transport. Baking; sensory exploration. Making collages, models etc, music & dance. |
Making flags, sports pictures/equipment, medals etc; clay/dough; Painting / printing; box modelling, collage: summer objects, landscapes. Baking/picnics; sensory work. |
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| Sensory | Hearing: through other areas of development: listening to whistles, bird songs, music etc. |
Sight: through other areas of development: sensory lights, celebrations, natural materials |
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Role Play & Small World |
Home corner, garage, travel shops & community settings. Wood and parks. |
Home corner, cafe. Sporting events/ Story. Parks Home / woods / community explorers |
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| Community Visits – Travel / Inclusion |
Various shops, Café; Parks, woods & towns Walks around the local area, Sensory room. |
Parks, woods, school ponds & shops, towns; Walks around the local area; Sensory room. |
||||
| Personalised ICT – In & through other subjects Personalised - PE |
Individual targets and activities will be set around the needs of each student & based around our ICE drivers |
Individual targets and activities will be set around the needs of each student & based around our ICE drivers |
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