Foundation Stage Curriculum Information For Parents
Spring Term 2016
Spring Term One
To show self-respect, value themselves,
respect others and share experiences of
other traditions and cultures- Chinese
New Year.
To take risks and explore within the
environment.
R.E – Stories Jesus Heard, Stories Jesus
Told
To use a range of large and small play
equipment confidently.
To follow a set of simple instructions and
move in different directions and
different levels.
Dance- To develop an awareness of
speed, shape, dynamics and level.
To combine movements and gestures to
respond to feelings, ideas or experiences.
Spring Term Two
To show care and concern for others for
living things and the environment and
begin to take initiatives on simple tasks.
To sustain involvement and persevere,
particularly when trying to solve a
problem or reach a satisfactory
conclusion.
R.E – Stories Jesus Told, Easter
To be aware of the importance of
keeping healthy and engage in physical
activity for a sustained period of time
Dance- To continue to develop an
awareness of speed, shape, dynamics and
level.
To combine movements and gestures to
respond to feelings, ideas or experiences.
COMMUNICATION
AND LANGUAGE
To begin to show an understanding of the
elements of stories such as sequence,
main characters, plot and structure.
To use talk to ask questions of others,
recall and relive experiences, reflect on
and modify what they are doing.
To use different voices when taking on
character roles in play situations.
To experiment with similar rhyming
patterns to understand how storybook
language works.
To participate in small group activities
that requires listening to each other.
To develop an understanding of cause and
effect predicting what could happen next
in a story or sequence of events.
LITERACY
Reading and
Writing
To continue to practise CVC blending and
segmentation and apply knowledge of
blending and segmenting to read and spell
simple words and captions.
To begin to have a concept of rhyme and
alliteration.
To locate speech bubbles,
italicized/enlarged words.
To hold a pencil and use it effectively to
form recognisable letters.
To begin to plan and discuss ideas before
starting to write.
To recognise and order a set of given
numbers
To develop an awareness of larger
numbers and use language such as ‘more’,
‘less’, ‘greater’, ‘smaller’ to compare 2
numbers
To relate addition to combining two
groups and subtraction to taking away
To begin to understand and use ordinal
numbers in different contexts.
To sort and classify 3D and 2D shapes
using appropriate vocabulary, e.g. Flat,
To continue to practise segmenting and
blending.
To read some more tricky words and
begin to spell some of these words.
To write letters using correct sequence
of movements.
To use experiences of stories, poems and
simple recounts as a basis for
independent writing and begin to be
aware of the ‘audience’ for writing.
PERSONAL ,
SOCIAL AND
EMOTIONAL
DEVELOPMENT
PHYSICAL
DEVELOPMENT
MATHS
Using and Applying
Maths.
Number, Space,
Shape and Measure
To know which number comes before or
after any given number to 10/20 and give
a number that lies between 2 given
numbers.
To make sensible estimates beyond 10
and check by counting.
To use appropriate vocabulary for
addition and subtraction.
To use developing mathematical ideas and
methods to solve problems.
To copy and create own simple patterns
using everyday objects.
Foundation Stage Curriculum Information For Parents
Spring Term 2016
UNDERSTANDING
THE WORLD
Science, History
and Geography.
Information and
Design Technology
EXPRESSIVE ARTS
AND DESIGN
Art and Music
straight, round etc…
To talk about, recognise and continue
simple patterns.
To use appropriate language to compare
quantities, use words such as ‘big/
bigger/ biggest, small/smaller/smallest’
To begin to compare and sequence
objects according to size-gain an
awareness of the need for standard
measures
To use developing mathematical ideas and
methods to solve simple problems.
To explore the effects of change to
common materials and foods, make
comment on change- porridge, ice
melting, toast browning etc... .
To offer suggestions as to why things
happen, solve simple problems and
suggest answers to what might happen
if…?
To gain an awareness of different
sources of heat and gain awareness of
the benefits/dangers of heat and cold.
To gain an awareness of the different
types of weather and their effectsSeasonal changes, growth of bulbs etc.
To explore stories from different
cultures.
To investigate a variety of ways of
producing sound.
To follow instructions to build a model
successfully
To work with others on a computer to
produce a story screen with speech
typed into speech bubbles.
Music: To identify different sounds and
their speeds.
To develop awareness of different art
forms- painting, sculpture, drawing and
examine and respond to the work of a
variety of artists.
To explore the use of colour in the
environment and create own colours.
To produce more detailed and
representational models.
To use resources and props imaginatively
to act out a familiar story and describe
actions/feelings.
To observe and use positional vocabulary,
talk about a journey they have made
using positional/directional language.
To know the days of the week in order
and begin to read o’clock time.
To use 1p, 2p, 5p, 10p, 20p coins in a roleplay situation and give change
To continue to use the computer to
develop mathematical concepts
To distinguish between living/ non-living
things.
To be aware of some of the differing
requirements of living things - care of
pets, different habitats etc….
To show some understanding of the
things plants need in order to live and
grow, observe growth of spring flowers
and show some recognition of the parts
of a seedling, plant, flower, tree.
To begin to use evidence and analyse
information- record sequence of change
observed.
To identify and name rooms within a
house and match furniture according to
function. Explore and select materials
and equipment.
To talk about where I.T has been seen in
the home and/or the environment.
Music: To distinguish between high and
low sounds and respond to them with
physical actions.
To use an artist’s work as a stimulus for
own work.
To investigate and explore colour and
colour mixing to create a desired effect.
To gain an awareness of the beauty of
nature and peoples responsibility to care
for it.
To take on a role and develop it in
conjunction with others.