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EYFS

Woden Primary School

Welcome to the Early Years Foundation Stage (EYFS), which is how the Government and early years’ professionals describe the time in your child’s life between birth and age 5. This is a very important stage as it helps your child get ready for school as well as preparing them for their future learning and successes. From when your child is born up until the age of 5, their early years’ experience should be happy, active, exciting, fun and secure; and support their development, care and learning needs.

You will see below different areas of development and how they can develop within the areas.

The statements I have added can be taught and achieved while children are learning from home.

Communication and LanguageBirth – 3 years
1. I can listen to simple stories and understand what is happening. For example, ‘Goldilocks and the Three Bears’, ‘Three Little Pigs’.
2. I can listen to other people talk and be interested to join in. I am confident to talk to others of similar interest. This can be achieved when playing, or listening and talking about a story.
3. I can say how I am feeling. I can say when I feel sad, happy, scared, worried, excited.
4. I can talk and act out longer sentences. For example, “the cat on the mat”, “The baby needs to go to sleep”
5 I can understand simple questions about ‘who’, ‘what’ and ‘where’. For example, “What are you playing”, “Where is the red car”, “Who are you playing with”.
Communication and Language3-4 years
1. I can listen to longer stories and remember most of what happens. For example, ‘The Little Red Hen’.
2. I can sometimes pay attention to more than one thing. For example, While I am playing I can talk about other things that interest me and answer questions.
3. I can use a wider range of vocabulary. Through my play I am beginning to learn new words and use them to explain what I am doing and engage with others.
4. I can follow a two part instructions. For example, “Go to your room and get your coat”.
5. I can understand longer questions, like: Why do you think the butterfly got so fat?
6. I can sing a repertoire of songs. Through play I know a lot of songs. For example, ‘See Saw’, ‘Old MacDonald had a Farm’.
7. I can sing different nursery rhymes and tell a story from a book. For example, ‘Hickory Dickory Dock’, I use pictures to tell a story and say what I see.
8. I can talk using longer sentences. For example, “Can I have a drink”, “This is my mummy and daddy”
9. I can use talk in play. For example, “the tractor goes to the farm”, “here is your food”.
Communication and LanguageReception
1. I can listen and know why listening is important. For example, ‘To follow simple rules and  listening to an adult a child will learn new skills’.
2. I can learn new words through play and stories. For example, If your child is interested in playing with cars, you can model words like “push”, “beep beep”, or “fast” with a young child or more complicated words like “mechanic”, “speed”, or “traffic” .
3. I can answer questions and understand what you have asked me. For example, think of questions where they need to give you a full answer, ‘What can you hear outside?’ “I hear the wind” ‘What do you think it is?’ “I think it is a …” ‘Can you tell me about what you’ve made?’ “ I have made a …”
4. I can connect one idea or action to another using a range of connectives
5. I can describe in some detail.
6. I can use talk to explain why things may happen. This can be achieved by the adult asking questions to encourage talk, for example, “What is happening?”, “Where is the car?” “Why do you think this has happened?”
7. I can engage in story time. For example, as you read to your child stop and ask questions, “What can you see?” Who is in the story?”, “Where are they?” “Can you talk about the character?” Ask them to join in with the story.
8.. I can listen and talk about stories to build familiarity and understanding. For example, as you read to your child stop and ask questions, “What can you see?” Who is in the story?”, “Where are they?” “Can you talk about the character?” Ask them to join in with the story.
9.. I can retell a story using pictures and props. For example, children like to use the pictures to retell the story in their own words. Making character from the story allows the children to engage more.
10. I can listen carefully to rhymes and songs, paying attention to how they sound. For example, let the children listen to rhymes and songs regular as they will connect the sound to the words.
11. I can learn new rhymes, poems and songs. This can be done when children are singing to and read to daily. ‘Farmers in his Den’, ‘Old MacDonald had a farm’
12. I can start to engage in non-fiction books. Non-fiction books are fact books, for example, Dinosaur books, animal books. Help your child learn about non–fiction texts, including information texts, book reviews, lists, captions and blurbs, with targeted worksheets and activities.
13. I can listen and talk about non-fiction to help develop a deep familiarity with new knowledge and vocabulary. For example, learning about Dinosaurs, Mini Beasts, Plants. These are the books that would give children information to help develop their knowledge on the topic they are learning.

Early Learning Goals

Listening, Attention and Understanding Speaking
1.       I can listen attentively and respond to what I hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. For example, asking questions throughout.2.       I can make comments about what I have heard and ask questions to clarify my understanding. For example, talk about what I understand.

3.       I can hold a conversation when engaged in back-and-forth exchanges with my teacher and peers. For example, I show a good understanding and interest to engage in conversation.

 1.       I can join in small group, class and one-to-one discussions, offering my own ideas, using recently introduced vocabulary.2.       I can offer explanations for why things might happen, making use of recently introduced words from stories, non-fiction, rhymes and poems when appropriate.

3.       I can express my ideas and feelings about my experience using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from my teacher.
Personal, Social and Emotional DevelopmentBirth – 3 years
1. I can express a range of emotions. I can say how I am feel and act them out, ‘sad’, ‘happy’, ‘scared’, ‘excited’.
2. I can be more independent when doing things. I can fasten my own coat, Go to the toilet, Choose a toy to play with.
3. I can ask simple questions about people. For example, “What is your name?”
4. I can make friends and begin to gain confidence. For example, your child will start to play alongside others and join in with their paly without an adult present.
5. I can talk about my feelings. For example, if they are felling, ‘worried’, ‘happy’, ‘sad’.
Personal, Social and Emotional Development3-4 years
1. I can start to select toys and resources independently. For example, your child will now select toys they want to play with, pencils and paper to draw.
2. I can be more confident in social situations. For example, your child will become more confident with others around and start to leave your side more, to join in with other children’s play.
3. I can play with more children sharing ideas. For example, your child is beginning to learn how to share and let others join in with play talking about what they are doing.
4. I can follow rules, understanding why they are important.
5. I can help find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider-man in the game, and suggesting other ideas.
6. I can follow rules and know why they are important. For example, for your child to be able to recognise danger, i.e.: the oven/fire is hot, so they do not touch.
7. I can find ways of being assertive. For example, if going outside your child knows to put their coat on.
8. I can talk to others to solve conflicts. For example, your child knows how to share when playing and taking turns in play.
9. I can talk about my feelings using words like ‘happy’, ‘sad’, ‘angry’ or worried
10. I can begin to understand how others might be feeling. For example, your child will now recognise when someone is upset.
Personal, Social and Emotional DevelopmentReception
1. I can see myself as a valuable individual. For example, I know that I am important.
2. I can build constructive and respectful relationships. For example, I can share during play and build up new friendships.
3. I can express my feelings and consider the feelings of others. For example, for your child to be able to express and understand how others are feeling.
4. I can show resilience and perseverance in the face of challenge. For example, to encourage your child to have a go at new challenges and to never give up..
5. I can identify my own feelings socially and emotionally. For example, your child will now start to understand why they are feeling sad, what makes them happy and that they can talk about this.
6. I can think of others and their feelings. For example, your child will know how to comfort others when sad, and to show empathy towards others i.e. if a sibling is upset they will comfort them.
7. I can manage my own needs. I can recognise that I need a drink if I am thirsty, tell you when I am hungry and tired.

 

Early Learning Goals

Self-Regulation Managing Self Building Relationships
1.       I can show an understanding of my own feelings and those of others, and begin to regulate my behaviour accordingly.2.       I can work towards simple goal, being able to wait for what I want and control my immediate impulses when appropriate.

3.       I can focus my attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas and actions.

 1.       I can be confident to try new activities and show independence, resilience and perseverance in the face of a challenge.2.       I can explain the reason why we have rules, know right from wrong and try to behave accordingly.

3.       I can manage my own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy choices.

 1.       I can work and play well alongside others and take turns.2.       I can form positive attachments to adults and friendships with peers.

3.       I can show sensitivity to my own and other needs.
Physical DevelopmentBirth-3 years
1. I can kick, catch and throw a ball. For example, your child will enjoy playing different ball games.
2. I can clap and stamp to music and sounds. For example, put a song on that your child knows to join in and for the adult to model this also.
3. I can build using blocks, boxes and toys. For example, to collect objects from around the house to build and balance.
4. I can run, jump and climb stairs without the help of an adult. I am becoming confident and independent to do things on my own.
5. I can use play equipment. For example, swings and tyres to climb on
6. I can sit and push myself along on a push bike or tricycle.
7. I can use my fine motor skills. For example, able to complete a wooden puzzle, build with chunky Lego.
8. I can use my body to balance and move independently. For example, climb, balance on play equipment, push along on a scooter.
9. I can use different materials and tools to create a picture. For example, using paint, paintbrushes, and collage.
10. I can use large and small motor skills to do things independently, for example manage buttons and zips, and pour drinks.
11. I can show an increasing desire to be independent, such as wanting to feed myself and dress and undress.
12. I can learn to use the toilet with help, and then independently. For example, encourage your child to become independent to use the toilet and wash hands after.
Physical Development3-4 years
1. I can continue to develop balance through movement, like balancing, riding (scooters, trikes and bikes) and ball skills.
2. I can go up steps and stair, and climb up apparatus, using alternate feet.
3. I can skip, hop, stand on one leg and hold a pose for a game like musical statues.
4. I can use large-muscle movements to wave flags and streamers, paint and mark making.
5. I can start taking part in group teams to make up play using balls, streamers and other play equipment.
6. I can use and remember sequences and patterns of movements, which are related to music. For example, ‘Head shoulders knees and toes’ song.
7. I can crawl, walk and run across play equipment, for example, wooden planks.
8. I can choose the right equipment to carry out my own plan. For example, choosing a spade to enlarge a small hole I dug with a trowel.
9. I can work with others to help carry large play equipment from one place to another. For example, I can help to carry toys with another child or adult.
10. I can use one handed tool equipment. For example, hammer and nail toys, scissors to cut, paintbrushes to paint with.
11. I can hold a pencil using a good grip and control. For example this is the tripod grip.
12. I can eat independently and start use use a knife and fork correctly.
13. I can show a preference for my dominant hand, for example, I will either use my left or right hand when drawing, writing or painting.
14. I can be independent when dressing and undressing, for example, I can put my own coat on and zip up.
15. I can meet my own care needs by, brushing my teeth, using the toilet independently, wash and dry my hands thoroughly.
16. I can make healthy choices about food, drink and tooth brushing. For example, I understand that I need to eat healthy meals to help me grow. I need to not have lots of sugar to keep my teeth strong and healthy.
Physical DevelopmentReception
1. I can continue to use my body to create movements like, rolling, crawling, walking, jumping, running, hopping, skipping and climbing.
2. I can progress towards a more fluent style of moving, with developing control and grace, for example, moving to music and creating dance.
3. I can develop my overall body strength, co-ordination, balance that is needed to develop my skills in school games activities, gymnastics and dance.
4. I can use my fine motor skills to use a range of tools competently, safely and confidently. For example, pencils for drawing and writing, paintbrushes, scissors for cutting, knives, forks and spoons to eat independently.
5. I can use my core muscle strength to help with my posture when sitting at a table or on the floor.
6. I can use my body with confidence to move with ease and fluency. For example, when creating a dance or animal movements, (I can move like a lion, mouse, hop like a rabbit).
7. I can use large equipment indoors and outdoors on my own or alongside others. For example, school climbing equipment, or park equipment like a climbing frame or slide.
8. I can use my overall body strength to balance and use my co-ordination and agility.
9. I can now begin to develop further ball skills, like throwing, catching, licking, passing, batting and aiming.
10. I can be more confident and competence when joining in with ball games and working within a team.
11. I can develop the foundations of handwriting style which is fast, accurate and efficient, for example, using correct letter formation, writing on a line, writing a simple sentence.
12. I can talk about the different factors that support my overall health and wellbeing: regular physical activity, healthy eating, tooth brushing, sensible amounts of ‘screen time’ having a good sleep routine, being a safe pedestrian when out in the environment.
13. I can follow simple rules to help engage in a daily school routine, for example, lining up and queuing, mealtimes and personal hygiene.

Early Learning Goals

Gross Motor Skills Fine Motor Skills
1.       I can negotiate space and obstacles safely, with consideration for myself and others. For example, I can move around freely and on equipment without bumping into others.2.       I can show good strength, balance and coordination when playing.

3.       I can move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

 1.       I can hold a pencil using the tripod grip correctly to develop good writing skills.2.       I can use a range of small tools correctly, including scissors, paintbrushes and knife, fork and spoon.

3.       I can now start to show good control and take care when drawing and colouring.
LiteracyBirth – 3 years
1. I can enjoying listening to rhymes and songs, for example, ‘Humpty Dumpty’, ‘Twinkle Twinkle Little Star’
2. I can join in with songs and rhymes, for example, I can sing with others and adults.
3. I can say some of the words in rhymes and songs. For example, listening to a rhyme and repeating the words they can hear.
4. I can use my hands to copy movements when singing and joining in with rhymes, for example, I can copy an adults movements.
5. I can sit with an adult and look at a book, for example, I like to look at picture books and point to the pictures.
6. I can choose my favourite book to look at with an adult, friend and sometimes like to look on my own.
7. I can repeat words and phrases from stories, for example, books that have repeated words and phrases like ‘Five Little Monkeys’
8. I can start to develop play using stories that I have listened to and using toys from the story.
9. I can now start to recognise print, for example, a bus, a car, a flower, and first letter in my name.
10. I can now draw freely using pencils, pens and crayons.
11. I can add some marks to my drawing, which I give meaning to. For example: “That says mummy”.
12. I can make marks on my picture which stands for my name. For example, when I draw a picture I can point and say that is my name.

 

Literacy3-4 years
1a. I can understand that print has a meaning. For example, I know the pictures in the book tell a story. I can start to recognise my name.
1b. I can understand that print can have different purposes. For example, pictures and words in books tell a story, words within the environment say what it i.e. labels.
1c. I can read English text from left to right and from top to bottom, for example I know that I start to read from the front page and can turn each page one at a time.
1d. I can understand the names of different parts of the book, for example, front cover, back page.
1e. I can understand that pages are numbered in order, 1,2,3,4,5.
2a. I can recognise rhyming words in books and flash cards. For example, ‘bat’, ‘mat’, ‘cat’.
2b. I can count and clap syllables in words, for example, cup 1 clap, monkey 2 claps.
2c. I can recognise words with the same initial sound, such as money and mother (m is the initial sound)
3. I can engage in longer stories and talk about what is happening using pictures and prompts to support.
4. I can use some of my print and letter knowledge to in early writing. For example: writing a pretend shopping list that starts at the top of the page; ‘m’ for mummy.
5. I can write some of my name and start to develop writing all of my name.
6. I can write some letters using correct letter formation. I can use my phonic skills to help me with this.
LiteracyReception
1. I can read individual letters saying the sounds for each one. I can do this using my phonic knowledge. For example, show different objects around the house sounding the word out ;e, f-or-k, s-o-ck.
2. I can blend sounds into words. For example, c a t cat, ch a t chat, d i sh dish.
3. I can read letter groups that each represent one sound and say sounds for them.
4. I can read a few common exception words matched to my school’s phonic programme.
5. I can read simple sentences. For example, simple word books, ‘I can jump’.
6. I can learn new words to help build up my reading and sentence reading as I develop more confidence with new words.
7. I can now form lower case and capital letters correctly.   A a,  Bb, Cc
8. I can spell simple words by identifying the sounds and then writing the sound with the letter. For example, I can say a sound and identify the letter to write using my phonic knowledge. I can say the sound ‘a’ so then I know to write the letter ‘a’.
9. I can write short sentences and know that I start with a capital letter and end with a full stop.
10. I can now read what I have written and understand to be able to read to an adult.

Early Learning Goals

Comprehension Word Reading Writing
1.       I can demonstrate an understanding of what has n=been read to me by retelling the story using my own words and introducing new words.2.       I can recognise key points in stories.

3.       I can use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.

 1.       I can say a sound for each letter in the alphabet and at least 10 diagraphs.2.       I can read words consistent with their phonic knowledge by sound-blending.

3.       I can read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

 1.       I can write recognisable letters, most of which are correctly formed.2.       I can spell words by identifying sounds in them and representing the sounds.

3.       I can write simple phrases and sentences that can be read by others.
Understanding of the World Birth-3 years
1. I can repeat actions that have an effect. For example, rolling a ball, pressing a button.
2. I can explore materials with different properties. For example, playdough, twigs, leaves.
3. I can explore natural materials, indoors and outside. For example, playdough, twigs, leaves.
4. I can explore and respond to different natural phenomena in their setting or on trips. For example, beginning to understand different environments and their purpose.
5. I can make connections between the features of my family and other families. For example, colour skin, hair, size.
6. I can notice the difference between people. For example, size, height, colour of their skin. hair.

 

Understanding of the World 3-4 years
1. I can use all my senses when exploring natural materials. For example, I can use touch to notice the differences in texture of different materials.
2. I can explore a collection of materials with similar and/or different properties.
3. I can talk about what I see, using a wide vocabulary. I can learn new words through exploring our environment.
4. I can begin to make sense of my own life-story and family’s history. For example, identify from baby pictures to how they are now.
5. I can show an interest in different occupations. For example, people who help us like, doctors, nurses, teachers, police, paramedics, crossing patrol officers.
6. I can explore and investigate on how things work. For example, ‘pop up toy, ;remote control car’.
7. I can plant seeds and know how to care for growing plants. Can you plant a seed and watch it grow? How can you care for the seed?
8. I can understand the key features of a life cycle of a plant or animal. For example, Life cycle of a frog, ‘frogspawn’, ‘tadpole’, ‘frog’.
9. I can begin to understand the need to respect and care for the natural environment and all living things. For example, to know we take care of all living things and to be kind.
10. I can explore and talk about different forces I can feel. For example, ‘wind’, ‘rain’, ‘snow’.
11. I can talk about the differences between materials and changes I notice. For example, ice turning to water.
12. I can continue to develop positive attitudes about the differences between people.
13. I can identify the differences of other countries in the world through discussion and exploring pictures. Show children pictures of different countries, this can be done using google to research pictures.

 

Understanding of the World Reception
1. I can talk about my immediate family and community. For example, to encourage your child to talk about people who are special to them, like nan, dad, mum, grandad, aunty and uncle.
2. I can name and describe people who are familiar to me. For example, mum, dad, brother, sister.
3. I can comment on images of familiar situations in the past.
4. I can compare and contrast characters from stories, including figures from the past.
5. I can draw information from a simple map. For example, recognising simple symbols, like a church, road, river.
6. I can understand that some places are special to members of my community. For example, places of worship.
7. I can recognise that people have different beliefs and celebrate special times in different ways. For example people celebrating, birthdays, Christmas, Diwali, Easter, Eid,
8. I can recognise some similarities and differences between life in this country and life in other countries. For example, looking at pictures to compare.
9. I can explore the natural world around me. For example, take a walk to the park and talk about what you can see.
10. I can describe what I see, hear and feel whilst outside. For example, using your senses to feel the air, listen to the trees blowing in the wind, birds singing in the trees.
11. I can recognise some environments that are different to the one in which I live in. For example, shops, churches, parks.
12. I can understand the effect of changing seasons on the natural world around me. For example, leaves fall in Autumn, snow and cold in Winter, sun is hot in Summer, blossom on the trees in Spring.

Early Learning Goals

Past and Present People, Culture and Communities The Natural World
1.        I can talk about the lives of the people around me and their role in society.2.        I can recognise some similarities and differences between things in the past and now, drawing on my experiences and what has been read in class.

3.        I can understand the past through settings, characters and events encountered in books read in class and storytelling.

 1.        I can describe my immediate environment using my knowledge from observation, discussion, stories, non-fiction texts and maps.2.        I can identify some similarities and differences between different religious and cultural communities in this country, drawing on my own experiences and what has been read in class.

3.        I can explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, nonfiction texts and (when appropriate) maps.

 1.        I can explore the natural world around me, making observations and drawing pictures of animals and plants.2.        I can see some similarities and differences between the natural world around me and contrasting environments, drawing on their experiences and what has been read in class.

3.        I can understand some important processes and the changes in the natural world around me, including the seasons and changing states of matter.
Expressive Arts and DesignBirth-3 years
1. I can show emotion to different sounds in music. For example, I can use my body to move to express how the music is playing, I can show emotion through my facial features.
2. I can respond emotionally and physically to music when it changes. For example, I can use my body to move to express how the music is playing, I can show emotion through my facial features.
3. I can move and dance to music. For example, I can move my body to join in with actions.
4. I can join in with songs and rhymes. For example, I can sing songs that are familiar to me.
5. I can make rhythmical and repetitive sounds. For example, playing musical instruments, clapping to music and sounds, using my voice to repeat sounds I hear.
6. I can explore a range of musical instruments and play them in different ways.
7. I can notice patterns in strong contrast and be attracted by patterns resembling human faces. For example, I take more notice of individuals noticing different skin colour, shape eyes, nose etc…
8. I can start to make marks intentionally. I enjoy drawing/painting and can tell you what I have drawn or painted.
9. I can explore paint, using fingers and other parts of my body as well as brushes and other tools.
10. I can express my ideas and feelings through marks, and sometimes give meaning to marks that I make. I can tell you what I have drawn and what I have created.
11. I enjoy and take part in action songs, such as ‘Twinkle Twinkle Little Star’.
12. I can start to develop pretend play, pretending that one object represents another. For example, I could hold a wooden block to my ear and pretend it is a phone.
13. I can explore different materials using all my senses to investigate them. For example, I like to use different materials to create pictures using my hands.
14. I can manipulate and play with different materials. For example, I can build up blocks to make a tower, I can use boxes to create a rocket. I can use materials to create a collage picture.
15. I can use my imagination as I consider what I can do with different materials. For example, I am free to express my ideas through play when using different materials and resources.
16. I can make simple models which express my ideas. For example, I use boxes to build a rocket. I use boxes to make a den.

 

Expressive Arts and Design3-4 years
1. I can take part in pretend play, using an object to represent something else even though they are similar. For example, I can hold a wooden block to my ear and use it as a phone.
2. I can begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses etc.
3. I can make imaginative and complex ‘small worlds’ with blocks and construction kits, such as  a city with different buildings and a park.
4. I can explore different materials freely, in order to develop my ideas on how to use them and what to make.
5. I can explore different materials and decide what to use to express my ideas. For example, collage materials, leaves, outdoor materials found on a walk.
6. I can join different materials and explore different textures. For example, pasta, material, paper, sequins  etc…
7. I can create closed shapes with continuous line, and begin to use these shapes to express ideas.
8. I can draw with increasing complexity and detail, such as representing a face with a circle and including details like eyes, nose and mouth.
9. I can use drawing to represent ideas like movement and noises.
10. I can show different emotions in my drawings and paintings, like happiness, sadness, fear, scared.
11. I can explore colour and colour mixing. For example, mixing yellow and orange makes brown.
12. I can listen with increased attention to different sounds. During music I can listen to different sounds from songs and musical instruments.
13. I can respond to what I have heard, expressing my thoughts and feelings.
14. I can sing and remember entire songs. For example, ‘If your happy and you know it’
15. I can sing the pitch of a tone sung by another person. For example, I can use my voice to make different pitch noises.
16. I can sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs.
17. I can create my own songs, or improvise a song around one I know.
18. I can play instruments with increasing control to express my own feelings and ideas.

 

Expressive Arts and DesignReception
1. I can explore, use and refine a variety of artistic effects to express my ideas and feelings.
2. I can return to and build up on my previous learning, refining ideas and developing my ability to represent me. For example, I can look at my own features and transfer this into my drawing.
3. I can create collaboratively sharing ideas, resources and skills. For example, I can share my ideas and join in with others to create a planned effect.
4. I can listen attentively, move to and talk about music, expressing my feelings and responses.
5. I can watch and talk about dance and performance art, expressing my feelings and responses.
6. I can sing in a group or on my own, increasingly matching the pitch and following the melody.
7. I can develop story lines in my pretend play. For example, “ I am putting the baby to bed because they are tired”.
8. I can explore and engage in music making dance, performing solo or in groups.

 Early Learning Goals

Creating with Materials Being imaginative
1.       I can safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and functions.2.       I can share my creations, explaining the process I have used.

3.       I can make use of props and materials when role playing characters in narratives and stories.

 1.       I can invent, adapt and recount narratives and stories with peers and my teacher.2.       I can sing a range of well-known nursery rhymes and songs.

3.       I can perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.

What to Expect in the Early Years Foundation Stage

EYFS Parents Guide

EYFS Framework