ReceptionDove, Chaffinch and Eagle
WHAT IS MY CHILD LEARNING?
Summer Term Curriculum 2022
RECEPTION CURRICULUM PLAN
YEAR GROUP: Reception
TERM: Summer Term 2022
Ocean Treasures and Dinosaur Detectives
In Reception we want to immerse the children in an environment that is rich in language and communication with the pleasure 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. Our school values this term are Fairness, Enthusiasm, Responsibility and Perseverance.
During the Summer 1, we will be exploring the oceans of the world, investigating forests of swaying seaweed, and diving deep into the darkest depths, to find out more about all the amazing and beautiful animals that make the sea their home. In Summer 2, we are going to travel back in time to the land of the dinosaurs to find out more about these amazing creatures. Get ready for an exciting adventure! The Term will be divided as follows:
Summer 1: Ocean Treasures
Over 70% of the world is covered with water. There are five oceans – the Pacific, the Atlantic, the Indian, the Arctic, and the Southern Ocean. Although they are divided into five regions, they are all connected, and provide a home for thousands of species of plants and animals. In this unit, we will be exploring the wonders of the oceans, investigating beach life and getting to know the animals which make these environments their homes!
Summer 2: Dinosaur Detectives
A long time ago there were dinosaurs! No one has ever seen a real dinosaur before, but we know lots about them – what they looked like, what they ate and just how big and tall they were. We are going to travel back in time to the land of the dinosaurs to find out more about these amazing creatures. Dinosaurs present an exciting challenge to our imaginations, to picture what these fantastic beasts might have looked like and how they would have behaved. Most young children are naturally fascinated by dinosaurs and even at an early age, some will have already experienced playing with toy dinosaurs and begun to learn their names. The fact that dinosaurs come in all shapes and sizes, and present an exciting world of possibilities to children, makes them an ideal stimulus for learning.
Below are all the aspects of learning that your child will complete in the Spring Term.
Communication and Language (C&L)
In Reception, Communication and Language is divided into two aspects:
· Listening, attention and understanding
To ensure your child really excels in communication and language we will be immersing the children in the following activities:
Partner work/partner talk
Talk for Writing (learning actions for a story)
Ask questions to find out more and to check they understand what has been said to them
Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen
Articulate their ideas and thoughts in well-formed sentences
Retell the story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words
Connect one idea or action to another using a range of connectives
Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary
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)
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 Reception, PSED is divided into three aspects:
· Managing self
· Building Relationships
In order for your child to develop successfully in this area they will:
Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions
Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices
Show sensitivity to their own and to others’ needs
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 divided into two aspects:
· Gross Motor Skills
· Fine Motor Skills
· To support your child in developing in this area they will participate in the following activities:
Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance and gymnastics
Develop confidence, competence, precision and accuracy when engaging in activities that involve a ball
Know and talk about the different factors that support their overall health and wellbeing
Further develop the skills they need to manage the school day successfully
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 addition to the daily focus on communication and language, the children will be taking part in a weekly lesson dedicated to the development of their oracy skills.
In the EYFS, Literacy has three aspects:
To develop early reading and writing your child will be taught and immersed in the following:
Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary, a few exception words
Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment
Form lower-case and capital letters correctly
Write short sentences with words with known sound/letter correspondences using a capital letter and full stop
Re-read what they have written to check that it makes sense
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 divided 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 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:
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 divided into three aspects:
To help your child understand the world they will:
Explore the natural world around them
Describe what they see, hear and feel whilst outside
Draw information from a simple map
Understand the effect of changing seasons on the natural world around them
Recognise some environments that are different to the one in which they live
Comment on images of familiar situations in the past
Compare and contrast characters from stories, including figures from the past
Expressive Art and Design (EAD)
In Reception, EAD is divided into two aspects:
· Creating with materials
· Being imaginative and expressive
Your child will:
Listen attentively, move to and talk about music, expressing their feelings and responses
Sing in a group or on their own, increasingly matching the pitch and following the melody
Explore and engage in music making and dance, performing solo or in groups
Explore, use and refine a variety of artistic effects to express their ideas and feelings
Develop storylines in their pretend play. Explore and engage in music making and dance, performing
Dinosaur Visit –TBC
Jubilee Picnic and Dress Up Day – Friday 27th May
Jubilee Dance Workshop – Wednesday 25th May
Sport’s Day – Monday 11th July
Exhibition Evening – Thursday 14th July
End of Year trip– TBC
How parents can be involved in home learning
Please read every day with your child and practice 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.
Games and activities you can do at home to help your child learn the high frequency words
Games to help children read the words
You need 2 sets of word cards. Pick out the word cards that your child already knows for the first few times you play the game so that they enjoy it and succeed. Then, gradually take out some of the word cards they know and replace them with a number of words they don’t know. Place the 2 sets of word cards you have chosen face down. Turn one card over and say the word, turn another card over and say the word. If they match and you have made a pair you can keep the pair and you have another go. If they did not match it is the next person’s turn. Keep going until all the words have been paired.
You need 2 sets of word cards. Each person has a pile of cards they keep face down. Each person turns a card over in turn and says the word they turn over. If they match you have to shout the word (and not snap). The first person to shout the word that matches is the winner of the cards on the table. Keep going until all the cards have been won.
Use one set of word cards. Spread the word cards out face down. Pick 3 cards and turn them face up, say the words as they are turned up. Now try and make up a silly sentence that includes all 3 words on the cards.
Shout out loud
Use one set of word cards. Spread the word cards out face down. Take it in turns to turn over one card at a time. The first person to shout the word out loud wins the card. Keep going until all the cards have been won. You can play this with silly voices. Before you turn over a card you have to decide what sort of voice you have to use to say the word e.g. whisper the word, say it like a gorilla, roar it like a lion, squeak it like a mouse.
Hunt the words
Use one set of word cards. Hide a number of them around a room (your child must not look). The child has to find the cards and bring them back to you saying the words they find as they find them.
Use one set of word cards. Spread a number of cards over the floor. Ask your children to jump from one word to another as if they are jumping from stepping stone to stepping stone. As they jump they have to say what word they are going to jump to next. Make sure they say the word before they jump!
Slap the word
Use one set of word cards. Spread a number of cards out on a table or the floor. Ask someone to say one of the words. Whoever is first to slap the word with their hand (or the back of a spoon) wins the word.
I’m thinking of a word
Use one set of word cards. Spread a number of cards out. You pick a word but don’t tell your child which word you are thinking of. Say “I’m thinking of a word, the word begins with…..” The child has to guess what the word might be from the ones spread out. If they guess correctly, they can keep the card. If they can’t guess, then give them another clue “I’m thinking of a word that has ……sounds” or “…. ends with….” or “…. has the word ant in it.” Keep giving clues until they guess the word.
Flash card activities
Select a few words from the word cards. Go through each card together first. If it is a word that can be sounded, then show them how to do this. If it is a word that can’t be sounded easily tell them the word if they don’t know and help them think of ways to remember it e.g. there is a hen in when ‘cluck, cluck’. Look for word within words like the word ‘ant’ in the word ‘want’ draw some little legs on the ant part to help your child remember. Then use them as flash cards. Hold up the word, if your child can read it they take the card. If they can’t put it to the back of the pile so they can come back to it at the end. If at the end they still can’t get it tell them the word. Remind them of the things you talked about to help them remember the word when you started the activity. With words children are becoming more familiar with set them a speed challenge. How quickly can they say all the words as you show them each card in turn. Remember to muddle up the words regularly so that they don’t just remember the sequence of words you are showing them. Use the flash cards in the same way but choose silly voices for each word.
Games to help children write the words
Some useful steps in learning to spell words
- Select a number of cards (not too many at a time). Say the word out loud
- If the word can be split into its sounds, say the word in a ‘robot voice’
- Look at the word trace over the letters with your finger
- Copy the word and say the letters or sounds as you write it. Copy it again.
- Cover the word and try and write the word saying it as you write – peep if you need to!
- Check the word you have written matches the word on the card and say it again as you check.
- Keep writing the word until you can write it without having to peep.
- For words that are tricky and that it is not as easy to learn take an imaginary picture of the word with your imaginary camera – imagine the word is big, coloured red, lit up by fireworks, has spiders crawling on it. Shut your eyes and try and picture the word. Try and write it down imagining the picture of the word you see in your head.
Play the game in the same way that you would to help your child read the words but this time have a large piece of paper and a pen in the middle of the table. When the words match rather than saying the word to win the cards you have to grab the pen and write the word to win the cards.
Play the game in the same way that you would to help your child read the words but this time have a large piece of paper and a pen in the middle of the table. If you find a pair you can only keep the pair if you can write the word. Give time to look at the word and talk through ways to remember it and then write the word to keep the pair. If they/you get it wrong (and sometimes it is a good idea if you get it wrong – they love correcting, you) give another chance making sure you help as much as you can as they are trying to remember the word and as they write.
Play the game in the same way that you would to help your child read the words but this time say the sentence and then you can write the silly sentence with gaps for the word card words which the child can fill in.
Hunt the word
Play the game in the same way that you would to help your child read the words but this time when they find a word they bring it to you, say the word and then write the word for you.
Ask the child to draw a squiggle or doodle. Select a word that you are going to learn to spell. Write the word over and over again around the doodle.
Ask the child to choose a favourite song. Give them a short list of words they are learning to spell. Spend some time looking at the words first and thinking of ways to remember how to spell them then put on the music. How many times can they write the list of words during the song? Can they improve on the number of times they have written the words the next day they do the same activity?
This works in the same way as ‘Musical words’ but rather than a song the child has one minute to write one word as many times as they can.
Eagle Class walk in the woods after reading ‘We’re Going on a Bear Hunt’
Some book characters went into Eagle class for word book day
Pictures of Eagle Class doing Forest School
Thank you to Clare Avant who came to Reception to teach us some yoga – we all felt very relaxed after!
Thank you to Clare Avant who came to Reception to teach us some yoga – we all felt very relaxed after!
It was jazz band day in Reception and the joint was swinging! What a bunch of cool cats.
Year Team Leader