Codnor Community Primary School

EYFS Curriculum Progression

patterns of movements which are related to music and rhythm. Fine Motor Skills (3-4) Use one- handed tools and equipment for example making snips in paper.	Make healthy choices about food, drink, activity and toothbrushing.	Make healthy choices about food, drink, activity and toothbrushing.	Use a comfortable grip with good control when holding pens and pencils.
Statements addressed across the whole year Increasingly independent in meeting their own care needs e.g., using the toilet, washing hands Increasingly independent when getting dressed and undressed e.g., zipping up coats Continue to develop their movement, balancing, riding and ball skills
Literacy	Comprehension (birth-3) – Enjoys songs & rhymes, tuning in and paying attention. Joins in with songs and rhymes, copying sounds, rhythms, tunes and tempos. Word Reading (birth-3) – notice some print (3-4) Begin to recognise their name (print has meaning) Writing (birth-3) – Enjoy drawing freely.	Comprehension (3-4) Engage in conversations about books. Writing (birth-3) – Make marks on their picture to stand for their name.	Writing (birth-3) – Add some marks to their drawings which they give meaning to. Know that print has different purposes	Know that English is read left to right, top to bottom	Write some of their name Use some of their print & letter knowledge in their early writing. Name the different parts of a book Understand page sequencing Develop their phonological awareness so they can: - spot and suggest rhymes, count or clap syllables in words	Write all of their name Use some of their letter and print knowledge in their early writing. E.g. writing lists, ‘m’ for mummy. Write some letters accurately Develop their phonological awareness so they can: - recognise words with same initial sounds, such as money and mother.
Statements addressed across the whole year Comprhension - Learning new vocabulary, Engages in conversations about books. Understand the 5 key concept about print 1)print has meaning 2)print has different purposes 3)We read English texts from left to right and from top to bottom 4)the names of the different parts of a book, page sequencing 5)Develop their phonological awareness.
Mathematics (All skills to be repeated through recaps at the beginning of the lessons to ensure ‘sticky knowledge’)	Numerical patterns (3-4) Talk about and identify patterns around them. Extend and create ABAB patterns. Make comparisons between size, length Uses informal language like spotty, pointy, blobs etc.	Number (3-4) Say one number for each item in order. Know that the last number reached tells you the total. Show fingers numbers up to 5.	Fast recognition of up to 3 objects without having to count them individually. Experiment with their own symbols and marks as well as numerals.	Link numerals and amounts accurately Recite numbers past 5. Compare quantities using language such as ‘more than’, ‘less than’ Solve real world mathematical problems up to 5.	Talk about and explore 2D shapes using informal and mathematical language. Select shapes appropriately: flat surfaces for buildings, triangular prism for a roof. Talk about and explore 3D shapes using informal and mathematical language. Begin to describe a real or fictional event using words such as ‘first’, ‘then’.	Discuss routes and locations using words such as ‘in front of, behind’. Make comparisons between objects relating to weight and capacity. Understand position alone with no pointing. Describe a familiar route. Notice and correct errors in a repeating pattern.