Reception

Dove, Chaffinch and Eagle

Citizenship

​This value links exceptionally well to our ‘Golden Thread’ that intends to empower our children to be upstanders and activists.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Autumn Term Curriculum 2022

RECEPTION CURRICULUM PLAN

YEAR GROUP: Reception

TERM: Autumn Term 2022

Autumn Term: This is me!  Me and My World

In Reception we promote the pleasure of playing and learning collaboratively as 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’s 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 ‘This is me!’.  Over this term the children will explore their similarities and differences, learn how to look after themselves and others and investigate their family and home. 

During their time in Reception, children develop an increased sense of ‘self and other’, with a growing interest in the similarities and differences that exist within family and friendship groups. Children in Reception will start to explore and learn more about their feelings, with a growing sense of what are acceptable and unacceptable ways of expressing themselves.  This term’s theme is ideal for helping children to make positive friendships, to understand and appreciate the similarities and differences in people, and to help them explore the idea of family and home.

It is important to remember that, while we are celebrating what we have in common, this term will also highlight differences – which will be celebrated and validated.

Below are the Early Years Foundation Stage’s 7 Aspects of Learning for the Autumn Term.

Communication and Language (C&L)

Reading frequently to children and engaging in stories, non-fiction and rhymes will give children the opportunity to thrive. Through conversation, storytelling and role play, children will become comfortable using a rich range of vocabulary and language structures.

To ensure your child thrives in Communication and Language they will experience:

-Tales Toolkit- our storytelling programme

-Listening to and responding to stories

-Rhymes and rhyming songs

-Role play

-Partner talk

-Oracy sessions- led by our Oracy teacher on Wednesday afternoons

-Understanding how to listen carefully and to know why listening is important

-Joining in class discussions and responding to ideas expressed by others

-Learning new vocabulary and using it throughout the day

Personal, Social and Emotional Development (PSED)

Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently.  Children will learn how to make good friendships, co-operate and resolve conflicts peaceably.

In order for your child to develop successfully in this area they will:

-Learn the rules and routines of school (including Coldfall’s Golden Rules)

-See themselves as a valuable individual

-Build constructive and respectful relationships

-Express their feelings and consider the feelings of others

-Manage their own needs – including personal hygiene

-Co-operate, taking turns and follow the rules of group activities

Physical Development (PD)

●        By creating games and providing opportunities for play both indoors and outdoors, we can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination which is later linked to early literacy

●        To support your child in developing in this area they will participate in the following activities:

-Play 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

-Handle tools, objects, construction and malleable materials safely

-Begin to show a preference for a dominant hand

-Begin to mark make

-Partake in PE lessons (Wednesday afternoons)

-Eat a healthy range of foodstuffs and understand the need for variety in food

Literacy (L)

Reading consists of two dimensions: language comprehension and word reading. Language comprehension starts from birth. It develops when adults talk with children about the world around them and the books they read with them. Skilled word reading, taught in Reception, involves both the speedy working out of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves spelling and handwriting and composition (speaking their ideas before writing).

To develop early reading and writing your child will:

-Begin to recognise sounds that have been taught (we will be using the ‘Read, Write Inc’ scheme)

-Bring home ‘Read, Write Inc’ books, which have simple CVC words based on our phonics programme.

-Write sounds that have been taught

-Start to hear sounds in words

-Practise writing and reading their own name

-Begin to use known sounds to sound out CVC (consonant vowel consonant) words (e.g. ‘pin’, ‘sat’ etc)

-Engage in mark making/writing activities

-Take part in Tales Toolkit- a literacy scheme which provides children with the building blocks to retell and create their own stories.

Maths (MD)

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.

We will use concrete apparatus (Numicon) and immerse 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 and back to 10

-Count objects, actions and sounds

-Subitise

-Recognise and create patterns

-Order numbers in a number line

-Investigate 2D and 3D shapes

Understanding the World (UW)

Understanding the world involves guiding children to make sense of their physical world and their community.  Personal experiences increase children’s knowledge and sense of the world around them – from visiting parks and museums to meeting members of society such as nurses and firefighters. In addition, listening to a selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world.

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

-Look at festivals and celebrations from around the globe

-Learn about and perform the Christmas Nativity

– Explore different families

-Play outside and in the woods

Expressive Art and Design (EAD)

The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. What children see, hear and participate in develops their understanding, self-expression, vocabulary and ability to communicate through the arts.

This term your child will:

-Learn and perform a range of old and new songs

-Play with musical instruments (e.g. drums, tambourines, maracas etc.)

-Use junk modelling materials to create their own models (please bring in cardboard boxes, tubes etc. for us to use!)

-Choose particular colours to use for a purpose

-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

Special Events

It’s Good to Be Me Day! – come to school dressed in traditional or favourite clothing

Christmas Nativity Celebration

How parents can be involved in home learning

-The best thing you can do at home is to read with your child.  Share books daily, looking at family favourite books (children love to re-read their favourites), stories, poems and non-fiction books.

– After Half term, your child will start to bring 2 reading books a week home to read with you.  We will give you a Reading Diary, where you can let us know how reading is going at home

-Cooking with your child is a really fun activity that promotes mathematical and scientific language and understanding. It’s also a lovely way to spend time and discuss favourite foods and healthy choices

-Drawing, playing with Duplo, threading and playing with play dough will help to develop your child’s fine motor skills, which they need to help them to draw and write

-Visits to the park, soft play and playing in the garden will help to develop your child’s gross motor skills

 

Games and activities you can do at home to help your child learn to read

Games to help children read the words

Pairs

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.

Snap

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.

Silly sentence

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.

Stepping stones

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

  1. Select a number of cards (not too many at a time). Say the word out loud
  2. If the word can be split into its sounds, say the word in a ‘robot voice’
  3. Look at the word trace over the letters with your finger
  4. Copy the word and say the letters or sounds as you write it. Copy it again.
  5. Cover the word and try and write the word saying it as you write – peep if you need to!
  6. Check the word you have written matches the word on the card and say it again as you check.
  7. Keep writing the word until you can write it without having to peep.
  8. 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.

Snap

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.

Pairs

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.

Silly sentence

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.

Spell-a–ma-doodle

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.

Musical words

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?

Minute words

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.

Letter-Join home access (Writing)

English and Math's slides for parents meeting on 22nd September 2022

Miss Colquhoun

Year Team Leader

Ms Johns

Class Teacher

Ms Baker-Samson

Class Teacher

Miss Regis

Teaching Assistant

Mrs Huckle

Teaching Assistant

Mrs Orford

Teaching Assistant

Mrs Tze Lau

Teaching Assistant

Mrs Natasha Georgakos

Teaching Assistant