To become a ‘Confident Carer’ who
•Plays cooperatively; patiently taking turns with others and is a kind and respectful friend.
• Is focused and follows instructions and knows and follows our school rules.
• Is resilient and persevering; confidently trying new challenges.
To become a ‘Considerate Communicator’ who
• Is a great listener, learning and using new vocabulary in back and forth conversations; asking questions and describing in detail.
• Listens to and joins in with stories, non-fiction books, rhymes, poems and songs.
• Expresses their ideas and feelings using full sentences, various tenses and conjunctions.
• Uses talk to help work out problems and to explain how things work and why they might happen.
|PD Gross Motor / Outdoor
To become a ‘Marvellous Mover ’ who can
Develop the overall body and core strength, co-ordination, balance and agility, needed to engage successfully with future physical education sessions and other physical disciplines.
• revise and refine fundamental movement skills that they have already acquired; developing control, grace and fluency.
Confidently and safely use a range of large and small apparatus indoors and outside, including balls, alone and in a group.
Negotiate space and obstacles safely, with consideration for themselves and others.
|PD Fine Motor/Writing Skills
To become a ‘Mark Making Magician’ who can
· effectively hold a pencil for drawing and begin to show accuracy and care
· Hold a pencil in a tripod grip effectively for writing using our handwriting rhymes to help form letters quickly, accurately and efficiently.
· Use paintbrushes, scissors, knives, forks and spoons competently, safely and confidently.
To become a ‘Phonics Fanatic’ who
· Can write using correctly formed letters (most of the time), spelling words by representing sounds with letter(s) in order to write simple sentences or phrases that make sense, and can be read by themselves or others.
To become a ‘Rich Reader’
· says the sounds of individual letters and letter groups and blend them to confidently and fluently read words, phrases and sentences, along with common exception words using our phonetically decodable books.
· shows understanding of what has been read to them through discussions about stories, non-fiction, rhymes and poems and during role play and by retelling stories and narratives using their own words and recently introduced vocabulary, anticipating key events in stories,
To become a ‘Marvellous Mathematician’ who
Explores number by:
• Comparing, subitising and counting objects, actions and sounds.
• Linking numeral and value and understanding ‘one more than/one less than’ relationships.
• Exploring the composition and number bonds of numbers to 10 and counting orally beyond 20.
• Exploring and representing patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Explores shape, pattern and measurement by:
• Composing, decomposing, selecting, rotating and manipulating shapes.
• Continuing, copying and creating repeating patterns.
• Compare length, weight and capacity.
To become an ‘Inquisitive Investigator’ who
• Talks about members of their immediate family and community and their roles in society.
• Knows some similarities and differences between different religious and cultural communities in this country.
• Recognises some similarities and differences between life in this country and life in other countries as well as drawing information from a simple map.
• Knows some similarities and differences between things in the past and now.
• Understands the effect of changing seasons on the natural world around them by exploring the natural world around them and describing what they see, hear and feel whilst outside.
||Art & Design
To become a ‘Imaginative Artist’ who
• Safely uses and explores a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function to express their ideas and feelings.
• Creates collaboratively, sharing ideas, resources and skills, then shares their creations, explaining the process they have used.
• Returns to and builds on their previous learning, refining ideas and developing their ability to represent them.
• Develops storylines in their pretend play by making use of props and materials.
|Music & Dance
To become a ‘Expressive Performer’ who
• Listens attentively, talking about music, dance and performance art, expressing their feelings and responses.
• Explores and engages in music making, song and dance, performing solo or in groups; increasingly matching the pitch and following the melody as well as moving in time to the music.