Our Curriculum - Castle Hill Pre-School

Our Curriculum

To be independent in self-care – dressing/undressing/toileting/Eating

	Milestones	Adult Role	Resources	Vocabulary
Milestone 1	Children begin to recognise their own coat and shoes, and begin to unzip their coat and remove their shoes. With adult support they can locate their peg. Children are able to run hands under tap and rub them together, attempting to dry them on a paper towel. Children begin to develop their own tastes and food preferences, feed themselves with finger foods and use a spoon for yoghurts, getting most of it in their mouth. Children begin to communicate their need for changing and co-operate with changing routines such as lifting their bottom and climbing up and down from the changing table with support.	Adults provide simple language to support undressing and help with taking off coats and shoes and hanging them up, locating the hood and tag with them. Adults help with handwashing, providing a consistent sequence for this, demonstrating good hygiene practices. We provide foods for snack that require using a spoon, help children decide what they would like to eat and give opportunities to cut soft foods like bananas under supervision. Before changing a child, adults will ask if they need changing and help the child locate their own changing bag. Add visual prompts to support development.	Snacks. Easy access to pegs, knives, forks and spoons. Open cups and jugs. Soap and towels for handwashing.	On off up down hood zip body parts clean messy soap towels pour hold saw loop peg
Milestone 2	Children can take off own coat and try to hang it on their peg independently. They can put their hood on their head and one arm in the sleeve. They can remove shoes or wellies and attempt to put their foot back in. They can follow the picture sequence to competently wash and dry hands with soap and are beginning to be independent in toileting, with occasional accidents and help wiping and pulling up clothes. Children can use a spoon and fork well when eating and are beginning to cut their own snack foods with a little support, along with being able to use an open cup for drinking. Children are able to point to body parts and begin to express emotions through words as well as facial expressions.	Adults demonstrate and support children to attempt to put on their own coats and hang them up. Use simple words to describe emotions such as happy, sad and angry. Provide simple snacks and knives to cut with. When taking a child to the toilet show them the pictures on the wall describing the process. Provide open cups and opportunities to pour their own water. Opportunities to experience different weather. Songs, books and rhymes about the body.	As above	As above
Milestone 3	Children are able to put on their own socks, shoes and coats (being able to zip the coat up) and can get themselves changed into a simple P.E kit. They know what items of clothing is appropriate for the weather. Children can use the toilet independently, wiping themselves with minimal toileting accidents. Children eat a variety of healthy foods and understand the need for these, and can use a knife, fork and spoon at mealtimes, cutting their own food such as cucumber along with spreading their own toppings on toast.	Sing songs using parts of the body such as head, shoulders, knees and toes. Provide activities such as going out or ‘PE’ days to practice getting undressed and dressed. Provide food for children to make their own lunches where they are shown how to use a knife and fork. Talk about the weather outside and let them decide what to wear in relation to it. Support parents in teaching children to wipe themselves after going to the toilet.	As above.	As above.

To understand the value of numbers and 2D shapes and be able to clever count objects in everyday life

	Milestones	Adult Role	Resources	Vocabulary
Milestone 1	Children enjoy joining in with number songs and rhymes, saying some numbers correctly and can use numbers one and two spontaneously in play, engaging in counting like behaviour. They can recognise familiar 2d shapes - heart and diamond, and fit simple wooden puzzle pieces into boards, beginning to turn them to fit. Language such as big and small begins to have some personal significance.	Adults provide many opportunities to bring number songs and rhymes into children’s play and in small groups. They introduce language of size and numbers when with the children, commenting on play. Hand over hand support is used with puzzles, showing children how to turn the pieces to fit and silhouettes are available to help with matching simple shapes when tidying up.	Simple wooden puzzles with pictures of familiar objects and animals. Silhouettes Variety of construction materials/loose parts	Big, Little, Medium, High, Low, In front of, Behind Numbers 1-10, 2D and 3D shape names
Milestone 2	Children are now able to recite numbers 1-5 forwards and backwards confidently during songs and rhymes, recognise their own number, and notices numerals in the environment, not always identifying them correctly. Number language is used more frequently in play, and children enjoy joining in with counting activities and games, starting to recognise that numbers represent quantity. Puzzles are accessed more frequently and are increasingly complex with the children turning pieces to fit without adult support. More shapes are correctly identified (circle, square, rectangle and triangle).	Adults lead short group times with number songs and rhymes throughout the session and provide numerals in the environment. Snack times are opportunities for counting and exploring shapes in a small group and reciting numbers forwards and backwards to 5. Resources such as compare bears and maths bricks are readily available for adults to support children in learning to clever count to 3. Language is increasingly used when moving and rotating puzzle pieces and games where children have to try and identify simple shapes by touch are regularly played.	As above plus Numerals in the environment/maths bricks/compare bears/gems etc	As above
Milestone 3	Children now have number recognition to 5, can clever count (one number for each object to 10) and are beginning to learn that numbers are composed of smaller numbers. Children can subitise in play (e.g. say the number of a dice without counting each spot) and use their own marks to represent numbers. They can make simple comparisons (we have the same number) and understand the cardinal principle – the last number represents how many are in a set). Puzzles are more complex and children are able to complete familiar ones with minimal adult support, and in play, children enjoy combining different shaped objects to enclose spaces and create arches.	Adults provide plenty of opportunities for maths language and counting during play. Children are supported to embed their mathematical knowledge through dice games, complex puzzles, loose parts, role play, den building and drawing with adults modelling language for children to then explore more complex concepts	As above plus den building materials and different objects to count and order.	As above

To be confident when talking about and investigating the world and community around us using descriptive and questioning language

	Milestones	Adult Role	Resources	Vocabulary
Milestone 1	Children enjoy spending time outside, exploring mud, sand and water. They will find and pick up flowers, leaves, grass, and sticks when out walking, showing these off proudly. Children access large loose parts such as bricks, cones and blocks and move them with intent. They are interested in pictures and representations of themselves and those familiar to them and are curious about people, animals and objects that they encounter in books/pictures/the real world.	The adults provide many opportunities for explorative play, nature walks and access to the field – giving children ample time to explore these. Large loose parts are provided with adults supporting children to transport these safely in the garden and in the setting. Adults provide pictures of children and their families and lots of familiar objects, modelling play with language.	Curiosity cube/floor books/loose parts/books/pictures/art resources, small world play	What, How, Who, Why, When, Scientific language
Milestone 2	Children have a strong sense of their own family and are beginning to have their own friends who they seek out to share experiences with. They can show some awareness of similarities and differences between each other, pointing these out using language. They will notice more detail in objects found and ask questions such as why and how. More time is spent outside looking for small creatures and children are beginning to handle them with care and attention.	The role of the adults is to support children in playing alongside others and then with during small group games and activities, pointing out similarities and differences using increasingly more complex descriptive language. Lots of sensory play such as mud, sand and water etc is provided, with a variety of scooping and pouring equipment. Nature and listening walks are undertaken regularly. Planting and growing throughout the seasons is a regular part of the week, with children being able to pick herbs for play and salad/vegetables for snacks.	As above alongside planting materials, smaller construction,	As above
Milestone 3	Children show interest in the lives of familiar people and can recall and recount significant events in their own lives and those of family and friends, enjoying joining in with family customs and routines. They are interested in different occupations and will role play these spontaneously. They are more curious about how objects work, using questions such as how, what, why, where, when. They show more concern about living creatures and how we look after them and are beginning to understand the concept of recycling. Natural items are used during their art and play, and when out walking, children have their own mental maps of familiar journeys and can tell the adults which way to go.	Adults use lots of descriptive language when exploring the environment with the children, alongside opportunities to develop their knowledge further using printed resources and technology. On a Friday, the older children attend and the adults provide school readiness days with science experiments, P.E sessions and children explore different foods from around the world. Adults support children in role play by providing resources and stories around places and occupations. Invite community members into the setting to explore different occupations and ways of life. Walks to local sites such as the postbox, parks and shops.	As above, alongside computers and science experiments	As above

To be able to confidently manipulate objects with control to achieve a goal

	Milestones	Adult Role	Resources	Vocabulary
Milestone 1	Children use large containers to pour and scoop and enjoy playing in mud, sand and water. They like to sweep, move large items such as cones, planks and blocks and begin to be able to manipulate wheelbarrows and buckets to transport materials. They like the sensory experience of making marks and make patterns using fingers and large tools using a whole hand grasp, and are able to flatten playdough using their palms.	Adults provide lots of sand, mud and water play with a variety of large containers for scooping and pouring. Opportunities for large shoulder movements like pushing, sweeping, raising arms over heads are threaded throughout the day to develop children’s shoulder muscles. Mark making experiences are in every area of the setting with the space for this to be done on a larger scale. Musical instruments are provided for children to hit, bang and shake.	Large and small play equipment and loose parts/pouring equipment/tools of a variety of sizes/messy play/construction equipment/musical instruments	Over / under / in front of / behind / squeeze / pick up / turn around /put together / pour / fill / empty / up / down / round
Milestone 2	Children enjoy a variety of mark making activities and begin to mark make with a purpose, starting to form lines and circles, developing their grip through their elbows and then wrists. They are able to throw a large ball and are beginning to be able to catch with both arms outstretched. Children can now manipulate smaller pouring equipment and use tools such as spoons and tongs in pretend play. They can now create objects out of playdough using tools with some precision.	Adults support children to make their own playdough using picture guides and tools are provided and demonstrated during play with this. Smaller resources that require greater hand strength are added in the role play and messy play areas, child safe knives are used for cutting snack and forks are provided for children to use when ready. Opportunities for large scale play and movement/manipulation of equipment are in each area and the adults role is to encourage resilience when moving and using/balancing them.	As above plus playdough station/forks/child safe knives	As above
Milestone 3	Children now imitate adults writing and drawing and give meaning to marks they make using a tripod grasp, being able to explain these to others. They are able to use squeezing tools like pipettes and can peg up their own art work. Children can thread small objects and can use their fingers correctly during finger rhymes and songs. They are able to balance and stack small objects of a variety of shapes and can confidently manipulate large objects to create their own obstacle course and dens.	Language of risk and modelling safe ways of interacting with equipment are demonstrated throughout the day. Children are encouraged by the adults to risk assess equipment and think through their actions. Smaller equipment such as knives and scissors are made available and supervised during snack and play, and adults are focused on developing children’s tripod grasp ready for writing. Positional/directional language is used when children are building dens and obstacle courses and a variety of materials are available for this to occur.	As above plus den building resources/knives/forks/spoons at snack and lunch	As above

To listen to and re-tell a story, understanding how books work

	Milestones	Adult Role	Resources	Vocabulary
Milestone 1	Children enjoy accessing a range of picture books that contain familiar objects and access these frequently with supporting adults. They can repeat the names of the objects and begin to anticipate what comes next on the pages. Children enjoy joining in with familiar songs and rhymes on a one to one basis and will watch others, joining in with some actions during group time and helicopter stories. They respond to noises in the environment and turn to locate the sounds.	Adults ensure that children are able to bump into books in each area of the setting and are available for stories and sharing songs and rhymes regularly throughout the day. Adults organise listening walks and draw attention to both familiar and unusual sounds in the environment. Children are supported to contribute to and look through the floor books and to begin to join in with the library service. Adults help children during helicopter stories to take turns and use physical prompts during these.	Books, printed materials, floor books, helicopter story book.	Once upon a time, the end. Beginning, middle,author, illustrator.
Milestone 2	Children have their own favourite songs and rhymes and have their own suggestions at song time. They are able to sit and listen to short stories and enjoy sharing books with familiar adults. They can anticipate refrains and re-tell simple stories using pictures as prompts, enjoying joining in with acting out parts in the helicopter stories. Children consistently join in with the pre-school library service and enjoy choosing new books to take home and share with family.	Adults take the children outside for listening walks. Songs and rhyme are threaded throughout the sessions and familiar ones are used for continuity. Adults encourage children to look at the floor books and recount experiences with the children. Familiar stories at group time are read and simple helicopter stories are acted out with props for support. Printed picture stories such as 3 little pigs for the children to stick in sequence are made available. Staff help the children to use our Library service.	As above	As above
Milestone 3	Children enjoy and can sing along with songs and rhymes and enjoy playing with the lyrics to find nonsense and rhyming words. They can sit for longer periods of time to listen to a story and are beginning to tell their own – having them scribed as helicopter stories and then acting them out as part of a group. Children recognise that stories follow a pattern and have a beginning, a middle and an end and can re-tell stories independently using pictures as prompts. They are also beginning to recognise some familiar words such as their own and their friends names.	Adults provide songs, rhymes and stories at group time. Encourage helicopter stories with the use of props to help develop them. When reading a book, the adults also explain about authors and illustrators and compare similar illustrations and patterns of language. They use picture stories to help children describe what is happening. During the sessions, adults help children to recognise their names on pegs and name stones at registration time.	As above	As above

To be able to form and retain friendships, interacting confidently with others

	Milestones	Adult Role	Resources	Vocabulary
Milestone 1	Children engage with others to achieve a goal and co-operate with caregiving experiences with a trusted adult. Children at this milestone will watch others in play, however can begin to play alongside other children while still focused on their own play.Children are aware of basic boundaries and rules and sometimes cooperate with these with adult support. At this stage children experience a range of emotions and express these through tantrums if frustrated.	The adults role is to form a strong bond with the children and be consistent in care-giving experiences. Give them opportunities to watch others. Comment on their play. Use Feely Bear to talk about emotions they feel. Teach simple rules and boundaries. Giving children the language to join others.	Mirrors, Feely Bear, Emotion books and stories. Small group activities such as board games, turn taking games.	Emotions, share, turn, next, after and each.
Milestone 2	Children seek comfort if upset or distressed from adults. They are beginning to offer toys to others and can in engage in brief cooperative play, but still enjoy playing alone. Children are starting to show empathy if another child is hurt or upset. They have their own ideas and opinions on play and how to achieve goals.	Adults form those strong bonds with the children and support them in beginning to share/cooperative play. They support them in helping others and help them to express their ideas and emotions. Support them in resolving simple conflicts. Adults talk about Feely Bear and how his face shows different emotions. They provide books out about emotions and encourage them to pull different faces in the mirrors around the room. Provide a quiet area and do small group activities to encourage conversation and turn taking. Beginning to talk about offering toys and share resources with adult support.	As above	As above
Milestone 3	Children understand the concept of sharing and the fairness of it. They can make their own friends and be able to assert their own ideas but take on board others too, offering them toys and resources. Children can mostly resolve their own conflicts by using the necessary vocabulary. Children understand that even though they may fall out from time to time they can still be friends. Adults encourage small group activities so they can all work together to achieve a goal.	Adults explore the concept of sharing and turn taking with the children individually and in small groups. They support friendships and help children to resolve conflicts with minimal support. Adults support them with asserting their own ideas and how to respect others and their opinions. Small group activities to achieve a shared goal are throughout the sessions and PE days and Fun Fridays are times where everybody works together. Adults provide the necessary language for children to express their own emotions. Modelling language to resolve conflict continuously with set phrases to join play.	As above.	As above.