Tell stories based on children’s experiences and the people and places they know well as well as stories that stimulate the imagination. Create spaces for children to respond to stories and their representing their ideas of what they hear, imagine and enjoy through a variety of art forms and materials. Offer children a wide varietyContinue reading “EAD BIE EE R5”
Range Archives:
EAD BIE PR R5
Ensure children have opportunities to experience the world outside the setting, e.g. through walks, visits, visitors, links with children’s homes. Support children’s development of imaginary worlds by encouraging new experiences, inventiveness, empathy and new possibilities. Share a diverse range of text, image-based and oral stories to stimulate imaginative responses. Co-create stories with children based onContinue reading “EAD BIE PR R5”
EAD BIE UC R5
Uses movement and sounds to express experiences, expertise, ideas and feelings Experiments and creates movement in response to music, stories and ideas Sings to self and makes up simple songs Creates sounds, movements, drawings to accompany stories Notices what other children and adults do, mirroring what is observed, adding variations and then doing it spontaneouslyContinue reading “EAD BIE UC R5”
EAD CM EE R5
Offer resources for mixing colours, joining things together and combining materials, supporting where appropriate. Create a place where work in progress can be kept safely. Share with children other artists’ work that connects with their ideas, interests and experiences. Introduce children to a wide range of music, movement, painting and sculpture. Provide a range ofContinue reading “EAD CM EE R5”
EAD CM PR R5
Support children’s talk by sharing terms used by artists, potters, musicians, dancers, e.g. as children show interest in exploring colour mixing, support them in using terms such as tint, shade, hue. When children have a strong intention in mind, support them in thinking about what they want to create, the processes that may be involvedContinue reading “EAD CM PR R5”
EAD CM UC R5
Explores and learns how sounds and movements can be changed Continues to explore moving in a range of ways, e.g. mirroring, creating own movement patterns Enjoys joining in with moving, dancing and ring games Sings familiar songs, e.g. pop songs, songs from TV programmes, rhymes, songs from home Taps out simple repeated rhythms Develops anContinue reading “EAD CM UC R5”
UW T EE R5
When out in the locality, ask children to help to press the button at the pelican crossing, or speak into an intercom to tell somebody you have come back. When in the community and on trips to places such as the park, encourage children to take photographs and use mobile apps of things that interestContinue reading “UW T EE R5”
UW T PR R5
Support and extend the skills children develop as they become familiar with simple equipment, such as twisting or turning a knob. Draw young children’s attention to pieces of digital apparatus they see or that they use with adult supervision. Talk to children about their uses of technologies at home and in other environments to beginContinue reading “UW T PR R5”
UW T UC R5
Knows how to operate simple equipment, e.g. turns on CD player, uses a remote control, can navigate touch-capable technology with support Shows an interest in technological toys with knobs or pulleys, real objects such as cameras, and touchscreen devices such as mobile phones and tablets Shows skill in making toys work by pressing parts orContinue reading “UW T UC R5”
UW W EE R5
Use the local area for exploring both the built and the natural environment. Regularly take small groups of children on local walks, taking the time to observe what involves the children’s interest. Provide opportunities to observe things closely through a variety of means, e.g. magnifiers and photographs, phone apps to listen to and recognise birds.Continue reading “UW W EE R5”
UW W PR R5
Use parents’ knowledge to extend children’s experiences of the world Support children with sensory impairment by providing supplementary experience and information to enhance their learning about the world around them. Arouse awareness of features of the environment in the setting and immediate local area, e.g. make visits to shops or a park. Use conversation withContinue reading “UW W PR R5”
UW W UC R5
Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world Talks about why things happen and how things work Developing an understanding of growth, decay and changes over time Shows care and concern for living things and the environment Begin to understand the effectContinue reading “UW W UC R5”
UW PC EE R5 R6
Plan extra time for helping children in transition, such as when they move from one setting to another or between different groups in the same setting. Provide activities and opportunities for children to share experiences and knowledge from different parts of their lives with each other. Provide ways of preserving memories of special events, e.g.Continue reading “UW PC EE R5 R6”
UW PC PR R5
Encourage children to talk about their own home and community life, and to find out about other children’s experiences. Be aware that some children’s home lives may be complicated or disrupted, and talking about them may be difficult. Ensure that children learning English as an additional language have opportunities to express themselves in their homeContinue reading “UW PC PR R5”
UW PC UC R5
Shows interest in the lives of people who are familiar to them Enjoys joining in with family customs and routines Remembers and talks about significant events in their own experience Recognises and describes special times or events for family or friends Shows interest in different occupations and ways of life indoors and outdoors Knows someContinue reading “UW PC UC R5”
M EE R5
Comparison/ Counting Provide a numeral rich environment, e.g. in role-play areas, mud-kitchen recipes, numbers on trikes and toilet doors. Provide numerals that children can pick up and use within all aspects of their play. Provide resources indoors and outside for children to explore and talk about higher numbers. Model using objects to illustrate counting songs,Continue reading “M EE R5”
M PR R5
Comparison Encourage children to share items between two people or toys. Counting Capitalise on children’s fascination with counting by joining in when they count in games. Enjoy counting forwards and back (sometimes to much higher numbers). Use different voices, e.g. high or growly. Use opportunities within daily routines to support children’s developing sense of number.Continue reading “M PR R5”
M UC R5
Comparison Compares two small groups of up to five objects, saying when there are the same number of objects in each group, e.g. You’ve got two, I’ve got two. Same! Counting May enjoy counting verbally as far as they can go Points or touches (tags) each item, saying one number for each item, using theContinue reading “M UC R5”
L W EE R5
Write down things children say to support their developing understanding that what they say can be written down, and then read and understood by someone else. Encourage parents to do this as well. Set up environments of offices, dens in the garden, library, shop, home corner with greetings cards, etc., so that children engage inContinue reading “L W EE R5”
L W PR R5
Notice and encourage children’s drawing, painting and early writing and the meanings that they give to them, such as when a child covers a whole piece of paper and says, “I’m writing”. Celebrate and value children’s early attempts at graphic representation – focusing on the meaning and content rather than letter formation. Model and includeContinue reading “L W PR R5”
L W UC R5
Makes up stories, play scenarios, and drawings in response to experiences, such as outings Sometimes gives meaning to their drawings and paintings Ascribes meanings to signs, symbols and words that they see in different places, including those they make themselves Includes mark making and early writing in their play Imitates adults’ writing by making continuousContinue reading “L W UC R5”
L R EE R5
Provide some simple poetry, song, fiction and non-fiction books, both paper copies and digital. Provide fact and fiction books and possibly ebooks that children can access independently in all areas, e.g. construction area as well as the book area. Provide books containing photographs that children can share with adults, peers and read on their own.Continue reading “L R EE R5”
L R PR R5
Discuss with children the characters and events in books being read to them. Encourage children to predict outcomes, to think of alternative endings and to compare story plots and the feelings of characters with their own experiences. Focus on meaningful print (such as a child’s name, words on a cereal packet or a book title,Continue reading “L R PR R5”
L R UC R5
Listens to and joins in with stories and poems, when reading one-to-one and in small groups Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Begins to be aware of the way stories are structured, and to tell own stories Talks about events and principal characters in stories andContinue reading “L R UC R5”
PD HS EE R5
Provide a cosy place with a cushion and a soft light where a child can rest quietly if they need to. Plan so that children can be active in a range of ways, including while using a wheelchair. Encourage children to be active and energetic by organising lively games, since physical activity is important inContinue reading “PD HS EE R5”
PD HS PR R5
Talk with children about why you encourage them to rest when they are tired or why they need to wear wellingtons when it is muddy outdoors. Encourage children to notice the changes in their bodies after exercise, such as their heart beating faster. Talk with children about the importance of hand-washing and infection control. HelpContinue reading “PD HS PR R5”
PD HS UC R5
Can tell adults when hungry, full up or tired or when they want to rest, sleep or play Observes and can describe in words or actions the effects of physical activity on their bodies. Can name and identify different parts of the body Takes practical action to reduce risk, showing their understanding that equipment andContinue reading “PD HS UC R5”
PD MH EE R5 R6
Provide time and space to enjoy energetic play outdoors daily. Provide large portable equipment that children can move about safely and cooperatively to create their own structures, such as milk crates, tyres, large cardboard tubes. Practise movement skills through games with beanbags, cones, balls and hoops. Plan activities where children can practise moving in differentContinue reading “PD MH EE R5 R6”
PD MH PR R5 R6
Encourage children to move with controlled effort, and model use of vocabulary in context such as strong, firm, gentle, heavy, stretch, reach, tense and floppy. Use music of different tempo, styles and cultures to create moods and talk about how people move when they are sad, happy or cross. Motivate children to be active throughContinue reading “PD MH PR R5 R6”
PD MH UC R5
Climbs stairs, steps and moves across climbing equipment using alternate feet. Maintains balance using hands and body to stabilise Walks down steps or slopes whilst carrying a small object, maintaining balance and stability Runs with spatial awareness and negotiates space successfully, adjusting speed or direction to avoid obstacles Can balance on one foot or inContinue reading “PD MH UC R5”
CL S EE R4 R5
Display pictures and photographs showing engaging, familiar or fantastical events, objects and activities and talk about them with the children. Provide activities which help children to learn to distinguish differences in sounds, word patterns and rhythms. Plan to encourage correct use of language by telling repetitive stories, and playing games which involve repetition of wordsContinue reading “CL S EE R4 R5”
CL S PR R4 R5
Wait and allow the child time to start the conversation. Follow the child’s lead to talk about what they are interested in. Give children thinking time. Wait for them to think about what they want to say and put their thoughts into words, without jumping in too soon to say something yourself. In conversations andContinue reading “CL S PR R4 R5”
CL S UC R5
Beginning to use more complex sentences to link thoughts (e.g. using and, because) Able to use language in recalling past experiences Can retell a simple past event in correct order (e.g. went down slide, hurt finger) Uses talk to explain what is happening and anticipate what might happen next Questions why things happen and givesContinue reading “CL S UC R5”
CL U EE R5 R6
Set up shared experiences that children can reflect upon, e.g. visits, cooking, or stories that can be re-enacted. Help children to predict and order events coherently, by providing props and materials that encourage children to re-enact, using talk and action Find out from parents how children make themselves understood at home; confirm which their preferredContinue reading “CL U EE R5 R6”
CL U PR R5
Prompt children’s thinking and discussion through involvement in their play. Talk to children about what they have been doing and help them to reflect upon and explain events, e.g. You told me this model was going to be a tractor. What’s this lever for? When you need to give children directions be clear and helpContinue reading “CL U PR R5”
CL U UC R5
Understands use of objects (e.g. Which one do we cut with?) Shows understanding of prepositions such as under, on top, behind by carrying out an action or selecting correct picture Responds to instructions with more elements, e.g. Give the big ball to me; collect up all the blocks and put them in the box BeginningContinue reading “CL U UC R5”
PSED UE EE R5 R6
Plan small group circle times when children can explore feelings, e.g. through stories. Create familiar, predictable routines, including opportunities to help in appropriate tasks, e.g. setting the table or putting away toys. Display a sequence of photographs to show the routines in the setting to support younger or new children and children with additional needs.Continue reading “PSED UE EE R5 R6”
PSED UE PR R5 R6
Create a listening culture and atmosphere which is calm and caring, where young children feel able to express their emotions Model caring responses and comforting or helping behaviours in your interactions with all children. Name and talk about a wide range of feelings and make it clear that all feelings are understandable and acceptable. PutContinue reading “PSED UE PR R5 R6”
PSED UE UC R5
Expresses a wide range of feelings in their interactions with others and through their behaviour and play, including excitement and anxiety, guilt and self-doubt May exhibit increased fearfulness of things like the dark or monsters etc and possibly have nightmares Talks about how others might be feeling and responds according to their his understanding ofContinue reading “PSED UE UC R5”
CL LA EE R5 R6
When making up alliterative jingles, draw attention to the similarities in sounds at the beginning of words and emphasise the initial sound, e.g. mmmmummy, shshshshadow, K-K-K-KKaty. Plan activities listening carefully to different speech sounds, e.g. a sound chain copying the voice sound around the circle, or identifying other children’s voices on tape. When singing orContinue reading “CL LA EE R5 R6”
CL LA PR R5 R6
Engage in role play and imaginary play scenarios and model listening behaviours. Encourage children to listen to their friends and take turns in play and activities. Make mistakes when telling stories/singing songs so the children correct you. Cue children, particularly those with communication difficulties, to listen by first using their name, and signal a changeContinue reading “CL LA PR R5 R6”
CL LA UC R5
Listens to others in one-to-one or small groups, when conversation interests them Listens to familiar stories with increasing attention and recall Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Focusing attention – can still listen or do, but can change their own focus of attention Is able toContinue reading “CL LA UC R5”
PSED SS EE R5 R6
Involve parents in their children’s learning and learn about each child’s home culture from them. Plan regular opportunities for children to talk to their small group about something they are interested in or have done. Include mirrors and photographs of the children and their families and friends in the environment. Reflect children’s socio-cultural and ethnicContinue reading “PSED SS EE R5 R6”
PSED SS PR R5 R6
Celebrate each child’s uniqueness by openly talking with them about their individual characteristics and their similarities and differences with others in a positive way. Value difference through showing genuine interest in and valuing all children’s contributions through listening carefully and providing opportunities for children to be fully themselves. Offer extra support to children in newContinue reading “PSED SS PR R5 R6”
PSED SS UC R5
Is becoming more aware of the similarities and differences between themselves and others in more detailed ways and identifies themself in relation to social groups and to their peers Is sensitive to others’ messages of appreciation or criticism Enjoys a sense of belonging through being involved in daily tasks Is aware of being evaluated byContinue reading “PSED SS UC R5”
PSED MR EE R5 R6
Provide stability in staffing, key person relationships and in grouping of the children. Plan opportunities for children to spend time with their key person, individually and in small groups. Create opportunities for children to get to know everyone in the group. Plan the environment to create spaces for children to play alone, alongside or withContinue reading “PSED MR EE R5 R6”
PSED MR PR R5 R6
Continue to provide children with a secure base for them to return to and to explore from by being available if needed. Offer a warm and consistent presence, spending time playing and being with children in 1:1 and small groups as well as in the whole group. Show that you keep children “in mind” byContinue reading “PSED MR PR R5 R6”
PSED MR UC R5
Seeks out companionship with adults and other children, sharing experiences and play ideas Uses their experiences of adult behaviours to guide their social relationships and interactions Shows increasing consideration of other people’s needs and gradually more impulse control in favourable conditions, e.g. giving up a toy to another who wants it Practises skills of assertion,Continue reading “PSED MR UC R5”