Year R (Reception)

 AutumnSpringSummer
Theme / area of learning‘Ourselves’‘Traditional Tales’All Around the World’
Mathematics Number: Children at the expected level of development will: - Have a deep understanding of number to 10, including the composition of each number;- Subitise (recognise quantities without counting) up to 5; - Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts. Numerical pattern Children at the expected level of development will: - Verbally count beyond 20, recognising the pattern of the counting system; - Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; - Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally. Mathematics In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakesFollowing Mathematics Mastery scheme To be updated when Mathematics mastery has produced new guidanceFollowing Mathematics Mastery schemeFollowing Mathematics Mastery scheme
Literacy Statutory ELG: Word Reading Children at the expected level of development will: - Say a sound for each letter in the alphabet and at least 10 digraphs; - Read words consistent with their phonic knowledge by sound blending; - Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words. Statutory ELG: Writing Children at the expected level of development will: - Write recognisable letters, most of which are correctly formed; - Spell words by identifying sounds in them and representing the sounds with a letter or letters; - Write simple phrases and sentences that can be read by others.Reading Phonics - Read Write Inc • Enjoys an increasing range of print and digital books, both fiction and non-fiction • Uses vocabulary and forms of speech that are increasingly influenced by their experiences of reading • Describes main story settings, events and principal characters in increasing detail • Re-enacts and reinvents stories they have heard in their play Writing • Attempts to write their own name, or other names and words, using combinations of lines, circles and curves, or letter-type shapes • Shows interest in letters on a keyboard, identifying the initial letter of their own name and other familiar words • Begins to make letter-type shapes to represent the initial sound of their name and other familiar wordsReading Phonics - Read Write Inc • Knows that information can be retrieved from books, computers and mobile digital devices • Is able to recall and discuss stories or information that has been read to them, or they have read themselves • Begins to recognise some written names of peers, siblings or “Mummy”/”Daddy” for example • Begins to develop phonological and phonemic awareness – CHECK BT5M Writing • Enjoys creating texts to communicate meaning for an increasingly wide range of purposes, such as making greetings cards, tickets, lists, invitations and creating their own stories and books with images and sometimes with words, in print and digital formats • Gives meaning to the marks they make as they draw, write, paint and type using a keyboard or touch-screen technology • Begins to break the flow of speech into words, to hear and say the initial sound in words and may start to segment the sounds in words and blend them togetherReading Phonics - Read Write Inc • Begins to read some high frequency words, and to use developing knowledge of letters and sounds to read simple phonically decodable words and simple sentences • Engages with books and other reading materials at an increasingly deeper level, sometimes drawing on their phonic knowledge to decode words, and their knowledge of language structure, subject knowledge and illustrations to interpret the text • Includes everyday literacy artefacts in play, such as labels, instructions, signs, envelopes, etc. Writing • Starts to develop phonic knowledge by linking sounds to letters, naming and sounding some of the letters of the alphabet, identifying letters and writing recognisable letters in sequence, such as in their own name • Uses their developing phonic knowledge to write things such as labels and captions, later progressing to simple sentences

Physical Development Statutory ELG: Gross Motor Skills Children at the expected level of development will: - Negotiate space and obstacles safely, with consideration for themselves and others; - Demonstrate strength, balance and coordination when playing; - Move energetically, such as running, jumping, dancing, hopping, skipping and climbing. Statutory ELG: Fine Motor Skills Children at the expected level of development will: - Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases; - Use a range of small tools, including scissors, paint brushes and cutlery; - Begin to show accuracy and care when drawing.

Statutory ELG: Managing Self Children at the expected level of development will: - Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Fine Motor • Dough disco • A range of funky finger activities to strengthen fingers to establish an effective pencil grip Gross Motor • Squiggle while you wiggle • Running • Hand-eye co-ordination Health and Self-Care • Thorough independent hand washing • Dressing self • Managing toileting needsFine Motor • Dough disco • A range of funky finger activities to strengthen fingers to establish an effective pencil grip Gross Motor • Balancing • Throwing Health and Self-Care • Fastening own coat • Know how to keep safe • Beginning to know the importance of keeping healthyFine Motor • Dough disco • A range of funky finger activities to strengthen fingers to establish an effective pencil grip Gross Motor • Catching and throwing • PE assessments Health and Self-Care • Be able to make healthy food choices • Be aware of different exercises and sports to keep healthy • Engage in Healthy Schools
Expressive Arts and Design Statutory ELG: Creating with Materials Children at the expected level of development will: - Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; - Share their creations, explaining the process they have used; - Make use of props and materials when role playing characters in narratives and stories Art- refer to Art Document by B. Murray. Statutory ELG: Being Imaginative and Expressive Children at the expected level of development will: - Invent, adapt and recount narratives and stories with peers and their teacher; - Sing a range of well-known nursery rhymes and songs; - Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.Music My Stories (Charanga) • Children will listen to action songs • Children can clap rhythms • Children can sing along and do movements to action songs • Children can match and identify sounds Art Key Artist- Takashi-murakami Drawing- Use a variety of tools- Use drawings to tell a story Colour- Experiment with primary colour, using vocabulary related to colour and mixing. Printing- Rubbing, printing with natural materials Pattern- Repeating patterns, irregular pattern Role-Play • Home corner plus shop, baby clinic, elves grotto Small World • Dolls house, garage, builders and firefighters, hospital, autumn, winter, cold countriesMusic Our World (Charanga) • Listen to nursery rhymes • Clap along to the pulse if someone is leading • Create own movements to songs • Recognise high and low sounds (pitch) • Create visual representations of sounds Art Key artist- Beatrix Potter Drawing- Investigate line Explore texture Colour- Use tools to make marks and name them Texture- sensory experiences from clay/collages Role-Play • Home Corner plus traditional tale cottage (3 pigs, Gingerbread man, Jack and the beanstalk) Small World • Castle, different traditional tale settings (e.g. 3 pigs, Goldilocks), springMusic Big Bear Funk (Charanga) • Listen to unfamiliar music and talk about likes and dislikes and use the language of music • Perform individually or as a group • Create own sounds • Describe sounds • Link music to characters and stories • Predict when a piece of music is going to change and what might happen Art Key artist- Anthony Caro Drawing- encourage accurate drawings of people Colour- explore wider ways of experimenting with colour Printing- print with block colour Pattern-simple symmetry Texture- weaving Form- building models Role-Play • Home corner plus vehicles, ice-cream shop, café pirates, spaceship d Small World • Safari, sea life, space, dinosaurs , pirates
Understanding the World Statutory ELG: Past and PresentChildren at the expected level of development will: - Talk about the lives of the people around them and their roles in society; - Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; - Understand the past through settings, characters and events encountered in books read in class and storytellingPeople and Communities- HistoryWho am I? Where do I belong? Children will begin to have a sense of self and their immediate families • Harvest • Diwali • Bonfire Night • Remembrance Sunday • Hanukah • Christmas

People and Co

munities- History

Children will learn that families are diverse. How am I different than my older family members? • Chinese New Year • Valentine’s Day • World Book Day • Mother’s Day • Good Friday • Easter Sunday • Easter Monday

People and Communities-History/Geography

Children will learn about the routines and customs of children in different countries. They will learn about different places in the world that have different climates. • Eid • Father’s Day

Statutory ELG: People, Culture and Communities Children at the expected level of development will: - Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; - Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; - Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.The World • Observe seasonal changes/autumn leaves • Planting bulbs and discussion of what is needed for plant growth • Compare houses and homes • Make map of immediate local area, to include school and children’s homesThe World • Observe seasonal changes/winter – snow and ice • Note any changes in plant growth • Explore materials needed to make shelter • Look at homes in traditional tales (such as 3 Pigs and Billy Goats’ Gruff)The World • Observe seasonal changes/signs of spring into summer • Note any changes in plant growth • Life cycle of a butterfly/frog
Statutory ELG: The Natural World Children at the expected level of development will: - Explore the natural world around them, making observations and drawing pictures of animals and plants; - Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; - Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.Science TAPS Brown Apple TAPS Incy Wincy SpiderScience TAPS Frozen Balloons TAPS Scavenger sortScience TAPS Butter TAPS Taste Test
Statutory ELG: Technology: Children require access to a range of technologies, both digital and non-digital in their early lives. Exploring with different technologies through play provides opportunities to develop skills that children will go on to develop in their lifetimes. Investigations, scientific inquiry and exploration are essential components of learning about and with technology both digitally and in the natural world. Through technology children have additional opportunities to learn across all areas in both formal and informal ways. Technologies should be seen as tools to learn both from and with, in order to integrate technology effectively within early years practiceComputing Begin to sort, classify or group various objects progressing from practical activities to the use of ICT, e.g., practically sorting fruit into colours, types or shapes, and then on-screen.Computing Use ICT to sort and sequence objects on a screen or interactive whiteboard. Produce simple pictograms with helpComputing Collect information, e.g., by taking photographs or collecting objects
Religious Education Pupils will encounter Christianity and other faiths, as part of their growing sense of self, their own community and their place within it.RE Which people are special and why? Which stories are special and why?RE What places are special and why? What times are special and why?RE Being special: where do we belong? What is special about our world?
Communication and Language Statutory ELG: Comprehension (Literacy) Children at the expected level of development will: - Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; - Anticipate – where appropriate – key events in stories; - Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during roleplay. Statutory ELG: Self-Regulation Children at the expected level of development will: - Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. Statutory ELG: Listening, Attention and Understanding Children at the expected level of development will: - Make comments about what they have heard and ask questions to clarify their understanding; - Hold conversation when engaged in back-and-forth exchanges with their teacher and peers. - Hold conversation when engaged in back-and-forth exchanges with their teacher and peers. - Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions - Make comments about what they have heard and ask questions to clarify their understanding; - Hold conversation when engaged in back-and-forth exchanges with teachers and peers. Statutory ELG: Speaking Children at the expected level of development will: - Participate in small group, class and oneto-one discussions, offering their own ideas, using recently introduced vocabulary; - Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate; - Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.Speaking, Understanding, Listening and Attention • Circle time, Role-play, Christmas performance • Nuffield Early Language Intervention led by TA’s – small groups throughout year • Shows variability in listening behaviour; may move around and fiddle but still be listening or sit still but not absorbed by activity • May indicate two-channelled attention, e.g. paying attention to something of interest for short or long periods; can both listen and do for short spanSpeaking, Understanding, Listening and Attention • Circle time, Role-play • Nuffield Early Language Intervention led by TA’s – Small groups throughout year • Understands a range of complex sentence structures including negatives, plurals and tense markers • Beginning to understand humour, e.g. nonsense rhymes, jokes • Able to follow a story without pictures or props • Listens and responds to ideas expressed by others in conversation or discussion • Understands questions such as who; why; when; where and howSpeaking, Understanding, Listening and Attention • Role-play, puppet show • Nuffield Early Language Intervention led by TA’s – Small groups throughout year • Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words • Uses language to imagine and recreate roles and experiences in play situations • Links statements and sticks to a main theme or intention • Uses talk to organise, sequence and clarify thinking, ideas, feelings and events • Introduces a storyline or narrative into their play
Personal, Social and Emotional Development Statutory ELG: Building Relationships Children at the expected level of development will: - Work and play cooperatively and take turns with others; - Form positive attachments to adults and friendships with peers; - Show sensitivity to their own and to others’ needsBuilding Relationships Develops particular friendships with other children, which help them to understand different points of view and to challenge their own and others’ thinking.Building Relationships Is increasingly flexible and cooperative as they are more able to understand other people’s needs, wants and behavioursBuilding Relationships Is increasingly flexible and cooperative as they are more able to understand other people’s needs, wants and behaviours
Statutory ELG: Self-Regulation Children at the expected level of development will: - Show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly.Self- Regulation Understands that expectations vary depending on different events, social situations and changes in routine, and becomes more able to adapt their behaviour in favourable conditionsSelf- Regulation Attempts to repair a relationship or situation where they have caused upset and understands how their actions impact other peopleSelf Regulation Seeks ways to manage conflict, for example through holding back, sharing, negotiation and compromise
Statutory ELG: Managing Self Children at the expected level of development will: - Explain the reasons for rules, know right from wrong and try to behave accordingly. - Be confident to try new activities and show independence, resilience and perseverance inthe face of challenge. - Explain the reasons for rules, know right from wrong and try to behave accordingly.Self Recognises that they belong to different communities and social groups and communicates freely about own home and communitySelf Has a clear idea about what they want to do in their play and how they want to go about itSelf Shows confidence in choosing resources and perseverance in carrying out a chosen activity