Reception

Dove, Chaffinch and Eagle

Value of the Month

Leadership Abilities

Empathy Habit 9 is Leadership abilities.

This is all about cultivating altruistic leadership abilities in our children to motivate them to want to make a difference to others.

Read more.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Spring Term 2019

Topic title(s) and summary overview 3rd and 4th half term

Spring 1: Space- the children will be learning all about the solar system and aliens. We will be reading a variety of fiction and non-fiction texts in order to find out facts about the solar system, similarities and differences with the planets. We will also read fictional stories about aliens and these will be used as social stories for our circle time sessions.

Spring 2: How does your garden grow? – the children will grow their own potatoes in the reception garden zone as well as learn what we need to do to keep a plant healthy.

Please note that our main focus will be building on last terms learning and ensuring the children feel safe, happy and secure.

Please read the sections below to find out what your child will be learning in the spring term.

Communication and Language (C&L)

In the Early Years Foundation Stage, Communication and Language is broken down into three aspects:

  • Listening and attention
  • Understanding
  • Speaking

To ensure your child really excels in communication and language we will be immersing the children in the following activities:

Rhymes and rhyming/songs

Role play

Partner work

Group Work

Circle Time

Key Group Time

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 to ensure they develop into the best learners that they can be.

Personal, Social and Emotional Development (PSED)

SRE

SRE is taught within the framework of caring relationships, families, friends, values and responsibility. A whole range of teaching approaches are used which allow children to learn in a caring and sensitive way. Teachers are sensitive to religious, cultural and family values and ensure that all children’s backgrounds and experiences are recognised and valued. The scheme of work is progressive and the learning in each year group builds on previous learning.

Our lives

  • Our day – considering the routines and patterns of a typical day
  • Keeping ourselves clean – understanding why hygiene is important

 

Families

  • recognising that all families are different but can share values

 

PSED

Our values during the Spring term include: Practising empathy and kindness

We will be talking to the children about these values during circle times.

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:

Talk freely about our homes and communities

Play with friends and continue to develop relationships at school

Continue to consolidate the rules and routines of the setting (including behavioural expectations)

Continue to share

Continue to show kindness towards others

Work collaboratively

Learn good listening skills

Develop listening skills

Find out the characteristics of a real-life superhero – bring photos in (e.g. my mum is brave…etc)

Develop an understanding of the schools values

Continue to learn how to resolve conflicts with other children, e.g. finding a compromise, saying sorry etc.

Talk about how we are feeling during circle time activities

Physical Development (PD)

Physical development is as the title suggests about how babies and 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 the Early Years Foundation Stage, 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:

Superhero races/obstacle courses

Playground games

Throwing

Catching

Rolling

Travelling in different ways

Constructing models using a range of different materials

Balance bikes

Forest schools

PE lessons with Mr Browning (NB from spring onwards the children will be getting changed into their PE kits for PE lessons.  Please practise getting dressed and undressed at home as the children will need to do this independently at school).

Continue to develop pencil grip

Use scissors safely and correctly

Continue to manage self care independently

Literacy (L)

Being literate is essential in almost every aspect of adult life whether we are planning a holiday, selecting a DVD or delivering parcels. Literacy is often thought of as the ability’ to read and write’ but it also includes being able to speak and listen.

In the EYFS, Literacy has two aspects:

  • Reading
  • Writing

In Spring 1 we will be reading ‘How To Catch A Star’, ‘Beegu’ and ‘Whatever Next’ and we will focus our writing on these core texts. For example the children will be writing how they would catch a star.

In term 2 we will be reading ‘Jack and The Beanstalk’, ‘Jaspers Beanstalk’ and Baby Brains (non-fictional).

To develop early reading and writing your child will be taught and immersed in the following:

Re-cap known sounds (Jolly Phonics) and teach alternative phonemes e.g. a_e as in cake, ay as in play etc

Focus on segmenting (saying each individual sound in a word) and blending (saying the whole word) when reading and writing

Teach letter names and capital letters

Continue to develop handwriting and correct letter formation

Consolidate key words and learn new tricky words

Simple sentence writing incorporating key words and phonic strategies

Writing for different purposes – descriptions, labels, letters, lists, cards, maps, fact files etc

Sentence structure and grammar: capitals, finger spaces (spaces between words) and full stops

Continue to read a range of text types (fiction and non-fiction)

Talk for writing (learning actions for a story and performing it aloud)

Maths (MD)

In the Early Years Foundation Stage, Mathematics is broken down into two aspects:

  • Numbers- adding, subtracting, halving and sharing
  • Shape, Space and Measures- ordering objects and number rods

Mathematics is all about understanding and using shape, space, measures and numbers to solve everyday problems like how much sticky tape to use to wrap a parcel or the number of red balloons that would need to be bought so that there were enough for all the children attending a party. 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 and activities.  In the course of this, your child will learn to:

Participate in daily counting activities and songs

Consolidate knowledge of  numbers up to 20 and beyond

Continue to link Numicon shapes to numerals

Identify shapes and patterns and order numbers correctly

Find how many by grouping

Add using Numicon shapes e.g. one more, two more …

Subtract using Numicon shapes

Halve and share

Recognise a range of 2D shapes

Begin to use positional language (e.g. behind, on top of 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 the EYFS, Understanding the World is broken down into three aspects:

  • People and Communities
  • The World
  • Technology

To help your child understand the world we will:

Learn about growing e.g. planting seeds, life cycles of butterflies…

Explore floating and sinking with different objects

Have a visit from a real-life superhero

Use Beebots (robots) to develop an early understanding of computing

Look at different ways of travelling

Participate in forest schools

Participate in cooking activities

Expressive Art and Design (EAD)

In the EYFS, 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)

Dress-up and engage in imaginative play

Create masks, puppets and models from junk

Paint

Draw

French (MFL)

As well as consolidating numbers, colours and how to say our names, the children will be learning the names of family members and pets. We will also be learning some French games and songs, including le fermier dans son pre (farmer’s in his den) and le petit lapin ( the little rabbit)

SRE

SRE is taught within the framework of caring relationships, families, friends, values and responsibility. A whole range of teaching approaches are used which allow children to learn in a caring and sensitive way. Teachers are sensitive to religious, cultural and family values and ensure that all children’s backgrounds and experiences are recognised and valued. The scheme of work is progressive and the learning in each year group builds on previous learning.

RECEPTION – Our lives

  • Our day – considering the routines and patterns of a typical day
  • Keeping ourselves clean – understanding why hygiene is important
  • Families – recognising that all families are different

Special Events

We will be having a clown week in the 2nd term where the children will learn clown tricks and perform these to the parents at the end of the week- date tbc. This week will really help to develop the children’s PSED skills (see PSED section) by spinning plates and balancing bead bags.

How parents can be involved in home learning

 Please read every day with your child and practise the key words that we will send home. Encourage your child to hold a pencil correctly.  Give your child lots of opportunities to colour, cut and draw in order to develop their fine motor skills. 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.

Learn At Home

Below are a handout, a power point presentation and resources such a speed sound picture chart and a copy the reception key words for you to use with your child at home.  They have all been provided by Lorraine King following the meeting at the start of Autumn Term.

Powerpoint Presentation (in PDF)

Parent Handout (Word Doc)

jolly-phonics-speed-sound-picture-chart

English Key Skills

Speaking and listening

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.

 

Reading (word/comprehension)

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.

 

Writing

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.

 

Grammar

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).

 

Handwriting

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.

 

Phonics/Spelling

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.

Terminology

Introduce: finger spaces, letter, word, sentence, full stops, capital letter.

Maths Key Skills

Number

  1. I can count backwards and forwards to and across 20.
  2. I can count, read, write numbers up to 20
  3. I can double and halve numbers up to 20.
  4. I can use the language of: equal to, more than, less than (fewer), most, least.
  5. I know the number story of all numbers up to 20.
  6. I can identify and represent numbers using objects and pictorial representations including the number line.

Calculations

  1. I can begin to recognise and use +, – and = symbols.
  2. I know my number bonds to 20.
  3. I can identify one more and one less from a given number less than 20.

Fractions, Decimals and Percentages

  1. I recognise and use doubles and halves of numbers and quantities.

Measurement

  1. I can use common vocabulary for comparison e.g. heavier, taller, full, longest, quickest.
  2. I can compare two lengths, masses or capacities by direct comparison.
  3. I can say and order the months of the year.
  4. I know the number of and names of the days in a week.
  5. I can sequence events in chronological order using terms such as: before, after, next, first, yesterday, today, tomorrow, afternoon and evening.
  6. I can use everyday language to talk about time, money, size, weight, capacity, position, distance, to compare quantities and objects and to solve problems.

Geometry

  1. I can recognise and name common 2D, and some 3D, shapes.

Ms Marshall

Year Team Leader

Miss Roberts

Class Teacher

Miss Sinclair

Class Teacher

Miss Brownlie

Graduate Teaching Assistant

Mrs Roach

Nursery Nurse

Mrs Huckle

Teaching Assistant