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Curriculum Framework

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Curriculum Framework CURRICULUM FRAMEWORK CURRICULUM OVERVIEW- KEY THREADS IDENTIFIED BELOW Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 EYFS (cycle Ourselves and Nursery Celebrations and Traditional Tales and Buildings Animals Water 1 –20/21) Rhymes Food Storytelling Settlements The Environment Rivers London Where does our What skills or lessons can What do different Which animals can I What can I do with What do I know about me food come from? we learn from traditional buildings look like? talk about? water? and my family? tales? (e.g stranger danger, perseverance) EYFS (cycle Ourselves and Nursery Light and Dark Stories and Storytelling People who Help Us In the Garden Journeys 2 -21/22) Rhymes What things create How many different ways Who can I ask for help? The Environment Rivers London light? can we tell stories? What are all the Can you find the words What do we find in a different ways I that rhyme? garden? can get about? Rainbow All About Me Heroines and Heroes Saving Planet Earth (cycle 1 London Conflict and Invasion Rivers, The Environment –20/21) What are the differences between me and my How have people helped us have better lives? What might the future be like if we don't grandparents? look after our planet? Rainbow The Romans Chocolate (& The Maya) Wild Weather (cycle 2 London, Immigration, Conflict and Invasion, Settlements Rivers, The Environment -21/22) Democracy, Settlements How have the discoveries from the Maya shaped our How have the achievements of explorers How did the Romans change Europe? lives today? impacted the world today? Rainbow London Explorers The Natural World (cycle 3 London, Rivers, Settlements, Democracy Rivers, Immigration Rivers, The Environment -22/23) What clues are there in London today about How have humans explored countries, continents and Who and what do we share the Earth people that lived and events that happened the globe? with? before I was born? Year 1 All About Me Heroines and Heroes Amazing Africa London Conflict and Invasion Immigration, The Environment, CURRICULUM FRAMEWORK What are the differences between me and my How have people helped us have better lives? Settlements grandparents? What has Africa given to us? Year 2 London Explorers The Natural World London, Rivers, Settlements, Democracy Rivers, Immigration Rivers, The Environment What clues are there in London today about How have humans explored countries, continents and Who and what do we share the Earth people that lived and events that happened the globe? with? before I was born? Year 3 Stone Age to Iron Age Ancient Egypt Saving Planet Earth The Environment, Settlements Rivers, Settlements Rivers, The Environment What was daily life like for a hunter/gatherer? How different were the lives of the rich and the poor What might the future be like if we don't in Ancient Egypt? look after our planet? Year 4 The Romans The Maya Wild Weather London, Immigration, Conflict and Invasion, Settlements Rivers, The Environment Democracy, Settlements How have the discoveries from the Maya shaped our How have the achievements of explorers How did the Romans change Europe? lives today? impacted the world today? Year 5 Vikings and Anglo Saxons Trade and Travel Victorian London London, Conflict and Invasion, Settlements, Rivers, Immigration, Conflict, Democracy London, Rivers Rivers What are all the different ways the River Thames has How did Britain build its wealth during the Who were the Vikings and how did they change been used throughout history? Victorian Era? Britain? Year 6 WW2 Evolution and Inheritance Greece London, Conflict and Invasion, Democracy Immigration Democracy, Settlements Is it true to say that Britain won the Second Should the work of Charles Darwin be celebrated How have the Ancient Greeks influenced World War? today ? our lives today? CURRICULUM FRAMEWORK EYFS CYCLE 1 (2020-2021) NURSERY Autumn1 Autumn2 Spring 1 Spring 2 Summer 1 Summer 2 Area of Learning Ourselves & Food Traditional Tales Buildings Animals Water Nursery Rhymes & Storytelling PSED – Making Seeks out others to share IInitiates play, offering Interested in others play May form a special Shows affection and relationships experiences (22-36) cues to peers to come and starting to join in relationship with another concern for people who Demonstrates friendly and join them (30-50) (22-36) child (22-36) are special to them behaviour, initiating Can play in a group Keeps play going by (22-36) conversations and extending and responding to what forming good elaborating play ideas others are saying or doing relationships with peers e.g. role play activity (30-50) and adults (30-50) (30-50) PSED – Self Separates from main Expresses own Separates from main Expresses own Separates from main Expresses own confidence and carer with support and preferences and interests carer with support and preferences and interests carer with support and preferences and interests encouragement from (22-36) encouragement from (22-36) encouragement from (22-36) Self Awareness familiar adult (22-36) Confident to talk to other familiar adult (22-36) Welcomes praise and familiar adult (22-36) Is more outgoing towards children when playing Can select and use values praise for what unfamiliar people and and will communicate activities and resources they have done (30-50) more confident in new freely about own home with help (30-50) Enjoys responsibility for social situations (30-50) and community (30-50) Shows confidence in carrying out small tasks asking adults for help (30-50) (30-50) PSED – Managing Shows understanding and Growing ability to distract Shows understanding and Growing ability to distract Shows understanding and Growing ability to distract Feelings and cooperates with some self when upset (22-36) cooperates with some self when upset (22-36) cooperates with some self when upset (22-36) boundaries and routines Responds to the feelings boundaries and routines Responds to the feelings boundaries and routines Responds to the feelings Behaviour (22-36) and wishes of others (22-36) and wishes of others (22-36) and wishes of others Seeks comfort from (22-36) Seeks comfort from (22-36) Seeks comfort from (22-36) familiar adult when Aware that some actions familiar adult when Aware that some actions familiar adult when Aware that some actions needed (22-36) can hurt or harm others needed (22-36) can hurt or harm others needed (22-36) can hurt or harm others Can express own feelings (22-36) Can express own feelings (22-36) Can express own feelings (22-36) such as sad, happy, cross, Begin to accept the needs such as sad, happy, cross, Can inhibit own such as sad, happy, cross, Can inhibit own scared etc (22-36) of others and can take scared etc (22-36) actions/behaviours scared etc (22-36) actions/behaviours Aware of own feelings turns and share Tries to help or give (22-36) Tries to help or give (22-36) and knows that some resources, sometimes comfort when distressed Can adapt behavior to comfort when distressed actions and words can with support from others (22-36) different events, social (22-36) hurt others (30-50) (30-50) Can usually tolerate delay situations and changes in when needs are not routine (30-50) immediately met, understands wishes may not always be met (30-50) CURRICULUM FRAMEWORK PD – Moving and Objectives span daily activities and access to both indoor and outdoor space – children learn how to move around the environment safely in different ways and on different Handling equipment, they develop their fine motor skills and begin to use scissors and paintbrushes with some control. They learn how to use a pencil to draw and form some letters. PD – Health and Objectives span daily activities throughout the year – children learn how to use the toilet, feed themselves, dress themselves, wash their hands by themselves, communicate Self Care hunger/thirst/tiredness to familiar adults and how to be safe in the Nursery environment CL – Listening Every day planned experiences give children opportunities to develop their communication and language skills. They learn to listen and respond to different sounds with interest and and with growing attention. They enjoy rhymes and songs and start to join in with repeated refrains. They will listen to stories with more attention and recall. They become more attentive and learn to listen to others in small groups and can follow instructions as part of the whole class. Communication CL - Every day planned experiences give children opportunities to develop their communication and language skills. They begin to understand more complex sentences (such as 2 step Understanding instructions) and can understand ‘who’ ‘what’ ‘where’ in simple questions. They develop their understanding of simple concepts and what things are used for. They will respond to simple instructions. CL – Speaking Every day planned experiences give children opportunities to develop their communication and language skills. When speaking children will quickly learn new words and expand their vocabulary in relation to their own experience. They will use gestures and talk to communicate and will enjoy using language to share feelings or experiences. They will ask simple questions and then start to give explanations. They will develop their sentence structures and start to use a range of tenses in their speech. They will use talk for pretend play, to explain what is happening, to retell familiar events and will be able to make themselves clearly understood. UW – People Has a sense of own In pretend play, imitates In pretend play, imitates Beginning to have their Shows interest
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