Personal, Social, and Emotional Development

• Students were confident when taken out around the local neighbourhood, and enjoyed exploring new places with their key person.

• They were able to show ‘effortful control’. For example, they waited for their turn and resisted the strong impulse to grab what they wanted or pushed their way to the front. 

• They were able to talk about and manage their emotions.

Physical Development

• Students were able to spin, roll, and independently use ropes and swings (for example, tyre swings)

• They were able to sit on a push-along wheeled toy, use a scooter, or ride on a tricycle.

• They were able to show an increasing desire to be independent, such as wanting to feed themselves and dress or undress.

Communication and Language

• The students were able to make themselves understand and may become frustrated when they cannot.

• They were able to identify familiar objects and properties for practitioners when they were described. For example: ‘Katie’s coat’, ‘blue car’, ‘shiny apple', etc.

• They were able to say how they feel and used words as well as actions. 

Literacy

• Children were able to sing songs and say rhymes independently.  For example, singing whilst playing.

• They were able to enjoy sharing books with an adult. 

• They were able to have their favourite books and sought them out, shared with an adult or another child, or looked at alone.

Phonics

• The students have learnt:

  • Letters and Sounds

    • Phase 1 - Aspect  6: Voice Sounds

    • Phase 1 - Aspect 7: Oral Blending and Segmenting

Mathematics

• The students were able to develop counting-like behaviour, such as making sounds, pointing or saying some numbers in sequence.

• They were able to react to changes in the amount in a group of up to three items.

• They were able to compare amounts, saying ‘lots’, ‘more’ or ‘same’.

• They were able to learn the following shapes: 

  • • Oval

    • Diamond

• They were able to learn numbers 6 and 7.

Understanding the World

• They were able to explore natural materials, indoors and outside.

• They were able to explore and respond to different natural phenomena in their setting and on trips.

Expressive Arts and Design

• The students were able to enjoy and take part in action songs, such as ‘Twinkle, Twinkle Little Star'.

• They were able to make rhythmic and repetitive sounds.

• They were able to learn the colours:

  • • Green

    • Orange

Personal, Social, and Emotional Development

• Students were able to follow the rules and understand why they were important.

• They were able to remember the rules without needing an adult to remind them. 

• They were able to talk with others to solve conflicts. 

• They were able to develop their sense of responsibility and membership in the community.

• They were able to gradually understand how others might be feeling.

Physical Development

• The students were able to go up steps and stairs, or climb up apparatus, using alternate feet. 

• They were able to skip, hop, stand on one leg, and hold a pose for a game like musical statues.

• They were able to use one-handed tools and equipment.  For example, make snips on the paper with scissors.

• They were able to use a comfortable grip with good control when holding pens and pencils. 

Communication and Language

• The students were able to sing a large repertoire of songs.  

• They were able to talk about familiar books and tell a long story. 

• They were able to use longer sentences of four to six words.

• They were able to talk to organise themselves and their play.  For example, 

  • • "Let's go on a bus..."

    • "You sit there...."

    • "I'll be the driver!"

• They have read and learnt about the story:

  • • "Maisy Goes on an Airplane"

Literacy

• The students were engaged in extended conversations about stories, and learning new vocabulary.

• They were able to understand the five key concepts about print, that:

  • • 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

• They were able to 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; 

    • writing ‘m’ for mummy. 

• They were able to write some or all of their names.

• They were able to write some letters accurately.

Phonics

• The students have learnt:

  • • Phase 2 - Letter Sounds: n, m, d, g

•  They have learnt the sight word 'I'

Mathematics

• The students were able to experiment with their own symbols and marks as well as numerals up to number 8.

• They were able to link numerals and amounts: for example, showing the right number of objects to match the numeral up to 8. 

• They were able to talk and explore about 2D shapes:

  • • circle

    • rectangle

    • triangle

• They were able to talk and explore about 2D shapes using informal and mathematical languages:

  • • sides

    • corners

    • straight

    • flat

    • round

• They were able to learn numbers 1 to 10.

• They were able to learn the following shapes:

  • • Diamond

    • Semi-Circle

• They have learnt the following concepts:

  • • Heavy and Light

    • Long and Short

• They were able to make comparisons between objects relating to size, length, weight, and capacity.

Understanding the World

• They were able to explore and talk about different forces they feel.

• They were able to explore how things work. 

• They were able to talk about what they see, using a wide vocabulary.   

• They were able to learn UAE initiatives:  

  • • Talked and showed pictures and videos of water transportation in the UAE

      • • jet ski

        • cruise

• They were able to continue developing positive attitudes about the differences between people.

• They were able to show interest in different occupations.

• They were able to learn about the following community helpers:

  • • People Who Help Us at School

      • Teacher

      • Bus driver

      • Doctor

      • Nurse

      • Cleaner

      • Helper

      • Security Guard

  • People Who Keep Us Safe

    • • Firefighter

      • Police Officer

      • Doctor

      • Nurse

      • Paramedic

Expressive Arts and Design

• The students were able to explore different materials freely, develop their ideas about how to use them and what to make. 

• They were able to sing the melodic shapes and sounds, such as the ups and downs of familiar songs.

• They were able to explore colours and mix them too.

• They were able to develop their own ideas and decide which materials to use to express them.

• They were able to create own songs and improvise a song around one they know.

• They were able to learn the colour 'Orange'

• They were able to learn the song 'The Wheels on the Bus'

Personal, Social, and Emotional Development

• The students were able to show resilience and perseverance in the face of challenges.

  • • Example: Teachers have talked to them about not giving up and trying their best to achieve their goal, read them stories about it to teach the importance of never giving up.

• They were able to think about the perspective of others.

Physical Development

• The students were able to develop the foundations of handwriting style which is fast, accurate, and efficient.

  • • Example: Continuously check the process of children’s handwriting (pencil grip and letter formation, including directionality). 

• The students were able to develop the overall body strength, coordination, balance, and agility needed to engage successfully with future physical education sessions, and other physical disciplines including dance, gymnastics, and sports.

Communication and Language

• The students will be able to articulate their ideas and thoughts in well-formed sentences.  

• They were able to use and talk to help work out problems, and organise thinking and actvities, and explain how things work and why they might happen.

• They were able to engage in non-fiction books. 

• They were able to listen to and talk about selected non-fiction and developed a deep familiarity with knowledge and vocabulary.

Literacy/Phonics

• The students have learnt about the following digraphs: (Phase 3)

  • • • qu

      • ch

      • sh

      • th

      • ng

      • ai

• They have learnt new vocabulary words:

  • • • qu:  queen, quilt, quail

      • ch:  chocolate, children, beach

      • sh:  shark, shower, shoes

      • th:  teeth, mouth, thumb

      • ng:  spring, hanger, morning

      • ai:  train, snail, brain

• They have learnt the following blending words:

  • • • qu:  quit, quiz, quack

      • ch:  chop, chick, chat

      • sh:   wish, shop, shell

      • th:  bath, thin, thick

      • ng:  king, ring, long

      • ai:  rain, tail, mail

• They have learnt the following tricky words (in addition to Phase 2 and Phase 3 tricky words):

  • • • you, they,  all, are

• They were able to read simple phrases and sentences made up of words with known letter-sound correspondences and where necessary, a few exception words.

• They were able to form lowercase and capital letters correctly.

Mathematics

• The students were able to explore the composition of numbers 1 to 10.

• They have learnt the recognition and formation of numbers 19 and 20.

• They have learnt the following vocabulary words:

  • • • part

      • whole

      • compose

      • compare

      • greater

      • lesser

      • equal

      • length

      • long

      • short

      • longer

      • shorter

      • heavy

      • light

• They were able to compare length and weight

• They were able to compare the capacity and learnt the following vocabulary words:

  • • • empty

      • full

      • half full                                                                     

Understanding the World

• The students were able to recognise some similarities and differences between life in this country and life in other countries.

• They have learnt about the culture of the country 'Africa'.

  • • • food, flag, landmarks, language

      • new vocabulary words: Savannah, Afro, Dashiki

• They were able to recognise some environments that are different from the one in which they live.

• They have learnt new vocabulary words (Planets):

  • • • Mercury

      • Venus

      • Earth

      • Mars

      • Jupiter

      • Saturn

      • Uranus

      • Neptune

• They were able to learn about how nights turn into day and how day turns into night, and have learnt new vocabulary words related to the topic:

  • • • day

      • night

      • light

      • dark

      • shadow

      • blue sky

      • Earth

      • planet

      • sun 

      • star

      • moon

      • satellite

Expressive Arts and Design

• The students were able to explore and engage in music-making and dance, performing solo or in a group.

• The students were able to sing in a group or on their own, increasingly matching the pitch and following the melody.