1. Making relationships prompts
This is a useful prompt to ensure that making relationships is covered and taught effectively towards the early learning goals.

2. Making Relationships www.earlybirdyeducation.com
During whole class sessions designate planned ‘talk partners’ (confident speaker with a less confident speaker) so that the children have a balanced mix of child interaction.
Set up an adult led challenge each week e.g. Can you build a raft?
Create challenge groups (differentiated group) and allow each group to try and complete the challenge each day. This will encourage children to take into account each other’s ideas and organise their activity.
Have a variety of turn taking games available for the children to use independently and rotate games weekly.
At each station in the setting leave sand timers (varied times depending on activity e.g. 5 minute timer for the computer area) to encourage independent sharing and turn taking.
As the children begin to become familiar with the behavioural expectations set with their setting add class tick lists at each station. Encourage the children to self select activities sand tick their name to encourage independent sharing.
Create and interactive feelings display and allow the children to self register their feelings in the morning. Refer to this throughout the day and offer solutions.
Create a problem box. Children must write their name or problem (or select a problem card) and put it into the box. This will give the children a chance to talk to and adult and help form close relationships.
Making Relationships
Children play co-operatively, taking turns with others. They take account of one anther’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Team building skills are essential to form any relationship with peers. Create challenge cards and questions in each area of the learning environment e.g. Can you write a card to your friend? and place into the challenge box (co-ordinate the colour challenge cards to go with a coloured challenge box). This will extend the children's learning and encourage them to work together.

3. Self-confidence and self-awareness
Encourage the children to take charge of their own learning. At the end of each day discuss what worked well in the classroom and what did they enjoy? What didn’t work well? How could we make it better?
Introduce a new topic to the children and ask what they would like to find out? Have in the classroom?
When setting up the outside area allow a small group of children to choose which physical activities they would like out e.g. balls, bikes, bats or beanbags. This will encourage them to try new activities and self evaluate.
Ensure that ‘circle time’ takes place at least once a week. Pose a obscure question and allow children to think critically and listen to other ideas e.g. what would happen if there was no light?
During whole class sessions designate planned ‘talk partners’ (confident speaker with a less confident speaker) s o that the children have a balanced mix of child interaction.
Also introduce planned talking groups (mixed ability of 4 children), this will enable children to become familiar and confident with a small group of children.
By creating different groupings within the setting you are ensuring that all children get a chance to learn skill sets of their peers, e.g. listening, speaking, sequencing or turn taking.
Self-confidence and self-awareness
Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Ensure the classroom is well equipped with a variety of resources and materials, this will heighten their experiences, extend their thinking and develop their creative and physical skills.
For example- Joining materials- split pins, treasury tags, hole puncher, glue, glue stick, cello tape, masking tape, string and paper clips.

4. Managing feelings and behaviour
As children become familiar to the boundaries set within their own classroom allow them to take control and ownership of what happens. Make up your own class rules for each area in your setting. Take photographs of the children performing their rules and display in the learning environment.
What will the children like for their reward? Allow them to select their own reward for the last day of term e.g. a trip, class party, special activity. Discuss fair consequences and allow the children to come up with their own class behaviour system.
Have a variety of turn taking games available for the children to use independently and rotate games weekly.
At each station in the setting leave sand timers (varied times depending on activity e.g. 5 minute timer for the computer area) to encourage independent sharing and turn taking.
As the children begin to become familiar with the behavioural expectations set with their setting add class tick lists at each station. Encourage the children to self select activities sand tick their name to encourage independent sharing.
Ensure that the children explore different routines, locations and experiences in order to understand and adapt their behaviour.
For examples:-
Providing a range of class trips and outings.
Visitors to come into the class.
Different environments such as the library, assemblies, working outside and inside.
Managing feelings and behaviour
Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Create and interactive feelings display and allow the children to self register their feelings in the morning. Refer to this throughout the day and offer solutions.
Create a problem box. Children must write their name or problem (or select a problem card) and put it into the box. This will give the children a chance to talk to and adult and help form close relationships.

5. Listening and attention
Provide lots of role play stimulus off familiar stories and traditional tales e.g. puppets, props and costumes. Encourage children to act out a narrative and act out what they know.
Introduce unfamiliar stories and a wide variety of text to encourage children to think about a text ad predict what may happen next. This will help develop early inference skills and help children to unpick and understand a text in more depth.
Plan lots of ‘speaking and listening’ sessions whereby children must listen to others ideas and opinions. Encourage children to question each other and plan lots of opportunity for children to mix with a wide variety of peers to heighten their listening and attention.
For independent learning set up listening areas with different story CDs, musical instruments, recorded questions and listening bag.
Expose children to a rage of rhyme and alliteration, encourage them to listen to sounds, words and rhythm in a text to help them predict what word, rhyme of action may take place next.
Listening and attention
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Extend independent play by using longer sand timers in each learning station. Create tick lists of children name sin each area to encourage them to try new activities and challenges.

6. Understanding www.earlybirdyeducation.com
Provide real experiences for children to explore such as computers, key boards, type writer, washing machines, televisions , watches and mobiles.
Can they take them apart? Use a variety of tools to let the children explore and take it apart to see various functions and materials. Can they answer ‘how’ and ‘why’ questions?
Include lots of instructional writing and step by step guides in the learning environment
For example:-
Construction- step by step guide to build an aeroplane
UW-Cooking instructions, how to make?
Reading/writing- instructions for story characters
Maths- positional instructions to follow a map
Provide lots of role play stimulus off familiar stories and traditional tales e.g. puppets, props and costumes. Encourage children to act out a narrative and act out what they know.
Introduce unfamiliar stories and a wide variety of text to encourage children to think about a text ad predict what may happen next. This will help develop early inference skills and help children to unpick and understand a text n more depth.
Understanding
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Set up lots of experimental and open end activities such as sinking and floating, planting and growing, materials and change. Encourage children to question and speculate why things happen and comment on the observational change.

7. Plan lots of ‘speaking and listening’ sessions whereby children must listen to others ideas and opinions. Encourage children to question each other and plan lots of opportunity for children to mix with a wide variety of peers to heighten their listening, attention, understanding and speaking.
Plan lots of conversation starters e.g. If I was a super hero for a day I would?.... Would you rather be as tall as a tree or as small as a bug? Encourage children to express their ideas and opinions and listen to others sensitively. Encourage friendly debates and model questioning each others ideas.
Ensure that there are lots of real and pretend role play opportunities e.g. builders building yard, super heroes, police station, castle and additional characters.
To heighten experiences and develop language provide opportunities for ‘real’ visitors to come in and talk to the children e.g. police man.
Speaking
Children express themselves effectively, showing awareness of listeners’ needs. They use past and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Provide meaningful talking experiences e.g. holiday news, celebrations, familiar events, talking about their successes in school or how they have made a certain model. This will engage the speaker as well as the listener and will allow children to express themselves freely.

8. Moving and Handling www.earlybirdyeducation.com
Allow children to explore with a range of construction materials in order to develop control, manipulation and dexterity. For example different sized blocks, wood, rubber, plastic, cogs, wheels, nails, and small tools.
Ensure all areas are fully equipped with a range of tools and materials. This will extend children's ideas, thinking, independency, manipulation and physical skill.
Outside- bean bags, bats, balls, hoops, cones, bikes, hurdles, stilts, chalk.
Inside- scissors, hole puncher, paper clips threading, treasury tags, split pins, painting, play dough, cutters, cooking, pencils, pens.
Vary outdoor equipment and allow the children to explore different ways f using it e.g. beanbags- throwing onto targets, balancing and catching.
Set new daily challenges for children to use the equipment to help develop control e.g. how many times ca you catch the ball in 1 minute?
Moving and Handling
Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Set up different obstacle courses in the outside area to develop spatial awareness, skills and co-ordination. Use a variety of equipment such as tunnels, hurdles, cones, hoops and balance beams. To ensure different skills are being taught change to emphasis on the obstacle course each week e.g. balancing, travelling, jumping or landing.

9. Health and self-care www.earlybirdyeducation.com
Provide opportunities for children to talk to or visit local people in their community such as dentist, nurse or doctor. Allow them to ask questions and develop their own understanding on how to stay fit and healthy.
Introduce different exercise routines and moves on exercise cards and encourage children to create their own. Leave for independent use and choose a different card each week for the morning exercise.
Talk about and refer to changes in our body after exercise during PE or outdoor sports.
Encourage the children to explore with different types of food. Provide opportunities of food tasting and talk about the need for a healthy diet.
During snack time explore the fruit of the day and its origins. Discuss why this fruit is good for us and how it tastes.
Health and self-care
Children know the importance of good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully including dressing and going to the toilet independently.
Encourage the children to dress independently in a variety of situations by providing role play clothing, wellie boots and outdoor waterproof clothes.

10. Reading www.earlybirdyeducation.com
Extend the children’s reading focus by creating an ‘Author of the week’ interactive display. Provide a variety of books and genres for the children to access.
In the book corner ensure that there is a variety of genres available and create a small book review area with blank book reviews available.
Create a class vote on their favourite book each week. Children to write their name on the interactive voting display and the winning book can be read to the whole class.
Ensure all displays are interactive and have questions clearly displayed. Provide question cards at each station to extend reading and thinking development e.g. what is your favourite book? Character?
Display all phonemes, graphemes, diagraphs, tricky words and high frequency words once they have been taught. Feed in some phase 4 and 5 sounds to extend their knowledge.
Create an ‘information station’ within the classroom setting. Have facts, information books, key words and props to extend learning. What can they find out from the information text? Change the topic each week e.g. space, insects, cars.
Reading
Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Ensure that all stations in the setting have books available for the children to refer to.
Construction/ malleable- cars, buildings, aeroplanes, mechanics
Home corner- doctors, vets, cooking books, recipes, magazines.
Reading / writing - magazines, comics, information texts, fiction.
Maths- shape books, number, patterns,
Small world- animals, people, holidays, environments

11. Writing www.earlybirdyeducation.com
Make sure that the classroom environment has a wide range of text, font and size displayed. Create a working wall display whereby children can add key words, home learning or independent writing. Refer to this working wall daily to encourage writing across all learners.
At each station have key words available e.g. Construction area- build, connect, tall, tower, fix, join, stick. Create a key word box at each station and leave blank cards for children to add their own vocabulary.
As phase 2 and 3 phonics are taught, ensure that when the phase is being recapped children are put into groups. Whole class teach the sound, and then split the children into 2 or 4 groups on the carpet. This will ensure that writing is being extended for all learners.
e.g.
Group1- writing short caption
Group 2- writing simple sentence.
Group 3- writing simple sentence.
Group 4- Write sound and word.
Ensure that all the areas are fully equipment with a variety of writing frames. Allow each area to have a self selection point whereby writing frames and formats are available.
Make sure that writing materials support ‘writing for real’ e.g. birthday invitations, present list and thank you letters.
Target boys writing where necessary by setting challenges e.g. can you draw and label you own super hero? Power ranger? Transformer?
Writing
Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
As most children will now be applying their phonic knowledge independently adult intervention must take place in order to extend their writing. Plan in a weekly adult led writing activity e.g. Writing up cooking instructions and then leave independently for children to use.
Create a weekly ‘big write’ session whereby all children are given time to write a piece of work of their interest e.g. Draw a superhero and write about it? Label? Or name? This will ensure that all learners are given the opportunity to write the same task and form a bank of evidence for their writing progress.

12. Numbers www.earlybirdyeducation.com
Make personal books with the children to explore ‘real life math’ for example my door number… street numbers…. what is in my purse?.... Shapes in my bedroom…
Create lots of visual representations of number lines e.g. numbered houses and washing line. Clearly display numbers 1-20 and extend by providing higher numbers around the classroom.
Pose mathematical questions around the setting e.g. Can you share the snack between the two bowls? Which basket has more books?
Encourage children to extend the number problems e.g. How many more books does this basket have?
Ensure mathematical problems are being exposed through everyday life for example when taking the register count the children. How many are away? Move n the class number line. How many packed lunches and school dinners are there? Who has more? Counting out the snack and milk.
Numbers
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Introduce real word problems to the children and include on an interactive display in the classroom e.g. Kate has 10 apples and tom has 2 apples, How many apples do they have altogether? Leave out props for the children to solve the problem independently.

13. Shape, space and measure
Encourage maths in the classroom by providing lots of practical activities e.g. measuring jugs, funnels, cups, water and recipes involving quantity. How many counting bears can you fit in the box? Turn maths into an investigation and allow the children to get practical and explore.
The children will be much more engaged and will enjoy thinking critically and creatively.
Fill the maths area with open ended challenges and questions. Create a challenge corner and change the challenge daily or weekly e.g. What 3d shapes can you use to build a castle?
Who can complete the challenge and become a maths wizard!
Ensure that the learning environment is full of key words and extended vocabulary.
For example :- I have one curved edge. I have two faces, one is curved and one is flat. My flat face is a circle. I am a cone!
Make personal books with the children to explore ‘real life math’ for example my door number… street numbers…. what is in my purse?.... Shapes in my bedroom…
Shape, space and measure
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Introduce real word problems to the children and include on an interactive display in the classroom e.g. Kate has 10p in her purse (show 5p+5p) and tom has 2p (show 10+1p) How much money do they have together? Leave out props for the children to solve the problem independently.

14. People and communities
Look at a variety of cultures, celebrations and traditions. Compare different celebrations and refer to familiar events e.g. food, decorations and presents.
Encourage parents to come in and speak another language or talk about a special event or tradition.
Class mascot, toy to take turns to go home with a pupil for the weekend. Set them a challenge and ask the child to bring in some artefacts, pictures, drawings of what they did at home. This will give the children the opportunity to talk about personal events and compare them with others.
Create a class display promoting home life and experiences. Encourage the children to add their experiences to the display and talk about the differences amongst the class.
Combine the home life display with the class mascots travels.
Provide a range of experiences and trips to see their local community. Arrange local visits and visitors to talk to the children about their past experiences.
For example- police, post office, fire station, dentist, lollypop lady, doctor, grand parents, other teachers, builder visit.
People and communities
Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
As the children are becoming more confident in their classroom setting, allow a parent workshop whereby they come in and ‘stay and play’ with the children once a week or term. Can the children show them their learning? Ask questions?

15. The World www.earlybirdyeducation.com
Provide opportunities for the children to record their observations and explore their natural environment e.g. a digging area, forest school, flower beds, mud kitchen.
Encourage them to explore their immediate by introducing technology such as magnifiers, cameras and recorders.
Class mascot, toy to take turns to go home with a pupil for the weekend. Set them a challenge and ask the child to bring in some artefacts, pictures, drawings of what they did at home. This will give the children the opportunity to talk about personal events and compare them with others.
Create a class display promoting home life and experiences. Encourage the children to add their experiences to the display and talk about the differences amongst the class.
Combine the home life display with the class mascots travels
Encourage children to make maps, sketches, record observations and compare localities by providing local trips, sensory walks and outings to explore different environments.
Include a wide range of information texts available in the setting and at each station within the classroom.
for examples- animal, flower, bug, place and weather books.
The World
Children know about the similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one anther. They make observations of animals plants and explain why some things occur, and talk about changes.
Introduce a class pet or plant. Discuss ways to look after it and explore different habitats and environments. Talk about observations, similarities, differences and change.

16. Technology www.earlybirdyeducation.com
Ensure that the setting is well equipped with a variety of technology which is available in all areas.
For example:-
Construction- wind up toys, pulleys, programmable /remote control toys
Home corner- telephone, microwave, cooker.
Small world- walkie talkies, magnifiers, telescope, cameras, metal detectors
Writing- phones, key boards,
Maths- calculators, phones, till
Reading- cd player, headphones
Make sure that there are books within the setting which support the ‘critical thinking’ of technology. Foe example in the construction area provide information texts about wheels, cars, trains. This will develop their language and understanding of how different types of technology works.
To extend the use of the classroom computer set weekly challenges to complete on a certain program. Create an interactive tick list so that children can manage their own learning.
e.g. draw a picture of your family selecting different appropriate colours.
Type a message to your friend.
Technology
Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Allow the children to explore with different types of technology by providing them with old (not working) resources. Such as computers, key boards, type writer, washing machines., televisions , watches and mobiles.
Can they take them apart? Use a variety of tools to let the children explore the technology and take it apart to see various functions and materials.

17. Exploring and using media and materials
Ensure the classroom is well equipped with a variety of resources and materials, this will heighten their experiences, extend their thinking and develop their creative and physical skills.
For example- Joining materials- split pins, treasury tags, hole puncher, glue, glue stick, sello tape, masking tape, string and paper clips.
Enable opportunities for exploration by providing a range of different colours, textures and materials to combine.
Pose the question ‘what if….’ create an explorative nature by allowing open ended activities take place.
Create interactive displays whereby children can leave their models for display and amend them at a later date if chosen.
Create a stage corner in your setting and provide a spotlight, costumes and props. Put a stimulus each week e.g. their favourite story, song or band to encourage independent play and imagination.
Exploring and using media and materials
Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Make all materials accessible and available in all areas of the setting to allow the children to self select and extend their own learning. Provide a wide range of materials and encourage children to adapt their working there and then.

18. Being imaginative www.earlybirdyeducation.com
Extend the construction activities by creating a design studio e.g. can you design a racing car? What materials will you need? What special features does it have?
Share the children’s design ideas and give them the opportunity to make their designs.
Build upon the children's knowledge of stories to develop their imagination. Add music, movements and sounds to familiar texts. Act them out and explore acting a narrative. Provide lots of story props e.g. costumes, story props and key words for the children to use independently.
Act in character and allow the children to see an adult act out a narrative using body expression and voice imitation to develop their confidence and imagination.
Enable opportunities for exploration by providing a range of different colours, textures and materials to combine.
Pose the question ‘what if….’ create an explorative nature by allowing open ended activities take place.
Create interactive displays whereby children can leave their models for display and amend them at a later date if chosen.
Being imaginative
Children use what they have learnt about media and materials in original ways, thinking abut uses and purposes. They represent their own ideas and thoughts and feelings through design and technology, art, music, dance, role play and stories.
Create a stage corner in your setting and provide a spotlight, costumes and props. Put a stimulus each week e.g. their favourite story, song or band to encourage independent play and imagination.