EAD BIE EE R6

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”

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”

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 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 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

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