LO: I will begin to demonstrate an understanding of one-one correspondence of by accurately placing individual items onto plates, and may begin to explore early concepts of composition. 

LO: I will use potato prints to create various marks and patterns, exploring mark-making inspired by The Hungry Caterpillar story. 

LO: I will begin to demonstrate an understanding of one-one correspondence of by accurately placing individual items onto plates, and may begin to explore early concepts of composition.

LO: I will show increased engagement during a sensory exploration of mountains in my inquiry learning; I will begin to share resources and play alongside my peers. 

LO: I will begin to use simple tools with support within my inquiry learning around lighthouses; I can explore simple patterns (ABAB, ABC) and may continue a pattern with adult support. 

LO: I can explore simple patterns within my learning experiences and may begin to sort objects by defining attributes (e.g. colour, shape). 

LO: I can begin to stack blocks and develop my spatial awareness through play when exploring 'The Storm Whale' in my inquiry learning; I may begin to show awareness of simple prepositional language such as 'on'.

LO: I can transition to a motivating area of the school with reduced adult support; I can begin to share space and resources with my peers.

LO: I can begin to mark-make with intent, showing some evidence of trial and improvement; I can begin to use a palmar grasp when supported by an adult.

LO: I can begin to mark make with intent, showing some evidence of trial and improvement; I can begin to recognise my own reflection. 

 LO: I can explore different sized buckets and containers within my inquiry learning for 'The Storm Whale'; I may begin to show some awareness of 'more', 'less', and 'full'. 

LO: I can begin to mark make with intent, showing some evidence of trial and improvement; I can begin to recognise my own reflection. 

LO: I will begin to use simple tools to mark-make with intent.

 LO: I can make a choice between three items using my chosen form of communication (e.g. AAC, eye gaze, gesture) when supported by an adult in the context of my ILP work session.

LO: I will begin to explore one-to-one correspondence and develop my spatial visualisation through my inquiry learning.

LO: I will explore the concept of ‘Healthy Me’ through my inquiry learning.

LO: I will begin to explore volume through sensory play, and may begin to show some awareness of ‘more’ and ‘less’.

LO: I can share space and resources with my peers; I can begin to show interest in playing alongside or observing others.

LO: I will explore various sensory media using chunky paint brushes, making intentional marks to uncover hidden 'golden tickets’ in my exploration of the story ‘Charlie and the Chocolate Factory’. 

LO: I will explore the concept of size by visually and tactilely differentiating between blueberries and balloons in my explorations of the story ‘Charlie and the Chocolate Factory’. 

LO: I will attempt to unwrap a ‘chocolate bar’, practicing pincer grasp and controlled movements, through my exploration of the story ‘Charlie and the Chocolate Factory’. 

LO: I can share space and resources with my peers; I can begin to show interest in playing alongside or observing others.

Ext: I can show increasing tolerance when sharing space and resources; I can show enjoyment when playing with others. 

LO: I will explore waterproof structures through my inquiry learning by looking at items that sink and float. 

LO: To engage in and sustain interest in a shape, space, and measure based activity for upwards of a minute, investigating a stimulus or activity in more than one way. 

LO: I can explore one-to-one correspondence through my inquiry learning about the Lunar New Year. 

LO: I can explore different scents and textures in my inquiry learning, and will begin to communicate my preferences. 

LO: I will explore mark making with different media through my inquiry learning about the Lunar New Year; I will gain confidence when making marks in a variety of different media (e.g. IWB, shaving foam, sand), showing some transference of skills across contexts. 

LO: I will explore concepts of shape, space and measure using the narrative of 'Jack and the Beanstalk' as a framework, beginning to show some awareness of 'big' and 'small'. 

LO: I will share attention with an adult during a 1:1 reading session for increasing periods of time; I can begin to enjoy simple picture books, showing ‘excitement’, ‘surprise’, ‘amazement’, or ‘delight’ through vocalisations and facial expressions. 

LO: I will explore mark-making with different media through the narrative of 'Jack and the Beanstalk'; I will begin to intentionally make marks. 

LO: I can explore the fable of The Lion and the Mouse through my inquiry learning, and will begin to communicate my likes and dislikes when exploring new foods.

LO: I can explore water as one of the basic needs of living things and can engage in and sustain interest in shape, space and measures based learning around this topic. 

LO: I can share space with my peers and engage in shared attention with full support and modelling from an adult.

LO: I can overwrite simple patterns using my preferred writing hand.

LO: I can share space and resources either my peers; I can begin to show interest in playing alongside or observing others.

LO: I can begin to explore books and interact with them when these actions are modelled by an adult (e.g. holding the book, turning a page, closing the book). 

LO: I will explore seasonal changes by investigating the properties of ice; I will explore the impressionist art movement through making brush strokes with sensory media.

'Bouncing' Bear Class took part in Phase 1's end of term production this week! The students dressed up in elf costumes and performed to 'Sleigh Ride' by The Ronettes. The whole class worked very hard and were fantastic at jingling bells, bouncing around, and spreading the festive cheer!

LO: I will explore shape, space, and measure through my inquiry learning.

Decorating Biscuits

Sensory Play

Colour Sorting

LO: I can share space and resources either my peers; I can begin to show interest in playing alongside or observing others.

LO: I will explore mark-making techniques through the medium of potato printing, specifically in the context of designing Christmas lights.

LO: I can share space and resources either my peers; I can begin to show interest in playing alongside or observing others.

LO: I will reach out to touch objects/stimuli within my learning experiences with minimal adult prompting; With adult support, I will return to a learning experience when it is not a focus, showing interest. 

 LO: I can enjoy simple picture books , often pointing to familiar objects; I can hand a book to a familiar adult to read or share. 

LO: I will be able to complete three workbox activities when supported by an adult, maintaining attention for upwards of 5 minutes. The student threaded beads onto a chunky thread to help develop fine motor skills such as dexterity, finger strength, and hand-eye coordination. 

LO: To explore the idea of celebration through festival crafts; to explore similarities and differences between myself and others.

LO: To explore seasonal changes, nature, and the artist Monet through my inquiry learning.

LO: To explore the idea of celebration through festival crafts; to explore similarities and differences between myself and others.

LO: I can share a space with my peers and engage in shared attention with full support and modelling from an adult.

LO: I can work towards ILP targets linking to communication and interaction with full adult support and appropriate modelling.

LO: To cooperate with shared exploration and supported participation in a mark-making activity during ILP continuous provision learning.

LO: I can follow instructions with adult support to work towards ILP targets linked to the development of fine motor skills.

LO: To enjoy looking at books and other suitable printed or digital materials (e.g.

photographs, symbols) with familiar people; to enjoy being read to.

LO: I can follow instructions with adult support to work towards ILP targets linked to the development of fine motor skills.

LO: To engage in and sustain interest in a shape, space, and measure based ILP continuous provision work session, reaching out to manipulate objects/stimuli.

LO: To explore different food textures with adult support; to explore modelling, making faces with food resources.

LO: To attempt, sometimes successfully, to match shapes with spaces on inset puzzles.

LO: To cooperate with shared exploration and supported participation in a mark-making activity during ILP continuous provision.

LO: I will explore nursery rhymes and animal habitats within the local environment through my inquiry learning.

LO: To engage in and sustain interest in a shape, space and measure based activity, reaching out to manipulate objects or stimuli.

LO: I will begin to communicate my choices through gesture, eye gaze, and AAC when supported by an adult.

LO: I will gain confidence when exploring new environments around the school; I will use a balancing activity to support the development of my gross motor skills.

LO: I will be able to make marks in different types of media by exploring a variety of stimuli with adult support.

A member of Bear class exploring mark-making in shaving foam!

We used chunky paintbrushes to spread the shaving foam and paint the sheep.

A student exploring cinnamon scented dough as part of our inquiry learning.