Our Aims and Curriculum

Our cultural capital/current cohort Opportunities children have likely to have had
Mostly working parents, which majority have taken up full funding entitlement.

Most children live in a house, we are in an affluent area.

Predominantly white British children and families

Great relationships with parents who engage with Famly App and children’s progress/development.

1 child adopted.

5 children on EYPP and 1 currently 2 year funded.

 

Days out with families

Holidays

Parent/child groups

Use of a car

Use of technology (Ipad, Computers, gaming consoles, TV)

Lessons/clubs (Swimming, dance, gymnastics, scouts, football/rugby)

Using local parks/leisure centres/soft play areas

Opportunities children have less likely had    Our focus for this year
Using public transport (bus, minibus, train)

Reading with parent every night

Sitting for mealtimes with family

Going to a supermarket, paying with cash

Experiencing cultural diversity

Having a male educator

Getting selves dressed/ putting on own coats/shoes.

Playing in woods/outside areas

Good amount of time to potty/toilet train at home in own environment.

We are seeing far more children with anxiety/separation anxiety following the pandemic. Work on building secure relationships with familiar adults and children’s own confidence.

We have seen a decline in children reaching speech and language milestones, provide a language rich environment with good adult role modelling of language and smaller group work.

Encouraging independence putting on own coats/shoes

Working with parents to encourage children to begin toilet training before 3 years old.

 

Our aspirations

Aspiration 1-  to use our own grown produce to create an end product, following a recipe and incorporating other bought ingredients.
Room What we will observe Adult role
Babies milestone- To be able to follow a simple instruction e.g get own shoes. Explore different fruits/veg and kitchen utensils. To begin to participate in a simple turn taking activity/game between adult and child. Be involved in the watering of plants in the allotment. Children exploring and using a variety of kitchen utensils during role play/messy play.

Children tasting and experimenting with different fruits and veg at mealtimes.

Children will be able to follow a single simple instruction of finding their own shoes.

Children taking part in welcome time and back and forth games/songs e.g round and round the garden/ building blocks with adult support.

Children accessing watering cans and other water play resources in water tray/garden.

Introduce and model relevant language.

Demonstrate skills needed.

Provide appropriate resources.

Allow children time to explore and investigate at their own pace.

Provide opportunities at welcome time and throughout the day for back-and-forth games with adult.

Support turn taking games.

Allow children to explore independently and know when appropriate to ‘step in’

 

 

 

 

Toddlers Milestone-to begin to explore and use appropriate mathematical language such as big/small to understand growth of our bodies, animals and plants.

Develop their turn taking skills and playing alongside each other as well as beginning to work in small groups with some adult support.

Developing listening skills through activities such as listening walks, matching games, animal pairs and at story/singing time.

Exploring numbers through play, songs, games and other adult led activities.

Children to begin to play co-operatively in a small group as well as independently.

Helping maintain the allotment but planting and picking fruit and veg.

Fruit/veg painting.

 

Providing appropriate activities to support exploring numbers 1-5.

Modelling good language skills and challenging children’s ideas to build on existing knowledge.

Support turn taking and promote independence when appropriate.

Preschool Milestone-To understand and observe a living lifecycle and make predictions of what will happen as well as exploring what is needed to complete the process. To work co-operatively as a group to follow a recipe to make a cake. Begin to have an understanding of the value of money. Planting a seed of children’s choice and making predictions of what happens next.

Sequencing life cycles.

Exploring weights and measurements through a variety of activities.

Choosing correct tools for the job (spade, rake)

Visit a farm and shop to purchase ingredients.

Developing maths skills through play.

Role play café/shop.

 

Organise a trip to the farm and a shop to purchase ingredients with cash.

Adapt activities to support and challenge children’s knowledge and skills.

Role model and extend vocabulary.

Provide exciting and challenging activities and games.

Final milestone. Children will have seen and been involved in growing fruit/vegetables from start to finish, have a basic understanding of what is needed for things to grow and helped maintain the allotment area. Children will have been to a shop to buy ingredients and pay for them using cash they have counted out. They will have used their maths knowledge to weigh out ingredients and literacy skills to follow a simple recipe. Children will work in a small group and be able to take turns, share and support each other to produce the end product they can take home and show their families.

 

Aspiration 2- To write our own simple story based on an experience in the setting.
Room What we will observe Adult role
Babies Milestone-

Babies will be able to say around 20-30 clear words and begin to use 2-3 word sentences.

They will enjoy looking at picture books or familiar stories with an adult and respond to pictures/words they understand.

Exploring a range of mark making materials to develop their fine motor skills.

Babies babbling back and forth with adult.

Language skills will begin to develop to around 20-30 words.

Understand and respond to simple single instructions.

Repeating familiar/ key words.

Participating in variety of mark making activities.

Beginning to use fine motor skills.

Babies and adults sharing picture, sensory, and short story books.

 

Reading material placed in all areas of the room and outside for babies to access during play.

Singing songs and nursery rhymes

Sharing books with children

Providing a range of exciting media materials/ activities, adult led.

Modelling good language skills.

Provide opportunities for children to explore at their own pace.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Toddlers Milestone-

Children are able to use up to 5 word sentences and around 300 words as well as follow instructions with 3 key words

Access and explore a variety of fiction and non-fiction media both Independently and with adults, repeating familiar phrases and sharing own ideas and comments throughout.

Begin to give meanings to the marks they make whist exploring a range of messy and sensory materials during play.

Children can follow instructions with 3 key words.

Children accessing fiction and non-fiction media in all areas of learning, not just book corner.

Fine motor skills will be beginning to become more refined alongside the developing gross motor skills.

Children will enjoy listening to stories read by adults.

Children commenting on familiar books.

Developing their play around familiar stories and recreating favourite parts using props and story sacks.

 

Songs and rhymes will be shared at times outside of story/song time.

Stories to be read in small groups as well whole group.

Link play and activities to familiar/ favourite books.

Provide story sacks for favourite stories.

Provide mixed media in all areas of the room.

Support giving meaning to marks made, making comments and open-ended questions.

Encourage a love of reading and read regularly with children.

 

Preschool Milestone-

To begin to understand the structure of a story and confidently share ideas whilst discussing characters, making predictions and the story setting as part of a group, with adult support.

To be able to use one handed tool such as scissors and hold a pen successfully in tripod grip to make purposeful marks and trace letters meaningful to them, having an understanding that text goes from left to right.

Show a preference for a dominant hand.

Children will access reading material/books in all areas of learning.

Looking at books independently, turning pages

Role playing story times.

Using tweezers, scissors successfully with one hand

Sequencing events/putting own experiences in order.

Using time preposition language (first, second, last, next, before) to begin to structure stories.

Recreate story of their own experiences and creating own props

Practicing writing skills

Adults to model good language skills

Extend language and expand vocabulary.

Demonstrating writing goes left to right and top to bottom.

Open ended questioning.

Providing story sacks and resources to support children recreating and interrupting stories in their own way.

Giving opportunities to join in, make predictions and repeat phrases throughout the story.

Final milestone– For children to use their developed literacy skills and work as a group, with support from an adult, to create their own short story based on an experience that has happened in the setting. They will have a simple understanding of how a story is structured (beginning, middle and end), write themselves as the author and tell the story in their own words/actions. Children will create pictures using various materials (paint, pens, pencils, stencils, gluing and sticking) to tell the story and be able to put these in sequence. Children will also have experienced a range of books, both fiction and non-fiction, and shared familiar books with adults.

 

 

Aspiration 3-  Children to be able to cut up own food using knife, fork and spoon and be part of a social meal time.
Room What we will observe Adult role
Babies Milestone-

To be able to sit appropriately at a table with peers during mealtimes, with adult support.  To be able to independently feed self with spoon, expressing their likes and dislikes, and recognising and selecting their own cup to have with their meal.

 

Children sitting on a chair at the table alongside adults.

Social mealtimes with peers and adults

Children using a spoon independently to feed themselves.

Using utensils during messy play activities

Children pointing to own cups and selecting them.

Children saying “Yes” “No” “More” or nodding/shaking heads to indicate their preferences.

 

Provide resources and activities to develop whole hand grasp, scooping technique and hand eye co-ordination.

Support children to move from a highchair with a strap to a chair at the table at the appropriate stage.

Encourage children to remain seated at mealtimes.

Talk to children during mealtime, modelling good langue skills.

Comment on children’s play and ask questions such as “who’s drink is this, is this… cup?”

 

 

 

 

 

 

 

 

 

Toddlers Milestone-

Children will be able to independently use a spoon and fork to feed themselves as well as being able to get their own drink cup and plate before sitting down at the table. They will remain at the table with peers and be encouraged to participate in social interactions. Children will select their own snack using visual counting cues and pour their own water/milk with adult support.

Fine motor skills developing through play in various media materials such as sand, water, playdough, colouring, messy play.

Children selecting their preferred snack, making choices.

Children pouring own water/milk with support from adult.

Number skills developing through visual cues such as dots alongside numbers to select correct amount of objects.

Social interactions at the table between peers and adults.

Following 2-3 step instructions such as pick up a plate, your drink and sit at the table.

Children transitioning from playing alongside peers to playing with.

Role model and encourage good eating habits and behaviours such as remaining at table, eating with knife and fork etc.

Promoting independence but recognising when to step in and support when appropriate.

Encourage the ‘have a go’ attitude.

Extend maths and number language.

Demonstrate and model new fine motor skills such as pouring, filling, emptying etc through play.

 

 

Preschool Milestone-

Children will be able to use a knife, fork and spoon appropriately to feed themselves. They will have an understanding of basic table manners, sit appropriately on a chair and wait for peers to finish their meals, within a reasonable time frame.

Children will be able to select their own plate, cutlery and drink to lay their own place at the table and will use number cues to select correct amount of snack and pour own drinks.

Appropriate use of knife and knife safety awareness.

Rinse own plates in prepared bowl of water, wash up with a sponge.

Children selecting own plate, utensils and drinks when asked.

Correct number recognition

Children independently filling own water bottles up from tap and pouring own drinks.

Children scraping own plates into the bin after lunch.

Helping to set up and clear away chairs to table with adult support.

Using manners to ask for more (please and thank you) and developing table manners and etiquette such as waiting for others to finish, feet remaining on the floor and keeping own area reasonably clean.

Role model how to use cutlery at mealtimes and teach knife safety in particular.

Social interactions with children during mealtimes.

Consistent set up for snack/lunch to support children in helping.

Create number cards to go alongside snack for children to independently select the current amount.

Provide opportunities to develop maths skills through play, adult led activities and continuous provision.

Lots of open-ended questions and discussions around keeping healthy and where food comes from.

Final milestone. Children will be able to use a knife, fork and spoon correctly to cut up simple meals and feed themselves independently. They will be able to pour their own drink and choose their own snack by recognising the number on the different options available. Children will help lay the table, counting the number of places needed to be set, and sit at the table with a group of children to share their mealtime. Children will share social interactions with their peers and familiar adults.

 

Aspiration 4-  Children to take part in a Nativity performance at Christmas in the Preschool Room.
Room What we will observe Adult role
Babies Milestone-

To show an interest in songs and nursery rhymes and begin to copy simple related actions.

Develop fine motor skills and hand eye co-ordination by navigating a busy board containing large zips, velcro and switches and participating in Christmas related craft.

Children will voluntarily leave their play to join in singing.

Recognise what song time/signing is and enjoy.

Copy simple actions related to each song.

Access and use a busy board independently, exploring zips, Velcro and switches.

Taking part in adult led Christmas craft activities to create end products such as cards and gifts for parents.

Separate from carers with support and build secure relationships with familiar staff in the room, mainly key person.

Begin to recognise peers and play alongside others, demonstrating tolerance.

To make and maintain busy boards for children to use independently.

To sing throughout the day as well as during group times

To model actions to songs during singing

Demonstrate fine motor skills.

To provide a range of Christmas craft activities, led by adults.

Ensure room is laid out to allow babies to develop physical skills independently.

 

 

 

 

 

 

 

 

Toddlers Milestone-

Continue to develop fine motor skills and use a variety of media to make a finished product.

Introduce the Nativity story and explore various Christmas books and craft.

To be able to move bodies to music and join in with familiar songs, copying related actions.

Exploring different materials in art and messy play, including sequins, buttons, pens, pencils, paint etc to develop fine motor skills.

Children listening to the Nativity story being read by adults.

Children re-enacting parts of stories in role play and using props to retell a story in their own way.

Joining in action songs, sticky kids, yoga and other dance related activities.

Children independently exploring books.

 

Provide dressing up clothes in the role play area for children to practice dressing and undressing skills.

Promote independence and allow children the freedom to select own resources during messy play.

Model actions during songs and physical activities.

Model good language skills and extend vocabulary and learning around children’s own work.

Provide appropriate resources through continuous provision to support fine motor skill development.

Preschool Milestone-

To be able to dress and undress with support from adults, being able to pull own bottoms up and down.

Develop confidence to perform in front of others by singing familiar songs throughout the day in a group situation, individually and together.

To be familiar with the Nativity story and know that there are different countries and cultural celebrations in the world.

Make props to support play/performance.

Practicing dressing and undressing for a PE challenge.

Commenting on and discussions about differences in appearances- such as skin colours and hair colours/types,

Children will bring in pictures of their holidays and discuss.

Children gaining confidence to sing in front of others.

Discussing own experiences of relevant cultural celebrations e.g Christmas.

Re-create The Nativity using story sacks and props.

Children and adults singing at various times during the day.

 

Introduce relevant cultural celebrations and provide basic knowledge for children.

Model good language skills.

Support in dressing/undressing.

Introduce a world map and discuss own holidays.

Provide opportunities for singing in group situations and with peers as well as adults.

Provide activities to encourage imagination and creativity to create own props for play i.e. junk modelling.

Model scissor safety.

 

Final milestone. Children to take part in a rehearsed Nativity performance to parents. Children will have practised and learnt a range of songs and begin to have an understanding of the nativity storyline and Christian festival. They will create props using a range of media materials and work as a team to create a simple ‘set.’ Children will be able to put on simple costumes with little support using zip/Velcro fastenings.

 

Aspiration 5- To be able to navigate an obstacle course using own bodies, incorporating both gross and fine motor skills.
Room What we will observe Adult role
Babies Milestone- to develop physical skills such as crawling, walking, rolling, kicking, waving and clapping to gradually gain control of their whole bodies.

 

 

 

Crawling, then pulling selves up before taking first steps.

Crawl through an object without encouragement.

Crawl in different directions, gaining control of whole body.

Navigate small spaces using own bodies and fit in small areas.

To be able to walk independently.

Kick a large ball.

Be able to pass objects from one hand to another, developing hand-eye co-ordination.

Complete simple inset puzzle.

 

Ensure room is laid out to encourage babies to develop physical skills i.e walking between units, pulling self-up.

Provide toys such inset puzzles, shape sorters, filling and emptying opportunities during water/messy play.

Provide opportunities to move to music throughout day.

Support children to climb and take appropriate risks.

Allow children to explore independently and know when to offer support and reassurance.

 

 

 

 

 

 

 

 

 

 

 

 

 

Toddlers Milestone-

Develop physical skills such as climbing, jumping, running, spinning and rolling and begin to explore and practice on wheeled objects such as scooters, trikes and push along toys.

Children will show an interest in others play and begin to transition from playing alongside peers to small group play.

Learning different parts of body and labelling them themselves.

Explore garden and climbing equipment and use bodies to navigate spaces showing an awareness of own bodies. To include running, spinning, and rolling skills.

Show awareness to others when running, able to redirect.

Successfully climb age-appropriate equipment.

Using ride on toys.

Confidence in being in small groups developing.

Children beginning to seek out others to play with and enjoy the company of others.

Core muscles strengthening.

Visits to local parks, and Bungalow garden to use Trim trail and other large climbing equipment to develop core muscles and gross motor skills.

Provide adult led physical activities such as yoga, demonstrating moves and commenting on body parts.

Extend children’s vocabulary around body parts.

Recognise when to allow children to independently play and when to join in if necessary.

Small group time/games to encourage good play skills.

Encourage children to take turns and share and allow children opportunities resolve differences before adult intervention.

Preschool Milestone-

To refine already acquired skills such as running, jumping, climbing and ball skills, as well as develop balancing skills, kick a ball with more aim and precision, learn to skip, hop and stand on one leg.

To develop a sense of working as a team and encouraging support of others through adult lead group games.

Use alternative feet to climb steps/apparatus.

Take part in a mini sport day.

Explore different ways of moving and balancing using alternative feet.

Remembering repeating movements e.g wake up song.

Gross motor skills, riding bikes/scooters, kicking balls.

Children to encourage peers through games such as Duck, Duck, Goose.

Core muscles strengthening and able to sit on chairs with good posture.

Take children in small groups to use trim trail/parks.

Lay room and garden out so children can climb and develop physical skills independently and safely.

Encourage children to have a go and take risks.

Build children’s confidence in group situations.

Demonstrate activities and role model.

Encourage children to work as a team and cheer others one, supporting emotions associated with not winning and validating those feelings.

Final milestone. Children will successfully navigate a simple obstacle course consisting of a slide, balance beam, tyres, ball and cargo net, having an understanding of spatial awareness and how to co-ordinate their own bodies. Children will be able to use alternative feet to climb steps on a slide, kick a ball with aim, balance across a low balance beam and climb under a cargo net. Children will encourage and help support each other by cheering each other on to succeed and will work as part of a team.

 

Aspiration 6-  Children to be able to recognise when they need to use the toilet and, after support and guidance from adults, use it independently.
Room What we will observe Adult role
Babies Milestone-

Begin to indicate a wet or dirty nappy and explore a potty during play to develop confidence and understanding around the use of the potty.

Begin to establish a good handwashing routine before mealtimes.

Children beginning to indicate a wet or soiled nappy by pointing/tugging or being upset.

Playing with babies/dolls and putting them on potty.

Children to use wipes/flannels to clean hands at mealtimes with adult support.

Be able to use the sink to wash hands with adult support.

Taking part in water play activities.

 

Talking to children when changing nappies and model language around toileting.

Asking children questions such as “have you weed/pooed.”

Lots of praise when children have recognised wee/poo.

Role play with dolls on potty.

Provide age-appropriate resources around toileting such as books, puppets/teddies, and dolls.

Model good hand washing routine at mealtimes, helping children to wipe hands/faces.

Provide opportunities to wash hands through play.

 

 

 

 

 

 

 

 

 

 

Toddlers Milestone-

To communicate a wet or soiled nappy to a familiar adult, transitioning and gaining confidence in using the potty, ready to move to using a toilet.

Develop a good handwashing routine around meal and toilet times, beginning to show an understanding of the importance of handwashing, with the support of an adult.

Children may go off somewhere quiet to ‘fill’ nappy.

Children will show an interest in others using toilet/potty.

Children will say when they are weeing or have weed/pooed.

The gap between wetting is at least an hour.

Tell a familiar adult they need the toilet.

Continue to role play with babies/dolls/figures.

An increasing desire to be independent.

Hand washing with adult encouragement and reminders at mealtimes and when toileting.

Re-enacting handwashing during water play.

Own toileting routines beginning to develop, e.g needed a poo at consistent times throughout the day.

Interact when changing a child’s nappy and sit on potty before every nappy change from around 18 months.

Demonstrate good hand washing skills.

Timelines/ visual aids in toilets to support hand washing.

Timers to remind children to use potty/toilet regularly.

Reading books around toileting.

Provide positive reinforcement and encouragement.

Demonstrate patience and not rushing children.

Recognising signs of being ready to toilet train and offering advice to parents.

Using reward systems e.g sticker charts.

 

Preschool Milestone-

Tell a familiar adult that they need to use the toilet and become more independent doing so.

Understanding the importance of washing hands and keeping themselves healthy.

Become more independent and confident in dressing and undressing for the toilet and wiping own bottoms, with adult supervision.

Gaining confidence to ask a familiar adult to go to the toilet.

To stop an activity and ask to use the toilet.

Children attempt to wipe own bottom with adult supervision.

Discussions between children about why we wash our hands and keeping healthy.

Children able to make healthy choices at mealtimes such as eating fruit/veg before other snacks.

Attempting to pull own bottoms up/down with adult support.

Children may still have the odd ‘accident’ when engrossed in play or tired/emotional.

Support and model where necessary.

Encourage and reassure and use praise when children are wiping their own bottom and adults are checking.

Teach the importance of hand washing and keeping healthy through activities ie soap & pepper.

Reassure children it ok when they have accidents.

Build strong relationships with children to allow them to feel comfortable enough to ask to use toilet.

Use peck cards for children who are non-verbal.

 

Final milestone. To be able to know and understand when they need to use the toilet with only the occasional ‘accident.’

To establish a good toileting routine to include pulling own bottoms up and down, try to wipe themselves and wash hands after using the toilet. To have an understanding of keeping bodies healthy by drinking plenty of water and the importance of washing hands.

 

Aspiration 7- to be able to independently use a touch screen device to complete an age-appropriate activity.
Room What we will observe Adult role
Babies Milestone- To develop hand eye co-ordination and gross/fine motor skills to make marks on a chalk board. To explore a variety of technology through play such as cameras, keyboards, play phones and laptops. Making marks on chalk boards and other media with whole hand and large arm movements, using tools such as pen/paintbrush/chalk.

Babies exploring ICT equipment but not for correct purpose i.e. using a camera as a phone.

Passing objects from one hand to another.

Playing with cause and effect toys and knowing which buttons to press.

Begin to mimic adult behaviours such as talking on a phone.

Hand painting/printing/finger printing.

 

Provide appropriate tools for activities.

To demonstrate mark making activities such as drawing/chalking/painting/printing.

Adult led activities.

ICT treasure basket available at all times for children to explore.

Model correct use of ICT toys and mark making play.

 

 

 

 

 

 

 

 

 

 

 

 

Toddlers Milestone- to develop control of gross and fine motor skills to be able to swipe, click, drag and push and know that their actions have an effect.

To be able to identify different types of technology and their purpose, e.g phone, camera, computer.

Beginning to use technology with purpose.

Mimic adult behaviour i.e. taking a photo and saying “cheese”.

Exploring various technology in role play areas, home corner and other areas of room.

Exploring sensory resources, books and media materials.

Practising developing fine motor skills.

Selecting/skipping tracks on CD player. Turning volume up and down.

Using play hoovers, microwaves, tills, remote controls, alarm clocks, calculators etc in role play.

Showing interest in switches and buttons on objects.

Appropriate filter and monitoring system in place.

Provide technology such as camera, phones, keyboards laptops, remote controls etc as play items as part of continuous provision.

Assisting children to use a tablet/computer correctly.

Building on existing and teaching new skills such as swiping, clicking, pressing buttons.

Providing opportunities to learn new skills independently and with adult support.

Time and patience to practice new skills learnt.

Games to identify correct technology and its use.

Preschool Milestone-

To be able to navigate correct use of technology whilst using an age-appropriate app i.e touch screen or button to move a character.

To begin to have an understanding of internet safety.

Children playing on Interactive board and accessing familiar apps with adult supervision.

Children independently accessing ICT equipment in the room.

Using ICT correctly such as a phone to make calls, camera for taking a photo, keyboard to type.

Use Smartie the penguin to begin to understand keeping us safe on the internet.

Imitate adults during role play using ICT equipment.

Refining fine motor skills.

 

Role model and teach children how to look after and respect resources.

Set up and monitor computer games or apps.

ICT equipment

Appropriate fileting and monitoring systems in place

Teaching children about internet safety using tools such as Smartie the penguin.

 

Final milestone. To be able to successfully use a computer or tablet to play a child appropriate game, understanding how to manipulate a mouse and touchscreen to complete appropriate actions.

To use the interactive white board to mark make, selecting appropriate tools for the job.  To have an understanding of different types of technology and their uses, incorporating simple internet safety.

 

Aspiration 8– to look in a mirror and draw/label our own features/characteristics that make us who we are, celebrating similarities and differences and show a basic understanding of feelings.
Room What we will observe Adult role
Babies Milestone- to be able to copy facial expression and movements i.e sticking out tongue, and to look in a mirror and react to their own reflection.

To be able to point to own facial body parts when asked and join in with ‘head, shoulders, knees and toes song.

Respond to adult facial expression and react by copying such as smiling back or sticking out tongue.

Kissing a mirror when see their own reflection.

Point to facial features when asked.

Joining in with head, shoulders, knees and toes.

Establishing a sense of self by interacting with peers and adults.

Children finding ways to calm themselves through comforters or seeking adult support.

Strong relationships between adult/key person and child.

Offer comfort and reassure when child is upset.

Ensure children can get old of comforters when needed.

Build strong, meaningful relationships with children and their families to support child’s needs.

Model good language skills such as “there is your nose, I can see you smiling.”

Model clear facial expressions.

Allow children time to think and react appropriately.

Sing head, shoulders, knees and toes with actions.

Provide mirrors around the room for children to access and explore independently.

Toddlers Milestone- To be able to successfully identify and name own body parts including facial features, head, shoulders, knees, arms, legs, tummy, back, hands and feet.

To explore a range of emotions and begin to express feelings such as happy, sad and angry.

Children wanting to do things for themselves and growing in independence, rejecting help from adults.

Beginning to label feelings and elaborate on them e.g giving reasons for feeling happy/sad.

Recognising and beginning to label emotions in others and in reading material.

Naming body parts with confidence.

Give meaning to marks drawn i.e a this is mummy/daddy, my dog.

Asking questions and being inquisitive about differences such as skin colour, disabilities, gender etc.

Using body parts in every day language i.e my finger hurts.

Uses prepositional language relating to body parts i.e on your head, behind your back.

Songs, rhymes and games relation to body parts i.e head shoulders, knees and toes.

Supply mirrors around the room.

Make references to similarities and differences between children and other adults i.e who has brown hair.

Be open to what children say about differences and answer their questions straightforwardly. Help children develop positive attitudes towards diversity and inclusion.

Preschool Milestone- to be able to talk about own features and characteristics in more depth with an adult and begin to recognise similarities and differences with other children, i.e hair colour.

Be confident to talk about how they are feeling and why, whilst reflecting on their own experiences.

Children talking about experiences important to them during circle times/small group times.

Discussing and labelling emotions at circle time and other times.

Expressing themselves through colour monster and other emotion activities.

Beginning to give reasons as to why they feel a certain way.

Children commenting on their own and others features/body parts, such as hair colour and recognising similarities and differences.

Relating books and pictures to themselves, making similarities.

Using correct/familiar words for all main body parts.

Extend vocabulary around colours to name hair colours such as blonde, dark etc.

Talking circles.

Provide mirrors for children to look in during play.

Allow children time to think and respond to questions.

Ask open ended questions and comment on artwork, labelling body parts where appropriate.

Supporting children through various emotional states.

Feelings board every day.

Provide resources and opportunities for children to draw themselves and discuss drawings in detail.

Final milestone. For children to be able to recognise specific features/characteristics of what makes them unique by producing a picture of themselves. They will be able to look in a mirror and identify their own facial and body features (eye colour, hair colour, height etc) and talk about them positively. Children will begin to recognise similarities and differences between themselves and other children and talk about them. Children will demonstrate a basic understanding of their own feelings and emotions and begin to regulate them.

 

What will all children have experienced by the time they leave our setting?

Curriculum

 

January February March April May June
New Year

 

 

Valentines Day

Pancake Day

Chinese New Year

Mother’s Day

World Book Day

Easter Fathers Day
July August September October November December
Preschool Graduation

 

 

Harvest Festival Halloween

Grandparents Day

Bonfire/Firework night

Remembrance Day

Christmas