|Past and Present
- Adults to notice and comment on changes over time e.g. if a child has new haircut or starts wearing glasses; plants growing or seasons changing.
- Children begin to make sense of their own life story – Spend time with children talking about photos and memories.
- Provide opportunities for children to explore artefacts, stories, pictures from the past.
- Offer opportunities for children to begin to organise events using basic chronology, recognising that things happened before they were born (e.g. using a time line)
- Compare and contrast characters from stories, and non-fiction including figures from the past.
|People, Culture and Communities
- Help children make connections between features of their families and other families e.g. talk about similarities and differences.
- Invite different people from a range of occupations – plan and introduce new related vocabulary. Consider opportunities to challenge gender and other stereotypes.
- Name and describe people who are familiar within the community e.g. doctors, teachers, police (people who help us).
- Talk about own experiences with different people
- Model positive attitudes about differences between people including race and religion. Have resources that reflect many differences.
- Ensure resources reflect diversity of modern Britain
- Celebrate and value cultural, religious, community events and experiences of the children in the class throughout the year.
- Circle times to share pictures and talk about own family (‘All about me’ books).
- Encourage children to ask each other questions about their families.
- Trips to places of worship
- Talk to children about going on journeys – e.g. going to granny’s house, going to the shop in a car, going on a Bear hunt!
- Provide books, displays, globes of the world to encourage children to talk about different places around the world.
- Draw information from a simple map
- Talk about immediate/local environment including name of road, town in which our school is located – children understand that our school is in Whetstone, which is part of London.
- Opportunities to draw maps from imaginary story settings as well as local environment.
- Learn about similarities and differences between life in this country and life in other countries – reflect the countries that children in our school have personal links with
|The Natural World
- Explore materials with different properties, including natural materials inside and outside.
- Provide interesting natural environments for children to explore freely outdoors.
- Experiment with a range of different materials e.g. provide children with opportunities to change materials from one state to another (cooking, melting ice cubes); explore materials that float/sink; making shadows/explore transparency of materials.
- Children to have regular access to outdoor play and exploration
- Hands on outdoor experiences using senses (touch, smell)
- All children encouraged to have welly boots and puddle suits at school so they can fully experience a range of outdoor weather
- Observe, interact with and comment on natural processes such as:
- ice melting,
- a sound causing a vibration,
- light casting a shadow,
- a magnet attracting an object,
- a boat floating on water
- Changes of state through cooking experiences
- Real life experiences involving exploration of natural phenomena such as standing in the rain with wellies and splashing, walking through tall grass.
- Make collections of natural materials to investigate and talk about with similarities and differences e.g. contrasting pieces of bark, different types of leaves or rocks.
- Plan for and introduce new vocabulary, encouraging children to use it to discuss their findings and ideas.
- Make observations, draw pictures of the natural world including animals and plants (use key words to label parts e.g. stem, leaf, roots or tail, feathers, fur)
- Encourage children to describe what they see, hear and feel whist outside including names of some plants and animals
- Notice and comment on similarities and differences.
- Allow children to take supported risks – Risk management (see Forest School policy)
- Recognise that some environments are different to where they live – use of non-fictions texts to explore different natural environments
- Encourage children’s exploration, curiosity, appreciation and respect for living things – e.g. looking for minibeasts, planting and growing, collecting natural items while out walking.
- Plant seeds/bulbs and care for growing plants – observe growth and decay over time
- First hand scientific explorations of animal life cycles, such as caterpillars or chick eggs.
- Draw children’s attention to weather and seasonal features
- Develop growing areas of the garden – e.g. potato patch
- Document the development of frog life cycle using pond in outdoor area – establish rules and ways of caring for them.
|How things work
- Provide mechanical equipment for children to investigate, make links and connections in relation to cause and effect e.g. wind-up toys, pulleys (transporting), sets of cogs.
- Children to explore and talk about different forces that they can feel – e.g. exploring magnets, bending materials - plan and introduce new vocabulary
- Use a range of technological programmable toys such as bee-bots
- Children learn about online safety – suitable websites, what to do if you see something online that you don’t like, what info not to share (www.thinkyouknow resources)