Foundation Stage Long Term Overview PSED Year: Class: Nursery
Differentiated Learning Intentions / Possible Lines of Direction22-36 months / 30-50 months / 40-60 months
Making Relationships
MR1a• Interested in others’ play and starting to join in.
MR1b• Seeks out others to share experiences.
MR1c• Shows affection and concern for people who are special to them.
MR1d• May form a special friendship with another child.
Self Confidence and Self Awareness
SC1a• Separates from main carer with support and encouragement from a familiar adult.
SC1b• Expresses own preferences and interests.
Managing Feelings and Behaviours
MF1a• Seeks comfort from familiar adults when needed.
MF1b• Can express their own feelings such as sad, happy, cross, scared, worried.
MF1c• Responds to the feelings and wishes of others.
MF1d• Aware that some actions can hurt or harm others.
MF1e• Tries to help or give comfort when others are distressed.
MF1f• Shows understanding and cooperates with some boundaries and routines.
MF1g• Can inhibit own actions/behaviours, e.g. stop themselvesfrom doing something they shouldn’t do.
MF1h• Growing ability to distract self when upset, e.g. by engaging in a new play activity. / MR2a• Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
MR2b• Initiates play, offering cues to peers to join them.
MR2c• Keeps play going by responding to what others are saying or doing.
MR2d•Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
SC2a •Can select and use activities and resources with help.
SC2b • Welcomes and values praise for what they have done.
SC2c • Enjoys responsibility of carrying out small tasks.
SC2d •Is more outgoing towards unfamiliar people and more confident in new social situations.
SC2e • Confident to talk to other children when playing, and will communicate freely about own home and community.
SC2f •Shows confidence in asking adults for help.
MF2a •Aware of own feelings, and knows that some actions and words can hurt others’ feelings.
MF2b •Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
MF2c •Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.
MF2d •Can usually adapt behaviour to different events, social situations and changes in routine. / MR3a • Initiates conversations, attends to and takes account of what others say.
MR3b • Explains own knowledge and understanding, and asks appropriate questions of others.
MR3c• Takes steps to resolve conflicts with other children, e.g. finding a compromise.
SC3a• Confident to speak to others about own needs, wants, interests and opinions.
SC3b• Can describe self in positive terms and talk about abilities.
MF3a• Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
MF3b• Aware of the boundaries set, and of behavioural expectations in the setting.
MF3c• Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.
Foundation Stage Long Term Overview – Communication and Language Year: Class: Nursery
Differentiated Learning Intentions / Possible Lines of Direction22-36 months / 30-50 months. / 40-60 months.
Listening and Attention
LA1a• Listens with interest to the noises adults make when they read stories.
LA1b• Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door.
LA1c• Shows interest in play with sounds, songs and rhymes.
LA1d• Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus.
Understanding
U1a• Identifies action words by pointing to the right picture,e.g., “Who’s jumping?”
U1b• Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’
U1c• Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?).
U1d• Developing understanding of simple concepts (e.g. big/little).
Speaking
S1a• Uses language as a powerful means of widening contacts,sharing feelings, experiences and thoughts.
S1b• Holds a conversation, jumping from topic to topic.
S1c• Learns new words very rapidly and is able to use them in communicating.
S1d• Uses gestures, sometimes with limited talk, e.g. reachestoward toy, saying ‘I have it’.
S1e• Uses a variety of questions (e.g. what, where, who).
S1f• Uses simple sentences (e.g.’ Mummy gonna work.’)
S1g• Beginning to use word endings (e.g. going, cats).a / LA2a• Listens to others one to one or in small groups, when conversation interests them.
LA2b• Listens to stories with increasing attention and recall.
LA2c• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
LA2d• Focusing attention – still listen or do, but can shift own attention.
LA2e• Is able to follow directions (if not intently focused on own choice of activity).
U2a• Understands use of objects (e.g. “What do we use to cut things?’)
U2b• Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
U2c• Responds to simple instructions, e.g. to get or put away an object.
U2d• Beginning to understand ‘why’ and ‘how’ questions.
S2a• Beginning to use more complex sentences to link thoughts (e.g. using and, because).
S2b• Can retell a simple past event in correct order (e.g. went down slide, hurt finger).
S2c• Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.
S2d• Questions why things happen and gives explanations. Asks e.g. who, what, when, how.
S2e• Uses a range of tenses (e.g. play, playing, will play, played).
S2f• Uses intonation, rhythm and phrasing to make the meaning clear to others.
S2g• Uses vocabulary focused on objects and people that are of particular importance to them.
S2h• Builds up vocabulary that reflects the breadth of their experiences.
S2i• Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’ / LA3a• Maintains attention, concentrates and sits quietly duringappropriate activity.
LA3b• Two-channelled attention – can listen and do for short span.
U3a• Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes.
U3b• Able to follow a story without pictures or props.
U3c• Listens and responds to ideas expressed by others in conversation or discussion.
S3a• Extends vocabulary, especially by grouping and naming,exploring the meaning and sounds of new words.
S3b• Uses language to imagine and recreate roles and experiencesin play situations.
S3c• Links statements and sticks to a main theme or intention.
S3d• Uses talk to organise, sequence and clarify thinking, ideas,feelings and events.
S3e• Introduces a storyline or narrative into their play.
Foundation Stage Long Term Overview – Physical Development Year: Class: Nursery
Differentiated Learning Intentions / Possible Lines of Direction22-36 months / 30-50 months / 40-60 months
Moving and Handling
MH 1a• Runs safely on whole foot.
MH1b• Squats with steadiness to rest or play with object on theground, and rises to feet without using hands.
MH1c• Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment.
MH1d• Can kick a large ball.
MH1e• Turns pages in a book, sometimes several at once.
MH1f• Shows control in holding and using jugs to pour, hammers, books and mark-making tools.
MH1g• Beginning to use three fingers (tripod grip) to hold writing tools
MH1h• Imitates drawing simple shapes such as circles and lines.
MH1i• Walks upstairs or downstairs holding onto a rail two feet to a step.
MH1j• May be beginning to show preference for dominant hand.
Health and Self- care
HS1a• Feeds self competently with spoon.
HS1b• Drinks well without spilling.
HS1c• Clearly communicates their need for potty or toilet.
HS1d• Beginning to recognise danger and seeks support ofsignificant adults for help.
HS1e• Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes off unbuttoned shirt.
HS1f• Beginning to be independent in self-care, but still often needsadult support. / MH 2a• Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.
MH2b• Mounts stairs, steps or climbing equipment using alternate feet.
MH2c• Walks downstairs, two feet to each step while carrying a small object.
MH2d• Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
MH2e• Can stand momentarily on one foot when shown.
MH2f• Can catch a large ball.
MH2g• Draws lines and circles using gross motor movements.
MH2h• Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors.
MH2i• Holds pencil between thumb and two fingers, no longer using whole-hand grasp.
MH2j• Holds pencil near point between first two fingers and thumb and uses it with good control.
MH2k• Can copy some letters, e.g. letters from their name.
HS2a• Can tell adults when hungry or tired or when they want to rest or play.
HS2b• Observes the effects of activity on their bodies.
HS2c• Understands that equipment and tools have to be used safely.
HS2d• Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.
HS2e• Can usually manage washing and drying hands.
HS2f• Dresses with help, e.g. puts arms into open-fronted coat orshirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom. / MH3a• Experiments with different ways of moving.
MH3b• Jumps off an object and lands appropriately.
MH3c• Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
MH3d• Travels with confidence and skill around, under, over and through balancing and climbing equipment.
MH3e• Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.
MH3f• Uses simple tools to effect changes to materials.
MH3g• Handles tools, objects, construction and malleable materials safely and with increasing control.
MH3h• Shows a preference for a dominant hand.
MH3i• Begins to use anticlockwise movement and retrace vertical lines.
MH3j• Begins to form recognisable letters.
MH3k• Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
HS3a• Eats a healthy range of foodstuffs and understands need for variety in food.
HS3b• Usually dry and clean during the day.
HS3c• Shows some understanding that good practices with regardto exercise, eating, sleeping and hygiene can contribute to good health.
HS3d• Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
HS3e• Shows understanding of how to transport and store equipment safely
HS3f• Practices some appropriate safety measures without direct supervision.
Foundation Stage Long Term Overview - Literacy Year: Class: Nursery
Differentiated Learning Intentions / Possible Lines of Direction22-36 months / 30-50 months. / 40-60 months.
Reading
R1a• Has some favourite stories, rhymes, songs, poems or jingles.
R1b• Repeats words or phrases from familiar stories.
R1c• Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’
Writing
W1a• Distinguishes between the different marks they -make. / R2a• Enjoys rhyming and rhythmic activities.
R2b• Shows awareness of rhyme and alliteration.
R2c• Recognises rhythm in spoken words.
R2d• Listens to and joins in with stories and poems, one-to-one and also in small groups.
R2e• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
R2f• Beginning to be aware of the way stories are structured.
R2g• Suggests how the story might end.
R2h• Listens to stories with increasing attention and recall.
R2i• Describes main story settings, events and principal characters.
R2j• Shows interest in illustrations and print in books and print in the environment.
R2k• Recognises familiar words and signs such as own name and advertising logos.
R2l• Looks at books independently.
R2m• Handles books carefully.
R2n• Knows information can be relayed in the form of print.
R2o• Holds books the correct way up and turns pages.
R2p• Knows that print carries meaning and, in English, is read from left to right and top to bottom.
W2a• Sometimes gives meaning to marks as they draw and paint.
W2b• Ascribes meanings to marks that they see in different places. / R3a• Continues a rhyming string.
R3b• Hears and says the initial sound in words.
R3c• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
R3d• Links sounds to letters, naming and sounding the letters of the alphabet.
R3d• Begins to read words and simple sentences.
R3e• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
R3f• Enjoys an increasing range of books.
R3g• Knows that information can be retrieved from books and computers.
W3a• Gives meaning to marks they make as they draw, write and paint.
W3b• Begins to break the flow of speech into words.
W3c• Continues a rhyming string.
W3d• Hears and says the initial sound in words.
W3e• Can segment the sounds in simple words and blend them together.
W3f• Links sounds to letters, naming and sounding the letters ofthe alphabet.
W3g• Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
W3h• Writes own name and other things such as labels,captions.
W3i• Attempts to write short sentences in meaningful contexts.
Foundation Stage Long Term Overview – Mathematics Year: Class: Nursery
Differentiated Learning Intentions / Possible Lines of Direction22-36 months / 30-50 months. / 40-60 months.
Numbers
N1a• Selects a small number of objects from a group when asked,for example, ‘please give me one’, ‘please give me two’.
N1b• Recites some number names in sequence.
N1c• Creates and experiments with symbols and marksrepresenting ideas of number.
N1d• Begins to make comparisons between quantities.
N1e• Uses some language of quantities, such as ‘more’ and ‘a lot’.
N1f• Knows that a group of things changes in quantity whensomething is added or taken away.
Shape, Space and Measure
SSM1a• Notices simple shapes and patterns in pictures.
SSM1b• Beginning to categorise objects according to properties such as shape or size.
SSM1c• Begins to use the language of size.
SSM1d• Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’.
SSM1e• Anticipates specific time-based events such as mealtimes orhome time. / N2a• Uses some number names and number languagespontaneously.
N2b• Uses some number names accurately in play.
N2c• Recites numbers in order to 10.
N2d• Knows that numbers identify how many objects are in a set.
N2e• Beginning to represent numbers using fingers, marks on paper or pictures.
N2f• Sometimes matches numeral and quantity correctly.
N2g• Shows curiosity about numbers by offering comments or asking questions.
N2h• Compares two groups of objects, saying when they have the same number.
N2i• Shows an interest in number problems.
N2j• Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.
N2k• Shows an interest in numerals in the environment.
N2l• Shows an interest in representing numbers.
N2m• Realises not only objects, but anything can be counted, including steps, claps or jumps.
SSM2a• Shows an interest in shape and space by playing with shapes or making arrangements with objects.
SSM2b• Shows awareness of similarities of shapes in the environment.
SSM2c• Uses positional language.
SSM2d• Shows interest in shape by sustained construction activity or by talking about shapes or arrangements.
SSM2e• Shows interest in shapes in the environment.
SSM2f• Uses shapes appropriately for tasks.
SSM2g• Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. / N3a• Recognise some numerals of personal significance.
N3b• Recognises numerals 1 to 5.
N3c• Counts up to three or four objects by saying one number name for each item.
N3d• Counts actions or objects which cannot be moved.
N3e• Counts objects to 10, and beginning to count beyond 10.
N3f• Counts out up to six objects from a larger group.
N3g• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
N3h• Counts an irregular arrangement of up to ten objects.
N3i• Estimates how many objects they can see and checks by counting them.
N3j• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
N3k• Finds the total number of items in two groups by counting all of them.
N3l• Says the number that is one more than a given number.
N3m• Finds one more or one less from a group of up to five objects, then ten objects.
N3n• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
N3o• Records, using marks that they can interpret and explain.
N3p• Begins to identify own mathematical problems based on own interests and fascinations.
SSM3a• Beginning to use mathematical names for ‘solid’ 3D shapesand ‘flat’ 2D shapes, and mathematical terms to describeshapes.
SSM3b• Selects a particular named shape.
SSM3c• Can describe their relative position such as ‘behind’ or‘next to’.
SSM3d• Orders two or three items by length or height.
SSM3e• Orders two items by weight or capacity.
SSM3f• Uses familiar objects and common shapes to create andrecreate patterns and build models.
SSM3g• Uses everyday language related to time.
SSM3h• Beginning to use everyday language related to money.
SSM3i• Orders and sequences familiar events.
SSM3j• Measures short periods of time in simple ways.
Foundation Stage Long Term Overview – Understanding the World Year: Class: Nursery
Differentiated Learning Intentions / Possible Lines of Direction22-36 months / 30-50 months. / 40-60 months.
People and Communities
PC1a• Has a sense of own immediate family and relations.
PC1b• In pretend play, imitates everyday actions and events fromown family and cultural background, e.g. making and drinkingtea.
PC1c• Beginning to have their own friends.
PC1d• Learns that they have similarities and differences that connectthem to, and distinguish them from, others.
The World
TW1a• Enjoys playing with small-world models such as a farm, garage, or a train track.
W1b• Notices detailed features of objects in their environment.
Technology
T1a• Seeks to acquire basic skills in turning on and operating some ICT equipment.
T1b• Operates mechanical toys, e.g. turns the knob on a wind-uptoy or pulls back on a friction car. / PC 2a Shows interest in the lives of people who are familiar to them.
PC2b• Remembers and talks about significant events in their own experience.
PC2c• Recognises and describes special times or events for family or friends.
PC2d• Shows interest in different occupations and ways of life.
PC2e• Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.
TW2a• Comments and asks questions about aspects of their familiarworld such as the place where they live or the natural world.
TW2b• Can talk about some of the things they have observed such asplants, animals, natural and found objects.
TW2c• Talks about why things happen and how things work.
TW2d• Developing an understanding of growth, decay and changesover time.
TW2e• Shows care and concern for living things and the environment.
T2a• Knows how to operate simple equipment, e.g. turns on CDplayer and uses remote control.
T2b• Shows an interest in technological toys with knobs or pulleys,or real objects such as cameras or mobile phones.
T2c• Shows skill in making toys work by pressing parts or liftingflaps to achieve effects such as sound, movements or newimages.
T2d• Knows that information can be retrieved from computers. / PC 3a Enjoys joining in with family customs and routines.
TW3a Looks closely at similarities, differences, patterns and change.
T3a• Completes a simple program on a computer.
T3b• Uses ICT hardware to interact with age-appropriate computer software.
Foundation Stage Long Term Overview – Expressive Arts and DesignYear: Class: Nursery