St George's Catholic Primary School
Faith, Family, Education, Excellence
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 |
Baptism / Confirmation Welcome |
Judaism Hannukah |
Advent / Christmas Birthday |
| Spring |
Local Church Celebrating |
Eucharist Gathering |
Lent/Easter Growing |
|
| Summer |
Pentecost Good News |
Reconciliation Friends |
Islam Prayer Mats |
Universal Church Our 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 –
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
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 |