Communication and Language PSED PD

Listening, Attention and Speaking Self Regulation Managing Self Building Gross Motor Skills Fine Motor Skills
Understanding Relationships
Enjoy listening to longer stories and Use a wider range of vocabulary. Select and use activities and Increasingly follow Become more Continue to develop their movement, balancing, riding Use one handed tools and
can remember much of what Sing a large repertoire of songs. resources, with help when the rules outgoing with (scooters, trikes and bikes) and ball skills. equipment, for example, making
happens. Know many rhymes, be able to talk about familiar books, and needed. This helps them to understanding unfamiliar people, in Go up steps and stairs, or climb up apparatus, using snips in paper with scissors.
Pay attention to more than one be able to tell a long story. achieve a goal they have alternate feet. Use a comfortable grip with
why they are the safe context of
thing at a time, which can be Develop their communication, but may continue to have chosen, or one which is Skip, hop and stand on one leg and hold a pose for a good control when holding pens
important. their setting.
difficult. problems with irregular tenses and plurals, such as ‘runned’ for suggested to them. game like musical statues. and pencils.
Understand a question or ‘ran’, ‘swimmed’ for ‘swam’. Develop their sense of Remember rules Show more Use large muscle movements to wave flags and Start eating independently and
instruction that has two parts, such Develop their pronunciation but may have problems saying: - responsibility and membership without needing confidence in new streamers, paint and make marks. learning how to use a knife and
as: “Get your coat and wait at the some sounds: r, j, th, ch, and sh - multi-syllabic words such as of a community. Develop an adult to remind social situations. Start taking part in some group activities which they fork.
door”. ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus’. appropriate ways of being them. Play with one or more make up for themselves, or in teams. Show a preference for a
Understand ‘why’ questions, like: Use longer sentences of four to six words. assertive Show resilience other children, Increasingly be able to use and remember sequences dominant hand,
“Why do you think the caterpillar Be able to express a point of view and to debate when they Talk with others to solve and perseverance extending and and patterns of movements which are related to music Be increasingly independent as
got so fat?” disagree with an adult or a friend, using words as well as conflicts. in the face of elaborating play ideas. and rhythm. they get dressed and undressed
Can the child answer simple ‘why’ actions. Talk about their feelings using challenge. Find solutions to Match their developing physical skills to tasks and e.g. doing up zips.
questions? Start a conversation with an adult or a friend and continue it for words like ‘happy’, ‘sad’, ‘angry’ activities in the setting. For example, they decide Being increasingly independent
Manage their own conflicts and rivalries.
Understand how to listen carefully many turns. or ‘worried’. whether to crawl, walk or run across a plank, in meeting their own care needs
and why listening is important. Use talk to organise themselves and their play: “Let’s go on a Understand gradually how needs. For example, depending on its length and width. e.g. brushing teeth, using the
Ask questions to find out more and bus... you sit there... I’ll be the driver.” others might be feeling Be confident to try accepting that not Choose the right resources to carry out their own plan. toilet, washing and drying their
to check they understand what has Around the age of 4, is the child using sentences of four to six Can the child generally new activities and everyone can be For example, choosing a spade to enlarge a small hole hands thoroughly.
been said to them. words – “I want to play with cars” or “What’s that thing negotiate solutions to conflicts show Spider-Man in the they dug with a trowel. Develop their small motor skills
Engage in story times. called?”? in their play? independence, game, and suggesting Collaborate with others to manage large items, such as so that they can use a range of
Listen to and talk about stories to Can the child use sentences joined up with words like See themselves as a valuable resilience and other ideas. moving a long plank safely, carrying large hollow blocks. tools competently, safely and
build familiarity and understanding. ‘because’, ‘or’, ‘and’? For example: “I like ice cream because it individual perseverance in Around the age of 4, Revise and refine the fundamental movement skills confidently (pencils,
Listen carefully to rhymes and makes my tongue shiver”. Express their feelings and the face of does the child play they have already acquired: rolling, crawling, walking paintbrushes, scissors, knives,
songs, paying attention to how they Is the child using the future and past tense: “I am going to the consider the feelings of others. jumping, running, hopping, skipping, climbing. forks and spoons)
challenge; alongside others, or
sound. park” and “I went to the shop”? Identify and moderate their own Progress towards a more fluent style of moving, with Confidently and safely use a
Learn rhymes, poems and songs. Learn new vocabulary. feelings socially and Explain the do they always want developing control and grace. range of large and small
Engage in non-fiction books. Use new vocabulary through the day. emotionally. reasons for rules. to play alone? Develop the overall body strength, co-ordination, apparatus indoors and outside,
Listen to and talk about selected Articulate their ideas and thoughts in well-formed sentences. Think about the perspectives of Know right from Build constructive and balance and agility needed to engage successfully with alone and in a group.
non-fiction to develop a deep Connect one idea or action to another using a range of others wrong and try to respectful future physical education sessions and other physical Develop the foundations of a
familiarity with new knowledge and connectives. Show an understanding of their behave relationships disciplines including dance, gymnastics, sport and handwriting style which is fast,
vocabulary. Describe events in some detail. own feelings and those of accordingly; Work and play swimming. accurate and efficient.
Listen attentively and respond to Use talk to help work out problems and organise thinking and others, and begin to regulate Manage their own cooperatively and Develop overall body-strength, balance, co-ordination Further develop the skills they
what they hear with relevant activities, and to explain how things work and why they might their behaviour accordingly; basic hygiene and take turns with and agility. need to manage the school day
questions, comments and actions happen. Set and work towards simple Further develop and refine a range of ball skills successfully: lining up and
personal needs, others;
when being read to and during Develop social phrases goals, being able to wait for including: throwing, catching, kicking, passing, batting queuing, mealtimes, personal
whole class discussions and small Retell the story, once they have developed a deep familiarity what they want and control
including dressing, Form positive and aiming. hygiene.
group interactions; with the text; some as exact repetition and some in their own their immediate impulses when going to the toilet attachments to adults Develop confidence, competence, precision and Hold a pencil effectively in
Make comments about what they words appropriate; and understanding and friendships with accuracy when engaging in activities that involve a ball. preparation for fluent writing –
have heard and ask questions to Use new vocabulary in different contexts. Give focussed attentions to the importance of peers; Know and talk about the different factors that support using the tripod grip in almost
clarify their understanding; Participate in small group, class and one-to-one discussions, what the teacher says, healthy food Show sensitivity to their overall health and wellbeing: regular physical all cases;
Hold conversation when engaged in offering their own ideas, using recently introduced vocabulary; responding appropriately even choices. their own and to activity, healthy eating, toothbrushing, sensible Use a range of small tools,
back-and-forth exchanges with their Offer explanations for why things might happen, making use of when engaged in an activity, others’ needs. amounts of screen time, having a good sleep routine, including scissors, paint brushes
teacher and peers recently introduced vocabulary from stories, non-fiction, and show an ability to follow being a safe pedestrian. and cutlery;
rhymes and poems when appropriate; instructions involving several Negotiate space and obstacles safely, with Begin to show accuracy and care
Express their ideas and feelings about their experiences using ideas or actions. consideration for themselves and others; when drawing
full sentences, including use of past, present and future tenses Demonstrate strength, balance and coordination when
and making use of conjunctions, with modelling and support playing;
from their teacher. Move energetically, such as running, jumping, dancing,
hopping, skipping and climbing
Literacy Mathematics Understanding the World Expressive Arts and Design
Comprehension Word Reading Writing Number Numerical Patterns Past and Present People, Culture and The Natural World Creating with Being Imaginative
Communities Materials and Expressive
Engage in Understand the five key Use some of their Develop fast Recite numbers past 5. Explore how things Begin to make sense Use all their senses in Begin to develop Take part in simple
extended concepts about print: print and letter recognition of up to 3 Say one number for each item in work. of their own life-story hands-on exploration complex stories using pretend play, using
conversations print has meaning, print knowledge in their objects, without order: 1, 2, 3, 4, 5. Comment on and family’s history. of natural materials. small world an object to
Know that they last number represent something
about stories, can have different early writing. For having to count them images of familiar Show interest in Explore collections of equipment like animal
reached when counting a small else even though
learning new purposes, we read English example: writing a individually situations in the different occupations. materials with similar sets, dolls and dolls
set of objects tells you how they are not similar.
vocabulary. text from left to right and pretend shopping list (subitising). many there are in total (carinal past. Continue developing and/or different houses. Listen with increased
Re-read what they from top to bottom, the that starts at the top Show finger numbers principal) Compare and positive attitudes properties. Make imaginative and attention to sounds.
have written to names of the different of the page; writing up to 5. Experiment with their own contrast about the differences Talk about what they complex small worlds Respond to what
check that it parts of a book, page ‘m’ for mummy. Link numerals and symbols and marks as well as characters from between people. see using a wide with blocks and they have heard,
makes sense. sequencing Develop their Write some or all of amounts: for example numerals. stories, including Know that there are vocabulary. construction kits, such expressing their
Demonstrate phonological awareness, their name. showing the right Solve real world mathematical figures from the different countries in Plant seeds and care as a city with different thoughts and
understanding of so that they can: spot and Write some letters number of objects to problems with numbers up to 5. past. the world and talk for growing plants. buildings and a park. feelings.
what has been suggest rhymes, count or accurately. match the numeral, Compare quantities using Talk about the about the differences Understand the key Explore different Remember and sing
language: ‘more than’, ‘fewer entire songs.
read to them by clap syllables in a word, Form lower-case and up to 5. lives of the people they have features of the life materials freely, in
than’ Sing the pitch of a
retelling stories recognise words with the capital letters Subitise Talk about and explore 2S and around them and experienced or seen cycle of a plant an order to develop their tone sung by
and narratives same initial sound, such correctly. Link the number 2D shapes using informal their roles in in photos. animal. ideas about how to another person.
using their own as money and mother. Spell words by symbol with its language: ‘sides’, ‘corners’, society; - Know Talk about members Begin to understand use them and what to Sing the melodic
words and Read individual letters by identifying the sounds cardinal number ‘straight’, ‘flat’, ‘round’. some similarities of their immediate the need to respect make. shape of familiar
recently saying the sounds for and then writing the value. Understand position through and differences family and and care for the Develop their own songs.
introduced them. Blend sounds into sound with letter/s Explore the words alone: ‘the bag is under between things in community. natural environment ideas and then decide Create their own
vocabulary; words, so that they can Write short sentences composition of the table’ the past and now, Name and describe and all living things. which materials to use songs, or improvise a
Anticipate – read short words made with words with numbers to 10. Describe routes and locations drawing on their people who are Explore and talk about to express them. song around one
using words like ‘in front they know.
where up of known letter – known sound – letter Automatically recall experiences and familiar to them. different forces they Join different
of/behind’. Play instruments
appropriate – key sound correspondences. correspondences number bonds to 10. Make comparisons between what has been Draw information can feel. materials and explore with increasing
events in stories; Read some letter groups using a capital letter Have a deep objects relating to size, length, read in class; - from a simple map Talk about the different textures. control to express
Use and that each represent one and full stop understanding of weight and capacity. Understand the Understand that some differences between Create closed shapes their feelings and
understand sound and say sounds for Write recognisable number to 10, Select shapes appropriately flat past through places are special to materials and changes with continuous lines, ideas.
recently them. letters, most of which including the surfaces for building, a settings, members of their they notice. and begin to use Listen attentively,
introduced Read a few common are correctly formed; composition of each triangular prism for a roof etc. characters and community. Explore the natural these shapes to move to and talk
vocabulary during exception words matched Spell words by number; Combine shapes to make new events Recognise that people world around them. represent objects. about music,
discussions about to the school’s phonic identifying sounds in Subitise (recognise ones encountered in have different beliefs Describe what they Draw with increasing expressing their
Talk about and identify patterns feelings and
stories, non- programme. them and quantities without books read in class and celebrate special see, hear and feel complexity and detail
around them – stripes on responses.
fiction, rhymes Read simple phrases and representing the counting) up to 5; clothes, designs on rugs and
and storytelling. times in different whilst outside. such as representing a Watch and talk
and poems and sentences made up of sounds with a letter or Automatically recall wallpaper: ‘spotty/pointy’ ways. Recognise some face with a circle about dance and
during role-play. words with known letter- letters; (without reference to Extend and create ABAB Recognise some environments are including details. performance art,
sound correspondences Write simple phrases rhymes, counting or patterns similarities and different to the one in Use drawing to expressing their
and, where necessary, a and sentences that other aids) number Notice and correct and error in a differences between which they live. represent ideas like feelings and
few exception words. can be read by others. bonds up to 5 repeating pattern. life in this country and Understand the effect movement or loud responses.
Re-read books to build up (including subtraction Begin to describe a sequence of life in other countries of changing seasons noises. Sing in a group or on
their confidence in word facts) and some events, real or fictional, using Describe their on the natural world Show different their own,
words such as ‘first’, ‘then’ increasingly
reading, their fluency and number bonds to 10, immediate around them. emotions in their
Count objects, actions and matching the pitch
their understanding and including double facts. sounds.
environment using Explore the natural drawings and and following the
enjoyment. Count beyond ten. knowledge from world around them, paintings. melody.
Say a sound for each Compare numbers observation, making observations Explore colour and Develop storylines in
letter in the alphabet and Understand the ‘one more discussion, stories, and drawing pictures colour mixing. their pretend play.
at least 10 digraphs; than/one less than relationship’ non-fiction texts and of animals and plants; Explore, use and Explore and engage
Read words consistent between consecutive numbers. maps; - Know some 15 - Know some refine a variety of in music making and
with their phonic Select, rotate and manipulate similarities and similarities and artistic effects to dance, performing
knowledge by sound- shapes in order to develop differences between differences between express their ideas solo or in groups.
spatial reasoning skills. Invent, adapt and
blending; different religious and the natural world and feelings.
Compose and decompose recount narratives
Read aloud simple cultural communities around them and Return to build on
shapes so that children and stories with
sentences and books that recognise a shape can have in this country, contrasting their previous peers and their
are consistent with their other shapes within it, just as drawing on their environments, learning and teacher;
phonic knowledge, numbers can. experiences and what drawing on their developing their Sing a range of well-
including some common Continue, copy and create has been read in class; experiences and what ability to represent known nursery
exception words. repeating patterns. - Explain some has been read in class; them. rhymes and songs;
Compare length, weight and similarities and - Understand some Create collaboratively, Perform songs,
capacity. differences between important processes sharing ideas, rhymes, poems and
Verbally count beyond 20, stories with others,
life in this country and and changes in the resources and skills.
recognising the pattern of the and – when
life in other countries, natural world around Safely use and explore
counting system; - Compare appropriate – try to
quantities up to 10 in different drawing on them, including the a variety of materials, move in time with
contexts, recognising when one knowledge from seasons and changing tools and techniques, music.
quantity is greater than, less stories, non-fiction states of matter. experimenting with
than or the same as the other texts and – when colour, design,
quantity; - Explore and appropriate – maps. texture, form and
represent patterns within function;
numbers up to 10, including Share their creations,
evens and odds, double facts explaining the process
and how quantities can be
they have used;
distributed equally.
Make use of props
and materials when
role playing
characters in
narratives and stories.