Play Across the Curriculum

Maths

 Classifying/Sorting (data)
 Matching
 Comparing (by length, width, height, quantity, size)
 More than/less than
 Ordering (length, height, amount)
 Counting
 Ordinal number (first, second, third , last)
 Combining and partitioning sets (0-5, 0-10)
 Conservation of number
 Read, write and order numerals (1-5, 0-10)
 Identify the empty set and the numeral zero
 Subitise (tell at a glance) the number of objects in a set
 Solve simple oral problems
 Identify, copy and extend patterns in colour, shape and size
 Vocabulary of spatial relations (position: over, under, up, down, on, beside, in, above, below,
near, far, right, left. Through, behind)
 3-D shapes (JI: sort by roll/does not roll, make constructions; SI:sort, describe and name
cube, cuboid, sphere and cylinder)
 2D shapes (JI: sort and name square, circle, rectangle and triangle, create pictures, solve
problems SI: straight, curved, flat, side, corner)
 Length (short/tall, long/short, wide/narrow, longer, wider, shorter) SI: estimate and measure
using non-standard units
 Weight: heavy/light, balance, weigh, compare objects according to weight, SI: estimate and
weigh in non-standard units
 Capacity: full/nearly full/empty/holds more/holds less/holds as much as; compare
containers according to capacity SI: estimate and measure using non-standard units
 Time: morning/evening/night/day/lunchtime/bedtime/early/late, days of the week, school
days, weekends; sequencing events SI: yesterday/today/tomorrow/seasons/soon/not
yet/birthday, read time in one hour intervals
 Money: Recognise and use coins (JI:up to 5c, SI: up tp 20c) JI:
buy/sell/spend/coins/cents/how much?; SI: cost,price, cheap/expensive, change, too
much/too little) Solve practical tasks using money

Science
  Myself:
-The senses
- Develop and awareness of human birth and human needs for growth
-The changes that occur from baby-toddler-child
-Identify parts of the body
-Recognise and measure physical similarities/differences
 Plants and Animals:
-sort and group living things into sets
-explore conditions for growth of seeds/bulbs
 Light
-identify, sort and name colours
-explore how shadows are formed
-discuss differences between day and night/light and shade
-explore coloured light, dark and bright colours
 Magnetism
-use magnets in different shapes and sizes in purposeful play to explore their effects on different
materials
 Forces
-explore, through informal activity with toys, forces such as pushing and pulling
-explore how the shape of objects can be changed by squashing, pulling and other forces
-investigate how forces act on objects through experimenting with different materials, by grouping
objects that float or sink, by pushing objects into water
 Materials
-Investigate materials that absorb water/are waterproof
-Explore the effects of water on a variety of materials
 Environmental Awareness and Care
-collecting paper or cans for recycling
-keeping the classroom/play spaces tidy
-caring for clothes, toys and other possessions

SPHE

 Myself
-begin to understand, appreciate and respect personal abilities, skills and talents being a friend,
being co-operative, playing games
-recognise and record personal preferences things I like and things I don’t like
-become aware of his/her immediate world through the senses
 Developing self confidence
-express own views, opinions and preferences
-become more self-reliant and independent taking responsibility for own personal belongings asking
relevant questions to seek clarification beginning to reflect on his/her own learning and experiences
-accepting that making mistakes and trying again are part of the learning process attempting new
tasks with courage begin to learn how to cope with various changes as they occur moving to a new
class, losing a friend
-identify some everyday choices made by himself/herself and those that are made by others
- begin to develop some awareness of factors that may influence decisions or choices taken
 Taking care of my body
-recognise and practise basic hygiene skills personal hygiene practices
- hygienic eating habits
- developing basic skills in dressing himself/herself and caring for clothes
- taking proper care of teeth
 Food and Nutrition
-explore food preferences and their role in a balanced diet treats, snacks, fruit, vegetables, foods
that are unhealthy for some people and not for others
-discuss and explore some qualities and categories of food fruit, vegetables, foods that can be eaten
at breakfast, foods that are grown, food that comes from animals
- realise the importance of good hygiene when preparing food to eat
 Growing and Changing
-identify what babies need to help them to grow and develop love, regular food and water, warmth,
nappy changing, careful bathing, medical check-ups
-become aware of new life and birth in the world new growth in springtime baby animals being born
-develop an awareness of human birth that a baby grows and is nurtured in the mother’s womb until
ready to be born
 Feelings and emotions
-name a variety of feelings and talk about situations where these may be experienced feelings
happiness, love, joy, excitement, surprise, fear, loss, jealousy, pain, loneliness experiences when it’s
my birthday, when I try something new, the day I started school
-explore the variety of ways in which feelings are expressed and coped with hugging or cuddling
when expressing affection becoming red in the face when embarrassed crying when upset or afraid
--begin to be sensitive to the feelings of others and to realise that the actions of one individual can
affect the feelings of another
-explore and discuss occasions that can promote positive feelings in himself/herself making a new
friend, receiving an invitation, being affirmed.
 Safety and Protection
-explore appropriate safety strategies
-identify situations and places that are safe and those where personal safety might be at risk
-realise how other people can persuade him/her to engage in unsafe behaviour
-realise and understand that rules are necessary in order to protect people and keep them safe
explore how accidents might be prevented at home, in school, on the farm, or in the water
 Myself and my family
-identify and name the people who constitute a family and appreciate that all family units are not
the same
-explore the things that families do together
-realise how families take care of, support and love each other
 Myself and my friends
-identify, discuss and appreciate his/her own friends
-discuss and examine the different aspects of friendship
-identify and appreciate friends at school and how they can help and care for each other
-recognise and appreciate differences in people and know how to treat others with dignity and
respect
-recognise and explore bullying behaviour, who is involved and the effects on different people
-listen and respond to the opinions and views of others
-use verbal and non-verbal behaviour to perform social functions
-practise care and consideration, courtesy and good manners when interacting with others
-resolve conflicts with others
 Developing Citizenship
-realise that each person is important and has a unique and valuable contribution to make to the
class
-recognise the importance of sharing and co-operating and being fair in all activities in the class and
school
-realise and understand the necessity for adhering to the class and school rules
-explore and respect the diversity of children in the class and school
-recognise and appreciate people or groups who serve the local community and how their
contribution enhances the quality of life of others

Geography

 Living in the local community

-identify and discuss the roles of people who serve the local community
-recognise that people live in homes
-describe areas within the home
-associate activities with areas within the home and outside the home
-acquire some awareness of different types of homes in the locality
-become aware of, discuss and appreciate the people in the school community classmates, other
pupils, teachers, caretaker, secretary
-describe areas within the school
-associate activities with areas within the school and outside the school
-discuss the work of people in the home, at school, in the local community, in towns or countryside
nearby and in wider environments
-become aware of some buildings and places where people work, especially those in the locality
-become aware of and discuss play spaces at home at school in the locality in other places and
suggest ways in which these places may be kept clean and safe
 People and Places in other areas
-develop some awareness of people living in other areas
-acquire some awareness of different types of homes in places outside the locality
-become aware of some links between the school or local community and people in other places
 The Local natural environment
-become aware of, explore and discuss some aspects of natural environments in the immediate
locality of the school
-observe, discuss and investigate water in the local environment rainfall, puddles and streams water,
sand and stones in streams, ponds, lakes or at the seashore
-observe, collect and investigate a variety of natural materials in the local environment mud, sand,
pebbles, stones and rocks group these materials according to a number of criteria (e.g. colour,
texture, hardness)
 Planet Earth in Space
-identify and discuss the sun, the moon and stars
-recognise the difference between day and night.
 Caring for my locality
-observe, discuss and appreciate the attributes of the local environment
-appreciate that people share the environment with plant and animal life
-develop a sense of responsibility for taking care of and enhancing the environment
-identify, discuss and implement simple strategies for improving and caring for the environment

History
-become aware of and identify the members of the family
-compare relative ages: old/older, young/younger
-explore and discuss how family members care for each other
Music
 Exploring Sounds
-explore ways of making sounds using manufactured and home-made instruments manufactured
triangle, tambourine, drum, chime bars, xylophone home-made instruments shakers, metal or
wooden objects
-experiment with a variety of techniques using manufactured and homemade instruments different
ways of making sounds with a drum: using a variety of beaters;
 Song Singing
-recognise and sing familiar songs and melodies from other sources
-play simple percussion instruments

Art
 Drawing
-experiment with the marks that can be made with different drawing instruments on a range of
surfaces
-make drawings based on vividly recalled feelings, real and imaginative experiences and stories
-explore the relationship between how things feel and how they look
-look at and talk about his/her work, the work of other children and the work of artists
 Painting
-experiment with a variety of colour drawing instruments and media to develop colour awareness
-use colour to express vividly recalled feelings, experiences and imaginings
-discover colour in the visual environment to help develop sensitivity to colour
-discover colour, pattern and rhythm in colourful objects
-look at and talk about his/her work, the work of other children and the work of artists
 Clay
-explore and discover the possibilities of clay as a medium for imaginative expression squeezing,
pinching, pulling, squashing, prodding a small ball of clay tearing pieces from the clay and putting
them together again beginning to distinguish between shapes that lie flat and solid forms that stand
up on their own making a variety of forms in clay fat, twisty, squat, bumpy
-make a clay form and manipulate it with fingers to suggest a subject
-invent mixed-media pieces in both representational and non-representational modes pressing
sticks, lollipop sticks, feathers or buttons into the clay.
-look at, handle and talk about his/her own work, the work of other children and simple pieces of
clay pottery
 Construction
-explore and experiment with the properties and characteristics of materials in making structures
-make imaginative structures
-look at and talk about his/her work and the work of other children
 Fabric and Fibre
-explore the possibilities of fabric and fibre as media for imaginative expression
-make simple collages
-look at and talk about his/her work and the work of other children describing the piece of art

English – Oral Language (New Primary Language Curriculum)

-Show interest in, demonstrate joint attention and actively listen and attend for enjoyment and for a
particular purpose, and in other languages where appropriate
-Recognise that language style changes with different relationships and audiences.
-Show understanding of the listener’s needs while, with support, initiating, sustaining and engaging
in conversations on personal and curriculum-based topics and responding verbally and non-verbally.
-Use language appropriately in order to initiate, sustain and engage in conversations on personal and
curriculum-based topics and use a language style and tone suited to the audience.
-Use language with confidence to work collaboratively with others and share outcomes with familiar
and unfamiliar audiences
-Use coherent sentences of increasing complexity with correct tense, word order and sentence
structure, while using connectives and producing compound and complex sentences to elaborate
appropriately
-Use different strategies such as a speaker’s gestures, tone of voice, known words,
pictures, sentence structure, definitions and descriptions to acquire and show understanding of new
words, to include other languages where appropriate.
-Use sophisticated oral vocabulary and phrases, including the language of text, topic
and subject-specific language, and express and use decontextualized language.
-Demonstrate understanding through the ability to give and follow instructions, comprehend texts
and clearly state a case.
-Express personal needs, opinions and preferences, and make requests with confidence.
-Ask and answer a variety of open and closed questions to seek help, get information, develop
understanding, clarify and extend thinking
-Name, describe and categorise people, objects, experiences and concepts of increasing complexity,
demonstrating growing depth of knowledge and improved understanding
-Tell and retell imaginative stories and narratives of increasing complexity to familiar and unfamiliar
audiences using appropriate sequencing, tense and oral vocabulary
-Listen and respond to the aesthetic and creative aspects of language and use language playfully and
creatively, and across other languages as appropriate.
-Supply, explain and justify points of information to familiar and unfamiliar audiences using topic-
specific language
-Describe, predict and reflect upon actions, events and processes relating to real and imaginary
contexts

English Reading (New Primary Language Curriculum)

-Attend to, take part in and enjoy listening to reading and talking about the meaning and
interpretation of written words and illustrations with others, recognising themselves as readers.
-Discover and explore texts in various languages
-Choose, read and communicate about text in a range of genres and languages for pleasure and
interest.
-Talk about and use new vocabulary as it arises, drawing on context and identifying words with
similar meaning and words with similar sounds but different meaning.
-Experience and respond to the aesthetic, creative, and imaginative aspects of text and a range of
genres expressing preferences and opinions.
-Discuss and share thoughts and opinions on texts in a range of genres across the curriculum.
Consider and discuss author’s intent
-Recall, discuss and sequence significant details and identify key points of information in text
-Draw on background knowledge as well as a range of comprehension strategies to engage with and
create meaning when working with a range of texts independently or collaboratively.

English Writing (New Primary Language Curriculum)

Through appropriately playful learning experiences, children should be able to –
-Attend to, take part in and have fun mark-making, drawing and writing, across languages where
appropriate, to communicate with others.
-Choose appropriate tools, content and topics for their own writing and select texts for sharing with
others
-Use basic conventions of print and sentence structure
-Recognise, name and sound letters and use some correct spellings, drawing on their sound and
letter patterns to try out invented spelling.
-Use a growing range of vocabulary from their personal experiences and engagement with text and
use language playfully and creatively in their writing
-Draw and write with a sense of purpose and audience while creating texts in a range of genres and
other languages where appropriate.
-Explore and use the typical text structure and language features associated with a variety of genres.
-Develop an individual voice to share their thoughts, knowledge and experiences.
-Share the meaning of their own texts and demonstrate understanding through responding to the
texts of others
-Write upper- and lower-case letters as separate, flowing letters and present texts in a range of
formats.

Drama
 Exploring and making drama
-develop the instinct for make-believe play into drama
-develop the ability to play in role as an integral part of the action
-experience how the use of space and objects can help to create the reality of the make-believe
world
-experience how the fictional past and the desired fictional future influence the present dramatic
action
-develop awareness of how he/she, as part of a group, helps to maintain focus in the dramatic action
-develop awareness of tension in the drama
 Reflecting on drama
-develop the ability to reflect on the action as it progresses
-experience the relationship between story, theme and life experience
 Co-operating and communicating in making drama
-develop the ability, out of role, to co-operate and communicate with others in helping to shape the
drama
-develop, in role, the ability to co-operate and communicate with others in helping to shape the
drama