Red Lines of Learning

During the course of this year the basic skills that we expect children of this age to master, so that they are ready for year one are as follow:

RE Physical/ handwrite Read Write Maths Science
Offer praise, thanksgiving and petition prayerfully about own life  Dressing independently; correct formation of all cursive letter Phase 4 phonics;Read 48 phonemes Spell 48 graphemes Count & group objects, read, write and order numbers to 20 Ask an ‘enquiry question’ and pursue

The attitudes and attributes that our children will be encouraged to develop this year are:

Self;  Meaning;  Ownership;  Oracy;  Wonder

As we move into the Sounds Write programme, children will access Sounds Write and Phonic Books to support their learning.

Autumn 1 Curriculum

  Pearl RE PSED C&L Literacy Physical Mathematics U+W EAD Books / Context Continuous Provision Assessment
Baseline Assessment to begin
New:“School” Familiarity     Develop and maintain concentration and apply to strong sitting Listen and do for short span during whole class activities Responds to instructions involving more than two-part sequences. Listen and respond to ideas expressed by others in conversation Use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed. Hears and writes initial sounds in words Assess N/R red line –I can write my name/forming cursive letters Explores tools (pencils and scissors), objects, construction (polygon and Lego) and malleable materials (junk modelling) safely and handle with increasing control. Assess N/R red line – Holding pencil/cutting straight line with scissors/Able to dress independently Assess N/R red line – Recite numbers to 10, recognise numbers to 10/Reading, writing and ordering numbers 1 to 20.   Continue to learn new songs to increase their repertoire. Use a pencil competently and appropriately to draw a picture Walk around School – identifying ‘new’ areas – school hall, yard, children’s centre, library Exploring new environment Form letters cursively. Can write their name cursively. Can form other letters cursively (not in name) Holds their pencil correctly. Responds to instructions with sustained concentration Lit, Phys, C&L
Starting   Offer praise, thanksgiving and petition prayerfully about own life Explore the importance of my name. To initiate conversations Beginning to – ask enquiry questions Working towards Red line (Phase 4)Phase 2; Phonemes and corresponding graphemes: ‘s’ and ‘a’Hears and writes initial sounds in words Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed Able to dress independently Number red line – Reading, writing and ordering numbers 1 to 20.   Explores what happens when they mix colours. Create simple representations of events, people and objects using appropriate colours Imitates actions to music. Chooses particular colours to use for a purpose.     Writes numbers to 10 & beyond Recognise a number when given randomly?Can write name cursively. RE, Lit, Maths
Self-control   Offer praise, thanksgiving and petition prayerfully about own life God knows and loves me.God knows my name.     Phonemes and corresponding graphemes ‘t’ and ‘p’Hears and writes initial sounds in words Segment and blend the sounds in CVC and CVCC words, knowing which letters represent some of them (Reading and writing) Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed. Able to dress independently Number red line – Reading, writing and ordering numbers 1 to 20. Looks closely at similarities, differences, patterns and change.   Burglar Bill by Allan Ahlberg   Blending and segmenting CVC and CVCC words orally. Write words using s, a, t, p Cursively form letters Lit, Phys
Connection   Offer praise, thanksgiving and petition prayerfully about own life God loves me.   Links statements sticks to a main theme or intention. Can use talk to organise, sequence and clarify thinking, ideas, feelings and events. Phonemes and corresponding graphemes: ‘i’ and ‘n’Tricky word: I Hears and writes initial sounds in wordsCan use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed. Begins to read words Able to dress independently Estimates how many objects and checks by counting Finds the total number of items in two groups by counting all of them. Finds one more or one less from a group of up to 5 objects, then from 10 objects.   Initiate actions/dance in response to music We’re going on a bear hunt by Michael Rosen Building dens, ‘bear hunt’ trip. Clarify thinking, ideas and feelings and links statements. Organising numbers to add correctly.Can count and clarify answerRE, CL, Maths
Recognition   Offer praise, thanksgiving and petition prayerfully about own life Remember, Celebrating and responding to God who knows each one by name and loves them.   Asks an enquiry question Listen and do for short span during whole class activities Phonemes and corresponding graphemes: ‘m’ and ‘d’Recap tricky word I Hears and writes initial sounds in words Begins to read words Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed. Able to dress independently Uses mathematical names and language to describe 2D and 3D shapes   Use percussion instruments with increasing control. I’m special, I’m me! by Ann Meek Tuff spot: Phonic recognition Naming – names of children, naming 2D and 3D shapesMaths
Expression Oracy & Expression Offer praise, thanksgiving and petition prayerfully about own life Explore expressions of welcomes and recognise that such expressions are used religiously as ‘signs of peace.’ Begins to demonstrate ability to negotiate and solve problems without aggression.   Phonemes and corresponding graphemes:  ‘g’ and ‘o’Tricky word: and Hears and writes initial sounds in words Begins to read words Writes a rhyming string Shows an enjoyment within an increasing range of books such as fiction and poetry. Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed. Able to dress independently     Express feelings and ideas in response to music Monkey puzzle by Julia Donaldson Story sequencing Can read a rhyming string and write a rhyming string.Can identify final rhyming soundLiteracy
Baseline Assessment to be completed
Reveal Oracy & Expression Offer praise, thanksgiving and petition prayerfully about own lifeReveal Week 1:Recognise that all people are recognised and in God’s family Can explain own knowledge and understanding by asking appropriate questions of others. Can describe themselves in positive terms, discussing abilities. Asks an enquiry question and pursues it Phonemes and corresponding graphemes:  ‘c’ and ‘k’Recap tricky word ‘and’ Hears and writes initial sounds in words Begins to read words Writes label and captions. Can use a pencil and hold it effectively to write recognisable letters, most of which are correctly formed. Able to dress independently           Can write a label or caption (Phase 2)Can talk about and read sentence they have writtenPSED, Literacy

Autumn 2 Curriculum

  Pearl RE PSED C&L Literacy Physical Mathematics U+W EAD Books / Context Continuous Provision Assessment
Observation Wonder Offer praise, thanksgiving and petition prayerfully about own lifeBaptism: (Reveal Week 2) Looking for signs and symbols of Baptism Attends to and takes account of what others say. Asks an enquiry question and pursues it Teach different question words discriminate between questions and an answer. Phonemes and corresponding graphemes:  ‘ck’ and ‘e’Recap tricky word ‘the’ Begins to read simple sentences Able to dress independently Discriminating pattern – big group to smallest possible groups. Identify own mathematical problems based on own interests Distinguishing between patterns.   You be you, by Linda Kranz Visit to Church (Baptism) Observational drawing  
Distinguish Wonder Offer praise, thanksgiving and petition prayerfully about own lifeBaptism: (Respond) Remember the main part of Baptism is to recognise us as children of God and welcome as family of the Church. Demonstrate ability to comfort another child. Can links statements and stick to a main theme or intention Phonemes and corresponding graphemes:  ‘u’ and ‘r’Tricky word ‘to’Identify noun, verb Begins to read simple sentences     Look at pattern and change.   Rainbow fish by Marcus Pfister Visit to Preston Park. Building a fire and uses of a fire  
Favourite Oracy & Expression Offer praise, thanksgiving and petition prayerfully about own lifeJudaism – Look: There are special days. What is my favourite day of the week(Creation story – Godly play. Sabbath)Respect: God cares for his people. Sabbath – rest day.     Phonemes and corresponding graphemes: ‘h’ and ‘b’Tricky word; noBegins to read simple sentences Identify a noun/verb Positional language Travels with confidence and skill around, under, over and through balancing and climbing equipment       Charlie and Lola – Snow is my favourite and my best by Lauren Childs    
Taste Oracy & Expression Offer praise, thanksgiving and petition prayerfully about own lifeIslam – Look: Special objects – my precious object. Discover: Special objects for Muslims. Respect: Muslims’ special object     Phonemes and corresponding graphemes:  ‘f’ and ‘ff’Tricky word; goBegins to read simple sentences Verb/position/noun sentence buildingWrites captions   Data Collection – my favourite… Records using mars that they can explain and interpret Begins to identify own mathematical problems based on own fascinations and interests     Handa’s Surprise by Eileen Browne Cooking on an open fire  
Negotiate Meaning Offer praise, thanksgiving and petition prayerfully about own lifeAdvent – Explore: What a birthday is waiting for a birthday. Discover what a birthday is and how it is celebrated. Appreciate how birthdays are awaited and celebrated. Recognise that own actions affect other people. Listen and do for short span during whole class activities Phonemes and corresponding graphemes:  ‘ss’Recap tricky words and HFW.Assess Phase 2 phonemes and corresponding graphemes; spelling is correct. Begins to read simple sentences Knows that information can be retrieved from books and computers.   Sequence months of the year Uses everyday language related to time. Measure short periods of time in simple ways.   Understands that different media can be combined to create new effects. Kippers birthday by Mike Inkpen    
Solving Meaning Offer praise, thanksgiving and petition prayerfully about own life Reveal 1: Learn about Advent when people get ready and look forward to the birthday of Jesus Can describe themselves in positive terms, discussing abilities. Asks an enquiry question and pursues it Able to follow a story without pictures or props History of Christmas cards, inference and deduction of what genre belongs with certain cards. Working towards Red line (Phase 4)Phase 3 Introduction; Phonemes and corresponding graphemes:  ‘j’ and ‘v’Tricky word: he Begins to read simple sentences Links sounds to letters, naming and sounding the letters of the alphabet (reading and writing)       Understands that different media can be combined to create new effects. Selects appropriate resources and adapts work Manipulates materials to achieve a planned effect. Christmas card (Craft club) The Nativity story. Wreath making  
Explaining Meaning Offer praise, thanksgiving and petition prayerfully about own lifeReveal 2: Learn about the first Christmas and how people celebrate Jesus’ birthday each year.Jesus’ birthday – why don’t we give birthday cards and why do I receive Jesus’ birthday presents?Respond: Remembering, celebrating and responding to what a birthday is, waiting for a birthday. Advent: Looking forward to Christmas; the Birthday of Jesus.   Asks an enquiry question and pursues it Able to follow a story without pictures or props  Phonemes and corresponding graphemes:  ‘w’ and ‘x’Tricky word: sheBegins to read simple sentences Links sounds to letters, naming and sounding the letters of the alphabet (reading and writing) Enjoys an increasing range of books such as non-fiction, fictional       Nativity/Christmas productions. Making Christmas gift for parents – Snowman:Selects tools and techniques needed to shape and assemble materials they are using. The Nativity story Carol singing and mulled juice.  

Spring 1 Curriculum

  Pearl RE PSED C&L Literacy Physical Mathematics U+W EAD Books / Context Continuous Provision Assessment
  Familiarity Offer praise, thanksgiving and petition prayerfully about own life Explore:What a celebration is:Discover what a celebration is, the elements of a celebration and how people celebrate Appreciate that I learn most by myself with an adult or in a very small group, with an adult. Identifying what I struggle with. Introduces a storyline or narrative into their play. Extends vocabulary by grouping and naming the meaning and sounds of new words (ONGOING THROUGHOUT THE TERM) Red lines – Phonics (reading phonemes and writing graphemes Ph4) Phase 3 cont;Phonemes and corresponding graphemes: ‘y’ and ‘z/zz’Recap all previously learnt tricky words Form recognisable letters, most of which are formed correctly. Dressing independently – red line Cursive handwriting of all letters red line Number red line – Reading, writing and ordering numbers 1 to 20.     It’s my birthday by Helen OxenburyGod’s StoryChurch Story Having a celebration; party etc.Celebrating something; awards, parental voice Writing invitations Creating and writing birthday cards  
  Meaning Offer praise, thanksgiving and petition prayerfully about own life Reveal 1:What the parish family celebrates – The PresentationStory Appreciate that I learn most by myself with an adult or in a very small group, with an adult. Identifying what I struggle with. Show an awareness of listeners needs Phonemes and corresponding graphemes: ‘qu’ and ‘sh’Tricky word; she Form recognisable letters, most of which are formed correctly. Write short sentences in meaningful contexts   Use language to talk about money. Compare values and solve problems.     Little Red Riding HoodVisit to Church – identifying times in Liturgical year that parish family celebrate. Story sequencing, story retelling Letter formation Coin independent activities  
Problem solving Oracy and Expression Offer praise, thanksgiving and petition prayerfully about own life Reveal 2:How the parish family celebrates Appreciate that I learn most by myself with an adult or in a very small group, with an adult. Choose resources for chosen activities Show an awareness of listeners needs Red line; cursive formation of all lettersPhonemes and corresponding graphemes: ‘ch’ and ‘th’All tricky words Form recognisable letters, most of which are formed correctly.  Write short sentences in meaningful contexts Dance in time to music Solve problems using doubling, halving and sharing     The Elves and the Shoemaker Construction activities; building to suit a brief Number sentences; finding a solution, Matching ‘pairs’  
Problem solving Oracy and Expression Offer praise, thanksgiving and petition prayerfully about own life Remembering, celebrating and responding to what a celebration is and how the parish family celebrate Recognise that all of my friends are learning in the same way. Choose resources for chosen activities Show an awareness of listeners needs Red line; cursive formation of all lettersPhonemes and corresponding graphemes: ‘ng’ and ‘ai’All tricky word recap Form recognisable letters, most of which are formed correctly. Write short sentences in meaningful contexts Dance in time to music Solve problems using doubling, halving and sharing     The Elves and the Shoemaker Red line – Maths; read, write and order numbers to 20.  
Judgement Meaning Offer praise, thanksgiving and petition prayerfully about own life Explore:How and why people gather together:Discover what activities children and families do together;Play a game where children realise they need the support of others Recognise that all of my friends are learning in the same way.  Choose resources for chosen activities Show an awareness of listeners needs Red line; cursive formation of all lettersPhonemes and corresponding graphemes: ‘ee’Teach tricky word; you Form recognisable letters, most of which are formed correctly.  Write short sentences in meaningful contexts Dance in time to music Cutting – holding paper in position to cut Control size of letters whilst writing – forming on lines. Red line:Read, write and order numbers 1 to 20.     God’s StoryChurch’s storyVisit a mosque/synagogue – identify differences/similarities as to how we gather. Number formation Letter formation Independent activities Game activities – needing support from others.Board games, puzzles.  
Celebrating Wonder Offer praise, thanksgiving and petition prayerfully about own life Reveal 1:The parish families gather together for Mass Recognise that all of my friends are learning in the same way.  Choose resources for chosen activities Uses language to imagine and recreate roles and experiences in play situations cursive formation of all lettersPhonemes and corresponding graphemes: ‘igh’Recap ‘you’ Form recognisable letters, most of which are formed correctly. Dance in time to music Red line:Read, write and order numbers 1 to 20.     God’s StoryChurch’s story Number formation Letter formation Independent activities.  

Spring 2 Curriculum

  Pearl RE PSED C&L Literacy Physical Mathematics U+W EAD Books / Context Continuous Provision Assessment
22.2 Wonder Offer praise, thanksgiving and petition prayerfully about own life Reveal 2:The joy of gathering to listen to God’s word Recognise that all of my friends are learning in the same way. Talk about their own ideas. Show an awareness of listeners needs Offer justifications to answers; I think this will happen… Red lines – Phonics (reading phonemes and writing graphemes)Red line; cursive formation of all lettersPhonemes and corresponding graphemes: ‘oa’ and ‘oo’Teach new tricky word ‘was’ Dressing independently – red line Cursive handwriting of all letters red line Throwing & catching – gross/fine motor Subtraction – blue boxUsing quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.     God’s StoryChurch’s story Number formation Outdoors – throwing into hoops/targets  
Remembering Wonder Offer praise, thanksgiving and petition prayerfully about own life Respond:Remembering, celebrating and responding to how and why people gather together and the joy of gathering together to celebrate at Mass Recognise that all of my friends are learning in the same way. Talk about their own ideas. Show an awareness of listeners needs Offer justifications to answers; I think this will happen… Red lines – Phonics (reading phonemes and writing graphemes)Red line; cursive formation of all lettersPhonemes and corresponding graphemes: ‘ar’ and ‘or’Teach new tricky word ‘my’   Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer   Mother’s Day cardsMother’s day portraits – mixing colours for hair. Choosing colours to match real representative Owl babies (Mother’s Day) Making thank you cards Numicon tilesCubes  
Growing Oracy & Expression Offer praise, thanksgiving and petition prayerfully about own life  Explore:Spring is a time when things begin to grow;Recognise growth in nature and discover the way in which things grow Recognise teacher as the facilitator, guide, expert etc.Talk about their own ideas. I think this will happen because… Evaluate and suggest change (editing practically and in writing) Answer ‘how’ and ‘why’ questions in response to stories and events. Red lines – Phonics (reading phonemes and writing graphemes)Red line; cursive formation of all lettersPhonemes and corresponding graphemes: ‘ur’ and ‘ow’Recap tricky words; ‘you, was, my’. Dictated Phase 2 and Phase 3 captions and sentences. Comprehension; writing sentences using capital letters, finger spaces. Shows understanding of good practices of health and hygiene.Demonstrate some appropriate safety measures without direct supervisionI can show different ways of travelling.I can use words to describe how I am travelling.I can use my movement skills in games. They solve problems, including doubling, halving and sharing. Know the environment and living things are influenced by human activity. Focus on investigative learning; discussing what is seen and discovered   The Hungry Caterpillar by Eric CarleTiny seed by Eric CarleGrowing cress seedsVisiting a Nursery – growing; plants, identifying growth.Chicks – eggs/incubator What grows? Independent activities; handwriting and Early work books.  
Reflection Oracy & Expression Offer praise, thanksgiving and petition prayerfully about own life Reveal 1:Learn about lent;A time to grow more like Jesus Learning is teacher-led in school (new & irrelevant) and I can link to what I already know outside of school. Evaluate and suggest change – review my own spelling list and check for errors.  I can amend incorrect spelling. Resilience; I will continue with an activity until it is correct. I think this will happen because… Answer ‘how’ and ‘why’ questions in response to stories and events. Red lines – Phonics (reading phonemes and writing graphemes)Red line; cursive formation of all lettersPhonemes and corresponding graphemes: ‘oi’ and ‘or’Teach new tricky word ‘are’ Dictated Phase 2 3 captions and sentences. Comprehension; writing sentences using capital letters, finger spaces. I can show different ways of travelling. I can stop a ball.I can catch a large ball. Demonstrate some appropriate safety measures without direct supervision Compare quantities and objects and use language to talk about size (length and height) Know the environment and living things are influenced by human activity. Focus on investigative learning; discussing what is seen and discovered   Luke 2: 51-52Church’s story 1The Usbourne Easter StoryDecorating eggs; link to favourite story book/characters(home learning) Observing cress, drawing on own observations  
Sequence Familiarity Offer praise, thanksgiving and petition prayerfully about own life Reveal 2:Good Friday and getting ready to celebrate Easter Learning is teacher-led in school (new & irrelevant) and I can link to what I already know outside of school Evaluate and suggest change I think this will happen because… Red lines – Phonics (reading phonemes and writing graphemes)Red line; cursive formation of all lettersPhonemes and corresponding graphemes: ‘ear’ and ‘air’Teach new tricky word ‘all’ Dictated Phase 2 and Phase 3 captions and sentences.Adding captions and sequences to picture sequences Comprehension; writing sentences using capital letters, finger spaces. Phonic assessment; end of Phase 3; phoneme recognition andensure correct spelling of all Ph2 and Ph3 graphemes. Focus on investigative learning; discussing what is discovered; how many can you complete in one minute?Set of activities; jumping on spot, throwing bean bags etc. Compare times and use language to talk about o’clock, half past, one minute and seconds Focus on investigative learning; discussing what is seen and discovered Easter cards; making own choice with card, colours, pattern.Choice of message inside the card.  Creating celebration ‘He has Risen’ picture; choosing appropriate tools and techniques for watercolours. Church’s story 1The Usbourne Easter Story Sequencing Easter story Observing cress, drawing on own observations Keeping time using Ipad; stopwatch, sand timer – practical activities – inside/outdoor.  

Summer 1 Curriculum

Summer 2 Curriculum

  Pearl RE PSED C&L Literacy Physical Mathematics U+W EAD Books / Context Continuous Provision Assessment
Identifying Meaning Offer praise, thanksgiving and petition prayerfully about own life Play co-operatively, take turns with others. Listen to stories and anticipate key events.Respond to what they hear with relevant comments,Sequence a simple story using flashcards and sentences.Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.They develop their own experiences by connecting and linking ideas. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Recap Phase 2 and 3 phonemes and corresponding graphemes.Blending and segmenting Phase 2 and 3 words.Reading and writing Phase 2 and Phase 3 tricky words Red lines – Correct formation of all lettersDressing independently – Assessment – PE kit à  back to uniform.Coat, zip and shoes.Cutting skills – control of scissors – cutting accurately.         Independent activities; cutting skills – control of scissorsIndependent activity – story sequencing  
Purpose Wonder Offer praise, thanksgiving and petition prayerfully about own lifePentecost;Explore – That everyone has Good News to tell Play co-operatively, take turns with others.Children play group games with rules. Listen to stories and anticipate key events.Respond to what they hear with relevant comments,Sequence a simple story using flashcards and sentences.Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.They develop their own experiences by connecting and linking ideas. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Reading and writing CVCC words with consonant blend ‘sp’Reading and writing tricky words; ‘have’ and ‘like’.Form recognisable letters, most of which are formed correctly.Write short sentences in meaningful contexts – What did I do today? Red lines – Correct formation of all lettersDressing independentlyIntroduction of game activities (versus)To introduce simple scoring systems Numbers;Adding quantities and finding totals Select and use technology for particular purposes. Talk for Writing – sequence stories, creating story maps using own representations of characters. I heart holidays (Martha and the Bunny Brothers)Church StoryGod’s Story Problem solving – finding different ways to make __Independent activities; cutting skills – control of scissorsIndependent activity – story sequencing  
Representation Oracy & Expression Offer praise, thanksgiving and petition prayerfully about own lifeReveal – The Coming of the Holy Spirit Play co-operatively, take turns with others.Children play group games with rules. Listen to stories and anticipate key events.Respond to what they hear with relevant comments,Sequence a simple story using flashcards and sentences.Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.They develop their own experiences by connecting and linking ideas. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Reading and writing words with adjacent consonants; lunchbox, helpdesk, starlight, sandwich,Reading and writing tricky words; ‘some’ and ‘come’Form recognisable letters, most of which are formed correctly.Write short sentences in meaningful contexts – What did I do today? What did I do at the weekend? Red lines – Correct formation of all lettersDressing independentlyPlay game like activities (versus)To use a simple scoring system in a game.Show improved hand and eye co-ordination when throwing and catching an object. Doubling using arraysConcrete and pictorial representations Select and use technology for particular purposes. Why have you used that form of technology?Develop sensitivity towards other children. Talk for Writing – sequence stories, creating story maps using own representations of characters. Traditional tales Games using 2 dice – finding & identifying doublesIndependent activities; cutting skills – control of scissorsIndependent activity – story sequencingIpad, cameras, Laptops, IWB  
Sequential Oracy & Expression Offer praise, thanksgiving and petition prayerfully about own lifeReveal – Pentecost: The celebration of the Good News of Jesus Children play group games with rules. Listen to stories and anticipate key events.Respond to what they hear with relevant comments,Sequence a simple story using flashcards and sentences.Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.They develop their own experiences by connecting and linking ideas. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Reading and writing High Frequency Words and adjacent consonants Reading and writing tricky words; ‘were’ and ‘there’Form recognisable letters, most of which are formed correctly.Write short sentences in meaningful contexts – What did I do today? Red lines – Correct formation of all lettersDressing independentlyShow improved hand and eye co-ordination when using an bat/racket to control a bean bag/ball Subtract two single digit numbersIdentify biggest numberPhysical & concrete   Talk for Writing – sequence stories, creating story maps using own representations of characters. Traditional tales Use of a number lineIdentifying the subtraction sumIdentifying the questions from the pictureIndependent activities; cutting skills – control of scissorsIndependent activity – story sequencing  
  Familiarity Offer praise, thanksgiving and petition prayerfully about own lifeRespond – Remembering, celebrating and responding to the understanding that everyone has good news and that Pentecost is the celebration of the Good News of Jesus. Children play group games with rules. Listen to stories and anticipate key events.Respond to what they hear with relevant comments,Sequence a simple story using flashcards and sentences.Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.They develop their own experiences by connecting and linking ideas. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Reading and writing all HFW’s from Phase 2 and Phase 3Reading and writing tricky words; little’ and ‘one’. Form recognisable letters, most of which are formed correctly.Write short sentences in meaningful contexts – What did I do today? Red lines – Correct formation of all lettersDressing independentlyShow improved hand and eye co-ordination when using a bat/racket to control a bean bag/ball     Talk for Writing – sequence stories, creating story maps using own representations of characters.   Independent activities; cutting skills – control of scissorsIndependent activity – story sequencing  
  Familiarity Offer praise, thanksgiving and petition prayerfully about own lifeFriends; Explore – Making friends and being a friend   Listen to stories and anticipate key events.Respond to what they hear with relevant comments,Sequence a simple story using flashcards and sentences.Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.They develop their own experiences by connecting and linking ideas. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Reading and writing all HFW’s from Phase 2 and Phase 3Reading and writing tricky words;‘do’ and ‘when. Form recognisable letters, most of which are formed correctly.Write short sentences in meaningful contexts – What did I do today? Red lines – Correct formation of all lettersDressing independentlyShow improved hand and eye co-ordination when using a bat/racket to control a bean bag/ball Use everyday language to talk about size and compare quantities   Talk for Writing – sequence stories, creating story maps using own representations of characters.   Independent activities; cutting skills – control of scissorsIndependent activity – story sequencing  
  Meaning Offer praise, thanksgiving and petition prayerfully about own lifeReveal – Jesus has friends, we can friends of Jesus   Listen to stories and anticipate key events.Respond to what they hear with relevant comments,Sequence a simple story using flashcards and sentences.Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.They develop their own experiences by connecting and linking ideas. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Form recognisable letters, most of which are formed correctly.Write short sentences in meaningful contexts – ‘My trip.’Reading and writing tricky words; ‘out’ and ‘what’.   Use everyday language to talk about weight and capacity and compare quantities Red line: Ask an enquiry question and pursue it.Know similarities and differences in relation to living thingsThey make observations of animals and explain why some thingsoccur, and talk about changes Colour mixing; swatches and making shades of blue using white as a toner.Talk for Writing – sequence stories, creating story maps using own representations of characters. Visit to Aquarium Independent activities; cutting skills – control of scissorsIndependent activity – story sequencing  
  Meaning Offer praise, thanksgiving and petition prayerfully about own lifeReveal – Jesus’ rule for friends Play co-operatively, take turns with others Listen to stories and anticipate key events.Respond to what they hear with relevant comments,Sequence a simple story using flashcards and sentences.Answer ‘how’ and ‘why’ questions about their own experiences in relation to stories.They develop their own experiences by connecting and linking ideas. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Form recognisable letters, most of which are formed correctly.Write short sentences in meaningful contexts – ‘My trip.’Writing and using tricky words in sentences.   Sharing and halving solving   Talk for Writing – sequence stories, creating story maps using own representations of characters.   Independent activities; cutting skills – control of scissorsIndependent activity – story sequencing  
  Pearl RE PSED C&L Literacy Physical Mathematics U+W EAD Books / Context Continuous Provision Assessment
  Wonder Offer praise, thanksgiving and petition prayerfully about own lifeRespond – Remembering, celebrating and responding to how we can make good friends, that Jesus had good friends and what Jesus tells us about friendship. Resolves minor disagreements through listening to each other to come up with a fair solution.Can talk about the plans they have made to carry out activities and what they might change if they were to repeat them.Can listen to each other’s suggestions and achieve an outcome without adult help. Sequence a simple story using flashcards and sentences.Express views about characters from a story and answer questions about why things happened.Talk for Writing – oral telling of story, anticipate key events in the story. Respond to how and why questions from stories and events. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Post Assessment Phase 4Form recognisable letters, most of which are formed correctly.Write short sentences in meaningful contexts – ‘My Dad is special because…’Writing and using tricky words in sentences.Writing and using High Frequency words in sentences.Spelling booklet: Completion of incorrect spellings from Ph 2 onwards including tricky words. Assessment of handwriting: Red lines – Correct formation of all letters When writing on paper or in books, can hold paper in position effectively.Control the letter size –ascenders and descenders (p, b, d, g) AssessmentNumber red line – Reading, writing and ordering numbers 1 to 20. Number bonds within 10. What numbers when added together make 5?What two numbers can we add together to make 10? Houses and homes. Suitability of materials.Suitability of animals vs homes. What type of home would the pigs have?What do you have in your home/rooms? Father’s day portraits. The Three Little PigsThe True Story of the Three Little Pigs by Jon ScieszkaThe Three Little Wolves and The Big Bad Pig by Eugene TrivizasThe Three Horrid Little Pigs by Liz PichonFather’s Day Collective Worship MaterialsConstruction to build homes to suit a pig.Sentence sequencing.Sentence copyingHandwriting sheetsNumber bonds and addition sentences to 10 and beyond.Father’s Day craftsMaths Mastery  
First initial submission of Early Years Profile Assessment
  Familiarity Offer praise, thanksgiving and petition prayerfully about own life What we love and wonder about our world. They say when they do and don’t need help Can stop and think before acting and can wait for things they want. Knows some ways to manage their feelings and is beginning to use these to maintain control. Talk for Writing – oral telling of story, anticipate key events in the story. Respond to how and why questions from stories and events. Develop own narratives and explanations by connecting ideas or events After listening to stories, they can express views about events or characters in the story and answer questions about why things happened. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Form recognisable letters, most of which are formed correctly.Write short sentences in meaningful contexts – ‘Retelling the story of the Three Little Pigs’Writing dictated sentences. Spelling tricky words (Phase 2-4) correctly.Spelling High Frequency words (Phases 2-4) correctly.Writing sentences using given stimuli (pictures, missing gaps etc). Red lines – Correct formation of all lettersWhen writing on paper or in books, can hold paper in position effectively.Control the letter size – letter groups (a, d, o, q, g)  Addition and subtraction within 20. Writing dictated number sentences and completing independently.   ‘Creative week’ Mixing colours to find shades. Matching or aiming to make a ‘swatch’ colour. Wool winding to produce a landscape (fields, sky, farm, sunset, water, boat) The Three Little PigsThe True Story of the Three Little Pigs by Jon ScieszkaThe Three Little Wolves and The Big Bad Pig by Eugene TrivizasThe Three Horrid Little Pigs by Liz Pichon Mrs Measor’s visit to Reception Creative:Blow painting (monitored) Bead making (monitored) String painting(independent) Marble painting (independent) Paint mixing (independent) Maths Mastery  
27/6 Oracy and Expression Offer praise, thanksgiving and petition prayerfully about own life Everyone shares in God’s world.   Listens attentively with sustained concentration to follow a story without pictures or props. After listening to stories, they can express views about events or characters in the story and answer questions about why things happened. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Writing sentences using a given stimulus – pictures, missing gaps.Writing dictated sentences, spelling both tricky words and High frequency words correctly (Phase 2 to 4)Use finger spaces, capital letters and full stops correctly in writing. Red lines – Correct formation of all lettersWhen writing on paper or in books, can hold paper in position effectively.Control the letter size – letter groups (tall and short letters) Addition and subtraction within 20. Writing dictated number sentences and completing independently.     The Three Little PigsThe True Story of the Three Little Pigs by Jon ScieszkaThe Three Little Wolves and The Big Bad Pig by Eugene TrivizasThe Three Horrid Little Pigs by Liz Pichon Red line assessments (late Nursery assessments & Reception)Cutting, writing name, numbers to 10/20.Maths Mastery  
4/7 Oracy and Expression Offer praise, thanksgiving and petition prayerfully about own life Praising God for our Wonderful World. Can talk about the plans they have made to carry out activities and what they might change if they were to repeat them.(EDITING) Talk about their own and others behaviour, its consequences, and know that some behaviour is unacceptable (Completing activities in specified times)   Red lines – Phonics (reading phonemes and writing graphemes Ph4)Writing sentences with a meaningful context. Writing dictated sentences that include both tricky words and High frequency friends from Phases 2 to 4 (spelt correctly) Read and write initial and final blends.Identify real and nonsense words (Phase 4) Apply and use finger spaces, capital letters and full stops correctly and where needed. Red lines – Correct formation of all lettersWhen writing on paper or in books, can hold paper in position effectively.Forming Uppercase letters/lowercase letter. Symmetry – identify symmetry Create own symmetrical patterns Create symmetrical pattern using a starting pattern     The Three Little PigsThe True Story of the Three Little Pigs by Jon ScieszkaThe Three Little Wolves and The Big Bad Pig by Eugene TrivizasThe Three Horrid Little Pigs by Liz Pichon Handwriting books – family groups to complete independently. Ordering numbers to 20 Match lowercase & uppercase letters Maths Mastery  
11/7 Meaning Offer praise, thanksgiving and petition prayerfully about own life Remembering, celebrating and responding to what we love and wonder about our world; God gave us this wonderful world. Knows some ways to manage their feelings and is beginning to use these to maintain control. Can listen to each other’s suggestions and plan how to achieve an outcome without adult help. Can talk about the plans they have made to carry out activities and what they might change if they were to repeat them (Editing) Talk about their own and others behaviour and consequences (completing activities in specified times) Can carry out instructions which contain several parts in a sequence. Can listen in a larger group, for example, at assembly. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Writing sentences with a meaningful context. Writing dictated sentences that include both tricky words and High frequency friends from Phases 2 to 4 (spelt correctly) Read and write initial and final blends.Identify real and nonsense words (Phase 4) Apply and use finger spaces, capital letters and full stops correctly and where needed. Red lines – Correct formation of all lettersWhen writing on paper or in books, can hold paper in position effectively.Forming Uppercase letters/lowercase letter.EYFS Sports Day – Rehearsal & Final:Moves confidently in a range of ways, safely negotiating spaceShow good control and co-ordination in large and small movements AssessmentNumber red line – Reading, writing and ordering numbers 1 to 20. Data handling – Pictogram – finding similarities and differencesWhich is the most favourite?Are there two with the same?     The Sports Day by Nick Butterwort Maths Mastery Handwriting formation books Phonic initial and final blends  
18/7Moving forward (Transition Day) Wonder   Knows some ways to manage their feelings and is beginning to use these to maintain control. Listens to instructions and follows them accurately, asking for clarification if necessary. Shows some awareness of the listener by making changes to language and non-verbal features. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Post Phase 4 assessment & High Frequency words (to Phase 4) Writing sentences with a meaningful context. Writing dictated sentences that include both tricky words and High frequency friends from Phases 2 to 4 (spelt correctly) Read and write initial and final blends.Identify real and nonsense words (Phase 4) Apply and use finger spaces, capital letters and full stops correctly and where needed. Assessment of handwriting: Red lines – Correct formation of all letters/alphabetWhen writing on paper or in books, can hold paper in position effectively.Forming Uppercase letters/lowercase letter. Data handling – Pictogram – finding similarities and differencesWhich is the most favourite?Are there two with the same?       Exploring new environment and new routines – break times & work structure Maths mastery Number formation and letter formation (within words)  
Final week Wonder   Can talk about the plans they have made to carry out activities and what they might change if they were to repeat them (Editing) Talk about their own and others behaviour and consequences (completing activities in specified times) Listens to instructions and follows them accurately, asking for clarification if necessary. Shows some awareness of the listener by making changes to language and non-verbal features. Red lines – Phonics (reading phonemes and writing graphemes Ph4)Post Phase 4 assessment & High Frequency words (to Phase 4) Writing sentences with a meaningful context. Writing dictated sentences that include both tricky words and High frequency friends from Phases 2 to 4 (spelt correctly) Read and write initial and final blends.Identify real and nonsense words (Phase 4) Apply and use finger spaces, capital letters and full stops correctly and where needed. Assessment of handwriting: Red lines – Correct formation of all letters/alphabetWhen writing on paper or in books, can hold paper in position effectively.Forming Uppercase letters/lowercase letter. Data handling – Pictogram – finding similarities and differencesWhich is the most favourite?Are there two with the same?