| 2025-2026 | Myself | My home | My world- People | My Natural world | My Technological world | My world places |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Subjects/Topic | Look at me | A splash of Colour | Food | Walking the jungle | In my garden | Under the sea |
| PSED | Developing relationships, managing one’s own self and self-regulation skills. Pupils begin to work and play cooperatively and take turns with others. To begin forming positive attachments to adults and friendships with peers. Pupils begin to show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly. To begin to work towards simple goals, they can wait for what they want and control their immediate impulses when appropriate. Pupils begin to be confident to try new activities and show independence, resilience and perseverance in the face of challenges. Pupils begin to manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices. |
| Building relationships | Friendships (playing and singing co-operatively) | Promoting independence | Emotions | Being part of community | Transition |
| Communication and Language | Developing communication skills Pupils begin to listen attentively and respond to what they hear with relevant questions to clarify their understanding. To begin to hold conversations when engaged with adults and peers. Pupils begin to express their ideas and feelings about their experiences using full sentences, including use of past, present, and future tenses and making use of conjunctions, with modelling and support from adults. |
| Naming and recognising body parts | Colour songs- identifying and naming colours | Sensory mark-making and letter formation | Naming and recognising animals and their sounds | Sensory mark-making and letter formation | Under the sea songs |
| Physical | Developing Gross motor skills Pupils begin to negotiate space and obstacles safely, with consideration for themselves and others. They demonstrate strength, balance, and coordination when playing. Pupils begin to move energetically, such as running, jumping, dancing, hopping, skipping, and climbing. |
| Hand-eye coordination skills. | Gross motor and loco motor skills. | Moving and Handling. | Dance: Movement and Patterns. | Physical play. | Gym: Balance, agility & co-ordination – movement. |
| Developing Fine Motor Skills Pupils’ movements become more purposeful as they start to transfer toys from one hand to another and improve their grasp. Pupils begin to interact with more intricate activities, setting the foundation for future tasks such as writing and drawing. Pupils begin to use a range of small tools, including scissors, paint brushes, and cutlery. |
| Pinching and grasping | Building and stacking | Posting | Threading | Cutting | Twisting and turning |
| Literacy | Developing reading skills Pupils begin to demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. Pupils use and understand recently introduced vocabulary during stories, non-fiction, rhymes and poems and during role-play activities. Pupils begin to say a sound for each letter in the alphabet and at least 10 diagraphs. To read words consistent with their phonic knowledge by sound-blending and read aloud simple sentences that are consistent with their phonic knowledge, including some common exception words. |
| Peace at Last My 5 senses | Wow said the owl Elmer the Elephant | The hungry caterpillar | Walking through the jungle Rhyme Texts | Grow it! Plant a tiny seed | A hole at the bottom of the sea |
| Maths | Developing Mathematical skills Mathematical concepts are introduced through the use of physical objects and practical equipment. The use of concrete materials enables pupils to ‘see’ and make sense of what is actually happening. Pupils build a secure basis of understanding and develop their initial awareness of early mathematical skills. |
| Counting and sorting body parts | Shape- 2D and 3D | Counting and comparing quantities | Shapes around us | Weighing and measuring | Big or Small |
| Understanding of the world | Developing understanding of the world knowledge and skills with people, cultures and communities; the past and present; and the natural world. Pupils begin to talk about the lives of the people around them and their roles in society. To know some similarities and differences between things in the past and now, drawing on their experiences. Pupils begin to describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts, and maps. Pupils begin to know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read. Pupils begin to explore the natural world around them, making observations and drawing pictures of animals and plants. Pupils begin to understand some important processes and changes in the natural world around them, including the seasons. |
| My home | Celebrations- Light and Dark | Food routines | Jungle environments | Garden environments | Water environments |
| Food-Using utensils | Food- Mixing and measuring | Food- Design and make | Food- Rolling and cutting | Food -Using utensils | Food-Mixing and measuring |
| Outdoor Learning -Seasonal changes | Outdoor Learning -Outdoor arts and crafts | Outdoor Learning -Outdoor treats | Outdoor Learning -Rainforest | Outdoor Learning -Planting sunflowers | Outdoor Learning -Beside the seaside |
| Developing RE knowledge. Pupils in Early Years encounter religions and worldviews through exploring special people, special books, special times, special places, special objects and by visiting places of worship. Pupils will experience different religious beliefs. Pupils will use all their senses to explore different religions. Pupils will be introduced to key vocabulary. Pupils begin to use their imagination and curiosity to develop their appreciation of wonder at the world in which they live. |
| Judaism – Life | Belonging to a faith community. | What do Christians believe God is like? | Christianity – God | Islamic Life | Caring for others in the world |
| Expressive Arts and Design | Developing creative materials and imaginative and expressive skills. Pupils begin to safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form, and function. Pupils share their creations, explaining the process they have used and making use of props and materials when playing characters in narratives and stories. Pupils begin to invent, adapt, and recount narratives and stories with peers and their teacher. Pupils begin to sing a range of well-known nursery rhymes and songs; and perform songs, rhymes, poems and stories with others, and when appropriate try to move in time with music. |
| Body part painting | Colour mixing | Food as media | Being imaginative | Natural art | Collage |
| Exploring Instruments Unit 2 | Playing as part of a group Unit 15. | Imitation Unit 8 | Loud and quiet Unit 11 | Intro march Unit 5 | Instrument skills Unit 13 |
