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Reception

Curriculum 2018~19

 

Term

Topics

Personal, Social and Emotional Development

Communication, Language and Literacy

Physical Development

Literacy

Mathematics

Understanding The World

Expressive Arts and Design

Autumn 1

All about Me (Birthdays, keeping healthy, our senses)

Autumn (Stick Man, Superworm, Conkers Bonkers!)

Harvest (The Little Red Hen, The Big Carrot, The Runaway Chapatti, Harvest Festival)

 

Initiates conversations, attends to and takes account of what others say.

Confident to speak to others about own needs, wants, interests and opinions.

Can describe self in positive terms and talk about abilities.

Aware of the boundaries set, and of behavioural expectations in the setting.

 

Maintains attention, concentrates and sits quietly during appropriate activity.

Responds to instructions involving a two-part sequence.

Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.

Experiments with different ways of moving. (dance / gym/outdoors)

Jumps off an object and lands appropriately.

Uses simple tools to effect changes to materials.

Shows a preference for a dominant hand.

Begins to use anticlockwise movement and retrace vertical lines.

Usually dry and clean during the day.

 

Continues a rhyming string. (Reading)

Hears and says the initial sound in words. Reading and writing)

Links sounds to letters, naming and sounding the letters of the alphabet. (reading and writing)

Gives meaning to marks they make as they draw, write and paint.

Can segment the sounds in simple words and blend them together and knows which letters represent some of them. (reading and writing)

 

 

(Numbers 1-5) Recognise some numerals of personal significance. Recognises numerals 1 to 5. Counts up to three or four objects by saying one number name for each item. Count actions or objects which cannot be moved. Selects the correct numeral to represent 1 to 5 objects. Counts an irregular arrangement of up to 5 objects. Children count reliably with numbers from 1 to 5

Beginning to use mathematical names for ‘flat’ 2D shapes, and mathematical terms to describe shapes. Selects a particular named shape. Use familiar objects and common shapes to create and recreate patterns and build models. Explore characteristics of everyday objects and shapes and use mathematical language to describe them. Recognise, create and describe patterns.

Enjoys joining in with family customs and routines.

 Looks closely at similarities, differences, patterns and change.

Completes a simple program on a computer.

Uses ICT hardware to interact with age-appropriate computer software.

Begins to build a repertoire of songs and dances.

Explores what happens when they mix colours.

Uses simple tools and techniques competently and appropriately.

 

Autumn 2

Halloween (Funny Bones)

Diwali (Hinduism, traditions and customs, The Diwali Story)

Bonfire Night

Julia Donaldson (The Gruffalo, The Gruffalo’s Child)

Road Safety (Visitor – road safety)

Christmas (Christianity, The Christmas Story, The ABC Nativity, Wish the Elf, )

Explains own knowledge and understanding, and asks appropriate questions of others.

Aware of the boundaries set, and of behavioural expectations in the setting.

 

Two-channelled attention – can listen and do for short span.

Understands humour, e.g. nonsense rhymes, jokes.

Uses language to imagine and recreate roles and experiences in play situations.

 

 

Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.

Travels with confidence and skill around, under, over and through balancing and climbing equipment.

Handles tools, objects, construction and malleable materials safely and with increasing control.

Begins to form recognisable letters.

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.

Hears and says the initial sound in words. Reading and writing)

Can segment the sounds in simple words and blend them together and knows which letters represent some of them. (reading and writing)

Links sounds to letters, naming and sounding the letters of the alphabet.(reading and writing)

Continues a rhyming string. (writing)

Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

Begins to break the flow of speech into words.

 

 

(securing numbers 1-5)

Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

Finds the total number of items in two groups by counting all of them.

Says the number that is one more than a given number. Finds one more or one less from a group of up to five objects.

In practical activities and discussion, begin to use the vocabulary involved

in adding and subtracting. Place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

Beginning to use

Everyday language

related to money.

Children use everyday

language to talk

about money.

Enjoys joining in with family customs and routines.

Looks closely at similarities, differences, patterns and change.

Children know about similarities and differences in relation to places, objects, materials and living things.

They talk about the features of their own immediate environment and how environments might vary from one another.

Completes a simple program on a computer.

Uses ICT hardware to interact with age-appropriate computer software.

Begins to build a repertoire of songs and dances.

Explores the different sounds of instruments.

Experiments to create different textures.

Uses simple tools and techniques competently and appropriately.

Selects appropriate resources and adapts work where necessary.

 

Spring 1

Winter

Big cook, Little Cook (Keeping healthy, Visitor - dental nurse, The Gingerbread Man, Hansel and Gretel, The Little Red Hen Makes a Pizza, Kitchen Disco)

Chinese New Year  (The Magic Paintbrush, Chopsticks)

Valentine’s Day

 

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.

Children are confident to try new activities, and say why they like some activities more than others. Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.

Children listen attentively in a range of situations.

Able to follow a story without pictures or props.

Links statements and sticks to a main theme or intention.

Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.

 

Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.

Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.

Eats a healthy range of foodstuffs and understands need for variety in food.

Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

Links sounds to letters, naming and sounding the letters of the alphabet

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

Enjoys an increasing range of books.

Writes own name and other things such as labels, captions.

Begins to break the flow of speech into words.

Attempts to write short sentences in meaningful contexts.

(numbers 1-10)

Recognises numerals 1 to 10.

Counts out up to 10 objects from a larger group.

Count actions or objects which cannot be moved.

Selects the correct numeral to represent 1 to 10 objects.

Counts objects to 10.

Counts an irregular arrangement of up to

10 objects. Children count reliably with numbers from 1 to 10

Orders two or three items by length or height.

Orders two items by weight or capacity.

Children use everyday language to talk

about size, weight and capacity to compare quantities and objects and to solve problems.

Children talk about past and present events in their own lives and in the lives of family members. Children know about similarities and differences in relation to places, objects, materials and living things.

Completes a simple program on a computer.

Uses ICT hardware to interact with age-appropriate computer software.

 

 

 

Understands that different media can be combined to create new effects.

Manipulates materials to achieve a planned effect.

Constructs with a purpose in mind, using a variety of resources.

Selects tools and techniques needed to shape, assemble and join materials they are using.

Spring 2

Spring (observational drawings, plants, new life)

Big cook, Little Cook (Supertato, Mr Wolf’s Pancakes, Mama Panya’s Pancakes, The Very Hungry Caterpillar – butterflies)

Mother’s Day (Five Minutes Peace)

Easter (Christianity, The Easter Story)

Children play co-operatively, taking turns with 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

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 listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.

Listens and responds to ideas expressed by others in conversation or discussion.

Introduces a storyline or narrative into their play.

Children express themselves effectively, showing awareness of listeners’ needs.

 

Children show good control and co-ordination in large and small movements.

Practices some appropriate safety measures without direct supervision.

 

 

Links sounds to letters, naming and sounding the letters of the alphabet

Knows that information can be retrieved from books and computers.

Children read and understand simple sentences.

They also read some common irregular words.

Children use their phonic knowledge to write words in ways which match their spoken sounds.

They also write some irregular common words.

They write simple sentences which can be read by themselves and others.

(Securing numbers 1-10)

Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

Finds the total number of items in two groups by counting all of them.

Says the number that is one more than a given number.

Finds one more or one less from a group of up to 10 objects.

In practical activities and discussion, begin to use the vocabulary involved in

adding and subtracting.

Estimates how many objects they can see and checks by counting them.

Place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and

subtract two single-digit numbers and count on or back to find the answer.

Beginning to use

mathematical names for

‘solid’ 3D shapes and

mathematical terms to

describe shapes.

Selects a particular

named shape.

Use familiar objects and common shapes to

create and recreate

patterns and build

models.

Uses everyday

language related to

time. Orders and

sequences familiar

events. Measures

short periods of time in simple ways.

Children use everyday

language to talk about

time to compare

quantities and to solve

problems.

Children talk about past and present events in their own lives and in the lives of family members.

They know that other children don’t always enjoy the same things, and are sensitive to this.

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

 

Children sing songs, make music and dance, and experiment with ways of changing them.

They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

 

Summer 1

Under the Sea (The Rainbow Fish, Sharing a Shell, Visit to The National Sea Life Centre)

Summer (Safety in the sun)

 

They take account of one another’s ideas about how to organise their activity.

They say when they do or don’t need help.

They work as part of a group or class, and understand and follow the rules.

They give their attention to what others say and respond appropriately, while engaged in another activity.

Children follow instructions involving several ideas or actions.

They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.

They move confidently in a range of ways, safely negotiating space.

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

They use phonic knowledge to decode regular words and read them aloud accurately.

They demonstrate understanding when talking with others about what they have read.

They also write some irregular common words.

They write simple sentences which can be read by themselves and others.

(numbers 1-20)

Recognises numerals 1 to

20.

Counts out up to 20 objects

from a larger group.

Count actions or objects

which cannot be moved.

Selects the correct numeral

to represent 1 to 20

objects.

Counts objects to 20.

Counts an irregular

arrangement of up to 20

objects.

Children count reliably

with numbers from 1 to

20.

 

(securing numbers 1-20)

Uses the language of ‘more’

and ‘fewer’ to compare two

sets of objects.

Finds the total number of items in two groups by counting all of them.

Says the number that is one

more than a given number.

Finds one more or one less

from a group of up to 20

objects.

 

In practical activities and

discussion, begin to use the

vocabulary involved in adding and subtracting.

Estimates how many objects

they can see and checks by

counting them.

Place them in order and say

which number is one more

or one less than a given

number. Using quantities

and objects, they add and

subtract two single-digit

numbers and count on or

back to find the answer.

They know about similarities and differences between themselves and others, and among families, communities and traditions.

They make observations of animals and plants and explain why some things occur, and talk about changes.

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

 

Children sing songs, make music and dance, and experiment with ways of changing them.

They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Summer 2

Pets (Dear Zoo, our guinea pigs)

Eid-Ul-Fitr (Islam, customs and traditions)

Father’s Day (Mister Seahorse)

Traditional Tales (Jack and the Beanstalk, The Three Little Pigs, Goldilocks and the Three Bears)

They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

They adjust their behaviour to different situations, and take changes of routine in their stride.

(Exceeding objectives where suitable)

 

They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

They develop their own narratives and explanations by connecting ideas or events.

(Exceeding objectives where suitable)

 

They handle equipment and tools effectively, including pencils for writing.

They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

(Exceeding objectives where suitable)

 

They demonstrate understanding when talking with others about what they have read.

Some words are spelt correctly and others are phonetically plausible.

(Exceeding objectives where suitable)

 

In practical activities and discussion,

begin to use the vocabulary involved in

doubling, halving and sharing.

Solve problems including doubling, halving and sharing

 

Can describe their relative position

such as ‘behind’ or ‘next to’. Children use everyday language to

talk about position and distance to solve problems.

(Exceeding objectives where suitable)

 

 

They know about similarities and differences between themselves and others, and among families, communities and traditions.

They make observations of animals and plants and explain why some things occur, and talk about changes.

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

(Exceeding objectives where suitable)

 

 

Children sing songs, make music and dance, and experiment with ways of changing them.

They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

(Exceeding objectives where suitable)

 

Download the 2018~19 Curriculum as a pdf

Information about the areas of learning in Reception:

The prime areas

 

Communication and language   

 

Listening and attention: 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.   

 

Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

 

Speaking: 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.

 

 

Physical development 

 

Moving and handling: 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.

 

Health and self-care: 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.

  

 

Personal, social and emotional development

  

Self-confidence and self-awareness: 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.

 

Managing feelings and behaviour: 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.

 

Making relationships: 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.

 

  

The specific areas

 

Literacy 

 

Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

 

Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

  

 

Mathematics 

 

Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

  

Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

  

 

Understanding the world 

 

People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.   

 

The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

 

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

 

 

Expressive arts and design 

 

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

 

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories. 

 

 

Click on these icons to download the EYFS Development Matters documentation published by Dudley MBC for the Prime and Specific areas of learning.

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