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Reception
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MEET THE TEAM
About
The emphasis in reception is on using language. Staff use phrases that promote sustained shared thinking such as ‘I wonder if...’, ‘What else could you try?’ or ‘What did you notice? ’to help learners clarify concepts, evaluate activities, extend narratives or extend and develop thinking. Activates and resources are designed to encourage not only independent play but also the development of fine and gross motor skills. Children spend the majority of the day in continuous provision with a few more formal carpet sessions for phonics, writing and maths.
THIS TERM WE
ARE LEARNING
English
Books we are studying this term:
• The Great Big Book of Families
• Welcome to our World
• The Barefoot book of Children
• The Gigantic Turnip
• Leafman
• This is not a Stick
• Pumpkin Soup
• Rama and the Demon King
• Animal Homes
• Stickman
• The Story of Hannukah
• Christmas stories
Vocabulary Focus:
Family, local environment, global citizen, unique, vegetables, autumn, harvest, seasons, leaves, habitats, hibernating animals & winter.
Books we are studying this term:
• The Fox and the Star
• The Fox and the Wild
• Oi Get off our Train
• The Great Race
• The Magic Paintbrush
• George and the Dragon
• Zog
• Nursery Rhymes
• Each Peach Pear Plum
• Little Lumpty
• Old Bear
• Tadpole’s Promise
Vocabulary Focus:
Foxes, forests, city and country, endangered animals, Lunar New Year, dragons, rhymes, nursery rhyme characters, old and new, frogspawn and tadpoles.
Books we are studying this term:
• Errol’s Garden
• Jack and the Beanstalk
• The Tiny Seed
• The Little Red Hen
• The Giant Jam Sandwich
• Information books on minibeasts
• Anansi the Spider
• Dinosaurs and all that Rubbish
• The Fossil Girl
• How to Find Gold
• Don’t Worry Little Crab
Vocabulary Focus:
Plants and seeds, growing, chicks and eggs, spring/summer changes, minibeasts in our setting, butterfly lifecycle, dinosaurs, language of past (Mary Anning) and future/looking forward to Year 1.
Maths
Matching
Sorting
Patterns
Counting
Time
Comparison of numbers up to 5
2D shape
Positional language
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Music
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Timbre
Music Notation and Performance
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Art & Design
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Observational drawing
Modelling animals in clay
Painting using watercolours
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PSHE / Wellbeing
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Dreams and Goals
Friendship
Challenges
Perseverance
Goal-setting
Overcoming obstacles
Seeking help
Jobs
Achieving goals
Healthy Me
Exercising bodies
Physical activity
Healthy food
Sleep
Keeping clean Safety
RE
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Science
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Geography / History
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Computing
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Pupils have the opportunity to explore older [pieces of technology in role play activities. They will also use some hardware as part of adult lead sessions. Formal computing sessions start in year one.
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P.E.
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All pupils will receive one block of specialist dance instruction.
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MFL
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Children are exposed to occasional French vocabulary and formal teaching starts in later year groups.
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Personal, Social & Emotional Development
Being Me in My World:
• ‘Who am I and how do I fit?’
Plus:
• Family Flower collages
• Paralympic races
• Class Rules
Celebrating Difference:
• Respect for similarity and difference.
• Anti-bullying and being unique
Plus:
• Being brave (Little Crab)
Dreams & Goals:
•Aspirations, how to achieve goals and understanding the emotions that go with this
Plus:
•New Year’s Resolutions
•Caring for our world/animals
Health Me:
•Being and keeping safe and healthy
Plus:
•Class rules (Humpty)
•Second chances (Humpty!)
Relationships:
•Building positive, healthy relationships
Plus:
•Taking care of thechicks
Changing Me:
•Coping positively with change
Plus:
•Growing vegetables and eating healthy food
•Year One transition activities
English
Books we are studying this term:
• The Great Big Book of Families
• Welcome to our World
• The Barefoot book of Children
• The Gigantic Turnip
• Leafman
• This is not a Stick
• Pumpkin Soup
• Rama and the Demon King
• Animal Homes
• Stickman
• The Story of Hannukah
• Christmas stories
Vocabulary Focus:
Family, local environment, global citizen, unique, vegetables, autumn, harvest, seasons, leaves, habitats, hibernating animals & winter.
Phonics Programme (Little Wandle):
• Phase2: introducing consonant digraphs, and common exception words
Books we are studying this term:
• The Fox and the Star
• The Fox and the Wild
• Oi Get off our Train
• The Great Race
• The Magic Paintbrush
• George and the Dragon
• Zog
• Nursery Rhymes
• Each Peach Pear Plum
• Little Lumpty
• Old Bear
• Tadpole’s Promise
Vocabulary Focus:
Foxes, forests, city and country, endangered animals, Lunar New Year, dragons, rhymes, nursery rhyme characters, old and new, frogspawn and tadpoles.
Phonics Programme (Little Wandle):
• Phase 3: vowel digraphs and trigraphs, common exception words
• Phase 3: double letters and longer words, exception words
Books we are studying this term:
• Errol’s Garden
• Jack and the Beanstalk
• The Tiny Seed
• The Little Red Hen
• The Giant Jam Sandwich
• Information books on minibeasts
• Anansi the Spider
• Dinosaurs and all that Rubbish
• The Fossil Girl
• How to Find Gold
• Don’t Worry Little Crab
Vocabulary Focus:
Plants and seeds, growing, chicks and eggs, spring/summer changes, minibeasts in our setting, butterfly lifecycle, dinosaurs, language of past (Mary Anning) and future/looking forward to Year 1.
Maths
Number and Pattern, Shape, Space & Measure:
•Matching– To be able to identify similarities and differences across a range of criteria (e.g. shape, size, colour, orientation)
•Sorting– To sort by colour, shape, size, texture, orientation and function
•Comparingand sorting- Tobe able to compare and order by size, length and time
•AB patterns- To be able to recognise, extend, create and fix simple AB patterns.
•Counting - To be able to count reliably (with one-to-one correspondence and understanding of cardinality) up to five forwards and backwards.
To be able to compare numbers, order and write numbers to five.
•Time - To talk about time in terms of night and day, days of the week and months of the year.
To use language related to time and to be able to sequence events.
•Composition of numbers up to5 - To know the 1 more than, 1 less than relationship between consecutive whole numbers.
To be able to represent the numbers1–5 in different ways.
•2D - To recognise language associated with 2D shapes, specifically triangles and squares.
To recognise language associated with 2D shapes, specifically rectangles and circles.
•Positional language - To understand and use positional language.
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Understanding the World
•Talk about family and community
•Experience, collect and name autumn materials
•Look at aerial view of earth, Europe, UK, London, our school
•Discuss/visit places of worship
•Invite visitors to share how they celebrate festivals
•Learn about environments where animals hibernate/migrate
•Observe snow and ice freezing and melting
•Learn about Diwali, Hannukah, Christmas
•Be ‘fox detectives’ in local environment
•Talk about the past in Magic Paintbrush story
•Talk about contrasts between city and ‘the wild’
•Discuss caring for the natural world
•Learn about Lunar New Year
•Look at spring flowers we planted as bulbs
•Careful observation of frogspawn/ tadpoles in tank
•Look at teddies from the past
•Talk about children’s own past (pictures of children with own teddies)
•Learn about Easter
•Observe life cycles (frogs/chicks)
•Grow beans and cress
•Plant potatoes, salad and flowers in our setting
•Learn about Eid
•Find/name/learn about range of minibeasts
•Make boats to float on water
•Draw treasure maps
•Learn about the past through fossils and dinosaurs
Expressive Art and Design
•Weekly singing and music lessons, daily singing and rhymes in class
•Daily access to a range of materials and tools for drawing, painting, collage and construction
•Daily access to spaces, resources and props for imaginative play, role play and performance
•Opportunities for music making with percussion and piano
PLUS
Mix paint colours for pumpkins
Explore range of tools/techniques for modelling
Close observational drawing of crab
Model using clay
Learn, rehearse and perform new songs
Create model animal habitat for puppet in several stages
Make loose parts picture from natural materials
•Weekly singing and music lessons, daily singing and rhymes in class
•Daily access to a range of materials and tools for drawing, painting, collage and construction
•Daily access to spaces, resources and props for imaginative play, role play and performance
•Opportunities for music making with percussion and piano
PLUS
•Close observational drawing of fox illustration
•Work in groups to make giant train/lion head
•Use papier mache to make Humpty
•Close observational drawings of old bears
•Weekly singing and music lessons, daily singing and rhymes in class
•Daily access to a range of materials and tools for drawing, painting, collage and construction
•Daily access to spaces, resources and props for imaginative play, role play and performance
•Opportunities for music making with percussion and piano
PLUS
•Torn paper collage of spring flowers
•Close observational drawing of bulb/shoot/flower, and of growing beans
•Close observational drawing of minibeasts
•Learn and perform songs for end of year concert
Physical Development
•Develop range of movement skills including travelling, jumping, climbing, hopping, skipping, rolling
•Daily access to range of wheeled resources, range of large and small apparatus, and balls
•Daily ‘class run’ and movement sessions to get out of breath
•Whole class sessions on MUGA to practice movement and ball skills
• Develop small motor skills in order to use a range of simple tools safely and with control throughout setting
•Develop fine motor control in drawing and letter formation(child initiated and adult-led)
PLUS
•Explore outdoor area Cut vegetables
•Harvest and weed
•Running and obstacle races
•Digging to plant bulbs
•Use range of tools to make animal puppet habitat
•Using clay
Dreams & Goals:
•Aspirations, how to achieve goals and understanding the emotions that go with this
Plus:
•New Year’s Resolutions
•Caring for our world/animals
Health Me:
•Being and keeping safe and healthy
Plus:
•Class rules (Humpty)
•Second chances (Humpty!)
•Develop range of movement skills including travelling, jumping, climbing, hopping, skipping, rolling
•Daily access to range of wheeled resources, range of large and small apparatus, and balls
•Daily ‘class run’ and movement sessions to get out of breath
•Whole class sessions on MUGA to practice movement and ball skills
• Develop small motor skills in order to use a range of simple tools safely and with control throughout setting
•Develop fine motor control in drawing and letter formation(child initiated and adult-led)
PLUS
•Spread and cut to make sandwich
•Knead dough
•Sportsday practice
Personal, Social & Emotional Development
Being Me in My World:
• ‘Who am I and how do I fit?’
Plus:
• Family Flower collages
• Paralympic races
• Class Rules
Celebrating Difference:
• Respect for similarity and difference.
• Anti-bullying and being unique
Plus:
• Being brave (Little Crab)
Dreams & Goals:
•Aspirations, how to achieve goals and understanding the emotions that go with this
Plus:
•New Year’s Resolutions
•Caring for our world/animals
Health Me:
•Being and keeping safe and healthy
Plus:
•Class rules (Humpty)
•Second chances (Humpty!)
Relationships:
•Building positive, healthy relationships
Plus:
•Taking care of thechicks
Changing Me:
•Coping positively with change
Plus:
•Growing vegetables and eating healthy food
•Year One transition activities
English
Books we are studying this term:
• The Great Big Book of Families
• Welcome to our World
• The Barefoot book of Children
• The Gigantic Turnip
• Leafman
• This is not a Stick
• Pumpkin Soup
• Rama and the Demon King
• Animal Homes
• Stickman
• The Story of Hannukah
• Christmas stories
Vocabulary Focus:
Family, local environment, global citizen, unique, vegetables, autumn, harvest, seasons, leaves, habitats, hibernating animals & winter.
Phonics Programme (Little Wandle):
• Phase2: introducing consonant digraphs, and common exception words
Books we are studying this term:
• The Fox and the Star
• The Fox and the Wild
• Oi Get off our Train
• The Great Race
• The Magic Paintbrush
• George and the Dragon
• Zog
• Nursery Rhymes
• Each Peach Pear Plum
• Little Lumpty
• Old Bear
• Tadpole’s Promise
Vocabulary Focus:
Foxes, forests, city and country, endangered animals, Lunar New Year, dragons, rhymes, nursery rhyme characters, old and new, frogspawn and tadpoles.
Phonics Programme (Little Wandle):
• Phase 3: vowel digraphs and trigraphs, common exception words
• Phase 3: double letters and longer words, exception words
Books we are studying this term:
• Errol’s Garden
• Jack and the Beanstalk
• The Tiny Seed
• The Little Red Hen
• The Giant Jam Sandwich
• Information books on minibeasts
• Anansi the Spider
• Dinosaurs and all that Rubbish
• The Fossil Girl
• How to Find Gold
• Don’t Worry Little Crab
Vocabulary Focus:
Plants and seeds, growing, chicks and eggs, spring/summer changes, minibeasts in our setting, butterfly lifecycle, dinosaurs, language of past (Mary Anning) and future/looking forward to Year 1.
Maths
Number and Pattern, Shape, Space & Measure:
•Matching– To be able to identify similarities and differences across a range of criteria (e.g. shape, size, colour, orientation)
•Sorting– To sort by colour, shape, size, texture, orientation and function
•Comparingand sorting- Tobe able to compare and order by size, length and time
•AB patterns- To be able to recognise, extend, create and fix simple AB patterns.
•Counting - To be able to count reliably (with one-to-one correspondence and understanding of cardinality) up to five forwards and backwards.
To be able to compare numbers, order and write numbers to five.
•Time - To talk about time in terms of night and day, days of the week and months of the year.
To use language related to time and to be able to sequence events.
•Composition of numbers up to5 - To know the 1 more than, 1 less than relationship between consecutive whole numbers.
To be able to represent the numbers1–5 in different ways.
•2D - To recognise language associated with 2D shapes, specifically triangles and squares.
To recognise language associated with 2D shapes, specifically rectangles and circles.
•Positional language - To understand and use positional language.
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Understanding the World
•Talk about family and community
•Experience, collect and name autumn materials
•Look at aerial view of earth, Europe, UK, London, our school
•Discuss/visit places of worship
•Invite visitors to share how they celebrate festivals
•Learn about environments where animals hibernate/migrate
•Observe snow and ice freezing and melting
•Learn about Diwali, Hannukah, Christmas
•Be ‘fox detectives’ in local environment
•Talk about the past in Magic Paintbrush story
•Talk about contrasts between city and ‘the wild’
•Discuss caring for the natural world
•Learn about Lunar New Year
•Look at spring flowers we planted as bulbs
•Careful observation of frogspawn/ tadpoles in tank
•Look at teddies from the past
•Talk about children’s own past (pictures of children with own teddies)
•Learn about Easter
•Observe life cycles (frogs/chicks)
•Grow beans and cress
•Plant potatoes, salad and flowers in our setting
•Learn about Eid
•Find/name/learn about range of minibeasts
•Make boats to float on water
•Draw treasure maps
•Learn about the past through fossils and dinosaurs
Expressive Art and Design
•Weekly singing and music lessons, daily singing and rhymes in class
•Daily access to a range of materials and tools for drawing, painting, collage and construction
•Daily access to spaces, resources and props for imaginative play, role play and performance
•Opportunities for music making with percussion and piano
PLUS
Mix paint colours for pumpkins
Explore range of tools/techniques for modelling
Close observational drawing of crab
Model using clay
Learn, rehearse and perform new songs
Create model animal habitat for puppet in several stages
Make loose parts picture from natural materials
•Weekly singing and music lessons, daily singing and rhymes in class
•Daily access to a range of materials and tools for drawing, painting, collage and construction
•Daily access to spaces, resources and props for imaginative play, role play and performance
•Opportunities for music making with percussion and piano
PLUS
•Close observational drawing of fox illustration
•Work in groups to make giant train/lion head
•Use papier mache to make Humpty
•Close observational drawings of old bears
•Weekly singing and music lessons, daily singing and rhymes in class
•Daily access to a range of materials and tools for drawing, painting, collage and construction
•Daily access to spaces, resources and props for imaginative play, role play and performance
•Opportunities for music making with percussion and piano
PLUS
•Torn paper collage of spring flowers
•Close observational drawing of bulb/shoot/flower, and of growing beans
•Close observational drawing of minibeasts
•Learn and perform songs for end of year concert
Physical Development
•Develop range of movement skills including travelling, jumping, climbing, hopping, skipping, rolling
•Daily access to range of wheeled resources, range of large and small apparatus, and balls
•Daily ‘class run’ and movement sessions to get out of breath
•Whole class sessions on MUGA to practice movement and ball skills
• Develop small motor skills in order to use a range of simple tools safely and with control throughout setting
•Develop fine motor control in drawing and letter formation(child initiated and adult-led)
PLUS
•Explore outdoor area Cut vegetables
•Harvest and weed
•Running and obstacle races
•Digging to plant bulbs
•Use range of tools to make animal puppet habitat
•Using clay
Dreams & Goals:
•Aspirations, how to achieve goals and understanding the emotions that go with this
Plus:
•New Year’s Resolutions
•Caring for our world/animals
Health Me:
•Being and keeping safe and healthy
Plus:
•Class rules (Humpty)
•Second chances (Humpty!)
•Develop range of movement skills including travelling, jumping, climbing, hopping, skipping, rolling
•Daily access to range of wheeled resources, range of large and small apparatus, and balls
•Daily ‘class run’ and movement sessions to get out of breath
•Whole class sessions on MUGA to practice movement and ball skills
• Develop small motor skills in order to use a range of simple tools safely and with control throughout setting
•Develop fine motor control in drawing and letter formation(child initiated and adult-led)
PLUS
•Spread and cut to make sandwich
•Knead dough
•Sportsday practice
REMINDERS
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