Curriculum

 

RECEPTION Yearly Overview

15 Sep 2015

Please click here for our Recption Curriculum taught at Brady
 
  Autumn 1
Forests
Autumn 2
Celebrations
Spring 1
Winter Creatures
Spring 2
Jobs people do 
Summer 1
Healthy Lifestyles
Summer 2
Pirates Ahoy!
Personal, Social and Emotional Development
 
Can select and use activities and resources with help.
 
Welcome and values praise for what they have done.
 
Enjoy responsibility of carrying out small tasks.
 
More outgoing towards unfamiliar people and more confident in new social situations.
 
Confident to talk to other children when playing, and will communicate freely about own home and community.
 
Show confidence in asking adults for help.
Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
 
Initiate play, offering cues to peers to join them. Keep play going by responding to what others are saying or doing.
 
Demonstrate friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
 
Aware of the boundaries set, and of behavioural expectations in the setting.
 
Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy
 
Aware of own feelings, and knows that some actions and words can hurt others’ feelings.
 
Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
 
Can tolerate delay when needs are not immediately met, and understands wishes may not always be met.
 
Can usually adapt behaviour to different events, social situations and changes in routine.
Initiates conversations, attends to and takes account of what others say.
 
Explains own knowledge and understanding, and asks appropriate questions of others.
 
Takes steps to resolve conflicts with other children, e.g. finding a compromise
 
Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.

 
Confident to speak to others about own needs, wants, interests and opinions.
 
Can describe self in positive terms and talk about abilities.
 
Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
 

 
Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
 
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Communication and Language Listen to others one to one or in small groups, when conversation interests them.
 
Listen to stories with increasing attention and recall.
 
Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
 
Understand use of objects (e.g. “What do we use to cut things?’)
 
Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
 
Responds to simple instructions, e.g. to get or put away an object.
 
Can retell a simple past event in correct order (e.g. went down slide, hurt finger).
 

 
Beginning to understand ‘why’ and ‘how’ questions.
 
Beginning to use more complex sentences to link thoughts (e.g. using and, because).
 
Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.
 
Questions why things happen and gives explanations. Asks e.g. who, what, when, how.
 
Builds up vocabulary that reflects the breadth of their experiences.

 
Uses a range of tenses (e.g. play, playing, will play, played).
 
Uses intonation, rhythm and phrasing to make the meaning clear to others.
 
Maintains attention, concentrates and sits quietly during appropriate activity.
 
Responds to instructions involving a two-part sequence.
 
Understands 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. 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.
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events
 

 
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
 
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Physical Development Exploring different ways to move using different parts of the body, such as crawling, jumping etc.
 
Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
 
Exploring simple balances e.g. standing on one foot.
 
Practise catching large balls
 
Improving control using one handed tools e.g. scissors and pens.
 
Holds pencil between thumb and two fingers, no longer using whole-hand grasp.
Can copy some letters, e.g. letters from their name
 
Show a preference for a dominant hand.
 
 

 
 
Travels with confidence and skill around, under, over and through balancing and climbing equipment.
 
Show increasing control over an object in pushing, patting, throwing, catching or kicking it.
 
Holds pencil near point between first two fingers and thumb and uses it with good control.
 
Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.
 
Begins to form recognisable letters.
Learning to jump off an object and land appropriately.
 
Negotiating space, adjusting speed or changing direction to avoid obstacles.
 
Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
 
 
Observe the effects of activity on their bodies.
 
Understands that equipment and tools have to be used safely.
 
Can usually manage washing and drying hands.
 

 
Eats a healthy range of foodstuffs and understands need for variety in food.
 
Develop understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
 
Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
 
Shows understanding of how to transport and store equipment safely.
 
Practices some appropriate safety measures without direct supervision.
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Literacy Phase 1 letter and sounds
 
Identifying initial sounds
Hearing rhyming words
 
Listening to stories and joining in with repeated refrains, familiar phrases, participating in role plays and puppet shows.
 
 
Set 1 sounds
Blending simple words
 
Listening to stories, making inferences about why things happen and what might happen next.
 
Recognising familiar logos.
 
Beginning to hold mark making tools correctly, making attempts at writing initial sounds.
 
Set 1 sounds
Segmenting simple words and sentences.
 
Finding information from non fiction winter animal texts, understanding you can find information in books.
 
Developing ability to hold mark making tools correctly, making attempts at writing initial, middle and end sounds.
 
Set 2 sounds
 
Blending and segmenting simple sentences
 
Able to answer simple questions about the story they have read.
 
Consolidating ability to read and write simple words independently, including writing labels and captions.
Set 2 sounds
 
Blending and segmenting simple words and sentences
 
Able to answer why/how questions about the stories they have read.
 
Consolidating ability to read and write simple words and sentences independently,
Set 3 sounds
Blending and segmenting sentences.
 
Children able to read stories and make inferences.
 
Children use texts for a purpose, i.e. to find out information, to tell a story etc.
 
Consolidating ability to read and write simple sentences independently,
Numeracy  
Can recite numbers up to 10 and beyond
Counts out up to six objects from a larger group. Selects the correct numeral to represent 1 to 10 objects. Counts an irregular arrangement of up to ten objects.
 
To use language of size and patterns
 
Children count reliably with numbers from one to 10, place them in order and say which number is one more or one less than a given number.
 
To recognise and describe the properties of 2D shapes
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.
 
To investigate capacity, weight and length
 
Using quantities and objects, children add and subtract two single-digit numbers
 
To recognise and describe the properties of 3D shapes
Using fingers/a numberline children count on or back to find the answer.
 
To begin to estimate times
 
To use money to pay for things, knowing the value of coins
Children solve problems, including doubling, halving and sharing.
 
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
Knowledge and Understanding Religious Ed Exploring forests, insects looking closely at details and features
Noah’s Ark
Harvest
Discovering about our families and homes, discussing our special people and why they are important to us.
Diwali
Weddings
Christmas Story
Comparison between Pancake day in the UK and Mama Panya’s Pancakes- a Kenyian story.
Chinese New Year
 
Understanding different occupations and what they do e.g. fireman, police etc
Children use technology for a variety of purposes, for taking pictures, researching e.g animals Mothers Day
Easter Story
 
Children understand where food comes from, what is healthy. etc.
Fathers Day
Ramadan
Show care and concern for animals, understanding how to care for them and why this is important.
Expressive Arts and Design Music Nursery Rhymes
Developing role play skills, taking on puppet and character roles from familiar nursery rhymes.
 
Distinguishing sounds
Junk modelling Christmas presents, focussing on attaching using a variety of tools and materials.
Tapping rhythms and syllables
Children sing songs, make music and dance to Chinese music using ribbons etc.
Making up alternative lyrics to familiar songs
 
Making art work such as tissue paper windows/cards and cooking
 
 
Exploring the different sounds of percussion
 
Making healthy snacks using vegetables and fruits, for example a fruit salad.
 
Making music to move
 
Creating our own instruments using junk modelling, making treasure maps, message in a bottle etc.
 
 
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