• Communication and Language
    Communication and Language
  • Personal, Social and Emotional Development
    Personal, Social and Emotional Development
  • Literacy
  • Mathematics
  • Expressive Arts and Design
    Expressive Arts and Design
  • Understanding the World
    Understanding the World
  • Physical Development
    Physical Development
  • Enrichment

    Nursery Expressive Arts and Design Curriculum
    Children will be taught...

    EYFS Development Matters Statements Birth to Three

    • Show attention to sounds and music.
    • Respond emotionally and physically to music when it changes.
    • Move and dance to music.
    • Anticipate phrases and actions in rhymes and songs, like ‘Peepo’.
    • Explore their voices and enjoy making sounds.
    • Join in with songs and rhymes, making some sounds.
    • Make rhythmical and repetitive sounds.
    • Explore a range of sound-makers and instruments and play them in different ways.
    • Notice patterns with strong contrasts and be attracted by patterns resembling the human face.
    • Start to make marks intentionally.
    • Explore paint, using fingers and other parts of their bodies as well as brushes and other tools.
    • Express ideas and feelings through making marks, and sometimes give a meaning to the marks they make.
    • Enjoy and take part in action songs, such as ‘Twinkle, Twinkle Little Star’.
    • Start to develop pretend play, pretending that one object represents another. For example, a child holds a wooden block to her ear and pretends it’s a phone.
    • Explore different materials, using all their senses to investigate them. Manipulate and play with different materials.
    • Use their imagination as they consider what they can do with different materials.
    • Make simple models which express their ideas.

    EYFS Development Matters Statements Three and Four Year Olds

    • 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.
    • 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.