Year R – What am I learning now? (Term 4 2021-22)

Who we are

Central idea

Living things need specific conditions and a healthy environment.

Lines of Inquiry –  an inquiry into

  • What a habitat is. (form)
  • How habitats are different. (change)
  • Our responsibility to protect habitats. (responsibility)

Subject Focus

  • Communication and Language
  • Personal, Social and Emotional Development
  • Understanding the World
  • Physical Development
  • Literacy
  • Maths
  • Expressive Arts and Designs


The children will be able to look around the classroom and explore some different types of houses made with different materials and that are different sizes.
After this we will discuss what we saw and see what questions the children have about the houses they saw.

Home Learning Opportunities

  • Draw a plan of their bedroom
  • Visit a relatives house and discuss what might be different/same
  • Research houses from around the world

Class Stories

  • The Three Little Pigs
  • Goldilocks and the Three Bears

Transferable skills (approaches to learning)

  • Research – Collecting data
  • Thinking –  Analyse their findings
  • Communication – Write and speak about our findings.

Links to PSHE / SMSC

  • Identifying change over time
  • Understanding that we’re all different
  • Celebrating our differences

Key Vocabulary

  • Home 
  • Materials
  • Rooms
  • Past
  • Present
  • Countries

Career Links

  • Architects – designing rooms
  • Builders – Making houses
  • Historians – Exploring the past

Sharing Success

  • Floor book to show and reflect on learning
  • Principled Certificate 
  • Class Dojo
  • Inquiry Books


Children will start to think about where and how they live. We will explore the past and present by looking at how houses have changed and we will consider how different people live around the world.

Milestones covered in this Inquiry

Prime areas

  • Listen to and talk about stories to build familiarity and understanding.
  • Retell the story, once they have developed a deep familiarity with the text – some as exact repetition and some in their own words.
  • Learn new vocabulary.
  • Use new vocabulary throughout the day.
  • Use new vocabulary in different contexts.
  • Build constructive and respectful relationships
  • Think about the perspectives of others.
  • Express their feelings and consider the feelings of others.
  • Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools – pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons.
  • Progress towards a more fluent style of moving, with developing control and grace.
  • Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance, gymnastics, sport and swimming.
  • Combine different movements with ease and fluency
  • Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group.
  • Develop overall body-strength, balance, co-ordination and agility

Specific Areas

  • Blend sounds into words, so that they can read short words made up of known letter-sound correspondences.
  • Read some letter groups that each represent one sound and say sounds for them. (special friends/digraphs)
  • Spell words by identifying the sounds and then writing the sounds with letter/s.
  • Explore the composition of numbers to 10
  • Link the number symbol (numeral) with its cardinal value
  • Compare numbers
  • Select, rotate and manipulate shapes in order to develop spatial reasoning skills
  • Recognise that people have different beliefs and celebrate special times in different ways.
  • Recognise some similarities and differences between life in this country and life in other countries.
  • Recognise some environments that are different to the one in which they live.
  • Explore and engage in music making and dance, performing solo or in groups
  • Watch and talk about dance and performance art, expressing their feelings and responses.