Nursery
I can take part in simple pretend play, using an object to represent something else even though they are
not similar. I am beginning to develop complex stories using small world equipment like animal sets, dolls and dolls houses, etc. I can make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. I explore different materials freely developing ideas about how to use them and what to make. I create closed shapes with continuous lines and begin to use these shapes to represent objects. I draw with increasing complexity and detail, such as representing a face with a circle and including details. I use drawing to represent ideas like movement or loud noises. I show different emotions in my drawings and paintings, like happiness, sadness, fear, etc. I explore colour and colour mixing. I listen with increased attention to sounds responding to what I have heard, expressing my thoughts and feelings. I can remember and sing entire songs and can sing the pitch of a tone sung by another person (‘pitch match’). I can sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. I create my own songs or improvise a song around one I know. I play instruments with increasing control to express their feelings and ideas.
Autumn 1
Take part in simple pretend play, using an object to represent something else even though they are not similar.
Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses, etc.
Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.
Reception
I explore, use and refine a variety of artistic effects to express my ideas and feelings. I am able to return to and build on previous learning, refining ideas and developing my ability to represent them. I create collaboratively, sharing ideas, resources and skills. I listen attentively, move to and talk about music, expressing my feelings and responses. I watch and talk about dance and performance art, expressing my feelings and responses. I can sing in a group or on my own, increasingly matching the pitch and following the melody. I can develop storylines in my pretend play. I explore and engage in music making and dance, performing solo or in groups.
The level of development a child should be expected to have reached by the end of the EYFS is defined by the Early Learning Goals.
ELG: Creating with Materials
• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
• Share their creations, explaining the process they have used.
• Make use of props and materials when role playing characters in narratives and stories.
ELG: Being Imaginative and Expressive • Invent, adapt and recount narratives and stories with peers and their teacher.
• Sing a range of well-known nursery rhymes and songs.
• Perform songs, rhymes, poems and stories with others, and – when appropriate –try to move in time with music.
Music Lead P Lucas teaches music one session per week in Reception.
Autumn 1
Children in Reception will be learning to:
- Listen attentively, move to and talk about music, expressing their feelings and responses.
- Watch and talk about dance and performance art, expressing their feelings and responses.
- Explore, use and refine a variety of artistic effects to express their ideas and feelings.
 |
 |
 |
 |
Reception exploring music and dance in our indoor and outdoor provision.
 |
 |
 |
 |