EYFS Curriculum Overview 40 – 60 months

EYFS Curriculum 40 – 60 Months
Personal, Social and Emotional Development
Physical Development
Communication and Language
Making relationships
• I like to talk with my friends and grown ups and tell
them what I know about the things they talk about.
• I can tell you what I know about things I like to play
with or things that I like to do. I ask grown ups and my
friends questions to find out more about the things I
like.
• I can help my friends to be friends again when they
fall out or are cross with each other.
Moving and handling
• I like to move in different ways like running, skipping,
hopping, jumping or rolling.
• I can jump off a step and land on the floor on two
feet.
• When I am playing chasing or racing games I can slow
down or change the way I am going to stop myself
from bumping into my friends or things.
• I can move on my feet, back and tummy to get over,
under, along or through tunnels, climbing frames and
steps.
• I can push, pat, throw, catch or kick things like a large
ball, a balloon or piece of fabric.
• I can use scissors to cut paper or cutters to make
shapes from dough.
• I can use different things like scissors, paintbrushes,
pens, hammers or bricks to make the things I want.
• I choose to use either my left hand or my right hand
more to hold things like a pen, pencil, paintbrush or
scissors.
• When I use a pen, pencil or paintbrush I am
beginning to be able to make anti clockwise circle
marks and lines that go down and up and up and
down.
• I write letters that you can begin to recognise. The
letters I write are often a mixture of capital and lower
case letters.
• I can hold a pen or pencil and use it to write letters
that you can recognise. When I am writing letters I will
Listening and attention
• When I am singing rhymes or songs or sharing a story
with a grown up, I am able to listen really carefully to
what is happening.
• I can listen to what you tell me you want me to do
and then I can do it. Understanding
• When I am singing rhymes or songs or sharing a story
with a grown up, I am able to listen really carefully to
what is happening.
• I can listen to what you tell me you want me to do
and then I can do it.
Self confidence and self awareness
• I can tell my friends and grown ups what I need, what
I want, what I like to do and if I like or don’t like
something. • I can tell you what I like to do and what I
am good at doing, like drawing or running.
Managing feelings and behaviour
• I know that if I take my friend’s toy or shout at them
they might get upset or cross. When I make my friend
upset or cross I might get upset too or I might try to
give them a hug.
• I know what I should do to help me and my friends
share things, keep safe and be happy.
• I am beginning to be able to tell my friends what they
could do to help me if they take my toys or make me
upset or cross.
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Speaking
• I can use lots of words to tell you about something
that I have made or something that I have done.
• I like you to use new words to talk to me about what
I am doing or what I am using. Then I like to try to use
these new words as I am playing.
• I can pretend to be different people and can pretend
to do different things, like being a nurse and making
sick patients better with bandages and care.
• I can use words like “first”, “next” and “then” when I
am telling you a story or telling you about something I
have done.
• When I am dressing up or playing with toy people I
like to make up stories using what I know, what I have
seen or what I have heard to help me.
EYFS Curriculum 40 – 60 Months
usually start and finish in the right place.
Health and self care
• I like to eat different types of fruit and vegetables.
• I can go to the toilet by myself.
• I can tell you about different ways of keeping
healthy, like washing my hands before I eat my food,
having a drink of water when I am thirsty, eating fruit
or vegetables and running or jumping.
• I can show you how I use things like scissors,
hammers and saws safely so I don’t hurt myself or my
friends.
• I can tidy toys away so that I don’t fall over them and
hurt myself.
• I can use things like scissors, a hammer and a saw
safely without help from a grown up.
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EYFS Curriculum 40 – 60 Months
Literacy
Mathematics
Understanding the World
Expressive Arts and Design
Reading
• I can tell you lots of words that rhyme
with a word like “hat”.
• I can hear and tell you the first sound
in a word when you say the word.
• I can say each of the sounds in a short
word like “cat”. When you say each of
the sounds like “c-a-t” I can put the
sounds together and tell you the word. I
can write each of the letters I need to
write the word.
• I can read short sentences which are
made of up words like “the” or “and”
and words that I can say each of the
sounds in like “hat” or “dog”.
• I use my favourite stories to help me
make up my own stories when I am
dressing up or using toy people or
animals.
• I like to share different books like
comics, stories, rhymes, poems, facts
books and magazines with you.
• When I am interested in things, I can
look in books or on websites to find out
more things.
Numbers
• I can recognise numbers that are
important to me like my age, my flat
number or the bus number that I go to
nursery on.
• I can recognise the numbers 1 to 5.
• I can touch one thing and say the
number name at the same time to help
me count up to 3 or 4 things.
• I can count the number of things on a
page in a book or on a birthday card.
• I can match the right number to a
group of things from 1 to 5 to begin
with, and then from 1 to 10.
• I can guess how many things I can see
in a bucket and then count them to see
how close my guess was.
• I can tell you which basket or bucket
has got “more” or “fewer” things in.
• I can put two baskets of things
together and tell you how many things I
have altogether.
• I can tell you what “one more” is when
you say a number.
• I can tell you what “one more” or “one
less” is when you give me a group of up
to 5 things, then up to 10 things.
• I can use words like “more”, “add”,
“less” and “take away”
People and communities
• I like to join in with routines, like going
shopping, and times that are special to
me and my family like birthdays.
• I know that my friends might do things
differently to me, like eating different
foods at home, or we might have
different times that are special with our
families such as Eid, Diwali, Easter,
Passover, or Chinese New Year.
Exploring and using media and
materials
• I have favourite songs and dances and
can tell you which one I want when you
ask me.
• I can tap, shake, scrape and hit musical
instruments to find out the different
sounds I can make.
• I can mix my own paint using powder
or ready mixed paints.
• I can choose the things like paper,
material or ribbon that I want to use to
make a picture.
• I like to use lots of different things like
paint, paper, wool and material to make
a picture.
• I can cut, stick and fold the things I
want to use in my picture.
• I can use building toys, like bricks, and
boxes to make the thing I want to make.
• I can use different things like scissors,
masking tape, sticky tape, hole punches
and string to join and fix things together.
• I can choose the things I want to use to
make something. If my ideas don’t work
I can choose something else or change
the way I do something.
The world
• I can talk about how things, like
flowers or buildings look the same or
look different.
• I can talk about the patterns in things I
see around me, like bricks or leaves.
• I can talk about how things change,
like the seeds growing into sunflowers
or the block of ice melting into water.
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EYFS Curriculum 40 – 60 Months
• I can use marks and pictures to show
you my counting.
• I can use counting to help me solve
problems that are important to me, like
splitting my sandwich in half to share
with my friend.
Page 4 of 9
EYFS Curriculum 40 – 60 Months
Literacy
Mathematics
Understanding the World
Expressive Arts and Design
Writing
• I can tell you what the marks, shapes,
letters and pictures that I make mean.
• I know that when I say a word you can
write it down and that the letters you
use make up the word I have said.
• I can hear and tell you the first sound
in a word when you say the word.
• I can say each of the sounds in a short
word like “dog”. When you say each of
the sounds like “d-o-g” I can put the
sounds together and tell you the word.
• I can tell you the names and sounds of
each of the letters in the alphabet.
• I am beginning to use letters in my
writing. Sometimes I write the right
letter with the sound I make as I say the
word.
• I can write my name.
• I can write labels for things to sell
when I am playing “shops”.
• I can write a short caption, like “my big
car” to tell you what I have made with
boxes.
• I try to write short sentences like “I can
jump” when I am making a book about
me.
Shape, space and measure
• I am beginning to use shape names like
“circle”, “square”, “cube” and
“cylinder”.
• When I am playing on an obstacle
course I can use words like “under”,
“behind”, “on” or “in” to tell you where I
am.
• I can tell you which thing is “heavy”
and which thing is “light” when you give
me 2 things. I can tell you which thing is
“full” and which thing is “empty” when I
am filling and emptying bottles.
• I can use things to make patterns, like
buttons and bricks.
• I am beginning to use words like
“money”, “pound” and “pence” when
playing “shop”.
• I know the order I put my clothes on
• I can tell you what is happening
tomorrow or what happened yesterday.
I can tell you what day today is.
Technology
• I can use a painting program on the
computer or tablet to draw a picture.
• I can use different things like a digital
microscope, camera or microphone with
a computer.
• I ask questions about how technology
works.
• I know that a computer or remote
control toy may need to be plugged in or
have a battery in it to make it work.
Being imaginative
• I can dress up or use toy people or cars
to pretend to be other people, places or
things that have happened, like a party
or a wedding.
• I can use my arms, legs and body to
move in different ways and pretend to
be something else, like a monster or a
bear.
• I can choose the colour of paint, paper
or material that I want to use to make
something in my picture, like a piece of
green paper for the grass.
• When I am dressing up or using toy
people I can tell you a story about what
is happening as I am playing.
• I can play next to my friends who are
dressing up like me or using toy people
or cars like me.
• I can dress up and play a story with my
friends.
Page 5 of 9
EYFS Curriculum 40 – 60 Months
How can you help me with my learning?
Communication and Language
Personal, Social and Emotional Development
Physical Development
Listening and attention
• Play a treasure hunt game with me where I have to
listen to your instructions to help me find the next
“clue”.
Making relationships
• When we go to the park ask me what we can do
there or what things we see growing there.
Moving and handling
• Play games with me like football, basketball or
throwing balls into bowls or boxes.
• Get me to thread plastic bottle tops with holes onto
string or shoe laces.
Understanding
• When we’re sharing a story together ask me why I
think something has happened or what might happen
next.
Speaking
• When we’re sharing a story ask me how I think the
story might end.
• Make up silly rhymes with me where we use words
that begin with the same letter or the words all rhyme,
like “cat”, “bat” and “hat”.
• Play “I spy” with me.
• Use different voices, like loud voices or squeaky
voices, when we’re telling stories.
Self confidence and self awareness
• Let me tell you how you can help me when I’m
making something.
Managing feelings and behaviour
• Talk to me about how to keep safe when we’re going
to cross the road at a pelican crossing or zebra
crossing.
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Health and self care
• Make fruit kebabs or vegetable faces to help me try
different types of fruit and vegetables.
• Dance with me when we hear our favourite songs.
EYFS Curriculum 40 – 60 Months
How can you help me with my learning (cont.)?
Mathematics
Literacy
Expressive Arts and Design
Understanding the World
Numbers
• Plan a picnic with me and let me
decide how many sandwiches and
bananas we will need.
• Make a number line with me using
birthday cards.
• Play number snap or bingo with
numbers that we’ve cut out of a
magazine.
• Sing number songs where I have to
count backwards like “Five Little Ducks”
or “Ten Fat Sausages”.
Reading
• Do not forget I enjoy being read to and
sharing books with you.
• Let me read to you and ask interesting
questions about the story
• Make a puppet theatre with me from a
cardboard box and puppets, cut out of
comics or pictures from websites, to
help me make up new stories.
• Make and play games with me that
use letters or words.
• Play games where you give me an
instruction like “Can you j-um-p?” or
“Can you h-o-p?” and I have to put the
sounds of the word together and show
you the action.
• I have favourite books – ask me about
them.
Exploring and using media and
materials
• Pretend stories with me like “Going on
a Bear Hunt” or “Walking Through the
Jungle”.
• Sing and dance with me to my
favourite songs.
• Give me string, scissors, sticky tape,
glue and boxes to make a model, like a
castle or a car.
People and communities
• Let me help you find the things we
need in the shop.
• Have a pretend party for my dolls and
teddies with me.
Shape, space and measure
• Let me sort out the pairs of shoes so
that they go from small to big.
• Let me make patterns with buttons or
lids, like “big, small, big”.
• Let me give you instructions for an
obstacle course, like “Go under the
blanket”, “Go through the tunnel” and
“Go behind the chair”.
Being imaginative
• Let me tell you a story about what I’m
doing when I’m dressing up and
pretending to be a pirate or a doctor.
Writing
• Make a pretend shop with me and let
me write the price lists.
• Make number plates with me for my
cars.
• Make a photo book of our family or
when we went to the park and let me
write my own words in it.
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The world
• Make a map with me to show how we
get from our house to nursery or the
library.
• Draw a road for my cars or a track for
my trains with me on a big piece of
paper.
• Let me help you water the plants.
• Make coloured ice cubes with me and
let me use them to paint with.
Technology
• Let me listen to a story or a song on
our radio, CD player, app or website.
• Let me take photos of my favourite
toys, special grown ups or when we walk
to the bus stop.
EYFS Curriculum 40 – 60 Months
Early learning goals for 5 year olds:
Personal, Social and Emotional Development
Communication and Language
Physical Development
Making relationships
Children play co-operatively, taking turns with others.
They take account of one another’s ideas about how to
organise their activity. They show sensitivity to others’
needs and feelings, and form positive relationships
with adults and other children.
Listening and attention
Children listen attentively in a range of situations. They
listen to stories, accurately anticipating key events and
respond to what they hear with relevant comments,
questions or actions. They give their attention to what
others say and respond appropriately, while engaged
in another activity.
Moving and Handling
Children show good control and co-ordination in large
and small movements. They move confidently in a
range of ways, safely negotiating space. They handle
equipment and tools effectively, including pencils for
writing.
Self confidence and self awareness
Children are confident to try new activities, and say
why they like some activities more than others. They
are confident to speak in a familiar group, will talk
about their ideas, and will choose the resources they
need for their chosen activities. They say when they
do or don’t need help.
Managing feelings and behaviour
Children talk about how they and others show feelings,
talk about their own and others’ behaviour, and its
consequences, and know that some behaviour is
unacceptable. They work as part of a group or class,
and understand and follow the rules. They adjust
their behaviour to different situations, and take
changes of routine in their stride.
Understanding
Children follow instructions involving several ideas or
actions. They answer ‘how’ and ‘why’ questions about
their experiences and in response to stories or events.
Speaking
Children express themselves effectively, showing
awareness of listeners’ needs. They use past, present
and future forms accurately when talking about events
that have happened or are to happen in the future.
They develop their own narratives and explanations by
connecting ideas or events.
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Health and self care
Children know the importance for good health of
physical exercise, and a healthy diet, and talk about
ways to keep healthy and safe. They manage their own
basic hygiene and personal needs successfully,
including dressing and going to the toilet
independently.
EYFS Curriculum 40 – 60 Months
Literacy
Mathematics
Understanding the World
Expressive Arts and Design
Reading
Children read and understand simple
sentences. They use phonic knowledge
to decode regular words and read them
aloud accurately. They also read some
common irregular words. They
demonstrate understanding when
talking with others about what they
have read.
Numbers
Children count reliably with numbers
from one to 20,place them in order and
say which number is one more or one
less than a given number. Using
quantities and objects, they add and
subtract two single-digit numbers and
count on or back to find the answer.
They solve problems, including doubling,
halving and sharing.
People and communities
Children talk about past and present
events in their own lives and in the lives
of family members. They know that
other children don’t always enjoy the
same things, and are sensitive to this.
They know about similarities and
differences between themselves and
others, and among families,
communities and traditions.
Exploring and using media and
materials
Children sing songs, make music and
dance, and experiment with ways of
changing them.
They safely use and explore a variety of
materials, tools and techniques,
experimenting with colour, design,
texture, form and function.
Shape, space and measure
Children use everyday language to talk
about size, weight, capacity, position,
distance, time and money to compare
quantities and objects and to solve
problems. They recognise, create and
describe patterns. They explore
characteristics of everyday objects and
shapes and use mathematical language
to describe them.
The world
Children know about similarities and
differences in relation to places, objects,
materials and living things. They talk
about the features of their own
immediate environment and how
environments might vary from one
another. They make observations of
animals and plants and explain why
some things occur, and talk about
changes.
Writing
Children use their phonic knowledge to
write words in ways which match their
spoken sounds. They also write some
irregular common words. They write
simple sentences which can be read by
themselves and others.
Some words are spelt correctly and
others are phonetically plausible.
Technology
Children recognise that a range of
technology is used in places such as
homes and schools.
They select and use technology for
particular purposes.
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Being imaginative
Children use what they have learnt
about media and materials in original
ways, thinking about uses and purposes.
They represent their own ideas,
thoughts and feelings through design
and technology, art, music, dance,
role play and stories.
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