Year Group: Nursery Bridge Hall Primary School Long Term Plan 2014-2015 Coverage

Black – Skills covered from 30-50 months Red – Skills covered from 22-36 months Green – Skills covered from 40-60 months Year Group: Nursery Bridge Hall Primary School Long Term Plan 2014-2015 Coverage

Subject Autumn 1 Autumn 2 Spring 1 January Spring 2 Summer 1 Summer 2 Early intakes Topic/Theme My Family and I Celebrations All About Books Communication & • Listens with interest • Shows interest in • Listens with interest to to the noises adults play with sounds, the noises adults make Language make when they read songs and rhymes. when they read stories. Listening and stories. (22-36m) (22-36m) (22-36m) Attention • Is able to follow • Joins in with • Joins in with repeated directions (if not repeated refrains refrains and anticipates intently focused on and anticipates key key events and phrases own choice of events and phrases in rhymes and stories. activity). in rhymes and • Listens to stories with • Listens to others stories. increasing attention and one to one or in small • Focusing attention recall. (30-50m) groups, when – still listen or do, • Maintains attention, conversation interests but can shift own concentrates and sits them. (30-50m) attention. (30-50m) quietly during appropriate • Two-channelled • Two-channelled activity. (40-60m) attention – can listen attention – can listen and do for short span. and do for short (40-60m) span. (40-60m) Communication & • Understands more • Understands ‘who’, • Identifies action words complex sentences, e.g. ‘what’, ‘where’ in by pointing to the right Language ‘Put your toys away and simple questions. picture, e.g., “Who’s Understanding then we’ll read a book.’ (22-36m) jumping?” (22-36m) (22-36m) • Shows • Beginning to • Responds to simple understanding of understand ‘why’ and instructions, e.g. to prepositions such as ‘how’ questions. get or put away an ‘under’, ‘on top’, (30-50m) object. ‘behind’. • Able to follow a story • Understands use of • Beginning to without pictures or props. objects (e.g. “What understand ‘why’ and do we use to cut ‘how’ questions. things?’) • Able to follow a (30-50m) story without • Responds to pictures or props. instructions involving a (40-60m) two-part sequence. Black – Skills covered from 30-50 months Red – Skills covered from 22-36 months Green – Skills covered from 40-60 months Understands humour, e.g. nonsense rhymes, jokes. (40-60m) Communication & • Beginning to put two • Uses simple • Learns new words very words together (e.g. sentences (e.g.’ rapidly and is able to use Language ‘want ball’, ‘more juice’). Mummy gonna work.’) them in communicating. Speaking (16-26m) (FOR • Holds a • Uses gestures, NURSERY CHILD conversation, jumping sometimes with limited UNDER SPEECH AND from topic to topic. talk, e.g. reaches toward LANGUAGE – R.R.) (22-36m) toy, saying ‘I have it’. (22- • Uses gestures, • Builds up 36m) sometimes with limited vocabulary that •Uses talk to connect talk, e.g. reaches reflects the breadth ideas, explain what is toward toy, saying ‘I of their happening and anticipate have it’. experiences. what might happen next, • Uses simple (30-50m) recall and relive past sentences (e.g.’ Mummy • Introduces a experiences. gonna work.’) (22-36m) storyline or narrative •Questions why things • Can retell a simple into their play. happen and give past event in correct (40-60m) explanations. Asks, ‘who, order (e.g. went down what when, how,’ slide, hurt finger). questions. (30-50m) • Uses vocabulary •Uses language to imagine focused on objects and recreate roles and and people that are of experiences in play particular importance situations. (40-60m) to them. (30-50m) • Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. (40-60m) Physical • Shows control in • Squats with • Turns pages in a book, holding and using jugs steadiness to rest or sometimes several at Development to pour, hammers, play with object on once. Moving and books and mark-making the ground, and rises • Beginning to use three Handling tools. to feet without using fingers (tripod grip) to • Beginning to use hands. hold writing tools (22- three fingers (tripod • Climbs confidently 36m) grip) to hold writing and is beginning to • Can copy some letters, tools pull themselves up on e.g. letters from their • May be beginning to nursery play climbing name. Black – Skills covered from 30-50 months Red – Skills covered from 22-36 months Green – Skills covered from 40-60 months show dominant hand equipment. • Runs skilfully and preference. • Imitates drawing negotiates space • Can kick a large ball. simple shapes such as successfully, adjusting (22-36m) circles and lines. speed or direction to • Holds pencil (22-36m) avoid obstacles. between thumb and • Holds pencil near • Can catch a large ball. two fingers, no longer point between first (30-50m) using whole-hand two fingers and • Begins to form grasp. thumb and uses it recognisable letters. • Holds pencil near with good control. • Shows increasing point between first • Can catch a large control over an object in two fingers and thumb ball. pushing, patting, throwing, and uses it with good • Uses one-handed catching or kicking it. control. tools and equipment, (40-60m) • Moves freely and e.g. makes snips in with pleasure and paper with child confidence in a range scissors. of ways, such as (30-50m) slithering, shuffling, • Begins to form rolling, crawling, recognisable letters. walking, running, • Shows a jumping, skipping, preference for sliding and hopping. dominant hand. (30-50m) (40-60m) • Begins to use anticlockwise movement and retrace vertical lines. • Begins to form recognisable letters. (40-60m) Physical • Clearly communicates • Clearly • Clearly communicates wet or soiled nappy or communicates wet or wet or soiled nappy or Development pants. soiled nappy or pants. pants. Health and Self- • Shows some • Shows some • Shows some awareness care awareness of bladder awareness of bladder of bladder and bowel and bowel urges. (16- and bowel urges. (16- urges. (16-26m) FOR 26m) ( FOR TWO 26m) ( FOR ONE THREE CHILDREN. TWO CHILDREN IN PULL CHILD IN PULL JANUARY START UPS / NOT TOILET UPS / NOT TOILET CHILDREN IN PULL TRAINED ) TRAINED ) UPS / NOT TOILET • Beginning to be • Drinks well without TRAINED ) Black – Skills covered from 30-50 months Red – Skills covered from 22-36 months Green – Skills covered from 40-60 months independent in self- spilling. • Clearly communicates care, but still often • Helps with clothing, their need for potty or needs adult support. e.g. puts on hat, toilet. (22-36m) • Clearly communicates unzips zipper on • Can tell adults when their need for potty or jacket, takes off hungry or tired or when toilet. (22-36m) unbuttoned shirt. they want to rest or • Gains more bowel (22-36m) play. and bladder control • Dresses with help, • Can usually manage and can attend to e.g. puts arms into washing and drying toileting needs most open-fronted coat hands. of the time or shirt when held • Understands that themselves. up, pulls up own equipment and tools have • Can usually manage trousers, and pulls to be used safely. washing and drying up zipper once it is (30-50m) hands. (30-50m) fastened at the • Shows some • Usually dry and clean bottom. understanding that good during the day. • Can tell adults practices with regard to • Shows some when hungry or tired exercise, eating, sleeping understanding that or when they want and hygiene can good practices with to rest or play. contribute to good health. regard to exercise, (30-50m) • Usually dry and clean eating, sleeping and • Practices some during the day. hygiene can contribute appropriate safety (40-60m) to good health. (40- measures without 60m) direct supervision. (40-60m) Personal, Social • Separates from main • Expresses own • Separates from main carer with support and preferences and carer with support and and Emotional encouragement from a interests. (22-36m) encouragement from a Self-confidence familiar adult. (22- • Communicate familiar adult. (22-36m - and Self- 36m) freely about own January intake children) • Confident to talk to home and community • Can select and use awareness other children when • Shows confidence activities and resources playing, and will in asking adults for with help. communicate freely help. (30-50m) • Welcomes and values about own home and • Confident to speak praise for what they community. to others about own have done. (30-50m) • Can select and use needs, wants, • Can describe self in activities and interests and positive terms and talk resources with help. opinions. (40-60m) about abilities. (40-60m) (30-50m) • Confident to speak to Black – Skills covered from 30-50 months Red – Skills covered from 22-36 months Green – Skills covered from 40-60 months others about own needs, wants, interests and opinions. (40-60m) Personal, Social • Aware that some • Can express their • Aware that some actions can hurt or own feelings such as actions can hurt or harm and Emotional harm others. Tries to sad, happy, cross, others. Tries to help or Managing Feelings help or give comfort scared, worried. give comfort when others and Behaviour when others are • Responds to the are distressed. distressed. feelings and wishes • Seeks comfort from • Shows understanding of others. (22-36m) familiar adults when and cooperates with • Can usually needed. (22-36m) some boundaries and tolerate delay when • Begins to accept the routines. (22-36m) needs are not needs of others and can • Aware of own immediately met, take turns and share feelings, and knows and understands resources, sometimes that some actions and wishes may not with support from words can hurt others’ always be met. others. feelings. (30-50m) (30-50m) (30-50m) • Understands that • Aware of the • Beginning to be able to own actions affect boundaries set, and negotiate and solve other people, for of behavioural problems without example, becomes expectations in the aggression, e.g. when upset or tries to setting. (40-60m) someone has taken their comfort another child toy. (40-60m) when they realise they have upset them. (40-60m) Personal, Social • May form a special • Interested in • Shows affection and friendship with another others’ play and concern for people who and Emotional child. (22-36m) starting to join in. are special to me. Making • Initiates play, • Seeks out others • May form a special Relationships offering cues to peers to share experiences. friendship with another to join them. (22-36m) child. (22-36m) • Demonstrates • Can play in a •Initiates play, offering friendly behaviour, group, extending and cues to peers to join initiating conversations elaborating play them. (30-50m) and forming good ideas, e.g. building • Initiates conversations, relationships with up a role-play attends to and takes peers and familiar activity with other account of what others adults. (30-50) children. (30-50m) say. • Initiates • Takes steps to (40-60m) conversations, attends resolve conflicts with Black – Skills covered from 30-50 months Red – Skills covered from 22-36 months Green – Skills covered from 40-60 months to and takes account of other children, e.g. what others say. finding a compromise. (40-60m) (40-60m) Literacy • Has some favourite • Fills in the missing • Has some favourite stories, rhymes, songs, word or phrase in a stories, rhymes, songs, Reading poems or jingles. known rhyme, story poems or jingles. (22-36m) or game, e.g. ‘Humpty • Repeats words or • Looks at books Dumpty sat on a …’. phrases from familiar independently, holding (22-36m) stories. the correct way up • Enjoys rhyming (22-36m) and turning pages and and rhythmic • Describes main story handling carefully. activities. settings, events and • Listens to and joins • Shows awareness principle characters. in with stories and of rhyme and • Looks at books poems, one-to-one alliteration. independently, holding and also in small • Joins in with the correct way up and groups. repeated refrains turning pages and (30-50m) and anticipates key handling carefully. • Uses vocabulary and events and phrases • Enjoys an increasing forms of speech that in rhymes and range of books. are increasingly stories. (40-60m) influenced by their (30-50m) experiences of books. • Enjoys an increasing range of books. (40-60m) Literacy • Distinguishes • Distinguishes between the different between the Writing marks they make. (22- different marks they 36m) make. (22-36m) • Sometimes gives • Sometimes gives meaning to marks as meaning to marks as they draw and paint. they draw and paint. (30-50m) • Ascribes meanings • Gives meaning to to marks that they marks they make as see in different they draw, write and places. (30-50m) paint. • Writes own • Gives meaning to name. (40-60m) marks they make as they draw, write and paint. • Writes own name. (40-60m) Black – Skills covered from 30-50 months Red – Skills covered from 22-36 months Green – Skills covered from 40-60 months Maths • Selects a small • Recites some number of objects number names in Number from a group when sequence. asked, for example, • Begins to make ‘please give me one’, comparisons between ‘please give me two’. quantities. (22-36m) • Recites some number • Recites numbers in names in sequence. (22- order to 10. 36m) • Sometimes • Uses some number matches numeral and names and number quantity correctly. language • Shows an interest spontaneously. in representing • Recites numbers in numbers.(30-50m) order to 10. (30- • Counts objects to 50m) 10, and beginning to • Counts objects to 10, count beyond 10. and beginning to count • Recognises beyond 10. numerals 1 to 5. (40- • Recognises numerals 60m) 1 to 5. (40-60m) • Counts out up to six • Finds the total objects from a larger number of items in two group. groups by counting all • Estimates how of them. many objects they • Finds one more or can see and checks by one less from a group counting them. of up to five objects, (40-60m) then ten objects. (40- ADDED LEARNING 60m) OBJECTIVES FOR ADDED LEARNING NURSERY HIGH OBJECTIVES FOR ACHIEVER – T.C. NURSERY HIGH ACHIEVER – T.C. Maths • Begins to use the • Notices simple language of size. shapes and patterns Space, Shape and • Anticipates specific in pictures. Measure time-based events such • Begins to use the as mealtimes or home language of size. time. (22-36m) (22-36m) • Shows an interest in • Uses positional shape and space by language. Black – Skills covered from 30-50 months Red – Skills covered from 22-36 months Green – Skills covered from 40-60 months playing with shapes or • Shows interest in making arrangements shape by sustained with objects. construction activity • Shows interest in or by talking about shapes in the shapes or environment. (30- arrangements. 50m) (30-50m) • Selects a particular • Can describe their named shape. relative position such • Uses familiar objects as ‘behind’ or ‘next and common shapes to to’. create and recreate • Beginning to use patterns and build mathematical names models. (40-60m) for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. (40-60m) Understanding • Has a sense of own • In pretend play, immediate family and imitates everyday the World relations. actions and events People and • Beginning to have from own family and Communities their own friends. (22- cultural background, 36m) e.g. making and • Shows interest in drinking tea. the lives of people (22-36m) who are familiar to • Remembers and them. talks about • Recognises and significant events in describes special their own times or events for experience.(30-50m) family or friends. • Enjoys joining in (30-50m) with family customs • Enjoys joining in with and routines. family customs and (40-60m) routines. (40-60m) Understanding • Enjoys playing with • Notices detailed small-world models features of objects the World such as a farm, a in their environment. The World garage, or a train (22-36m) track. (22-36m) • Can talk about • Comments and asks some of the things Black – Skills covered from 30-50 months Red – Skills covered from 22-36 months Green – Skills covered from 40-60 months questions about they have observed aspects of their such as plants, familiar world such as animals, natural and the place where they found objects. live or the natural • Developing an world. (30-50m) understanding of • Looks closely at growth, decay and similarities and changes over time. differences. (40-60m) (30-50m) Understanding • Seeks to acquire • Seeks to acquire basic skills in turning basic skills in turning the World on and operating some on and operating Technology ICT equipment. (22- some ICT equipment. 36m) (22-36m) • Shows an interest in • Knows how to technological toys with operate simple knobs or pulleys, or equipment, e.g. real objects such as turns on CD player cameras or mobile and uses remote phones. (30-60m) control. • Uses ICT hardware • Shows skill in to interact with age- making toys work by appropriate computer pressing parts or software. (40-60m) lifting flaps to achieve effects such as sound, movements or new images. (30-50m) • Completes a simple program on a computer. (40-60m) Expressive Arts • Creates sounds by • Joins in singing banging, shaking, favourite songs. and Design tapping or blowing. • Experiments with Exploring and • Shows an interest in blocks, colours and Using Media and the way musical marks. (22-36m) instruments sound. • Explores colour Materials (22-36m) and how colours can • Explores and learns be changed. how sounds can be • Understands that changed. they can use lines to • Enjoys joining in enclose a space, and Black – Skills covered from 30-50 months Red – Skills covered from 22-36 months Green – Skills covered from 40-60 months with dancing and ring then begin to use games. these shapes to • Sings a few familiar represent objects. songs. (30-50m) (30-50m) • Begins to build a • Explores the repertoire of songs and different sounds of dances. (40-60m) instruments. (40-60m) Expressive Arts • Beginning to make- • Beginning to use believe by pretending. representation to and Design (22-36m) communicate, e.g. Being Imaginative • Engages in drawing a line and imaginative role-play saying ‘That’s me.’ based on own first- (22-36m) hand experiences. • Captures • Builds stories experiences and around toys, e.g. responses with a farm animals needing range of media, rescue from an such as music, dance armchair ‘cliff’. and paint and other (30-50m) materials or words. • Introduces a • Creates movement storyline or narrative in response to into their play. (40- music. 60m) • Sings to self and makes up simple songs. (30-50m) • Chooses particular colours to use for a purpose. (40-60m)