The world

Religious Education, including celebrations, traditions and festivals








We aim for all children to participate in activities which help them understand, respect and develop their knowledge of the world, of people and communities and their use of ICT to enrich their lives.  We use the following base for our curriculum and plan activities according to your child’s developmental stage and interests.

Understanding of the World People and Communities

8-20 months The beginnings of understanding of People and communities lie in early attachment and other relationships. See Personal, Social and Emotional Development and Communication and Language.
16-26 months Is curious about people and shows interest in stories about themselves and their family.

Enjoys pictures and stories about themselves, their families and other people.


22-36 months Has a sense of own immediate family relations
In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea
Beginning to have their own friends
Learns that they have similarities and differences that connect them to, and distinguish them from, others
30-50 months



Shows interest in the lives of people who are familiar to them
Remembers and talks about significant event in their own experience
Recognises and describes special times or events for family or friends
Shows interest in different occupations and ways of life
Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends and family
40-60+ months Enjoys joining in with family customs and routines
  The World

8-20 months Closely observes what animals, people and vehicles do.

Watches toy being hidden and tries to find it.

Looks for dropped objects.

Becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers.

Knows things are used in different ways, e.g. a ball for rolling or throwing, a toy car for pushing.

16-26 months Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking.

Remembers where objects belong.

Matches parts of objects that fit together, e.g. puts lid on teapot.



22-36 months Enjoys playing with small-world models such as a farm, a garage, or a train track
Notices detailed features of objects in their environment
30-50 months



Comments and asks questions about aspects of their familiar world such as the place they live or the natural world
Can talk about some of the things they have observed such as plants, animals, natural and found objects
Talks about why things happen and how things work
Developing an understanding of growth, decay and changes over time
Shows care and concern for living things and the environment
40-60+ months Looks closely at similarities,  differences, patterns and change

8-20 m The beginnings of understanding technology lie in babies exploring and making sense of objects and how they behave.

See Characteristics of Effective Learning – Playing and Exploring and Creating and Thinking Critically

16-26 m Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times.

Shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn to operate them.

22-36 months Seeks to acquire basic skills in turning on and operating some ICT equipment
Operates mechanical toys, e.g. turns the knob on a wind–up toy or pulls back on a friction car
30-50 months



Knows how to operate simple equipment, e.g. turns on a CD player and uses a remote control
Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones
Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sounds, movements or new images
Knows that information can be retrieved from computers
40-60+ months Completes a simple program on a computer
Uses ICT hardware to interact with age-appropriate computer software