Medium Term Planning
for
Outdoor Learning
(July 2013)
Area of Provision: Physical Play and Movement
To promote effective brain development & healthy bodies, while providing opportunities to develop gross & fine motor skills
C&L, L
They give their attention to what others say & respond appropriately, while engaged in
another activity.
• Responds to instructions involving a two-part sequence.
• Listens and responds to ideas expressed by others in conversation or discussion.
Children follow instructions involving several ideas or actions. They answer ‘how’ &
‘why’ questions about their experiences & in response to stories or events.
• Extends vocabulary, especially by grouping & naming, exploring the meaning & sounds of
new words.
• Uses language to imagine and recreate roles and experiences in play situations.
• Links statements and sticks to a main theme or intention.
• Uses talk to organise, sequence & clarify thinking, ideas, feelings & events.
• Introduces a storyline or narrative into their play.
Children express themselves effectively, showing awareness of listeners’ needs. They
use past, present & future forms accurately when talking about events that have
happened or are to happen in the future.
They develop their own narratives & explanations by connecting ideas or events.
Adult Role:









MD
 Has some understanding of 1 and 2, especially when the number is important for them
 Uses some number language, such as ‘more’ and ‘a lot’
 Recites some number names in sequence
 Uses some number names and number language spontaneously
 Uses some number names accurately in play
 Recognises groups with one, two or three objects
 Beginning to understand variations in size
 Observes and uses positional language
 Is beginning to understand ‘bigger than’ and ‘enough’
 Find items from positional clues
Use language such as greater, smaller, heavier or lighter to compare quantities
Use everyday words to describe position
PSED
Dress appropriately in order to be able to enjoy modelling ways of moving outside
Provide challenge while ensuring equipment for climbing etc. is checked regularly and
carefully
Show children how to be safe and keep each other safe
Encourage children to participate and enjoy moving in different ways with and without
equipment
Model ways of moving e.g. running, balancing, jumping, hopping, skipping, climbing,
twisting, turning, rolling, spinning, starting, stopping etc
Provide opportunities for pushing, pulling, hanging, stretching, throwing, catching, going
up and down steps
Provide spaces to fit in, manoeuvre in and out, crawling, pedalling, lift, carry, etc
Encourage active play e.g. parachute play, tug of war, tag, puddle jumping, digging,
kicking through leaves, action rhymes and ring games, dancing to music
Allow time to practice skills such as skipping, aiming, mark making
Key Vocabulary / Questions









Language of position e.g. up forwards, backwards, sideways, next to under, over,
through, beneath, below, above, behind, in front of, high, low, etc
Language of speed e.g. fast, slow etc
Language of movement e.g. run, walk, jump, skip, hop, throw, roll, catch, aim, target,
dribble, over arm, under arm, leap, stretch, spring
Language related to names of equipment e.g. quoit, ball, beanbag etc
Language associated with changes to body during physical activities – hot, sweating,
thirsty, flushed, out of breath, aching, muscles, energy
Can you climb…
Think about how to move in a different way…
How far can you jump? How fast can you run? How many skips can you do? How can
you use different parts of your body to help you jump farther / run faster?
How far can you throw the bean bag? How many balls can you get in the basket?
Can you walk, hop, skip, jump along the straight line, plank…?
Resources
• Initiates conversations, attends to & takes account of what others say.
• Explains own knowledge & understanding, & asks
appropriate questions of others.
• Takes steps to resolve conflicts with other children, e.g. finding a compromise.
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 & feelings, & form positive relationships with adults & other children.
• Understands that own actions affect other people, for example, becomes upset or tries to
comfort another child when they realise they have upset them.
• Aware of the boundaries set, of behavioural expectations in the setting.
• Beginning to be able to negotiate and solve problems without aggression, e.g. when
someone has taken their toy.
Children talk about how they & others show feelings, talk about their own & others’
behaviour, & its consequences, and know that some behaviour is
unacceptable.
They work as part of a group or class, & understand and follow the rules.
They adjust their behaviour to different situations, & take changes of routine in their
stride.
Children are confident to try new activities, & 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.
© Kathy Bigio Limited Kathy.bigio@yahoo.co.uk
Range of surfaces to move on paves, tarmac, grass, soil which can be flat, uneven and with
inclines. Dips, hills, steps, trees for climbing, swinging on etc. Surfaces to jump from and
open space to run. Area for digging.
Gross Motor Skill Development
Equipment to promote balancing climbing, to jump off e.g. balance beam, tree stumps, trees,
climbing frame, climbing wall, ladders, basket ball net, goal post, bikes, scooters, wheeled
toys, wheel barrows, planks, tyres, rockers, parachute, tunnels to crawl through, barrels,
cardboard boxes, ropes, tyres of different sizes, milk crates, logs, branches, A frames,
ladders, spades, rakes, hammock for swinging in, spinning bowl, lycra sheets, spades for
digging
Fine Motor Skill Development – ribbons, ribbon sticks, scarves, bats, balls, brushes, hoops,
skipping ropes, skittles, brooms, lengths of fabric, hoops, bean bags
Large mark making equipment eg. blackboard, whiteboard, chalks, paint brushes, rollers etc
EA&D
• Manipulates materials to achieve a planned effect.
• Uses simple tools and techniques competently & appropriately.
• Selects appropriate resources and adapts work where necessary.
• Selects tools & techniques needed to shape, assemble & join materials they are using.
They safely use & explore a variety of materials, tools & techniques, experimenting
with form & function.
• Initiates new combinations of movement and gesture in order to express & respond to
feelings, ideas & experiences.
• Introduces a storyline or narrative into their play.
• Plays alongside other children who are engaged in the same theme.
• Plays cooperatively as part of a group to develop and act out a narrative.
Children use what they have learnt about media & materials in original ways, thinking
about uses purposes.
UW
 Explores, plays and seeks meaning in their experiences
 Uses others as a source of information and learning
 Shows curiosity and interest in the features of objects…
 Shows curiosity about why things happen and why things work
 Shows understanding of cause/effect relations
 Are curious and interested in making things happen
 Realises tools can be used for a purpose
 Begins to try out a range of tools and techniques safely
 Joins construction pieces to build and balance
Find out about their environment, and talk about those features they like and dislike
PD
• Runs safely on whole foot.
• Squats with steadiness to rest or play with object on the ground, and rises to feet without
using hands.
• Climbs confidently and is beginning to pull themselves up on nursery play climbing
equipment.
• Can kick a large ball.
• Turns pages in a book, sometimes several at once.
• Shows control in holding and using jugs to pour, hammers, books and mark-making tools.
• Beginning to use three fingers (tripod grip) to hold writing tools
• Imitates drawing simple shapes such as circles and lines.
• Walks upstairs or downstairs holding onto a rail two feet to a step.
• May be beginning to show preference for dominant hand.
• Moves freely and with pleasure & confidence in a range of ways, such as slithering,
shuffling, rolling, crawling, walking, running, jumping, skipping, sliding & hopping.
• Mounts stairs, steps or climbing equipment using alternate feet.
• Walks downstairs, two feet to each step while carrying a small object.
• Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid
obstacles.
• Can stand momentarily on one foot when shown.
• Can catch a large ball.
• Draws lines and circles using gross motor movements.
• Uses one-handed tools and equipment.
• Holds pencil between thumb and two fingers, no longer using whole-hand grasp.
• Holds pencil near point between first two fingers and thumb and uses it with good control.
• Can copy some letters, e.g. letters from their name.
• Experiments with different ways of moving.
• Jumps off an object and lands appropriately.
• Negotiates space successfully when playing racing and chasing games with other children,
adjusting speed or changing direction to avoid obstacles.
• Travels with confidence and skill around, under, over & through balancing & climbing
equipment.
• Shows increasing control over an object in pushing, patting, throwing, catching or
kicking it.
• Uses simple tools to effect changes to materials.
• Handles tools, objects, construction and malleable materials safely & with increasing
control.
• Shows a preference for a dominant hand.
• Begins to use anticlockwise movement and retrace vertical lines.
• Begins to form recognisable letters.
• Uses a pencil and holds it effectively to form recognisable letters, most of which are
correctly formed.
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
2
Area of Outdoor Provision: Water
Provide opportunities for children to explore water in its many forms e.g. water as weather, flowing water, water in containers
C&L, L
They give their attention to what others say & respond appropriately,
while engaged in another activity.
• Responds to instructions involving a two-part sequence.
• Listens and responds to ideas expressed by others in conversation or
discussion.
Children follow instructions involving several ideas or actions. They
answer ‘how’ & ‘why’ questions about their experiences & in
response to stories or events.
• Extends vocabulary, especially by grouping & naming, exploring the
meaning & sounds of new words.
• Uses language to imagine and recreate roles and experiences in play
situations.
• Links statements and sticks to a main theme or intention.
• Uses talk to organise, sequence & clarify thinking, ideas, feelings &
events.
• Introduces a storyline or narrative into their play.
Children express themselves effectively, showing awareness of
listeners’ needs.
They use past, present & future forms accurately when talking about
events that have happened or are to happen in the future.
They develop their own narratives & explanations by connecting
ideas or events.
Adult Role:











MD
• Uses some number names and number language spontaneously.
• Uses some number names accurately in play.
• Recites numbers in order to 10.
• Sometimes matches numeral and quantity correctly.
• Shows curiosity about numbers by offering comments or asking questions.
• Compares two groups of objects, saying when they are the same.
• Realises not only objects, but anything can be counted, including steps, claps or
jumps.
• Uses positional language.
• Shows interest in shapes in the environment.
• Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.•
Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
• Beginning to use mathematical names for ‘solid’ 3D shapes & ‘flat’ 2D
shapes, & mathematical terms to describe shapes.
• Can describe their relative position such as ‘behind’ or ‘next to’.
• Orders two or three items by length or height.
Children use everyday language to talk about size, weight, capacity,
position to compare quantities & objects & to solve problems.
UW
• Comments and asks questions about aspects of their familiar world such as the
place where they live or the natural world.
• Can talk about some of the things they have observed.
• Talks about why things happen and how things work.
• Shows care and concern for things and the environment.
• Looks closely at similarities, differences, patterns and change.
Children know about similarities & differences in relation to objects &
materials.
They talk about the features of their own immediate environment and how
environments might vary from one another.
They make observations and explain why some things occur, & talk about
changes.
Key Vocabulary / Questions
PSED
Names of materials and equipment, e.g. water wheel, jug, bottle, cup, bowl, spoon, teapot, watering can, tubes,
pipes, sponge, hole
Drop, droplet, drip, puddle, thick, thin, change
Wet, dry, damp, soggy, soaked, squelchy, warm, cold, hot, freezing, lumpy, silky, smooth
Splash, spray, bubble, wave, ripple, squeeze, trickle, pour, slip, slide, soak, spread, leak, dribble, spurt, squeeze,
squirt, run off, brim, wobble, drench, fountain, jet
 Full(er), empty, emptier, big(ger), small(er), tall(er), short(er), wide(er), long(er), thin(er), heavy, heavier, light(er),
wide, narrow, space, edge, order, size, deep, deeper, deepest
 Under, over, behind, next to, inside, through, tip, tilt, bob, float, capsize, drift
 Vocabulary associated with imaginative and small world play – people and boats, pirates, under sea creatures, car
wash…
 Use the language of volume, capacity & weight in play
What do you think will happen if:
We pour the water onto the water wheel? We pour the water from this container into that one? We pour water into this
tube? We lift up this end of the tube while the water is inside? We put pebbles into this jug of water? We put sponges into
the water?
We squeeze the sponge in the water? Can you find something that you think will sink? Were you right? Why do you
think it sinks? Do you think the jug holds more or less water than the cylinder? How can we make water travel upwards?
How can we make the boat move in the water without touching it?
How many jugs full, cupfuls etc of water will fill the bucket?
• Initiates conversations, attends to & takes account of what others say.
• Explains own knowledge & understanding, & asks appropriate questions of others.
• Takes steps to resolve conflicts with other children, e.g. finding a compromise.
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 & feelings, & form positive relationships with
adults & other children.
• Understands that own actions affect other people, for example, becomes upset or
tries to comfort another child when they realise they have upset them.
• Aware of the boundaries set, of behavioural expectations in the setting.
• Beginning to be able to negotiate and solve problems without aggression, e.g.
when someone has taken their toy.
Children talk about how they & others show feelings, talk about their own &
others’ behaviour, & its consequences, and know that some behaviour is
unacceptable.
They work as part of a group or class, & understand and follow the rules.
They adjust their behaviour to different situations, & take changes of routine
in their stride.
Children are confident to try new activities, & 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.




EA&D
• Manipulates materials to achieve a planned effect.
• Uses simple tools and techniques competently & appropriately.
• Selects appropriate resources and adapts work where necessary.
• Selects tools & techniques needed to shape, assemble & join materials
they are using.
They safely use & explore a variety of materials, tools & techniques,
experimenting with colour, design, texture, form & function.
• Initiates new combinations of movement and gesture in order to express
& respond to feelings, ideas & experiences.
• Introduces a storyline or narrative into their play.
• Plays alongside other children who are engaged in the same theme.
• Plays cooperatively as part of a group to develop and act out a narrative.
Children use what they have learnt about media & materials in
original ways, thinking about uses purposes.
Dress appropriately in order to enjoy working in the outdoors in all weathers eg. adult size wellingtons
Model and promote a love of the outdoors, enjoying all sorts of weather
Plan careful to provide children with a range of water play experiences including water in containers, water in the
weather, running water, mixing water with other materials, mark making, role play using water
Take advantages of opportunities that arise spontaneously to explore water in many different ways e.g. jumping in
and out of puddles, sweeping water off the play area, watching the rain splash on surfaces, feeling rain on the face,
explore how running water moves,
Take advantage of water as weather when it happens eg. rain, snow, ice, fog eg. sit in a shelter and listen to the rain,
look at ice patterns, play in the snow, explore the properties of wind, fog rain , encourage children to look at water in
puddles and use them as learning experiences
Ask challenging questions and using a range of relevant vocabulary
Use the language of volume, capacity & weights eg. fill a variety of containers with water and discuss which is
heavier, lighter etc….
Explore water as a force eg. how it can make things move
Provide children with buckets of warm soapy water and discover how to keep things clean
Work creatively with water e.g. poster paint in water – riding through on bikes to explore patterns made, painting on
large sheets of plastic
Discuss the potential dangers of water & talk about how children can keep safe
Resources
Clothing – waterproofs jackets, hats, brollies, wellington boots, plus plastic sheets to make shelters etc.
Water in containers
Tap, water but, hose pipe, open containers, jerry cans, bottles, plastic cups, buckets, water pump, water channels,
Water as weather ie. snow, rain, fog
Waterproof clothing, wellington boots, umbrellas, plastic sheet
Exploring running water
Pipes, guttering, brushes, brooms, milk crates, shower curtain, sponges, chamois leather, watering can, jugs, water
wheel, funnel, pans, sieve, slatted spoon, water wheel
Water and …..
Sand, mud, gravel, paint, ice, rolled oats, pasta, soap flakes, cornflour, ice cubes, petals, bowls, spoons, pestle and
mortar, potato masher, slatted spoon, cauldron, pans
Clothes for washing, washing line, pegs
Washing up liquid, bubble blowers, straws, pipettes, rotary whisk, sieves
Water and Mark making
Buckets, thick brushes, thin brushes, small brushes, large brushes, painting rollers and trays, small watering cans,
squeezy bottle, water guns
Water and role play
Car wash, launderette, at the beach, bathing the baby, cleaning windows, cleaning toys & equipment
© Kathy Bigio Limited Kathy.bigio@yahoo.co.uk
PD
• Uses simple tools to effect changes to materials.
• Handles tools, objects, construction & malleable materials safely & with increasing
control.
• Shows a preference for a dominant hand.
• Begins to use anticlockwise movement & retrace vertical lines.
Children show good control and co-ordination in large & small movements.
They move confidently in a range of ways, safely negotiating space.
They handle equipment & tools effectively.
• Shows understanding of the need for safety when tackling new challenges, &
considers & manages some risks.
• Shows understanding of how to transport and store equipment safely.
• Practices some appropriate safety measures without direct supervision.
3
Area of Outdoor Provision: Imaginative Play
To provide opportunities for children to revisit & consolidate previous experiences through role play, imaginative play & small world play
C&L, L
They give their attention to what others say & respond appropriately, while engaged in
another activity.
• Responds to instructions involving a two-part sequence.
• Listens and responds to ideas expressed by others in conversation or discussion.
Children follow instructions involving several ideas or actions.
They answer ‘how’ & ‘why’ questions about their experiences & in response to stories
or events.
• Extends vocabulary, especially by grouping & naming, exploring the meaning & sounds of
new words.
• Uses language to imagine and recreate roles and experiences in play situations.
• Links statements and sticks to a main theme or intention.
• Uses talk to organise, sequence & clarify thinking, ideas, feelings & events.
• Introduces a storyline or narrative into their play.
Children express themselves effectively, showing awareness of listeners’ needs.
They use past, present & future forms accurately when talking about events that have
happened or are to happen in the future.
They develop their own narratives & explanations by connecting ideas or events.
Adult Role:











MD
 Recognise some numerals of personal significance.
 Count up to three or four objects by saying one number name for each item.
 Count out up to six objects from a larger group.
 Recognise numerals 1 to 5.
Say and use number names in order in familiar contexts.
Count reliably up to ten everyday objects.
Recognise numerals 1 to 9.
 Find items from positional or directional clues.
 Sort familiar objects to identify their similarities and differences, making choices and
justifying decisions.
Use everyday words to describe position.
EA&D
• Manipulates materials to achieve a planned effect.
• Constructs with a purpose in mind, using a variety of resources.
• Uses simple tools and techniques competently & appropriately.
• Selects appropriate resources and adapts work where necessary.
They safely use & explore a variety of materials.
• Create simple representations of events, people & objects.
• Initiates new combinations of movement and gesture in order to express & respond to
feelings, ideas & experiences.
• Introduces a storyline or narrative into their play.
• Plays alongside other children who are engaged in the same theme.
• Plays cooperatively as part of a group to develop and act out a narrative.
Children use what they have learnt about media & materials in original ways, thinking
about uses purposes.
They represent their own ideas, thoughts & feelings through role play and stories.
© Kathy Bigio Limited Kathy.bigio@yahoo.co.uk
Provide a range of imaginative play experiences on a large scale (rome play) and small
scale (small world play)
Ensure children have sufficient time when accessing the outdoors to develop and
complete their play
Encourage imaginative play, promote symbolic play, help children understand about
pretending
Promote symbolic and abstract thought
Observe children and provide imaginative play experiences based on their needs,
interests and concerns e.g. opportunities to explore families, friendship, good/bad,
danger, being lost and found, current themes surrounding the children
Notice interests and provide relevant knowledge and skills to build in these interests
Plan for the development of outdoor imaginative play with the children and encourage
them to participate in collecting materials and setting up the area
Model imaginative behaviour, language and ideas
Observe the p[provision offered to ensure all children are catered for and that the play is
inclusive of gender and culture
Share stories as a provocation for outdoor play activities
Model investigating & designing small world environments with the children
Key Vocabulary / Questions
Children need to find out about and use the following words:
 Vocabulary associated with ‘feelings’ – ‘happy’, ‘sad’, ‘angry’, ‘worried’, ‘frightened’, etc
 Vocabulary linked to props and resources
 Vocabulary linked to rhymes and stories
 Language associated with different roles – family members, different jobs, taking
messages, using the telephone
 Giving instructions and directions
 Language associated with different situations – sorting out problems, enquiring,
complaining, etc.
Resources
To make places to play:
 Lengths of material, blankets, clothes maiden(horse), pegs, string, pop up shapes e.g.
cubes, houses, tents, crates, bread baskets, boxes, carpet squares, garden canes,
masking tape, camouflage net, carpet squares
To dress up:
 Smaller pieces of material particularly sparkly material, camouflage material, old net
curtains, lengths of material to make head-dresses
 Hats, helmets, shoes, bags, jewellery, scarves etc
Props:
 Binoculars, torches, telephones, camera
 Role play boxes e.g. emergency services, whatever next (based on the book), barbeque,
picnic basket, picnic mat etc
Small world play:
 Small play people, animals, cars, trucks, dinosaurs, wild animals, farm animals etc.
 Small cardboard boxes, unit blocks, play mats
 Gravel, sand etc for environments
UW
 Show curiosity and interest in the features of objects and living things.
 Describe and talk about what they see.
 Show curiosity about why things happen and how things work.
 Explain own knowledge and understanding, and ask appropriate questions of others.
Find out about, and identify, some features of living things, objects and events they
observe.
Ask questions about why things happen and how things work.
Find out about past and present events in their own lives, and in those of their families
and other people they know.
 Begin to differentiate between past and present.
 Use time-related words in conversation.
 Show an interest in the world in which they live.
 Express feelings about a significant personal event.
 Describe significant events for family or friends.
 Enjoy imaginative and role-play with peers.
 Show interest in different occupations and ways of life.
 Gain an awareness of the cultures and beliefs of others.
Begin to know about their own cultures and beliefs and those of others.
PD
 Uses movement to express feelings.
 Shows respect for other children’s personal space when playing among them.
 Engages in activities requiring hand-eye co-ordination.
 Uses one-handed tools and equipment.
 Shows increasing control over clothing and fastenings.
 Understands that equipment and tools have to be used safely.
 Understand equipment and tools have to be used safely.
 Use simple tools to effect changes to the materials.
 Show understanding of how to transport and store equipment safely.
 Practise some appropriate safety measures without direct supervision.
Use a range of small and large equipment.
PSED
• Initiates conversations, attends to & takes account of what others say.
• Explains own knowledge & understanding, & asks appropriate questions of others.
• Takes steps to resolve conflicts with other children, e.g. finding a compromise.
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 & feelings, & form positive relationships with
adults & other children.
• Understands that own actions affect other people, for example, becomes upset or tries to
comfort another child when they realise they have upset them.
• Aware of the boundaries set, of behavioural expectations in the setting.
• Beginning to be able to negotiate and solve problems without aggression, e.g. when
someone has taken their toy.
Children talk about how they & others show feelings, talk about their own & others’
behaviour, & its consequences, and know that some behaviour is unacceptable.
They work as part of a group or class, & understand and follow the rules.
They adjust their behaviour to different situations, & take changes of routine in their
stride.
Children are confident to try new activities, & 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.
4
Area of Provision: Construction & Den Making
To provide a wide range of open ended materials which children can explore, investigate & use to build & create structures
C&L, L
They give their attention to what others say & respond appropriately, while engaged in
another activity.
• Responds to instructions involving a two-part sequence.
• Listens and responds to ideas expressed by others in conversation or discussion.
Children follow instructions involving several ideas or actions.
They answer ‘how’ & ‘why’ questions about their experiences & in response to stories
or events.
• Extends vocabulary, especially by grouping & naming, exploring the meaning & sounds of
new words.
• Uses language to imagine and recreate roles and experiences in play situations.
• Links statements and sticks to a main theme or intention.
• Uses talk to organise, sequence & clarify thinking, ideas, feelings & events.
• Introduces a storyline or narrative into their play.
Children express themselves effectively, showing awareness of listeners’ needs.
They use past, present & future forms accurately when talking about events that have
happened or are to happen in the future.
They develop their own narratives & explanations by connecting ideas or events.
Adult Role:












MD

Show curiosity about and observation of shapes by talking about how they are the
same/different.
 Match some shapes by recognising similarities and orientation.
 Begin to use mathematical names for ‘solid’ 3D shapes and flat’ 2D shapes, and
mathematical terms to describe shapes.
 Select a particular named shape.
 Use familiar objects and common shapes to create and recreate patterns and build
models.
Use language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and
flat shapes.
 Recognise some numerals of personal significance.
Say and use number names in order in familiar contexts.
Count reliably up to ten everyday objects.
 Find items from positional or directional clues.
 Sort familiar objects to identify their similarities and differences, making choices and
justifying decisions.
Talk about, recognise and recreate simple patterns.
Use everyday words to describe position
Key Vocabulary / Questions
















EA&D
• Manipulates materials to achieve a planned effect.
• Constructs with a purpose in mind, using a variety of resources.
• Uses simple tools and techniques competently & appropriately.
• Selects appropriate resources and adapts work where necessary.
They safely use & explore a variety of materials.
• Create simple representations of events, people & objects.
• Initiates new combinations of movement and gesture in order to express & respond to
feelings, ideas & experiences.
• Introduces a storyline or narrative into their play.
• Plays alongside other children who are engaged in the same theme.
• Plays cooperatively as part of a group to develop and act out a narrative.
Children use what they have learnt about media & materials in original ways, thinking
about uses purposes.
They represent their own ideas, thoughts & feelings through role play and stories.
© Kathy Bigio Limited Kathy.bigio@yahoo.co.uk
Ensure safety of all materials provided on an ongoing basis
Provide a range of exciting large construction play eg. wooden & plastic hollow blcks
Model a range of construction & den making skills
Model building with resources explaining how, why and what
Model the language of position, size, shape
Use appropriate language and questioning and use open ended questions to promote
sustained shared thinking
Notice and build upon what children are interested in
Observe children’ learning to identify achievement and to inform planning for extending
learning and challenges and to inform EYFS Profile
Observe use of provision to ensure the area is meeting the needs of the children and
EYFS and to inform EYFS Profile
Be reflective and develop provision on an on-going basis
Take children out into the real world to observe construction in real life, take photographs
and do research with the children
Share stories as a stimulus for construction & den making
Language of 2D shapes e.g. square, circle, triangle, oblong, rectangle etc
Language of 3D shapes e.g. cube, cuboid, sphere, pyramid etc
Language of position e.g. before, after, on top off, behind, in front of etc
Language of size e.g. small, smaller, smallest, big, bigger, biggest, tall, taller, tallest,
wide, wider, widest, heavy, heavier, heaviest etc
Language of direction e.g. forward, backwards, up, down, left, right
Cardinal number e.g. 1, 2, 3, 4….
Ordinal numbers eg.1st, 2nd, 3rd, 4th….
What are you going to make?
What will you need for …?
Which materials are you going to use?
What did you use to make your model?
How did you …?
What do you think about your …?
What do the instructions/plans show us?
How could we … make the car move …? add the planes wings …? put windows in the
house …?
Is the bridge strong enough? How could we make it stronger?
Resources










Hollow blocks, milk crates, bottle crates, bread baskets, hose pipes, cones, carpet rolls,
wooden off cuts, planks, guttering, wooden pallets, ladders, broom handles, garden can,
bricks, breeze blocks, hoops
Tyres, car bumper, number plates, booster seats, bicycle, car, tractor, cable spools
Large cardboard boxes, washing powder boxes (emptied and sealed with tape) large
water bottles, large plastic bottles, plant pots
Lengths of material, ropes, carpet pieces, tarpaulin
Joining materials e.g. masking tape, rubber bands, string, pegs, bull dog clips, clips,
clothes pegs, clamps, garden canes, string, rope
Garden mesh, plastic fencing, tarpaulin, camouflage net
Sticks, branches, rubber bands for small constructions
Branches, twigs, planks, tree trunk slices etc
Woodwork bench and tools, safety glasses
Clip boards and pens for designing, camera to capture creations
PD
 Engages in activities requiring hand-eye co-ordination.
 Uses one-handed tools and equipment.
 Understands that equipment and tools have to be used safely.
 Construct with large materials such as cartons, fabrics and planks.
 Demonstrate increasing skill and control in the use of blocks, construction sets.
 Manipulate materials to achieve a planned effect.
 Use simple tools to effect changes to the materials.
 Show understanding of how to transport and store equipment safely.
 Practise some appropriate safety measures without direct supervision.
Use a range of small and large equipment.
Handle tools, objects, construction and malleable materials safely and with increasing
control.
UW
 Begin to try out a range of tools and techniques safely.
 Construct with a purpose in mind, using a variety of resources.
 Use simple tools and techniques competently and appropriately.
Build and construct with a wide range of objects, selecting appropriate resources and
adapting their work where necessary.
Select the tools and techniques they need to shape, assemble and join materials they
are using
 Show curiosity and interest in the features of objects.
 Describe and talk about what they see.
 Show curiosity about why things happen and how things work.
 Show understanding of cause/ effect relations.
 Explain own knowledge and understanding, and ask appropriate questions of others.
Investigate objects and materials by using all of their senses as appropriate.
Ask questions about why things happen and how things work.
 Use time-related words in conversation.
 Make short-term future plans.
PSED
• Initiates conversations, attends to & takes account of what others say.
• Explains own knowledge & understanding, & ask appropriate questions of others.
• Takes steps to resolve conflicts with other children, e.g. finding a compromise.
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 & feelings, & form positive relationships with adults & other children.
• Understands that own actions affect other people, for example, becomes upset or tries to
comfort another child when they realise they have upset them.
• Aware of the boundaries set, of behavioural expectations in the setting.
• Beginning to be able to negotiate and solve problems without aggression, e.g. when
someone has taken their toy.
Children talk about how they & others show feelings, talk about their own & others’
behaviour, & its consequences, and know that some behaviour is unacceptable.
They work as part of a group or class, & understand and follow the rules. They adjust
their behaviour to different situations, & take changes of routine in their stride.
Children are confident to try new activities, & 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.
5
Area of Outdoor Provision: Creative
To provide opportunities to explore working creatively e.g. mark making, art, weaving, woodwork, sculpture, drawing, music and dance
C&L, L
They give their attention to what others say & respond appropriately, while engaged in
another activity.
• Responds to instructions involving a two-part sequence.
• Listens and responds to ideas expressed by others in conversation or discussion.
Children follow instructions involving several ideas or actions. They answer ‘how’ &
‘why’ questions about their experiences & in response to stories or events.
• Extends vocabulary, especially by grouping & naming, exploring the meaning & sounds of
new words.
• Uses language to imagine and recreate roles and experiences in play situations.
• Links statements and sticks to a main theme or intention.
• Uses talk to organise, sequence & clarify thinking, ideas, feelings & events.
• Introduces a storyline or narrative into their play.
Children express themselves effectively, showing awareness of listeners’ needs. They
use past, present & future forms accurately when talking about events that have
happened or are to happen in the future.
They develop their own narratives & explanations by connecting ideas or events.
Adult Role:










MD

Use familiar objects and common shapes to create and recreate patterns and build
models.
Say and use number names in order in familiar contexts.
Count reliably up to ten everyday objects.
 Find items from positional or directional clues.
 Sort familiar objects to identify their similarities and differences, making choices and
justifying decisions.
Talk about, recognise and recreate simple patterns.
Use everyday words to describe position.
EA&D
• Manipulates materials to achieve a planned effect.
• Uses simple tools and techniques competently & appropriately.
• Selects appropriate resources and adapts work where necessary.
• Selects tools & techniques needed to shape, assemble & join materials they are using.
They safely use & explore a variety of materials, tools & techniques, experimenting
with form & function.
• Initiates new combinations of movement and gesture in order to express & respond to
feelings, ideas & experiences.
• Introduces a storyline or narrative into their play.
• Plays alongside other children who are engaged in the same theme.
• Plays cooperatively as part of a group to develop and act out a narrative.
Children use what they have learnt about media & materials in original ways, thinking
about uses purposes.
© Kathy Bigio Limited Kathy.bigio@yahoo.co.uk
Plan and provide a range of activities to promote mark making, working creatively on a
large scale, respond to experiences through music and dance, large scale modelling
Respond positively to messy play
Provide resources for children to be creative on a larger scale than is possible inside
Model painting on a large scale, making models using sticks and rubber bands, making
music using beaters and pan lids etc.
Make snow pictures, paint with mud, decorate cobbles
Explore mud and clay on a large scale
Promote large scale printing e.g. riding through paint on the bike, printing with tyres,
drawing round shadows, make rubbings
Promote opportunities for weaving on a large scale e.g. in plastic meshing, through
bicycle wheels, through fencing
Provide & model opportunities to explore music making to music and independently
Model making wind chimes using shells, plastic containers, cutlery, pieces of pottery,
bells
Key Vocabulary / Questions








Use a range of musical language with the children when playing eg. loud, louder, soft,
softer, fast, faster, slow, slower, high notes, low notes, compose, composition etc.
Names of materials and equipment, e.g. brush, printer, stamper, roller, ink, fabric, glue,
charcoal….
Pattern, print, mark, paint, scrape, tear, stick, shape, mould, squeeze, trickle, pour,
scratch, dab, shade, colour
Splash, spray, spatter, score, push, pour, slip, slide, dribble, spurt, squirt,
Imaginative/descriptive language – when children are talking about creative work
Positional vocabulary associated with weaving – under, over, through, behind
Vocabulary associated with patterning ,line and shape – round, curved, bendy
What are you going to make? What did you use to make your painting, printing, model,
weaving and collage? How did you …? What do you think about your …? Will you
change it/ add anything else? What do you like best about it? What will you need for …?
What do the objects/posters/photographs show us? What patterns can you see? What
colours can you see? What textures can you see or feel? How will you stick or fasten it?
How will you shape or mould it?
Resources
Music
Basket / box of musical instruments, range of beaters and equipment to beat, e.g. wooden
and metal spoons, pans, dustbin lids, shakers, piping, wind chimes, buckets, tins & tin lids
Art Work:
Storage baskets for resources which means they can be moved around easily e.g. milk crate
for bottles of paint, tool box for mark making equipment
Black board / whiteboard fixed to wall at low level
Portable box / basket of mark making equipment e.g. chalk, felt pens, scissors, masking tape,
stapler, papers, card, clip boards
Large pieces of card, paper, rolls of paper, plastic sheeting to paint on, material to decorate,
cardboard rolls, string, collage materials
Range of cardboard boxes to use for imaginative play, to decorate, to build with and to cut up,
other materials for building e.g. wood, nails, screws, screwdrivers, hammers, saws, pliers etc.
Brushes of varying sizes for painting, using with water etc.
Tree decorations e.g. Christmas baubles, tinsel, old CA&D’s, wind chimes ribbons etc
Natural materials for creating pictures / sculptures e.g. leaves, petals, twigs, rubber bands etc
Range of stones and pebbles to decorate or make patterns with, shells to explore
Materials for weaving e.g. fencing, wheels, netting, ribbons, strips of material, coloured bin
bags, plastic carriers, strips of crepe paper, tinsel, twigs, etc.
UW
 Begin to try out a range of tools and techniques safely.
 Construct with a purpose in mind, using a variety of resources.
 Use simple tools and techniques competently and appropriately.
Build and construct with a wide range of objects, selecting appropriate resources and
adapting their work where necessary.
Select the tools and techniques they need to shape, assemble and join materials they
are using
 Show curiosity and interest in the features of objects and living things.
 Describe and talk about what they see.
 Show curiosity about why things happen and how things work.
 Show understanding of cause/ effect relations.
Investigate objects and materials by using all of their senses as appropriate.
Find out about, and identify, some features of living things, objects and events they
observe.
Look closely at similarities, differences, patterns and change.
 Construct with large materials such as cartons, fabric and planks.
PD
 Shows respect for other children’s personal space when playing among them.
 Engages in activities requiring hand-eye co-ordination.
 Uses one-handed tools and equipment.
 Shows increasing control over clothing and fastenings.
 Demonstrates increasing skill and control in the use of mark-making implements…
 Understands that equipment and tools have to be used safely.
 Manipulate materials to achieve a planned effect.
 Use simple tools to effect changes to the materials.
 Show understanding of how to transport and store equipment safely.
 Practise some appropriate safety measures without direct supervision.
Use a range of small and large equipment.
Handle tools, objects safely and with increasing control
PSED
• Initiates conversations, attends to & takes account of what others say.
• Explains own knowledge & understanding, & asks appropriate questions of others.
• Takes steps to resolve conflicts with other children, e.g. finding a compromise.
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 & feelings, & form positive relationships with adults & other children.
• Understands that own actions affect other people, for example, becomes upset or tries to
comfort another child when they realise they have upset them.
• Aware of the boundaries set, of behavioural expectations in the setting.
• Beginning to be able to negotiate and solve problems without aggression, e.g. when
someone has taken their toy.
Children talk about how they & others show feelings, talk about their own & others’
behaviour, & its consequences, and know that some behaviour is unacceptable.
They work as part of a group or class, & understand and follow the rules.
They adjust their behaviour to different situations, & take changes of routine in their
stride.
Children are confident to try new activities, & 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.
6
Area of Outdoor Provision: Natural Materials
To provide opportunities to explore natural & investigate a range of natural materials to develop an understanding of them, their properties & uses.
C&L, L
They give their attention to what others say & respond appropriately, while engaged in
another activity.
• Responds to instructions involving a two-part sequence.
• Listens and responds to ideas expressed by others in conversation or discussion.
Children follow instructions involving several ideas or actions. They answer ‘how’ & ‘why’
questions about their experiences & in response to stories or events.
• Extends vocabulary, especially by grouping & naming, exploring the meaning & sounds of new
words.
• Uses language to imagine and recreate roles and experiences in play situations.
• Links statements and sticks to a main theme or intention.
• Uses talk to organise, sequence & clarify thinking, ideas, feelings & events.
• Introduces a storyline or narrative into their play.
Children express themselves effectively, showing awareness of listeners’ needs. They
use past, present & future forms accurately when talking about events that have
happened or are to happen in the future.
They develop their own narratives & explanations by connecting ideas or events.












MD




Uses some number language, such as ‘more’ and ‘a lot’
Beginning to categorise objects according to properties such as shape or size.
Beginning to understand variations in size.
Shows an interest in shape and space by playing with shapes or making arrangements with
objects
 Shows awareness of similarities in shapes in the environment
 Observes and uses positional language
 Is beginning to understand ‘bigger than’ and ‘enough’
 Uses shapes appropriately for tasks
 Use language of shape, size, position
 Order, sort and classify a range of materials
 Find items from positional or directional clues
 Sort familiar objects to identify their similarities and differences, making choices and
justifying decisions
Talk about, recognise and recreate simple patterns.
Use everyday words to describe position
EA&D
• Manipulates materials to achieve a planned effect.
• Uses simple tools and techniques competently & appropriately.
• Selects appropriate resources and adapts work where necessary.
• Selects tools & techniques needed to shape, assemble & join materials they are using.
They safely use & explore a variety of materials, tools & techniques, experimenting with
form & function.
• Initiates new combinations of movement and gesture in order to express & respond to feelings,
ideas & experiences.
• Introduces a storyline or narrative into their play.
• Plays alongside other children who are engaged in the same theme.
• Plays cooperatively as part of a group to develop and act out a narrative.
Children use what they have learnt about media & materials in original ways, thinking
about uses purposes.
© Kathy Bigio Limited Kathy.bigio@yahoo.co.uk
Adult Role:
UW
Carefully check materials for sharp pieces, splinters etc.
Plan for opportunities to explore and experiment with a range of natural materials outside the classroom
Encourage and develop a love of the outdoors and raise awareness of the potential of natural materials
Model the language of texture, shape, smell, measure, position
Model and support children when sorting, classifying, mixing
Provide opportunities to use and develop symbolic language
Consider opportunities for planting, digging, watering and growing
Encourage lifting, digging, carrying, exploring and experimenting
Encourage children to bury, find, transport, sequence
Ensure equipment is kept clean and standing water allowed to drain away
Promote use and tidying up of used equipment when children have finished
Carefully teach washing of hands after using natural materials
• Comments and asks questions about aspects of their familiar world
such as the place where they live or the natural world.
• Can talk about some of the things they have observed such as plants,
animals, natural & found objects.
• Talks about why things happen and how things work.
• Developing an understanding of growth, decay and changes over time.
• Shows care and concern for living things and the environment.• Looks
closely at similarities, differences, patterns and change.
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 &
how environments might vary from one another. They make
observations of animals & plants & explain why some things occur,
and talk about changes.
Key Vocabulary / Questions
PD


Names of materials and equipment, e.g. spade, bucket, rake, plant pot, container
Fill up, dig out, empty, flatten out, level off, move about, pile up, sink in, smooth out, crumble, disappear,
break, overflow, fall
 Wet, dry, damp, soggy, soaked, squelchy, warm, cold, clammy, soft, hard, gritty, solid, level, lumpy,
crumbly, rough, sharp, spiky, silky, smooth, swampy, runny, gooey, sticky, slimy
 Pattern, print, mark, wave, ripple, shape, mould, squeeze, trickle, pour, scratch, drag, drop, slide
 Full(er), empty, emptier, big(ger), small(er), tall(er), short(er), wide(er), long(er), thin(ner), heavy, heavier,
light(er), wide, narrow, space, edge, order, size
 Wet, dry, damp, soggy, soaked, squelchy, warm, cold, clammy, soft, hard, gritty, solid, level, lumpy,
crumbly, rough, sharp, spiky, silky, smooth, swampy, runny, gooey, sticky, slimy
What do you think will happen if:
 We pour the sand onto the sand wheel?
 We pour the sand from this container into that one?
 We pour sand into this tube, funnel, bottle…
 We lift up this end of the tube while the sand is inside?
 We add a little/lot of water to the sand?
 How many spadesful, spoonsful, scoops, jugfuls, cupfuls etc of sand will fill the bucket, container, plant pot
Resources
Basic natural materials
Sand, gravel, soil, topsoil, clay, stones, blocks of wood,
Extension Materials
 Leaves, trunk slices, branches, twigs, logs, pine cones, seeds, acorns, conkers, berries (check these
are not poisonous), mown grass (providing children not allergic to this)
 Flowers, petals (what is currently abundant, safe and available e.g. daisies, dandelions), herbs, grain
 Shells, pebbles, polished pebbles, sea-weed
 Leather, feather, fur, wool
 Large and small stones, large cobbles
To promote mixing
 Bowls of different sizes, buckets, trays, tarpaulin, tuff spot, lined tyres for storage
 Pestle and mortar, wooden and metal spoons, trowel, sand trays (small – plant pot stands, medium and
large (made from sleepers and fills with sand), sieves, watering cans
 Outdoor tap, hose pipe
Other materials
 Gardening gloves, brushes, brooms
 Storage containers for different materials
 Wheel barrow, trowels, spades, forks, spoons, knives, rake, dibber
 Masking tape, rubber bands etc. for joining
 Magnifying glasses, microscope
Area for digging & exploring the ground underneath us

Shows respect for other children’s personal space when playing
among them.
Engages in activities requiring hand-eye co-ordination.
Uses one-handed tools and equipment.
Understands that equipment and tools have to be used safely.
Demonstrate increasing skill and control in the use of equipment.
Understand equipment and tools have to be used safely.
Explore malleable materials by patting, stroking, poking, squeezing,
pinching and twisting them.
 Manipulate materials to achieve a planned effect.
 Use simple tools to effect changes to the materials.
 Show understanding of how to transport and store equipment safely.
 Practise some appropriate safety measures without direct
supervision.
Use a range of small and large equipment
Handle tools, objects safely and with increasing control.






PSED
• Initiates conversations, attends to & takes account of what others say.
• Explains own knowledge & understanding, & asks appropriate
questions of others.
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 & feelings, & form positive
relationships with adults & other children.
• Understands that own actions affect other people, for example,
becomes upset or tries to comfort another child when they realise they
have upset them.
• Aware of the boundaries set, of behavioural expectations in the setting.
• Beginning to be able to negotiate and solve problems without
aggression, e.g. when someone has taken their toy.
Children talk about how they & others show feelings, talk about
their own & others’ behaviour, & its consequences, and know that
some behaviour is unacceptable.
They work as part of a group or class, & understand and follow the
rules. They adjust their behaviour to different situations, & take
changes of routine in their stride.
Children are confident to try new activities, & 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.
7
Area of Outdoor Provision: The Living World
To promote opportunities to plant, grow & nurture plants, investigating wild life & living materials in order to develop an understanding of them
C&L, L
They give their attention to what others say & respond appropriately, while engaged in
another activity.
• Responds to instructions involving a two-part sequence.
• Listens and responds to ideas expressed by others in conversation or discussion.
Children follow instructions involving several ideas or actions. They answer ‘how’ &
‘why’ questions about their experiences & in response to stories or events.
• Extends vocabulary, especially by grouping & naming, exploring the meaning & sounds of
new words.
• Uses language to imagine and recreate roles and experiences in play situations.
• Links statements and sticks to a main theme or intention.
• Uses talk to organise, sequence & clarify thinking, ideas, feelings & events.
• Introduces a storyline or narrative into their play.
Children express themselves effectively, showing awareness of listeners’ needs. They
use past, present & future forms accurately when talking about events that have
happened or are to happen in the future.
They develop their own narratives & explanations by connecting ideas or events.
Adult Role:












MD





Recognise some numerals of personal significance.
Count up to three or four objects by saying one number name for each item.
Count out up to six objects from a larger group.
Find items from positional or directional clues.
Sort familiar objects to identify their similarities and differences, making choices and
justifying decisions.
Talk about, recognise and recreate simple patterns.
Use everyday words to describe position & size.
Develop own knowledge of the nature of living things to ensure safety of children in
relation to what is grown, explored, experienced
Provide an area for growing plants, food, flowers etc Encourage children to weed water
etc.
Look at life cycles of weather, plants, animals, insects, bugs etc
Develop a sense of awe and wonder at the richness of life
Support children’s learning to extend and develop knowledge
Read a range of stories and share non-fiction texts to support learning
Collect catalogues of seeds, flowers, gardening equipment
Encourage children to respect / explore creatures found in soil
Take groups of children to visit garden centre, florist shop, green grocers
Make explicit the process of vegetables growth etc. and how this feeds into what we eat
Explore the available eg. cherry blossom, daisies & dandelions, leaves in Autumn,
Ensure children know how to keep safe when exploring the living world eg. discuss hand
washing and taking care when hands are dirty, food properties and dangers of plants,
berries, fungi etc.
Key Vocabulary / Questions
Digging, planting,. watering, weeds, weeding, plant names
Spade, hoe, trowel, fork, watering can, plant food
Vocabulary relating to senses – taste, feel, smell etc
Vocabulary of size – small, big, bigger, biggest, large, larger, largest etc
Names of fruits, vegetables etc.
Parts of a plant eg. seed, stalk, stem, leaves, bud, flower, petals etc
Names of birds & animals & relevant vocabulary eg. claw, paw, fur, feather, beak, mouth
I wonder what the best way to take care of these plants?
How much water should I use?
How can I get the water to the plants?
Where should I plant this plant?
What does it say I should do on the label?
Look at those plants….. How have they changes since we planted them?
How can we record what is happening / has happened?
EA&D
• Manipulates materials to achieve a planned effect.
• Uses simple tools and techniques competently & appropriately.
• Selects appropriate resources and adapts work where necessary.
• Selects tools & techniques needed to shape, assemble & join materials they are using.
They safely use & explore a variety of materials, tools & techniques, experimenting
with form & function.
• Initiates new combinations of movement and gesture in order to express & respond to
feelings, ideas & experiences.
• Introduces a storyline or narrative into their play.
• Plays alongside other children who are engaged in the same theme.
• Plays cooperatively as part of a group to develop and act out a narrative.
Children use what they have learnt about media & materials in original ways, thinking
about uses purposes.
Resources
PD

Move freely with pleasure and confidence in a range of ways, such as slithering, shuffling,
rolling, crawling, walking, running, jumping, skipping, sliding and hopping.
 Use movement to express feelings
 Show understanding of the need for safety when tackling new challenges
 Avoid dangerous places and equipment.
 Move with confidence, imagination and in safety
 Show awareness of space, of themselves and of others
 Practise some appropriate safety measures without direct supervision
Use a range of small and large equipment.
Handle tools, objects safely and with increasing control
PSED
• Initiates conversations, attends to & takes account of what others say.














© Kathy Bigio Limited Kathy.bigio@yahoo.co.uk
UW
• Comments and asks questions about aspects of their familiar world such as the place where
they live or the natural world.
• Can talk about some of the things they have observed such as plants, animals, natural &
found objects.
• Talks about why things happen and how things work.
• Developing an understanding of growth, decay and changes over time.
• Shows care and concern for living things and the environment.• Looks closely at similarities,
differences, patterns and change.
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 & how environments
might vary from one another. They make observations of animals & plants & explain
why some things occur, and talk about changes.
Range of containers / plots of land / hanging baskets for growing vegetables / fruit /
flowers / herbs etc
Paving stones to make patchwork garden
Gardening equipment – spade, trowel, fork, dibber, watering can
Outdoor tap, watering can, hose pipe, water but
Protective clothing, gardening gloves
Planting of evergreen & deciduous trees, plants with different types of leaves, plants that
give of smells, tree trunk sections
Resources for exploring the living world eg. magnifying glasses, tweezers, binoculars etc.
Bird tables, bird houses, bird food, books about birds, binoculars
Bug hotel / areas where bugs can be attracted eg. rotting logs in outer edges of outdoor
area
Make a mini beats bag with bug book, pads & pens, specimen jars, plastic gloves,
tweezers, camera, identification chart, torch, small brushes (to brush away dust) etc.
Reference books for adults & children
Camera, clipboards, paper, pencils etc.
Weather boxes
Area for digging & finding what is in the ground
• Explains own knowledge & understanding, & asks appropriate questions of others.
• Takes steps to resolve conflicts with other children, e.g. finding a compromise.
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 & feelings, & form positive relationships with
adults & other children.
• Understands that own actions affect other people, for example, becomes upset or tries to
comfort another child when they realise they have upset them.
• Aware of the boundaries set, of behavioural expectations in the setting.
• Beginning to be able to negotiate and solve problems without aggression, e.g. when
someone has taken their toy.
Children talk about how they & others show feelings, talk about their own & others’
behaviour, & its consequences, and know that some behaviour is
unacceptable.
They work as part of a group or class, & understand and follow the rules.
They adjust their behaviour to different situations, & take changes of routine in their
stride.
Children are confident to try new activities, & 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.
8