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Sir John Heron Primary School

Together we learn. Together we achieve.


Please see the attached curriculum map for details on the topics your child will be learning at school. If you have any queries about any of the topics, please feel free to contact the school or speak to your child's class teacher to find out more.

Help us to celebrate your child's achievements...

A guide to your child’s learning and development in the early years foundation stage.

EYFS Parent/Carer Information Session

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Curriculum Letter:

Please see the below information for more detail about what your child will be learning this term.



Autumn Term 1



This term we will be reading ‘This is Our House’. Through this story we will explore the rhythm and language of the text. We will learn new vocabulary and use this to inform our own writing. We will teach the children the sounds for the alphabet through our RWI lessons, as this is the beginning stage for reading. We will also develop the children’s fine motor skills and will teach them how to write the sounds. 


We will be covering these areas of learning in Literacy over the term:

  • Understand the five key concepts about print:

 - print has meaning.

 - print can have different purposes.

- we read English text from left to right and from top to bottom.

 - the names of the different parts of a book. 

-page sequencing.

  • 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. 

  • Engage in extended conversations about stories, learning new vocabulary.

Vocabulary – story, information, book, front cover, title, pages


Vocabulary for story language – once upon a time, one sunny day, happily ever after, suddenly 

Time words – first of all, next, after that, finally, in the end


In Mathematics children will be taught a range of mathematical skills. We will focus on deepening their understanding through exploring a number a week to secure a good understanding of the numbers to 10. We will use Numicon to develop children’s mathematical understanding. We will focus on a number a week and explore it through lots of different concrete materials to secure the children’s understanding of what that number looks like. 


We will be covering these areas of learning in Mathematics over the term:

  • Develop fast recognition of up to 3 objects, without having to count them individually (‘subitising’). 
  • Recite numbers past 5. Say one number for each item in order: 1,2,3,4,5. 
  • Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’). 
  • Show ‘finger numbers’ up to 5. 
  • Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5. 
  • We will be looking at the following White Rose blocks: 

-White Rose Block Just like me! 

-White Rose Block It’s me, 1, 2, 3! 

-White Rose Block Light and Dark.

Vocabulary  - more, less, number, count, zero, one, two, three……


Vocabulary – weight, height, length, pattern, pictures, circle, oblong, square, rectangle, triangle….. 

Understand and use language of comparison e.g wider/narrower     longer/shorter     taller/shorter    widest/narrowest 


Order, next, forwards, backwards, more, less, fewer, altogether, equals, the same as


Vocabulary – talks about significant times of the day e.g. home time, lunchtime, snack time, bed time. Know the name of the days of the week and say them in order


Before, after, yesterday, today, tomorrow

PSED (Physical, Social, Emotional Development)

During this term, children will be encouraged and supported to form relationships with their new teachers and peers. We will also develop their self-confidence and they will be encouraged to learn the rules for their new class.


We will be covering these areas of learning in PSED over the term:

  • Find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider-Man in the game, and suggesting other ideas. 
  • Remember rules without needing an adult to remind them. 
  • Talk with others to solve conflicts. 
  • Understand gradually how others might be feeling. 
  • See themselves as a valuable individual. 
  • Build constructive and respectful relationships. 
  • Show resilience and perseverance in the face of challenge. 
  • Identify and moderate their own feelings socially and emotionally. 
  • Manage their own needs.

Words for developing self-confidence and self-esteem – proud, going, to, can do, try, goal succeed, now, before, after, next  


Vocabulary for working together and relationships – hello, please, play with, watch, copy, smile, build, make, feel, give, take, ask, tell, share


Positive adjectives – active, kind, thoughtful, friendly, careful, confident, creative, helpful, considerate, strong, quick, courageous, artistic, warm, musical, gentle, caring


Communication and Language

Throughout this term, our children will be supported to develop their communication and language skills. We will plan a range of lessons where we support the children’s listening and attention skills. We will also develop the children’s understanding and will give them enough time to develop their speaking skills.


We will be covering these areas of learning in Communication and Language over the term: 

  • Develop children’s communication, for example their use of  irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’. 
  • Develop their pronunciation of  some sounds such as: r, j, th, ch, and sh - multi-syllabic words such as ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus’. 
  • Use longer sentences of four to six words.
  • Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions. 
  • Start a conversation with an adult or a friend and continue it for many turns.
  •  Use talk to organise themselves and their play: “Let’s go on a bus... you sit there... I’ll be the driver.”

Vocabulary – use an increasing range of vocabulary appropriately, understanding the meaning of new words


Vocabulary - use past, present and future tenses – in conversations with peers/adults about themselves and their experiences, activities, ideas and events

Understanding the World


Children will learn about their families and their Communities. We will also learn about the world in which they live and will explore technology. We will be celebrating family with a party and then thinking about celebrations such as Christmas and Guy Fawkes night. 

We will be covering these areas of learning in Understanding of the World over the term: 

  • Continue developing positive attitudes about the differences between people. 
  • Talk about the differences between materials and changes they notice. 
  • Know that there are different countries in the world and talk about the differences they have experienced or seen in photos. 
  • Talk about members of their immediate family and community. 
  • Name and describe people who are familiar to them.

Vocabulary – North/South pole – snow, iceberg, snow cap mountain, ridge, avalanche

Northern lights -  waterfall, sea/ocean, whale, aurora (bright coloured skies – green, orange) 

Desert/rainforest  - cactus, sand dune, canopy, tree

Vocabulary for expressing feelings – happy, cheerful, glad, excited, joyful, sad, miserable, gloomy, angry, worried, anxious, frightened, scared, nervous

Physical Development

Children will have a range of opportunities to develop their fine motor and gross motor skills. We will also teach the children how to be healthy and safe. They will explore large and small equipment in our indoor and outdoor provision. They will be supported to take risks in the way that they move on and around equipment. In our weekly indoor provision, we will have a finger gym to focus on developing their fine motor skills. 

We will be covering these areas of learning in Physical Development over the term: 

  • Increasingly be able to use and remember sequences and patterns of movements which are related to music and rhythm. 
  • Use one-handed tools and equipment, for example, making snips in paper with scissors. 
  • Use a comfortable grip with good control when holding pens and pencils. 
  • Start eating independently and learning how to use a knife and fork. 
  • Show a preference for a dominant hand. 
  • Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips. 
  • Make healthy choices about food, drink, activity and toothbrushing.
  •  Progress towards a more fluent style of moving, with developing control and grace. 
  • Know and talk about the different factors that support their overall health and wellbeing: 

- regular physical activity.

 - healthy eating.

- toothbrushing.

Vocabulary – language of movement linked to body parts and how they move


Vocabulary linked to foods and food groups at the snack table, body parts, exercise and effects on the body, dressing skills, 

Expressive Arts and Design

Children will be encouraged to share and express their creativity in a range of ways and through fun and creative activities.  

We will be covering these areas of learning in Expressive Arts and Design over the term: 

  • Remember and sing entire songs. 
  • Sing the pitch of a tone sung by another person (‘pitch match’). 
  • Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. 
  • Create their own songs, or improvise a song around one they know. 
  • Play instruments with increasing control to express their feelings and ideas. 

Vocabulary – join, assemble, construct, model, build, design, screwing, building, balancing, threading, slotting, structure, model, tall, taller, tallest, big small


Vocabulary for designing and making – recycled, paper, cardboard, plastic, foil, polystyrene, natural, man-made, waterproof, construct, build, assemble, join, plan, design, structure, thick thin