Enrich the environment inside and out with materials, resources, natural objects, images, music, dance (via image, film) for children to inspire their imagination. Make materials accessible so that children are able to imagine and develop their enquiries and ideas while they are still fresh in their minds. Provide children with opportunities to develop their enquiriesContinue reading “EAD BIE EE R6”
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EAD BIE PR R6
Support children to gain confidence in their own way of representing and sharing ideas. Be aware of the link between children’s imaginative play and how they develop a narrative structure. Recognise and promote children’s agency in expressing their unique and subjective viewpoint through the arts. Support children in communicating through their bodies by responding to,Continue reading “EAD BIE PR R6”
EAD BIE UC R6
Creates representations of both imaginary and real-life ideas, events, people and objects Initiates new combinations of movements and gestures in order to express and respond to feelings, ideas and experiences Chooses particular movements, instruments/sounds, colours and materials for their own imaginative purposes Uses combinations of art forms, e.g. moving and singing, making and dramatic play,Continue reading “EAD BIE UC R6”
EAD CM EE R6
Offer opportunities to encounter and revisit key materials, e.g. drawing media, paper, paint, cardboard and clay in order to continue to develop expertise as tools for expression and communication. Provide a range of joining materials (e.g. stapler, masking tape, glue, string, thread, split pins, treasury tags, card strips) to support children working in both 2DContinue reading “EAD CM EE R6”
EAD CM PR R6
Draw attention to children’s choice and use of: materials, tools and techniques, experimentation with colour, design, texture, form and function. Use individual, small group, and large group discussion to regularly engage children in explaining work in progress. Recognise the importance of drawing in providing a bridge between imaginary play and writing, and that all areContinue reading “EAD CM PR R6”
EAD CM UC R6
Begins to build a collection of songs and dances Makes music in a range of ways, e.g. plays with sounds creatively, plays along to the beat of the song they are singing or music they are listening to Uses their increasing knowledge and understanding of tools and materials to explore their interests and enquiries andContinue reading “EAD CM UC R6”
UW T EE R6
Provide a range of materials and objects to play with that work in different ways for different purposes, for example, egg whisk, torch, other household implements, pulleys, construction kits. Provide a range of programmable toys for children to play with, as well as equipment involving ICT, such as computers, touchscreen devices and internet-connected toys.
UW T PR R6
Encourage children to speculate on the reasons why things happen or how things work. In conversation highlight technology in aspects of nature, e.g. encouraging models of birds showing purposes and functions of wing feathers, body feathers, beaks, feet reflecting differences of different kinds of birds. Support children to coordinate actions to use technology, for example,Continue reading “UW T PR R6”
UW T UC R6
Completes a simple program on electronic devices Uses ICT hardware to interact with age-appropriate computer software Can create content such as a video recording, stories, and/or draw a picture on screen Develops digital literacy skills by being able to access, understand and interact with a range of technologies Can use the internet with adult supervisionContinue reading “UW T UC R6”
UW W EE R6
Give opportunities to record and creatively represent findings by, e.g. drawing, writing, making a model or photographing, through music, dancing or dressing up. Provide stories that help children to make sense of different environments. Provide first-hand experiences to support children in making sense of micro environments, the specific conditions which enable each plant or animalContinue reading “UW W EE R6”
UW W PR R6
Help children to notice and discuss patterns around them, e.g. tree bark, flower petal or leaf shapes, grates, covers, or bricks. Examine change over time, for example, growing plants, and change that may be reversed, e.g. melting ice. Use appropriate words, e.g. town, village, path, house, flat, cinema, skyscraper, hydrant, cirrus, cumulonimbus, temple and synagogue,Continue reading “UW W PR R6”
UW W UC R6
Looks closely at similarities, differences, patterns and change in nature Knows about similarities and differences in relation to places, objects, materials and living things Talks about the features of their own immediate environment and how environments might vary from one another Makes observations of animals and plants and explains why some things occur, and talksContinue reading “UW W UC R6”
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 R6
Encourage children to share their feelings and talk about why they respond to experiences in particular ways. Explain carefully why some children may need extra help or support for some things, or why some children feel upset by a particular thing. Help children and parents to see the ways in which their cultures and beliefsContinue reading “UW PC PR R6”
UW PC UC R6
Enjoys joining in with family customs and routines Talks about past and present events in their own life and in the lives of family members Knows that other children do not always enjoy the same things, and is sensitive to this Knows about similarities and differences between themselves and others, and among families, communities, culturesContinue reading “UW PC UC R6”
M EE R6
Comparison Involve children in voting, e.g. for books to read at story time, using linking cubes with children’s names on. Discuss examples and display large numbers including hundreds, thousands and a million. Counting Jump with children along a number track, counting each jump or counting on. Sing counting songs and count together forwards and backwards,Continue reading “M EE R6”
M PR R6
Comparison Model comparing numbers in problems about fair shares. Counting Play games such as hide and seek that involve counting, forwards and backwards. Talk with children about the strategies they have used to solve a problem. Spot opportunities to playfully pose composition problems for children to explore. Cardinality Discuss the order of numbers in context,Continue reading “M PR R6”
M UC R6
Comparison Uses number names and symbols when comparing numbers, showing interest in large numbers Estimates of numbers of things, showing understanding of relative size Counting Enjoys reciting numbers from 0 to 10 (and beyond) and back from 10 to 0 Increasingly confident at putting numerals in order 0 to 10 (ordinality) Cardinality Engages in subitisingContinue reading “M UC R6”
L W EE R6
Provide word banks, notebooks, clipboards, post-its and other writing resources for both indoor and outdoor play. Ensure resources enable children to draw on their out-of-school practices and personal interests, such as children’s popular culture or sports teams. Include oral stories and explore ways for both adults and children to develop oral storytelling skills. Provide aContinue reading “L W EE R6”
L W PR R6
Find out about, show interest in and legitimise children’s out-of-school writing practices and interests. Remember that not all writing formats go from left to right. Talk to children about things they might write to support their play inside and outside, e.g. they might make a map for a journey, a job list for a builder,Continue reading “L W PR R6”
L W UC R6
Enjoys creating texts to communicate meaning for an increasingly wide range of purposes, such as making greetings cards, tickets, lists, invitations and creating their own stories and books with images and sometimes with words, in print and digital formats Gives meaning to the marks they make as they draw, write, paint and type using aContinue reading “L W UC R6”
L R EE R6
Provide a rich range of quality children’s literature and dialogic shared reading experiences to involve children in critical engagement with narratives, characters and plots. Provide a range of everyday signs and written texts in play areas (labels, lists, recipes, instructions, etc.) so children can include these in their play. Make story books with children inContinue reading “L R EE R6”
L R PR R6
Read aloud to children every day, introducing children to a wide variety of literature, and talking about the print and digital books you share. Encourage children to tell their own stories in their own way, to take the lead in storytelling so you can listen and learn from children about what they know and areContinue reading “L R PR R6”
L R UC R6
Enjoys an increasing range of print and digital books, both fiction and non-fiction Uses vocabulary and forms of speech that are increasingly influenced by their experiences of reading Describes main story settings, events and principal characters in increasing detail Re-enacts and reinvents stories they have heard in their play Knows that information can be retrievedContinue reading “L R UC R6”
PD HS EE R6
Plan opportunities, particularly after exercise, for children to talk about how their bodies feel. Review enabling environments for adventure and challenge, identifying areas where children are encouraged to take physical risks. Develop and make use of a variety of natural landscapes including slopes, woodland and natural dens in the undergrowth. Provide outdoor resources which complementContinue reading “PD HS EE R6”
PD HS PR R6
Be aware that some children may have sensory issues around food texture, taste, smell, or colour. Talk with parents and monitor. Find out what steps might be appropriate to build the child’s confidence and broaden their food repertoire, supporting their sensory integration. Acknowledge and encourage children’s efforts to manage their personal needs, and to useContinue reading “PD HS PR R6”
PD HS UC R6
Eats a healthy range of foodstuffs and understands need for variety in food Describes a range of different food textures and tastes when cooking and notices changes when they are combined or exposed to hot and cold temperatures Describes physical changes to the body that can occur when feeling unwell, anxious, tired, angry or sadContinue reading “PD HS UC R6”
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 R6
Chooses to move in a range of ways, moving freely and with confidence making changes to body shape, position and pace of movement such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping Experiments with different ways of moving, testing out ideas and adapting movements to reduce risk Jumps off an objectContinue reading “PD MH UC R6”
CL S EE R6
Give time and make spaces for children to initiate discussions from shared experiences and have conversations with peers and adults. Give thinking time for children to decide what they want to say and how they will say it. Encourage language play, e.g. through stories such as Goldilocks and the Three Bears and action songs thatContinue reading “CL S EE R6”
CL S PR R6
Support children’s growing ability to express a wide range of feelings orally, and talk about their own experiences. Introduce and repeat new words in a range of contexts and encourage children to use them in their own talk Encourage conversation with others and demonstrate appropriate conventions: turn-taking, waiting until someone else has finished, listening toContinue reading “CL S PR R6”
CL S UC R6
Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words Uses language to imagine and recreate roles and experiences in play situations Links statements and sticks to a main theme or intention Uses talk to organise, sequence and clarify thinking, ideas, feelings and events Introduces a storyline or narrative intoContinue reading “CL S UC R6”
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 R6
Ask children to think in advance and predict how they will accomplish a task. Talk through and sequence the stages together. Enjoy sharing stories with individual children and small groups. Engage in sustained shared thinking with them to extend their thinking and use of vocabulary. Use appropriate vocabulary during play with children to encourage themContinue reading “CL U PR R6”
CL U UC R6
Understands a range of complex sentence structures including negatives, plurals and tense markers Beginning to understand humour, e.g. nonsense rhymes, jokes Able to follow a story without pictures or props Listens and responds to ideas expressed by others in conversation or discussion Understands questions such as who; why; when; where and how
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 R6
Understands their own and other people’s feelings, offering empathy and comfort Talks about their own and others’ feelings and behaviour and its consequences Attempts to repair a relationship or situation where they have caused upset and understands how their actions impact other people Is more able to manage their feelings and tolerate situations in whichContinue reading “PSED UE UC R6”
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 R6
Shows variability in listening behaviour; may move around and fiddle but still be listening or sit still but not absorbed by activity May indicate two-channelled attention, e.g. paying attention to something of interest for short or long periods; can both listen and do for short span
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 R6
Recognises that they belong to different communities and social groups and communicates freely about own home and community Is more aware of their relationships to particular social groups and sensitive to prejudice and discrimination Shows confidence in speaking to others about their own needs, wants, interests and opinions in familiar group Can describe their competencies,Continue reading “PSED SS UC R6”
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 UC R6
Represents and recreates what they have learnt about social interactions from their relationships with close adults, in their play and relationships with others. Develops particular friendships with other children, which help them to understand different points of view and to challenge their own and others’ thinking. Is increasingly flexible and cooperative as they are moreContinue reading “PSED MR UC 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”