EYFS

The EYFS framework is structured very differently to the national curriculum as the focus is on the seven areas of learning. The three prime areas are:

Communication and language.
Physical development.
Personal, social and emotional development.

The four specific areas are:

Literacy.
Mathematics.
Understanding the world.
Expressive arts and design

Within each subject area, the relevant area/s of focus is identified.

We use the Development Matters framework to support our planning of the curriculum.

RE

Our school follows the Come and See RE Programme.

Autumn

Domestic Church

Myself
God knows and loves each one.

Baptism / Confirmation

Welcome
Baptism: a welcome to God's Family

Judaism

Hannukah

Advent / Christmas

Birthday
Looking forward to Jesus' Birthday

Spring

Local Church

Celebrating
People celebrate in Church

Eucharist

Gathering
The parish family gathers to celebrate Eucharist.

Lent/Easter

Growing
Looking forward to Easter

Summer

Pentecost

Good News
Passing on the Good News of Jesus

Reconciliation

Friends
Friends of Jesus

Islam

Prayer Mats

Universal Church

Our World
God's wonderful world

Cultural Capital

Cultural capital is the essential knowledge, skills and behaviours that children need to prepare them for their future success. It is about giving children the best possible start to their early education with a wide range of enriching experiences. These experiences reflect the child’s environment and develop their many skills such as resilience and confidence, as well as promoting their social interactions, their relationships and culture.

Examples of some of the experiences are:

Visit a local park
Explore blowing bubbles
Get wet in the rain/jump in puddles
Have class caterpillars/butterflies
Paint a self-portrait
Plant some seeds and watch them grow
Go on an Autumn walk
Visit St George’s church
Meet a fireman and policeman
Sit in a fire engine and police car.
Visit a local library
Build a den
Visit a farm or animal encounter
Have a Teddy Bear’s Picnic
Learn to ride a bike or scooter (including balance bike)
Try Chinese food as part of Chinese New Year
Make a handprint and footprint in paint
Dress up in a costume as part of a play
Create artwork using vegetable printing
Draw flowers you can see around the school on a summer’s day

RSHE

Year R Relationships and Health Education Overview

You can access the parent portal for further information on each session by clicking on the title of each session.

To Sign on:

Username: st-george-ss3

Password: red-3

Module 1: Religious understanding –

The creation Story

Children will learn:

We are created individually by God as part of His creation plan
We are all God’s children and are special
Our bodies were created by God and are good
We can give thanks to God!

Me, My body, my health

Children will learn:

We are each unique, with individual gifts, talents and skills. Whilst we all have similarities because we are made in God’s

Image, difference is part of God’s plan! (I am me!)

That their bodies are good and made by God
The names of the parts of the body (not genitalia) (Heads, shoulders, knees and toes)
That our bodies are good and we need to look after them
What constitutes a healthy lifestyle, including exercise, diet, sleep and personal hygiene (Ready Teddy?)

Life cycles

Children will learn:

That there are natural life stages from birth to death, and what these are. (Growing Up)

Module 2: Personal relationships

Children will learn:

To identify ‘special people’ (their parents, carers, friends, parish priest) and what makes them special (Who's who?)
The importance of nuclear and wider family
The importance of being close to and trusting special people and telling them if something is troubling them (You've got a friend in me)

Keeping safe – Safe inside & out

Children will learn:

About safe and unsafe situations indoors and outdoors, including online
That they can ask for help from their special people.

Keeping safe - My body, my rules

Children will learn:

To know they are entitled to bodily privacy
That they can and should be open with ‘special people’ they trust if anything troubles them
That there are different people we can trust for help, especially those closest to us who care for us, including our teachers and our parish priest

Keeping safe: - Feeling poorly and People who help us

Children will learn:

Medicines should only be taken when a parent or doctor gives them to us.
Medicines are not sweets
We should always try to look after our bodies because God created them and gifted them to us.
There are lots of jobs designed to help us
Paramedics help us in a medical emergency
First Aid can be used in non-emergency situations, as well as whilst waiting for an ambulance.

Module 3: Religious Understanding

Children will learn:

That God is love: Father, Son and Holy Spirit
That being made in His image means being called to be loved and to love others (Loving God, Loving Others)
What a community is, and that God calls us to live in community with one another
Some Scripture illustrating the importance of living in a community
No matter how small our offerings, they are valuable to God, and He can use them for His glory

Living in the wider world.

Children will learn:

That they belong to various communities, such as home, school, parish, the wider local community, nation and global community (Me, You, Us)
That they should help at home with practical tasks, such as keeping their room tidy, helping in the kitchen etc.
That we have a duty of care for others and for the world we live in (charity work, recycling etc.)
About what harms and what improves the world in which we live

Autumn 1

	All About Me
Possible Texts	Peepo!, The Colour Monster, Funny Bones
PSED	Starting school/getting to know my new class Being me in my world My family Being kind and making friends Talking about feelings Healthy foods and oral hygiene
Communication and Language	Making friends Children talking about experiences that are familiar to them. Rhyming and alliteration Sharing stories and responding to stories Talk routines, e.g.“Good morning,” for register Role-play-home corner, doctor’s surgery
Physical Development	Climbing using outdoor equipment Different ways of moving & spatial awareness Individuals to develop good personal hygiene. Threading, cutting, weaving, playdough, Manipulate objects with good fine motor skills. Draw lines and circles using gross motor movements. Hold the pencil/brush beyond the whole hand's grasp. Using a mouse on the computer
Literacy	Whole class and group storytimes Practice reading sessions to develop decoding, prosidy and comprehension Mark making skills Starting to write initial sounds in writing activities, e.g. first sounds in body parts labelling Phonic sounds:-s,a,t,p,i,n,m,d, g,o,c,k,ck,e,u,r, h,b,f,l Tricky words:-is, I the
Maths	Matching Sorting Comparing size(amount, height, length) Repeating patterns Representing numbers 1,2 & 3 Comparing 1, 2 & 3
Understanding the World	Talking about their family. Can talk about what they do with their family and the places they have been to. Can draw similarities and make comparisons between other families. Name and describe people who are familiar to them. alk about members of their immediate family and community. Learning about the body and senses. Going on a sense walk.
Expressive Art & Design	Join in with familiar songs. Beginning to mix primary colours to make secondary colours. Role play using resources available for props Build models using construction equipment. Self-portraits using paint Exploring sounds (body percussion and instruments) and how they can be changed, tapping out of simple rhythms. Provide opportunities to work together to develop and realise creative ideas. Use materials to make skeletons Make models of faces using playdoh.

Autumn 2

	Into the woods
Possible Texts	The Gruffalo, Leaf Man, The Jolly Christmas Postman
PSED	Turn taking playing games How we share Feelings when you celebrate(Bonfire night/Christmas) Independence, e.g. putting on a coat Being brave
Communication and Language	Develop vocabulary and use throughout the day Retelling stories & story language Listening/ responding to stories Following instructions Take part in discussions Understand how to listen carefully/ why listening is important Taking part in class Nativity
Physical Development	Balancing, jumping, landing, changing direction, running, stopping and hopping Threading, cutting, weaving, playdough, Develop muscle tone to put pencil pressure on paper Use tools to effect changes to materials Correct letter formation.
Literacy	Retelling stories related to events through acting/role play. Christmas letters/lists. Labelling using initial sounds Retelling stories and using Story Maps. Editing of story maps Non-Fiction Sequence story – use vocabulary of beginning, middle and end. Blend sounds into words, so that they can read short words made up of known letter– sound correspondences. Enjoys an increasing range of books Little Wandle practice reading groups Phonic sounds:-ff,ll,ss,j,v,w,x,y,z,zz, qu,ch,sh,th,ng,nk Tricky words:-put,pull,full,as,and, has, his, her, go, no, to, into, she, push, he, of, we, me, be
Maths	Represent 1,2,3 1 more 1 less Composition of 1,2,3 Circles and Triangles Shapes in the environment Numbers 4 and 5 Day and night
Understanding the World	Looking for signs of autumn on an autumn walk around school grounds How Christmas is celebrated now & in the past. Use the Jolly Postman to draw information from a map and begin to understand why maps are important. Create your own map Bonfire night Light & dark
Expressive Art and Design	Leaf rubbings Listen to music and make their own dances in response. Clay/playdoh gruffalo faces Firework pictures, Christmas decorations, Christmas cards, Christmas songs/poems The use of story maps, props, puppets & story bags for retelling, inventing and adapting stories. Role Play Parties and Celebrations Post office role-play

Spring 1

	Spring 1
	Winter Wonderland
Possible Texts	Elmer in the Snow, Lost and Found, The Emperor’s Egg, Jolly Snow, The Storm Whale in Winter, Snowball
PSED	Independence, e.g. putting on a coat, hats, gloves, scarves Dangers of ice and snow Families/ Relationships RSHE Unit 2: Me, My Body, My Health. Modules: I am Me, Head, Shoulders, Knees and Toes and Ready Teddy?
Communication and Language	Use of how and why questions. Retell a story with story language – using puppets/props Encourage and model describing events in some detail during news. Listen to and talk about stories to build familiarity and understanding. Learn rhymes, poems and songs.
Physical Development	Climbing using outdoor equipment Dance – body parts & how they move, repeated actions, directions & levels, simple dance patterns, control & co-ordination Threading, cutting, weaving, playdough, Manipulate objects with good fine motor skills Hold a pencil effectively with a comfortable grip. Form recognisable letters most correctly formed. Using a mouse on the computer
Literacy	Whole class and group storytimes Writing lists Poster Labelling Writing a fact sheet (non-fiction) Little Wandle Practice reading sessions to develop decoding, prosody and comprehension Phonic sounds:-ai, ee, igh, oa, oo, oo, ar, or, ur, ow, oi, ear, air, er, words with double letters – dd, mm, tt, bb, rr, gg, pp, ff, longer words Tricky words:-was, you, they, my, by, all, are, sure, pure
Maths	Introducing Zero Comparing numbers to 5 Composition of numbers to 5 Comparing mass Comparing capacity Composition of 6,7 and 8 Making pairs Combining two amounts
Understanding the World	Floating and sinking The seasons Weather Investigating ice Using maps to locate countries
Expressive Art and Design	Observational drawings Printing using a range of sponges, rollers, cotton buds etc Watercolour paint winter pictures Using percussion instruments to create accompaniments Dance – Links to physical development Role-play- Birthday parties, winter wonderland, igloo

Spring 2

	Ticket to Ride!
Possible Texts	Rosie’s Walk, The Train Ride, The Naughty Bus, Mr Gumpy’s Outing, Whatever Next!
PSED	Turn taking playing games People who help us (including emergency vehicles) Building relationships with other children in the school community Working together with peers in construction & role-play activities
Communication and Language	Develop vocabulary and use throughout the day Retelling stories & story language Sustained focus when listening/ responding to stories Following instructions Take part in discussions Understand how to listen carefully/ why listening is important
Physical Development	Create shapes with body Jumping and landing safely Rocking & rolling Travelling on and over apparatus Create a sequence of movements Balancing & safely using apparatus Threading, cutting, weaving, playdough, Correct letter formation.
Literacy	Children have a greater understanding of what they have read through more complex questioning. Continue to develop story language Story maps Writing simple sentences Writing labels Little Wandle practice reading groups Phonics sounds:-Review Phase 3 sounds:- ai, ee, igh, oa, oo, ar, or, ur, oo, ow, oi, ear, ur, air Words with double letters, longer words, words with two or more digraphs, words ending –ing, compound words, words with ‘s’ in middle, words ending in ‘s’ and ‘es’ Tricky words – review previously taught words
Maths	Length and height Time Representing and sorting 9 and 10 Ordering numerals to 10 Composition of 9 and 10 Comparing numbers to 10 Number bonds to 10 3D shapes Spatial awareness Patterns
Understanding the World	Geographical features Learn about people who help us within the community. Discover facts about our planet Earth and space. Maps Transport now and in the past Bee-bots Recycling and looking after the environment
Expressive Art and Design	Weaving Map making Using musical instruments to make transport noises Move in time to music Dance – Links to journeys Space art Chalk pictures Roleplay – train station, spaceship, bus, boat

Summer 1

	Up the Beanstalk
Possible Texts	Jack and the Beanstalk, The Enormous Turnip, The Hungry Caterpillar
PSED	Taking turns in board games Working as a group Healthy eating – fruit and vegetables Caring for the environment
Communication and Language	Re-read some favourite stories/ stories used in our learning to revisit and consolidate vocabulary and events. Children will be able to have conversations with adults and peers with back-and-forth exchanges. Children will use talk in sentences using a range of tenses.
Physical Development	Rolling a ball to a target Stopping a rolling ball Accuracy when throwing to a target Bouncing & catching a ball Dribbling a ball Kicking a ball Bikes and scooters Fine motor skills activities Correct letter formation
Literacy	Whole class and group storytimes Children are encouraged to develop skills beyond recall. Writing a diary Develop sentence writing Labelling parts of a part Labelling life cycles Little Wandle Practice reading sessions to develop decoding, prosody and comprehension Phonics:- short vowels CVCC, short vowels CVCC CCVC, short vowels CCVCC CCCVC CCCVCC longer words, longer words, compound words, root words ending in: –ing, –ed /t/, –ed /id/ /ed/ –est Tricky words:- said, so, have, like, some, come, love, do, were, here, little, says, there, when, what, one, out, today
Maths	Building numbers beyond 10 Counting patterns beyond 10 Spatial reasoning-match, rotate, manipulate Adding more Taking away Spatial reasoning – compose and decompose (shapes)
Understanding the World	Know about features of the immediate environment. Make observations about plants discussing similarities and differences. Minibeast hunt Planting seeds Caring for caterpillars/butterflies Look at the life cycles of animals such as butterflies, frogs and chickens. Push/pull forces

Summer 2

	The Animal World
Possible Text	Dear Zoo, Rumble in the Jungle, The Rainbow Fish, Commotion in the Ocean, Farmyard Hullaballoo The Singing Mermaid
PSED	Develop confidence in communicating with other adults around school – link to transition into Year 1 Develop a ‘can do’ approach to learning
Communication and Language	Read aloud books to children that will extend their knowledge of the world and illustrate a current topic. Select books containing photographs and pictures, for example, places with different weather, animals and seaside destinations to extend vocabulary.
Physical Development	Team games using equipment, e.g. balancing a quoit on your head, over and under, controlling a ball, shuttle runs. Sport’s Day Bikes and scooters Fine motor skills activities Correct letter formation
Literacy	Consolidating the use of capital letters, finger spaces and full stops. Write a recount of the school trip Little Wandle practice reading sessions to develop decoding, prosidy and comprehension. Phonics:- long vowel sounds CVCC CCVC, long vowel sounds CCVC CCCVC CCV CCVCC, Phase 4 words ending –s /s/, Phase 4 words ending –s /z/, Phase 4 words ending –es, longer words, root word ending in: –ing, –ed /t/, –ed /id/ /ed/, –ed /d/, root word ending in: –er, –est, longer words Tricky words – review previously taught words, secure spelling
Maths	Doubling Sharing and grouping Even and odd Spatial reasoning – visualise and build Deeper understanding Patterns and relationships Spatial reasoning-mapping
Understanding the World	Make observations about animals, discussing similarities and differences. Learn about how to look after the world around us. Habitats Adult/baby animals
Expressive Art and Design	Share creations, talk about the process and evaluate work. Musical rhythm(link to Tanka Tanka book) Role-play- Vets