Acorn Class

Acorn class is for our younger pupils who are developing their early learning skills – ‘Learning to Learn.’

We follow the Early Years model, which has three prime areas of learning:

Communication and Language: There is a strong focus on giving children opportunities to experience a language rich environment, develop their confidence and skills in expressing themselves as well as speaking and listening in a range of contexts.

Physical development: Which provides opportunities for young children to be active and interactive, develop their co-ordination, control, and movement, understand the importance of physical activity, and make healthy choices about food.

Personal, Social and Emotional Development is embedded within our entire curriculum, helping children to develop a positive sense of themselves and others, form positive relationships, respect others, develop social skills and learn how to manage their feelings as well as understand and regulate appropriate behaviour and have confidence in their own abilities.

These three prime areas are strengthened by four specific areas of learning: Literacy, Mathematics, Understanding of the World, and Expressive Arts and Design.


Dear Acorn Class Parents, 

Our Topic this term is ‘All About Me’ and as part of our topic the children in Acorn Class will make an ‘All About Me Book’.  The objective of the book is to encourage engagement, develop speaking, listening and comprehension skills in a range of contexts.  We will also be focusing on SMSC (Spiritual, Moral, Social and Cultural development) to help develop a positive sense of themselves and others while also embedding The Link Priorities. 


Expected overall outcomes 

EYFS  Key Stage One 

Expressive arts, design and DT focus 

  • Explore my voice and enjoy making sounds 
  • Explore different materials using all my senses to investigate 
  • Make rhythmical and repetitive sounds 
  • Start to make marks intentionally and express ideas and feelings through marks 
  • Listen with increased attention to sounds 


Understanding the world 

  • Repeat actions that have an effect 
  • Make connections between the features of my family and other families 
  • Notice differences between people 
  • Begin to make sense of my own life story 


Physical Development 

  • Try a wider range of foods and develop likes and dislikes 
  • Gain control of my whole body through practice of large movements 
  • Develop manipulation and control 
  • Show an increase desire to be independent  
  • Undertake a range of gross motor skills 
  • Collaborate with others to manage large item 
  • Use one handed tools 



  • Established my sense of self 
  • Express preferences and decisions 
  • Try new things and start establishing my autonomy 
  • Develop friendships with other children 
  • Increasingly able to manage my emotions 
  • Develop my sense of responsibilities 
  • Show more confidence in new social situations 

PSHE/Social – Engagers 

  • Develop a consistent way to request more of an activity 
  • Communicate ‘no more’ through consistent actions 
  • Communicate a choice 
  • Have shared attention 
  • Use symbols to request items not present 
  • Undertake 2 different actions to create an effect I like 


PSHE/Social – Discoverers 

  • Play independently for a short period of time  
  • Respond by copying or matching others’ feelings. 
  • Express feelings using words, gestures, signs or symbols 
  • Imitate an adults action 
  • Take part in a group activity  
  • Share enjoyment of special occasions 
  • Indicate preferences  
  • Work alongside another pupil without adult support  
  • Recognise people who show care and concern  
  • Learn about key figures in my own life  
  • Recognise a celebration  
  • Point to the main features on a person’s face and body when asked  
  • Show I know which is my own coat  
  • Seek out and begin to interact with specific children  
  • Draw a face with up to 3 features  
  • Listen to an adult when offering a choice.  


Science – Discoverers 

  • Deliberately make sounds with my body and make a variety of vocal sounds  
  • Look in a mirror and make a response– showing some understanding that the image is me  
  • Begin to notice that animals including humans have eyes, mouths, legs etc. 
  • Show an adult an action when asked  
  • Make or select a pictorial representation of an object 
  • Point to the main features on a person’s face 
  • Name 2 properties of an animal including humans 
  • Discuss what I am going to do or what I have done  
  • Compare different images of animals including humans and give differences  
  • Consistently sort images of people by given criteria when contrasts are obvious 
  • Discuss what I am doing giving a reason 
  • Describe verbally or using images a simple sequence of actions 
SMSC focus 

  • Using imagination and creativity in learning 
  • Using a range of social skills in different contexts 
  • Willingness to participating and responding to all learning opportunities  



We will be working across all areas at the levels of Engagers and Discoverers. 

We will be aiming to make expected progress towards the overall outcomes in all areas throughout the school day through interactive music, intensive interaction, Attention Autism, Rhyme time and discreet weekly topic sessions.  Continuous provision will provide opportunities for pupils to generalise their skills and learn new skills through play and exploration.  

We will also be focusing on Relationships and Health which will be embedded in daily activities as well as explicitly taught with relationship building techniques and social interaction games. We will also be looking at relationships of family and friends, respectful relationships in class, across the school and beginning to incorporate the ‘Zones of Regulation’ in our daily routines.  


Acorn Class Team 

We cannot thank you enough for all the time and effort you have put into our son. You are amazing and we appreciate everything you have done for us as a family.


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