Areas of Learning

Expressive Art

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Choosing a new hairstyle.
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The mummy pig is feeding the piglets because they are hungry.

 

 

 

 

 

 

HAIRDRESSES
Hairdresser wants to trim my hair.
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Brushing the wigs.

Mathematics

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Successfully, fit shapes into spaces on jigsaw puzzles.
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Enjoys filling and emptying containers.
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Shows interest in shape by talking about shapes or arrangements.

 

 

 

 

 

 

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“How many more do I need”

 

 

 

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Enjoys filling and emptying containers

 

 

 

 

 

 

Understanding the World

We grew beans and ate them
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Celebrating the queens 90th Birthday
We named the tadpoles.
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What’s inside the coconut?
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They now have two legs!
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Developing an understanding of growth, decay and changes over time.
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Technology – Uses ICT hardware to interact with age-appropriate computer software

 

 

 

 

 

 

Care and concern for living things and the environment. Tadpoles and caterpillars.

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Literacy

Meaning to marks they make as they draw, write and paint

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Physical

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Shows interest in illustrations and print in books and print in the environment.

Development 

CUTTING
Uses one-handed tools and equipment
Moves freely and with pleasure and confidence in a range of ways, such as climbing and sliding
Moves freely and with pleasure and confidence in a range of ways, such as climbing and sliding
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Mounts stairs, steps or climbing equipment using alternative feet.

 

 

 

 

 

 

 

Communication and language
Beginning to use more complex sentences to link thoughts
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“What a mess”
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“Oops the cow knocked him over”
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“Somebody bit the dog’s tail”

Role Play

Role-Play is a very important part of children’s development. An excellent way to develop the child’s Communication, Language and Literacy skills is through role-play. Role-play can be very cathartic as children may wish to play through the experience, working through their own thoughts and/or fears within a safe, non-threatening environment. Children’s confidence and self-esteem can also be boosted from role-play. It gives children the chance to use their imagination however, it is important that the children and adults realise that they are playing.

This idea of ‘learning through play’ can be linked into the curriculum guidance for the foundation stage’s areas of learning and early learning goals, under the topic of Communication, Language and Literacy. According to this document we give children the opportunity to imagine and recreate their experience through play. It would appear that language can be developed further and links made with literacy as the children play. They will practise saying and doing things that they would not normally undertake as they progress.

The role-play area should be regularly changed in order to give children a wider experience.

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By offering children a variety of costumes and clothes, the children are able to extend their imagination and creativity. Costumes also give the opportunity for staff to differentiate the role-play.

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