Early Years Autumn Term 2
Year: Early Years
Main Theme: Woodland Animals
End of Theme Project: Children will understand what woodland creatures are, name them, describe their habitats, create a classroom woodland and know how to protect them for future generations.
Intent: What wider skills do we want the children to have developed by the end of this theme, supporting future learning and life skills?
- Playing and exploring – engagement
- Active Learning – motivation
- Creating and thinking critically - thinking
Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?
- What is a woodland creature?
- What woodland creature live above ground?
- What woodland creature live underground?
- How can we protect our woodlands?
Intent: What opportunities will there be to develop literacy and numeracy skills?
- Caption and label writing
- Creating lists
- Writing instructions
- Writing thought bubbles
- Reading simple words
- Positional and directional Language
- Solving problem
- Counting and representing numbers
Intent: Cross-Curricular links: Which curriculum areas will be covered during this theme, developing cross-curriculum knowledge and skills?
- Personal and social development
- Understanding the World
- Physical development
- Expressive Arts and design
- Communication and Language
Impact: What opportunities will be provided to assess the development of knowledge and skills?
Practitioner observations will be observed when pupils are:
- Communication about their knowledge and experiences of woodland environments.
- Exploring the Pilgrim woodland area.
- Creating woodland habitats.
- Exploring the local Mayflower Woods.
- Discussing how we can look after our woodlands and the creatures that live within them.
- Debating how to make sure our woodlands are sustainable.
Impact: What specific areas of knowledge/skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?
→ Scroll right to view the table.
||Curriculum Areas covered
- Listen to the ideas of others
- Show sensitivity to others
Self-confidence and self-awareness
- Try new activities with confidence
- Speak to others
- Ask for help
Managing feeling and behaviour
- Talk about behaviour and feelings
- Describe behaviour that is wrong
- Work as part of a group or class
- Follow rules
- Adapt behaviour for the situation
Personal, social and emotional development
Listening and attention
- Listen attentively
- Anticipate key events
- Make relevant responses
- Give attention to others
- Follow instructions
- Answer 'how' and 'why' questions about events
- Can express ideas to an audience
- Describe events in the past, present and future
- Develop narratives and explanations
Communication and Language
Moving and Handling
- Handle equipment and tools
- Show good coordination
- Move confidently
- Negotiate space
Health and self-care
- Talk about health and safe
- Read and understand simple sentences
- Use phonic knowledge to decode regular words
- Read some common irregular words
- Demonstrate to others an understanding of reading
- Use knowledge to write words
- Write some irregular words
- Write simple sentences
- Spell some words in a phonetically plausible way
- Count reliably with numbers from 1 to 20
- Place numbers from 1 to 20 in order
- Represent numbers
- Solve problems
People and Communities
- Talk about past and present events
- Show sensitivity to the likes and dislikes of others
- Know the similarities and differences between themselves and others
- Learn in familiar places
- Observe and describe environments
- Recognise the uses of technology
- Use technology for a purpose
Understanding of the World
Exploring and using media materials
- Sing songs
- Make music
- Use tools and materials safely
- Use media and materials imaginatively
- Represent ideas, thought and feelings through design, technology, art, music, dance, role-play and stories.
Expressive Arts and Design
Impact: What specific wider skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?
|Playing and exploring – engagement
• Finding out and exploring
• Playing with what they know
• Being willing to 'have a go'
|Active learning – motivation
• Being involved and concentrating
• Keeping trying
• Enjoying achieving what they set out to do
|Creating and thinking critically – thinking
• Having their own ideas
• Making links
• Choosing ways to do things