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What will my child be learning this term?

Autumn

Here are the learning objectives that will be covered in the Autumn term.

Literacy

Reading:

I can recognise my own name.

I can use language from books in my play.

I know that English print goes top to bottom and left to right.

I can hear and say the first sounds in words.

I can blend the sounds in simple words (i.e. CVC).

I am beginning to read decodable words and simple sentences.

I am beginning to read some common irregular words (i.e. I, go, no, the, to, into).

I know the sounds that all of the letters in the alphabet make and what their proper names are.

 

Writing:

I can say what the marks I make mean.

I can use clearly identifiable letters to represent words and am beginning to put those letters in order.

I can write my own name.

I can hear and write the first sounds in words.

I can segment the sounds in simple words and write them down (i.e. CVC).

I write new words in a way that matches their phonic sounds.

I can break the flow of speech down into word.

I am starting to write simple captions (i.e. CVC + I, go, no, the, to, into). 

Maths

Number:

I can count objects with 1 to 1 correspondence (1- 10 and then 1-20).

I can count objects that can’t be moved.

I can count out 6 or more objects from a larger group.

I can count an irregular arrangement of up to 10 objects.

I can estimate how many and then count up to check.

I can identify which group has more and which has less.

I recognise numerals (1-10 and then 1-20).

I can write numbers (1-10 and then 1-20).

I can match the correct numeral to a number of objects (1-10 and then 1-20).

I can order numerals (1-10 and then 1-20).

 

Shape Space and Measure:

I can sequence events.

I can identify shapes in the environment.

I can name 3D shapes and the 2D shapes within them.

A can select a particular named shape.

I can use shapes to create patterns and build models. (patterns don’t have to repeat)

I can use positional language including ‘behind’, ‘in front’, ‘next to’, ‘under’ and ‘on’.

I can order 2-3 items by length.

I can order 2-3 items by height.

I can order 2-3 items by weight.

I can order 2-3 items by capacity.

I can use every day language associated with length, height, weight and capacity.

Communication and Language

 

Speaking:

I can use language to imagine and recreate experiences during role play.

I can link statements together to stick to a main theme whilst talking.

 

Understanding:

I can respond accurately to instructions involving a two part sequence.

I understand ‘how’ and ‘why’ questions and am beginning to answer them.

 

Listening and attention:

I can join in with repeated refrains in stories.

I anticipate key events, phrases and rhymes in stories.

I can maintain my attention and concentrate during appropriate activities. 

I listen attentively in a range of situations.

Expressive Arts and Design

 

Exploring and using media and material:

I know a range of songs.

I know range of dances.

I can explore the sounds of different instruments.

I know that different media can be combined to make new effects.

I can construct with a purpose in mind.

I can use simple tools including paintbrushes.

 

Being imaginative:

I can build stories around toys.

I can use available resources to create props to support my role-play.

I can capture experiences and responses with a range of media such as music, dance and paint.

I can create simple representations of events, people and objects.

I can choose particular colours for a purpose.

I can play alongside other children who are engaged in the same theme.

Personal emotional and social development

 

Self-confidence and self-awareness:

I can talk to other children during my play.

I can communicate freely about my home and community.

I am confident to ask adults for help.

I can talk to other people about what I want and need.

I am confident to try new activities.

I am confident speaking in familiar groups.

I can choose my own resources so start my own activities.

 

Making relationships:

I can start conversations with my friends.

I make good relationships with my friends and adults.

I can keep play going by responding to what my friends are doing or saying.

 

Managing feelings and behaviour

I know the boundaries of my setting and what behaviour is expected from me.

I can solve problems without aggression.

I know that my own actions affect other people.

I can talk about how I show my feelings.

I know that some behaviours are unacceptable.

I can understand and follow rules. 

Physical development

Physical development:

I can hold a pencil correctly using a tripod grip.

I show a preference for a dominant hand.

I can use scissors correctly.

I hand tools effectively and carefully.

I can use anticlockwise movements and re-trace vertical lines.

I am beginning to form recognisable letters (and most of these are formed correctly)

I can catch a large ball (and I can catch a small ball too).

I can negotiate space safely, including during running games.

I can adjust my speed and direction to avoid obstacles.

I show good control and coordination in large movements.

 

Health and self-care:

I take control of my body and know when I’m hungry, thirsty, hot, cold or tired.

I can use the toilet independently and remain dry all day.

I can manage my own personal hygiene.

I dress and undress independently (and can do all my own fastening including buttons and zips)

 

Understanding of the World

 

People and communities:

I can talk about the things that are the same and different between my friends and I.

I can talk about some of the things that make me unique.

I can talk about things that have happened in my life and the lives of my family.

I enjoy taking part in my family’s routines and customs.

I can talk about my own and other tradition, cultures and customs.

I know that we are all different and respect those differences.

I can talk about the things that are similar and different between other families and my own.

 

The world:

I can look at the environment and talk about what I see

I can compare my environment to others including why my new school is different to nursery.

I notice patterns in the environment.

I can do observational drawings of what I see around me.

 

Technology:

I can use ICT and age appropriate software.

I can complete simple computer programmes.

 
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