Codnor Community Primary School

EYFS Curriculum Progression

Deciding whether to crawl, walk or run across a plan. Further develop the skills they need to manage the school day successfully: lining up and queuing, mealtimes, personal hygiene	developing control and grace. Know and talk about the different factors that support their overall health and wellbeing: - regular physical activity - healthy eating - toothbrushing - sensible amounts of ‘screen time’ - having a good sleep routine - being a safe pedestrian	physical activity - healthy eating - toothbrushing - sensible amounts of ‘screen time’ - having a good sleep routine - being a safe pedestrian
Statements addressed across the whole year Develop the overall body strength, co-ordination, balance, and agility needed to engage successfully with future physical education sessions and outdoor learning activities.Develop their small motor skills so that they can use a range of tools competently, safely, and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks, and spoon. Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor. Develop overall body-strength, balance, co-ordination, and agility Develop the foundations of a handwriting style which is fast, accurate and efficient.
Literacy Added end of term objective progressions for Literacy	Develop their phonological awareness, so that they can: - spot and suggest rhymes - count or clap syllables in a word - recognise words with the same initial sound, such as money and mother Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; write ‘m’ for mummy. Write some or all of their name. Write some letters accurately. Read individual letters by saying the sounds for them. Blend sounds into words, so that they can read short words made up of known letter-sound correspondences. To write own first name To make recognisable attempts at forming letters. To begin to write some sound in words.	Blend sounds into words, so that they can read short words made up of known letter-sound correspondences. Spell words by identifying the sounds and then writing the sound with letter/s. Read some letter groups that each represent one sound and say sounds for them. To form some letters correctly. To begin to segment and spell CVC/ CVCC words.	Read some letter groups that each represent one sound and say sounds for them. Read a few common exception words matched to the school’s phonic programme. Spell words by identifying the sounds and then writing the sound with letter/s. Re-read what they have written to check that it makes sense. To begin to write words, labels and captions independently using phonic knowledge. To form more letters correctly. To write labels and captions. To use finger spaces.	Read simple phrases and sentences made up of words with known letter– sound correspondences and, where necessary, a few exception words. Re-read books to build up their confidence in word reading, their fluency and their understanding and enjoyment. Form lower-case letters correctly With support, begin to write short sentences. Re-read what they have written to check that it makes sense. To begin to write words, labels and captions independently using phonic knowledge. To segment and spell cvcc/ccvc words. To begin to use finger spaces and full stops.	Begin to form some capital letters correctly. Write short sentences with words with known letter-sound correspondences using a full stop. Re-read what they have written to check that it makes sense. To use some set 2 sounds when spelling. To write simple sentences using phonic knowledge. To begin to use capital letters and continue to use finger spaces and full stops.	Form some capital letters correctly. Write short sentences with words with known letter-sound correspondences using a capital letter and full stop. Re-read what they have written to check that it makes sense. To write simple sentences independently, using finger spaces and full stops.