EY1 LITERACY COURSE SYLLABUS Course Outline

2024-2025 Literacy EY 1

Overview

Literacy comes under the specific area of the Early Years Foundation Stage. The Literacy development
involves encouraging children to link sounds and letters and to begin to read and write. Children are
given access to a wide range of reading materials (books, poems, and other written materials) to
ignite their interest.

Learning Outcomes
The aims of all subjects state what a teacher may expect to teach and what a student may
expect to experience and learn. These aims suggest how the student may be changed by the
learning experience.
The aims of the Literacy Syllabus are to encourage and enable students to:
• Enjoy listening to and using spoken and written language readily turn it into play and use to
communicate their needs with others
• Extend their vocabulary and develop their language skills
• Show interest in illustrations and print in books and in the environment
• Learn how to handle books carefully
• Engage in activities requiring hand-eye coordination and use one handed tools and equipment
• Use puppets and props to make up or re-tell stories
• Mark making
• Begin to use anticlockwise movement and trace vertical lines
• Use a variety of crayons, pencils and thick chalk and learn to hold in correct pencil grip
• Ongoing Objectives
• 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 - recognize words with the same initial sound, such as money and
mother
• Engage in extended conversations about stories, learning new vocabulary.
• 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.
• Write some or all of their name.
• Write some letters accurately.
• Read family words and short sentences, like (I can run).

Topics Overview

Term 1
• Jolly phonics single sounds SATIPNCKEH
• Simple words like: sat, pat, tin, pin, cap, cat, pet, pen, pin, hat, hit.
• Tricky words: I, me, he, she, we.
 EY1 LITERACY COURSE SYLLABUS Course Outline
2024-2025 Literacy EY 1

Term 2
• Jolly phonics single sounds RMDGOULFB
• Simple words like: dog, log, ball, rat, mat, map, doll, get
• Tricky words: the, be, was, to, do, of, they, are, all, you.

Term 3

• Family words group a, o, u, e, i

• Jolly phonics single sounds JZWVYX
• Simple words like: jog, job, fox, jet, wall, vet, zoo, six
• Reading and writing their own names.
• Tricky words: come, some, said, here, there.
• Reading short simple sentences.

Assessment

Formative: Throughout the year, teachers will observe children on a daily basis during child-
initiated play and adult led interactions. The observations will help educators to be aware about the
next steps in planning and education.
 EY1 COMMUNICATION AND LANGUAGE COURSE SYLLABUS Course Outline
2024-2025 CL EY 1

Overview
Communication and Language comes under the prime area of the Early Years Foundation Stage. The CL
syllabus at CIC aims to support students to develop their confidence and skills in expressing themselves,
involves giving children opportunities to experience a rich language to be able to listen and speak out in a
range of situations.

Learning Outcomes

The aims of all subjects state what a teacher may expect to teach and what a student may expect
to experience and learn. These aims suggest how the student may be changed by the learning
experience. The aims of the CL Syllabus are to encourage and enable students to:
• Develop listening and attention skills
• Listens to others one to one or in small groups when conversation interests them
• Answer and ask questions
• Identifies action words by pointing to the right picture
• Talk about our classroom environment
• Look at a variety of books with a school theme
• Express likes and dislikes
• Encourage signing along with using speech
• Shows interest in play with sounds and songs
• Link statements and sticks to a main theme or intention.
• Holds a conversation jumping from topic to topic
• Listen attentively in a range of situations. They listen to stories, accurately anticipating key
events and respond to what they hear with relevant comments
• Able to follow a story
• Listen and responds to ideas expressed by others in conversation or discussion
• Follow instructions involving several ideas or actions
• Listens to stories with increasing attention and recall
• Beginning to use more complex sentences
• Can re-tell a simple past event in correct order
• Understands use of objects

Ongoing Objectives
• Pay attention to more than one thing at a time, which can be difficult.
• Use a wider range of vocabulary.
• Understand a question or instruction that has two parts, such as “Get your coat and wait
at the door”.
• Sing a large repertoire of songs.
• Know many rhymes, be able to talk about familiar books, and be able to tell a story.
• 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.

1
 EY1 EXPRESSIVE ARTS AND DESIGN COURSE SYLLABUS Course Outline
2024-2025 EAD EY 1

Overview
Expressive Arts and Design comes under the prime area of the Early Years Foundation Stage. EAD
syllabus at CIC aims to support students to develop children’s imagination, creativity and their ability
to use media and materials. Children do this in range of ways including singing songs and making
music, dancing, playing with colours, textures and design.

Learning Outcomes
The aims of all subjects state what a teacher may expect to teach and what a student may expect
to experience and learn. These aims suggest how the student may be changed by the learning
experience. The aims of the EAD Syllabus are to encourage and enable students to:
• Creates sounds by banging, tapping, shaking or blowing
• Cutting and sticking
• Exploring colours
• Being creative through arts and media
• Acting out different roles using imagination
• Shows interest in the way musical instruments play
• Beginning to use representation to communicate e.g. drawing a line and saying ‘it’s me’
• Beginning to make-believe by pretending
• Sings a few familiar songs
• Play alongside other children who are engaged in the same theme
• Beginning to move rhythmically
• Use movement to express feelings
• Builds stories around toys
• Beginning to be interested in and describe the texture of things

Ongoing Objectives
• 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.
• Explore different materials freely, to develop their ideas about how to use them and what to
• make.
• Develop their own ideas and then decide which materials to use to express them.
• Join different materials and explore different textures.
• Create closed shapes with continuous lines, and begin to use these shapes to represent objects.
• Draw with increasing complexity and detail, such as representing a face with a circle and
including details.
• Use drawing to represent ideas like movement or loud noises.
• Show different emotions in their drawings and paintings, like happiness, sadness, fear etc.
• Explore colour and colour-mixing.
• Listen with increased attention to sounds.
• Respond to what they have heard, expressing their thoughts and feelings.
 EY1 EXPRESSIVE ARTS AND DESIGN COURSE SYLLABUS Course Outline
2024-2025 EAD EY 1

• 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.
 EY1 MATHEMATICS COURSE SYLLABUS Course Outline
2024-2025 Maths EY 1

Overview
Maths comes under the specific area of the Early Years Foundation Stage. The Maths syllabus at
CIC aims to support students to develop to develop and improve their skills in counting,
understanding and using numbers, calculating simple addition and subtraction problems; and to
describe shapes, spaces, and measure.

Learning Outcomes
The aims of all subjects state what a teacher may expect to teach and what a student may expect
to experience and learn. These aims suggest how the student may be changed by the learning
experience.
The aims of the Math Syllabus are to encourage and enable students to:
• Select a small number of objects from a group when asked, for example ‘please give me
one’
• Recite some number names in sequence
• Notice simple shapes and patterns in pictures
• Build on a basic understanding of time: putting familiar events in sequence; measuring
time
• Beginning to categorize objects according to their properties
• Use some number names and number language spontaneously
• Use some number names accurately in play
• Shows an interest in shape and space by playing with shapes or making arrangements
with objects
• Shows awareness of similarities of shapes in the environment
• Separates a group of three or four objects in different ways
• Shows an interest in representing numbers
• Uses shapes appropriately during tasks
• Beginning to use mathematical names for shapes

Ongoing Objectives
• Recite numbers from 0 to 10.
• Say one number for each item in order: 1 to 10.
• 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 10.
• Link numerals and amounts: for example, showing the right number of objects to match the
numeral, up to 10.
• Experiment with their own symbols and marks as well as numerals.
• Solve real world mathematical problems with numbers up to 10.
• Compare quantities using language: ‘more than’, ‘fewer than’.
• Talk about and explore 2D shapes (for example, circles, rectangles, triangles, etc.)
using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’.
• Understand position through words alone – for example, “The bag is under the table,” –
 EY1 MATHEMATICS COURSE SYLLABUS Course Outline
2024-2025 Maths EY 1

with no pointing.
• Describe a familiar route.
• Discuss routes and locations, using words like ‘in front of’ and ‘behind’.
• Make comparisons between objects relating to size, length, weight and capacity.
• Talk about and identifies the patterns around them. For example: stripes on clothes,
designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’ etc.
• Extend and create ABAB patterns – stick, leaf, stick, leaf.
• Notice and correct an error in a repeating pattern.
• Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then...’
• Solving simple mathematical issues with objects and numbers (additions and subtractions).

Assessment

Formative: Throughout the year, teachers will observe children on a daily basis during child-
initiated play and adult led interactions. The observations will help educators to be aware about
the next steps in planning and education.
 EY1 PHYSICAL DEVELOPMENT COURSE SYLLABUS Course Outline
2024-2025 PD EY 1

Overview
Physical Development comes under the prime area of the Early Years Foundation Stage. The PD
syllabus at CIC aims to support students to develop their movement, handling of objects,
understanding of their own body and health and levels of self-care.

Learning Outcomes
The aims of all subjects state what a teacher may expect to teach and what a student may expect
to experience and learn. These aims suggest how the student may be changed by the learning
experience.
The aims of the PD Syllabus are to encourage and enable students to:
• Demonstrate spatial awareness
• Able to find a space
• Follow instructions
• Develop fine motor skills
• Write patterns
• Observe effects of activity on our bodies
• Use tools safely
• Wash and dry hands
• Washing and brushing teeth
• Try a range of different foods
• Travel with confidence and skill around, under, over and through balancing and climbing
equipment
• Use simple tools to effect changes to materials
• Begin to use anticlockwise movement and retrace vertical lines
• Dress and undress independently
• Show some understanding that good practices with regard to exercise, eating, sleeping and
hygiene can contribute to good health
• Show understanding of the need for safety when tackling new challenges, and considers and
manages some risks
• Eat a healthy range of foodstuffs and understands need for variety in food
• Practices some appropriate safety measures without direct supervision
• Children know importance for good health of physical exercise, and a healthy way of life.
•
Ongoing Objectives
• Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
• Go up steps and stairs, or climb up apparatus, using alternate feet.
• Skip, hop, stand on one leg and hold a pose for a game like musical statues.
• Use large-muscle movements to wave flags and streamers, paint and make marks.
• Start taking part in some group activities which they make up for themselves, or in teams.
• Increasingly be able to use and remember sequences and patterns of movements which are
related to music and rhythm.
• Match their developing physical skills to tasks and activities in the setting. For example, they
 EY1 PHYSICAL DEVELOPMENT COURSE SYLLABUS Course Outline
2024-2025 PD EY 1

decide whether to crawl, walk or run across a plank, depending on its length and width.
• Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge
a small hole they dug with a trowel.
• Collaborate with others to manage large items, such as moving a long plank safely, carrying large
hollow blocks.
• 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.
• 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.
 EY 1 PERSONAL SOCIAL AND EMOTIONAL DEVELOPMENT Course Outline
COURSE SYLLABUS 2024-2025 PSED EY 1

Overview
Personal, Social and Development comes under the prime area of the Early Years Foundation Stage.
The PSED syllabus at CIC aims to support students to develop their social skills and learn how to
manage their feelings, understand appropriate behaviour in groups and develop a positive sense of
themselves and others.

Learning Outcomes
The aims of all subjects state what a teacher may expect to teach and what a student may expect
to experience and learn. These aims suggest how the student may be changed by the learning
experience.
The aims of the English Syllabus are to encourage and enable students to:
• Be independent around classroom ask for help when needed
• Enjoy coming to school
• Have confidence to carry out developmentally appropriate activities
• Build positive relationships with both adults and children
• Initiate in play with others
• Learn names of teachers and peers
• Demonstrate friendly behaviour
• Follow school values
• Communicate about home and environment
• Beginning to be able to negotiate and solve problems without aggression, e.g. when someone
has taken their toy.
• Understands that own actions affect other people, for example, becomes upset or tries to
comfort another child when they realise they have upset them.
• Aware of expectations in the setting
• Takes steps to resolve conflicts with other children, e.g. finding a compromise.
• Children play co-operatively, taking turns with others.
• Children are confident to try new activities, and say why they like some activities more than
others.
• Aware of the boundaries set, and of behavioural expectations in the setting.
• Beginning to be able to negotiate and solve problems without aggression, e.g. when someone
has taken their toy.
• Care for plants and living things.
•
•
Ongoing Objectives
• Select and use activities and resources, with help when needed. This helps them to achieve a
goal they have chosen, or one which is suggested to them.
• Develop their sense of responsibility and membership of a community.
• Become more outgoing with unfamiliar people, in the safe context of their setting.
• Show more confidence in new social situations.
• Play with one or more other children, extending and elaborating play ideas.
• Find solutions to conflicts and rivalries. For example, accepting that not everyone can be
 EY 1 PERSONAL SOCIAL AND EMOTIONAL DEVELOPMENT Course Outline
COURSE SYLLABUS 2024-2025 PSED EY 1

Spider- Man in the game, and suggesting other ideas.

• Increasingly follow rules, understanding why they are important.
• Remember rules without needing an adult to remind them.
• Develop appropriate ways of being assertive.
• Talk with others to solve conflicts.
• Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.
• Understand gradually how others might be feeling.
• Be increasingly independent in meeting their own care needs, e.g. brushing teeth, using the toilet,
• washing and drying their hands thoroughly.
• Make healthy choices about food, drink, activity and toothbrushing
 EY1 UNDERSTANDING THE WORLD COURSE SYLLABUS Course Outline
2024-2025 UW EY 1

Overview
Understanding the World comes under the specific area of the Early Years Foundation Stage. The
UW syllabus at CIC aims to support students to develop their awareness of their physical world and
their community through opportunities to explore, observe and find out about people, places,
technology, and the environment.

Learning Outcomes
The aims of all subjects state what a teacher may expect to teach and what a student may expect
to experience and learn. These aims suggest how the student may be changed by the learning
experience.
The aims of the UW Syllabus are to encourage and enable students to:
• Know classroom areas and names
• Has a sense of own immediate family and relations
• Become familiar with our body
• Become familiar with plant and insect lifecycle
• Understand the journeys students have made local and abroad
• Explore countries; ancient and modern
• Learns that they have similarities and differences that connect them and distinguish them
from others
• Know the different types of occupations and the different job roles.
• Talk about the features of their own immediate environment and how environments might
vary from one another.
• Notices differences in the environment
• Operates mechanical toys
• Recognises and describes special times or events
• Knows that information can be retrieved from computers

Ongoing Objectives
• Use all their senses in hands-on exploration of natural materials.
• Explore collections of materials with similar and/or different properties.
• Talk about what they see, using a wide vocabulary.
• Begin to make sense of their own life-story and family’s history.
• Show interest in different occupations.
• Explore how things work.
• Plant seeds and care for growing plants.
• Understand the key features of the life cycle of a plant and an animal.
• Begin to understand the need to respect and care for the natural environment and all living
things.
• Explore and talk about different forces they can feel.
• Talk about the differences between materials and changes they notice.
• Continue developing positive attitudes about the differences between people.
• Know that there are different countries in the world and talk about the differences they have
• experienced or seen in photos.
 EY1 UNDERSTANDING THE WORLD COURSE SYLLABUS Course Outline
2024-2025 UW EY 1

Topics Overview

Term 1

Topic- All About Me, my family, my house and my school

Approximate length: 5 weeks

EY1 children will learn all about themselves and what makes them unique! The children will learn
about their families, their senses and emotions and their immediate environment! The children will
also learn school routines and build relationships with their peers.

Topic- Things around me,

my neighborhood, places people work and

jobs people do.

Approximate length: 5 weeks

This topic will explore the importance of community helpers! The children will learn about how they
keep the community safe and healthy, and how they make life better for the people in the
community. Some of the community helpers we will explore will be police officers, firefighters, and
emergency medical technicians.

Term 2

Topic- Go green
Approximate length: 3 weeks

During this topic, the children will learn about where they come from, the world, the different
countries of the world, and a little about different cultures, national songs, food and peculiarities,
celebrations and differentiations.

Topic- All Year around

Approximate length: 3 weeks

EY1 children will learn all about seasons and weather, days of the week and months of the year,
clothes which we wear in particular seasons and weather. They will be able to segregate different
seasons and know the months. The children will learn about their senses and emotions in regards
to the weather and seasons, will be able to answer questions about their favourite weather and
seasons.

Topic- All I can eat

Approximate length: 4 weeks

In this theme children will talk about different types of food and drinks, they will learn about
healthy and unhealthy food, they will know what is good for their healthy way of life and how to
 EY1 UNDERSTANDING THE WORLD COURSE SYLLABUS Course Outline
2024-2025 UW EY 1

keep themselves fit and healthy.

Term 3

Topic- All about animals

Approximate length: 5 weeks
In this theme children will explore different types of animals, such as farm animals, jungle animals,
sea animals and zoo animals! The children will create animals, draw animals and use their
mathematical knowledge to sort out animals! EY1 children will explore the differences and
similarities between the sounds each animal makes and investigate animal patterns.

Topic - Fairy Tales

Approximate length: 3 weeks

In this topic, the children explore a selection of Fairy Tales. Fairy Tales will support children’s story
development, ignite their imagination and learn about characters in a story, beginning, middle and
end! We will also look at non-fictional superheroes that the children may be familiar with!

Assessment

Formative: Throughout the year, teachers will observe children on a daily basis during child-
initiated play and adult led interactions. The observations will help educators to be aware about the
next steps in planning and education.