surlingham.rocklandsurlingham.org.uk · Web viewWe have decided to arrange our EYFS progression map into National Curriculum subjects in order for the progression of knowledge and

Rockland St Mary and Surlingham Primary Schools

We have decided to arrange our EYFS progression map into National Curriculum subjects in order for the progression of knowledge and skills to be easy to see as pupils move from EYFS to Year 6. We have put references to the areas of learning and development detailed in the EYFS in brackets.

Year - ____EYFS_____ / Class - ____________Science (Understanding the World/ The World) Computing (Understanding the

World/Technology)History (Understanding the World/ People and Communities)

Geography (Understanding the world/ The World)

Key Objectives Key Objectives Key Objectives Key ObjectivesSkills

Observation Discussion Prediction Operation of simple

equipment/technology Enquiry – asking simple questions Classification - sorting

Knowledge Names of animals and plants How to care for/meet the needs of

plants and animals What is living/not living and man-

made/natural Cause and effect

Early Years Foundation Stage Expectations

ELG: children know about similarities and differences in relation to places, objects, materials and living things.

ELG: They talk about the features of their own immediate environment and how environments might vary from one to another.

ELG: They make observations of animals and plants and explain why some things occur, and talk about changes.

Skills Use technology for a range of

purposes. (ipads, laptops, mobile phone, computers, beebots)

Be able to reference how technology is used at home and at school.

Show curiosity in technological toys such as beebots

Knowledge

Children know and can name a range of technological devices conducive to their experiences (ipads, laptops, tablets, mobile phone, computers, beebots)

They know how to complete a simple programme to play a technological game

They know how to complete a simple programme to make a technological picture using a paint programme.


ELG: Children recognise that a range of technology is used in places such as homes and schools.

Skills Explore EYFS expectations through

continuous provision Look at my family and my

immediate environment Look for similarities and differences

between families. Joining in and enjoying family

customs and traditions and understanding that each family is different.

Knowledge Understanding the difference

between past and present, similarities and differences between themselves and others

Early Years Foundation Stage Expectations Children talk about past and

present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Skills Compare the different countries Use pictures to describe

different places Use observations to record

weather

Knowledge Understand there are

differences between where we live and other places around the world

Understand the different environments

use basic geographical vocabulary to refer to- key physical features,

including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

- key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop


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They select and use technology for particular purposes. Children know about similarities

and differences in relation to places

Talk about the features of their own immediate environment and how environments may vary from one another.

Vocabulary – Investigate, similar, difference, observation, materials, living things, pattern, hard, soft, rough, smooth, explain, man-made, natural

Vocabulary –

Ipad, mouse, programme, keyboard, click, icon, swipe, drag,

Vocabulary – Unique, different, similar, tradition, culture, language, home, life, beliefs, customs, family,

Vocabulary – Difference, similarity, hot, cold, wet, dry, weather, map, houses, village, city, garden, road, street,

SMSC ideas – Looking after plants, animals, habitats, death of plants, life cycle

SMSC ideas – Online safety/ Trusted Adults

SMSC ideas – Learning about families with different culture from this and different countries.

SMSC ideas –

Enrichment ideas – Hatching butterflies, planting seeds, gardening, wildlife walksEnquiry Types –Classification, pattern seeking, investigation, trial and error, exploring a question

Enrichment ideas – Taking photographs on a walkMaking ICT pictures for a gallery

Enrichment ideas – Looking at photographs of my family from long ago, spotting similarities and differences. Chinese New Year celebrationUse of oriental and other multicultural artefacts/ items in role play (such as Chinese bowls and clogs.)

Enrichment ideas – Local walkVisit to the local churchPosting a letter at the post office

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Year - _______EYFS_________ / Class - __________________Art (Expressive Arts and Design/ Exploring Media and Materials/ Being Imaginative)

Design Technology (Expressive Arts and Design/ Exploring Media and Materials/ Being Imaginative)

Music (Expressive Arts and Design/ Exploring Media and Materials)

MFL (Understanding the World/ People and Communities)

Key Objectives Key Objectives Key Objectives Key ObjectivesArtists to be coveredKandinskyRoy lichtenstien

Exploring and developing ideas

When prompted discuss ideas about art they have observed

Evaluating and developing work

When prompted discuss what techniques they have used in their drawings, shapes, colours, materials etc

Drawing

Begin to explore how to use a range of tools inc. pencils, rubbers, crayons, pastels, felt tips, chalk and other dry media

Painting

Design: Developing Planning and communicating ideas

Explain verbally what they are making

Select a range of different resources available

Name some of the materials they are using

Discuss their work as they are creating

Working with tools, equipment, materials and components to make quality products FOOD

Engage in a range of making, baking

Opportunities for food related experiences

Handwashing within activities/lunchtime/snack time

Skills Explore and comment on sounds

around them. Explore similarities and differences

in sounds. Responding to music through

movement, dance, gesture and simple phrases such as I like… because…

Be able to join in simple pulse games

Orally explore rhythm is stories, repeating phrases, rhymes and songs

Making up own songs and music in purposeful play.

Knowledge Knowing how to listen carefully and

what to listen for. Expressing thoughts and

responding about recorded and live

Skills Being able to use simple

greeting words in times such as in the register.

Count from 1- 10 and join in practical activities

Count from 11- 20 and join in with practical activities and games

Be able to introduce themselves Be able to make simple

observations about culture in a French speaking community

Knowledge Know how to spot similarities

and differences. French words How to take turns How to appreciate similarities

and differences, and know that everyone is equal and unique

EYFS Expectations for ELG: N/A

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Explore different sizes of brushes and what they do

Explore mixing of colours and explain what they have found

Printing

Explore using stamps and ink to print different pictures/shapes and lines

Make rubbings using crayons and stencils/natural materials

Textiles/Collage

With prompts discuss observations of weaving, knitting and sewing Early Years Foundation Stage Expectations

EAD: BI ELG: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.EAD: EUMM ELG: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Handling knives and forks at lunch time. Working with tools, equipment, materials and components to make quality products CONSTRUCTION

Explore construction materials freely or through a stimulus

Observe and listen to techniques on how to strengthen products

Working with tools, equipment, materials and components to make quality productsTEXTILES

Explore textures and patterns

Make links to prior knowledge of materials and observations of sewing etc.

Working with tools, equipment, materials and components to make quality productsSHEET MATERIALS

Going through the process of using scissors correctly

Beginning to fold cut or tear paper

Evaluating processes and products

With prompts discuss likes and dislikes about products they create

music. Knowing how to be curious and ask

thoughtful questions about music and sound.

Naming common instruments Stories using music such as Peter

and the Wolf.


EUMM: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.BI: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

UW: PC ELG: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

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EAD: BI ELG: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.EAD: EUMM ELG: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.PD: HSC ELG: Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently

Vocabulary – Rubbing, wax, chalk, crayon, effect, shape, pattern, marks, materials, weave, through, print, ink

Vocabulary – Safety, tools, careful, construct, make, design, evaluate, choose, adapt, material, scissors, sharp, choosing, selecting, resources, patterns, product, process

Vocabulary – Beat, dynamics, choir, pulse, rhythm, tempo, unison, chant, together, start, end, instrument, violin, cello, piano, drums, trumpet, euphonium, flute, clarinet, saxophone, keyboard, guitar.

Vocabulary – Un, deux, trois, quartre, cing, six, sept, huit, neuf, dix, onze, douz, tres, quatorze, quinze, seize, dix sept, dix huit, dix neuf, vingt. Bonjour, salut, ca va, comme ci comme ca, bien, mal, je m’appelle

SMSC ideas – Displaying our own art galleryStudying an artist and giving our thoughtsCelebrating ‘Ever Child is an Artist.’

SMSC ideas – Discussion about safety and

keeping ourselves and each other safe.

Making decisions

SMSC ideas – Different styles/ cultural references Mozart Effect (Composers for

recorded music) Composer Study

SMSC ideas – Bastille DayFrench StudentsFrench Parent Volunteer

Enrichment ideas – Enrichment ideas – Enrichment ideas – Enrichment ideas –

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Displaying our own art gallery Making a product to meet a criteriaSTEM Week

Opportunities to explore musical instruments. Opportunities to sing and perform in the local area and in front of peers at school.Weekly singing assemblyMusic Maestroes, discussing music each week. Music lessons with peripathetic teachers offered, cost implication for parents/ PP

Bastille DayFrench StudentsFrench Parent Volunteer

RE (Understanding the World/ People and Communities)Key ObjectivesSkills * Self-awareness * Respect for all * Open mindedness * Appreciation and wonder* To ask questions.* To say what you think about a religious stories.* To consider right and wrong.* To talk about your celebrations, traditions and possible beliefs and listen to others with respect.* To understand that they may be different.* To listen to and talk about religious stories with interest and respect.

Knowledge Christianity * What is Christmas: * What is Easter? Multifaith* How do people celebrate?* What can we learn from stories?* What makes people special?

Use stories from different religions over the year for enjoyment, e.g. Rama and Sita, Noah’s Ark, The Mountain and the Cliff.

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ELG expectations Understanding of the world ELG 13 People and communities: Children talk about past and present events in their own lives and in the lives of family members.They know that other children don’t always enjoy the same things, and are sensitive to this.

They know about similarities and differences between themselves and others, and among families, communities and traditions.Vocabulary – Believe, bible, celebrate, Christmas, church, Easter, God, Jesus, Nativity, special.

SMSC ideas – Modelled and open discussion of key questions of meaning and purpose such as the origins of the universe, life after death, good and evil, the being of God and values such as justice, honesty and truth.Exploring literature, the creative and expressive arts, sciences and resources from and influenced by differing cultures (Darwin, mandalas, geometric designs, choral and gospel music…). Taking time to value and care for human beings, the natural world and, for some, God (including actively caring for the environment and supporting a wide range of charities).Taking opportunities to develop a sense of belonging and community through shared experiences (visits locally, links with the Trust and village, celebrating achievements of individuals and groups in school).Engaging in issues of truth and justice through votes, rule setting, councils, debates and experiences.Learning about and experiencing religious, non-religious and philosophical traditions, customs and practices (Harvest festival, Christingle, yoga, visits to and by religious leaders…)Sharing stories, songs and assemblies which reflect diverse religious teachings, sacred texts and guidance. Discussing the shared vision, values and ethos of the school and how we put this into practice.Following and discussing news stories, current issues and social and moral questions, using appropriate sources (Primary News, CBBC Newsround). Promoting personal and collective integrity and respect through shared values, rules and reparative discussions.Considering the importance of rights and responsibilities and the development of a sense of conscience.Encouraging debate and discussion through circle times, lessons, discussion and councils, recognising diverse and shared perspectives (Jigsaw Charter).Learning about historic and modern individuals with a sense of social responsibility that have worked for social change (Martin Luther King, William Wilberforce, Rosa Parks, Dr Ambedkar, Malala Yousafzai, Emily Pankhurst, Helen Keller, Desmond Tutu…).Participating in wider community events, which promote interaction, and respect, particularly if these reflects religious or cultural and diversity and cohesion.Enrichment ideas – Harvest festival, Nativity, Christingle, church and temple visits, trying food from different celebrations and cultures, natural objecs and art exploration, festival songs and hymns.

PSHE (personal, social and emotional development)

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Theme:Through Jigsaw sessions and Enhanced provision

Being me in my world

Celebrating difference

Dreams and goals Healthy me Relationships Changing me

EYFSPSED/ MR/ SCSA/ MFBELG: MR: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.SCSA: Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.MFB: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that

Help others to feel welcome.Understand and follow rules

Accept that everyone is different

Stay motivated when doing something challenging

Physical activity to keep our body healthy

Know how to make friends

Everyone is unique and special

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some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

We understand that the Characteristics of effective Learning are the key learning skills and behaviours that underpin a child’s Early Year education. We understand they recognise the process of the product for a child’s creations and understanding and will teach children ey learning behaviours which will put them in good stead through EYFS and beyond.

Characteristics of Effective LearningPlaying and Exploring Active Learning Creating and Thinking CriticallyFinding out and exploring Playing with what they know Being willing to ‘have a go

Being involved and concentrating Keeping trying Enjoying achieving what they set out to do

Having their own ideas Making links Choosing ways to do things

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Documents

surlingham.rocklandsurlingham.org.uk · Web viewWe have decided to arrange our EYFS progression map into National Curriculum subjects in order for the progression of knowledge and