Dove, Chaffinch and Eagle
WHAT IS MY CHILD LEARNING?
Autumn Term Curriculum 2020
Topic title(s) and summary overview 1st and 2nd half term
In Reception we want to immerse the children in an environment that is rich in language, with the pleasure of reading at the core of our curriculum. We want every child to thrive and develop positive relationships within an environment which is both stimulating and enabling. Our school commitment to building a culture where children not only value themselves, but others and the planet will be at the forefront of our practice. During the Autumn Term we will be focussing on ‘Care and well-being of self’ and the children will create an ‘All About Me’ book which will celebrate their background and culture, their likes and dislikes and dreams for the future. We will also discuss the importance of keeping safe and healthy, self-regulation and investigate different ways of recognising and managing emotions. The Term will be divided as follows:
Autumn 1: All About Us
Autumn 2: Special Seasons and Celebrations
Below are all the aspects of learning that your child will have in the Autumn Term.
Communication and Language (C&L)
In Reception, Communication and Language is broken down into three aspects:
· Listening and attention
To ensure your child really excels in communication and language we will be immersing the children in the following activities:
Rhymes and rhyming/songs
Partner work/partner talk
Talk for Writing (learning actions for a story)
Learn how to sit, concentrate and listen for sustained periods of time
Listen and respond to ideas expressed by others in conversation or discussion
It is our belief that children need as much exposure to these activities as possible to ensure they develop into the best learners that they can be.
Personal, Social and Emotional Development (PSED)
Personal, Social and Emotional Development is recognised as one of the building blocks of success in life. It supports children’s development by helping them to interact effectively and develop positive attitudes to themselves and others. In order for your child to develop successfully in this area we will:
Recognise and understand sympathy and empathy
Learn the rules and routines of the setting (including behavioural expectations)
Make friends and build relationships with others at school (staff and children)
Share with others
Show kindness towards others
Learn good listening skills
Explain own knowledge and understanding
Take steps to resolve conflicts with other children, e.g. finding a compromise, saying sorry etc.
Talk about how we are feeling
Partake in weekly year group assemblies
Physical Development (PD)
Physical development is as the title suggests about how young children gain control of their bodies, but it also includes how children learn about keeping themselves active and healthy and how they learn to use equipment and materials successfully and safely. In Reception, Physical Development is broken down into two aspects:
· Moving and Handling
· Health and Self-Care
· To support your child in developing in this area they will participate in the following activities:
Negotiate space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles
Travel around, under, over and through balancing and climbing equipment
Use simple tools to effect changes to materials
Handle tools, objects, construction and malleable materials safely
Begin to show a preference for a dominant hand
Begin to mark make
Begin to write own name
Partake in PE lessons
Eat a healthy range of food and understand the need for variety in food
Show understanding of the need for safety when tackling new challenges
Show understanding of how to transport and store equipment safely
Manage self-care independently (including toileting, general hygiene and changing clothes). Handwashing will be a priority throughout the day.
Literacy is often thought of as the ability ‘to read and write’ but it also includes strong oracy skills which includes being able to speak clearly and listen to those around you.
In the EYFS, Literacy has two aspects:
To develop early reading and writing your child will be taught and immersed in the following:
Begin to recognise sounds that have been taught (we will be using the ‘Read, Write Inc.’ scheme)
Following on from the phonic scheme, we will be sending home PM Starter reading books which will have some of the high frequency key words in Reception. These will be learned through sight recognition.
Alongside this will be the ‘Read, Write Inc.’ books, which have simple CVC (consonant vowel consonant) words based on our phonics programme. The children will learn to segment (sound out) and blend (put the sounds together) to read e.g.: c-a-t.
The following skills will be covered:
Write sounds that have been taught using cursive scheme
Start to hear the initial sounds in words
Practise writing own name
Read own name (e.g. on tray/peg labels etc.)
Begin to use known sounds to sound out CVC words (e.g. ‘pin’, ‘sat’ etc.)
Listen to stories that are read aloud by an adult
Engage in mark making/writing activities
Trace patterns and letters
Tales Toolkit- a literacy scheme which provides children with the building blocks to retell and create their own stories.
In the Early Years Foundation Stage, Mathematics is broken down into two aspects:
Mathematics is all about understanding and using shape, space, measures and numbers to solve everyday problems. Helping children to enjoy Mathematics is probably one of the most important things that adults can do so that children realise that mathematics is a way of finding things out and solving problems. In order to do this, we will be using concrete apparatus (Numicon) and immersing the children in a number rich environment through songs, play, activities and investigational work. In the course of this, your child will learn to:
Count up to 10
Recognise numbers 0-10
Recognise numbers of personal significance (e.g. age, door number etc)
Find the total number of objects by counting them
Join in with counting songs/games
Recognise a range of 2D shapes
Begin to use positional language (e.g. behind, on top of etc)
Begin to recognise colours and patterns
Start to create own patterns
Play games that are linked to maths (e.g. snakes and ladders, peg boards, dominoes etc)
Understanding the World (UW)
Understanding of the World is about how children get to know about other people, the place where they live and about all aspects of the environment. In Reception, Understanding the World is broken down into three aspects:
To help your child understand the world we will:
Talk about parts of the body and what they are used for (look closely at our 5 senses)
Find out about different types of weather and seasons
Learn about different religions of the world
Look at festivals and celebrations from around the globe
Talk about Bonfire Night and how it is celebrated
Celebrate the Christmas Nativity
Perform as a class with a drama workshop
Expressive Art and Design (EAD)
In Reception, EAD is broken down into two aspects:
· Exploring and using media and materials
· Being imaginative
Your child will:
Learn and perform a range of old and new songs
Play with musical instruments (e.g. drums, tambourines, maracas etc.)
Engage in role play
Use junk modelling materials to create own models (please bring in cardboard boxes, tubes etc. for us to use!)
Choose particular colours to use for a purpose
Construct with a purpose in mind, using a variety of resources
Use simple tools (e.g. scissors)
Play alongside other children who are engaged in the same theme
Play cooperatively as part of a group to develop and act out a narrative
Expand children’s exposure to new songs and rhymes
Drama4all – TBC
Christmas Nativity Celebration – TBC
How parents can be involved in home learning
Please read every day with your child and practise the key words that will be highlighted each half term in the front of the blue reading diaries. Please be familiar with the seven areas of learning (as stated above) and think about how you can support your child at home in developing in these areas.
English Key Skills
I can speak aloud to friends, in a group and to an adult.
I can talk about things that interest me including stories.
I can listen whilst others are speaking and wait for my turn to talk.
I can listen and follow simple instructions.
I can ask and answer questions appropriately during carpet time / circle time.
I can use talk during role play activities.
I can use talk to deepen my understanding.
I can read all Reception key words and the majority of key words for Y1.
I can show an awareness of full stops when reading aloud.
I can blend and segment unfamiliar words.
I can talk about a favourite story, poem or character.
I can answer simple questions about a familiar story.
I can make simple predictions about a text.
I can use a simple word bank.
I can read fiction, non-fiction and poetry appropriate for my phonic level.
I can retell key points in a familiar story.
I can join in during whole class retelling of a story.
I can write three simple sentences.
I can show an awareness of full stops, capital letters and finger spaces.
I can say a sentence, write and read it back to check it makes sense.
I can begin to write a sentence using the connectives ‘and’ or ‘but’
I can write simple texts such as names, labels, captions, lists, diagrams and messages.
I can write simple sentences using full stops, capital letters and finger spaces.
I can use simple connectives to join two simple sentences.
I can use prepositions correctly in my speech (e.g. up, down, in, into, out, to, onto).
I am familiar with determiners and use them correctly in my speech (e.g. the, a, my, your, an, this, that, his, her, their, some, all).
I can use adjectives to describe nouns (e.g. old, little, big, small quiet).
I can hold a pencil correctly, sit up correctly and steady my work.
I am beginning to form all letters and numbers (0-9) correctly.
I am beginning to write on the line.
My teacher and I can read what I’ve written.
I can read and spell all key words for Reception and possibly year 1 (red words).
I can recognise all phonic sounds and blends (set 1, 2 and 3).
I can ‘have a go’ at spelling words using my phonic knowledge.
Introduce: finger spaces, letter, word, sentence, full stops, capital letter.
Maths Key Skills
- I can count backwards and forwards to and across 20.
- I can count, read, write numbers up to 20
- I can double and halve numbers up to 20.
- I can use the language of: equal to, more than, less than (fewer), most, least.
- I know the number story of all numbers up to 20.
- I can identify and represent numbers using objects and pictorial representations including the number line.
- I can begin to recognise and use +, – and = symbols.
- I know my number bonds to 20.
- I can identify one more and one less from a given number less than 20.
Fractions, Decimals and Percentages
- I recognise and use doubles and halves of numbers and quantities.
- I can use common vocabulary for comparison e.g. heavier, taller, full, longest, quickest.
- I can compare two lengths, masses or capacities by direct comparison.
- I can say and order the months of the year.
- I know the number of and names of the days in a week.
- I can sequence events in chronological order using terms such as: before, after, next, first, yesterday, today, tomorrow, afternoon and evening.
- I can use everyday language to talk about time, money, size, weight, capacity, position, distance, to compare quantities and objects and to solve problems.
- I can recognise and name common 2D, and some 3D, shapes.
Reception got their groove on for a Friday jazz jam afternoon. What a bunch of cool cats exploring different instruments and the sounds they make.