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Our curriculum


 

TERM 1a

 

TERM 1b

 

Text

My Many Coloured Days

Gruffalo

Unit Title

Marvellous Me

Oh help! Oh no! A Gruffalo!

Engage/Hook

Bag about me

Paw/body prints of gruffalo, mouse, owl, fox and snake. Who has been in our class?

Additional Experiences

*Harvest Festival- making a scarecrow for our garden. Dingle dangle scarecrow song.

 

*Halloween themed provision and pumpkin carving with parents (fundraiser)

*Bonfire Night- art themed pictures & trying parkin/sticky apples.

*World nursery rhyme day-  dress up for £1 donation, performance for parents songs and actions.

*Christmas Nativity performance.

 

Outcomes

(including published work)

Portraits of us- popart style (colour and portraits)

Quotes from children about colours and feelings.

 

 


Gruffalo and friends collaborative artwork.

Labels for names and parts of characters.


Personal, Social and Emotional Development

 

*JIGSAW UNITS in bold

Being me in my world

 

Mfb 40.2

Aware of boundaries set and behavioural expectations. Looking at new behaviour system with chn.

 

Mfb30.1 Aware of own feelings. What makes you sad? Happy? Draw a picture and talk about it.

Mfb40.1 Understanding own actions affecting others.

 

Scsa40.2 Can describe myself in positive terms-What am I good at? What do I enjoy? What do I like?

 

 

Celebrating difference

 

Mr 40.1

Initiates conversations,

attends to and takes account of what others say.

 

How do you think the characters felt in the story?

What makes you feel scared?

 

Mr 40.2

Explains own knowledge

and understanding, and

asks appropriate questions

of others.

Asking questions about the animals in the story.

Inviting the chn to share their favourite JD book or character.

What do you know about animals that live in the forest?

Communication and Language

-Join in repeated refrains MTYT. Hands up.

 

La40.1-Join in songs and rhymes.

-Listening games

 

-U40. La30.5 Following directions and responds to instructions.

 -Class routines, tidying up, sitting, hands up, ask for toilet etc.

-Become familiar with environment.

 

-Respond to stop signal and music instrument.

 

La 40.1 Maintains attention, concentrates

and sits quietly during appropriate

activity.

 

U 40.2 Able to follow a story without

pictures or

props.

Able to retell the gruffalo using story map or puppets and props in provision.

 

S 40.2 Uses language to

imagine and

recreate roles and

experiences in

play situations.

 

Gruffalo café and props from the story for children to recreate own story.

Physical Development

-Dough disco/ squiggle while you wiggle.

 

Mh40.5Bikes and scooters.

-Activities on a vertical- rollers painting

 

-mh 40.8-40.10 shows a preference for a dominant hand, begins to form recognisable lettersLooking at pencil and scissor grip.

 

Mh 40.1 and 40.2 and 40.3 Who can jump the highest? Run the fastest?

 

-A puzzle of me. (photo)

 

Hsc40.2 usually clean and dry during day

Hsc40.3 good practises with regard to eating and hygiene

-Personal care. Handwashing and putting on coats and shoes.

 

Hsc 40.3 and 40.4 What is our favourite breakfast? Making a meal- going to the shop,  choosing toppings.

 

Mh40.1 Experiments

with different

ways of

moving.

Can we move like the owl, snake, mouse, gruffalo?

 

Mh40.7 Handles tools,

objects,

construction and

malleable

materials safely

and with

increasing control.

 

Can we build a gruffalo using creative materials or playdough? Can we build a house for the owl, mouse, gruffalo using blocks and outside construction?

 

Mh40.9 Begins to use

anticlockwise

movement and

retrace vertical

lines.

Squiggle while you wiggle, chalk drawing outside.

 

Hsc40.4

Shows

understanding of

the need for safety

when tackling new

challenges, and

considers and

manages some

risks.

 

Hsc40.1 Eats a healthy

range of

foodstuffs and

understands

need for variety

in food.

Scrambled snake

Roasted fox

Owl ice cream

Gruffalo crumble

What food can we roast? Scramble? What crumble can we make?

Shop for, make and try!

 

Literacy

-r.40.6 uses vocabulary that are influenced by books. Looking at vocabulary for feelings. Sad, giddy, quiet, calm, angry.

 

R 40.1 Spotting rhyme in the book.

 

-40.3 Oral blending for daily activities – c oa t etc.

 

w.40.8-Name recognition in a variety of contexts.

40.1-Tracing names in sand, chalk, magic paintbrush, flour, cornflour.

Daily RWi starting with sharing pictures. Spotting initial sounds. R40.2

R40.1 Continues a

rhyming

string.

Looking at rhyming within the story e.g. mouse house

 

R 40.2 Hears and

says the initial sound

in words.

Looking at keywords in the story fox, gruffalo, mouse

 

R40.6 Uses vocabulary and

forms of speech that are

increasingly influenced by

their experiences of books.

Looking at new words e.g. astounding, wart, fled, amazing, terrible.

 

R40.7 Enjoys an

increasing

range of

books.

Reading a range of Julia Donaldson books and looking at the author.

Which book is our favourite? Why?

 

W40.1 Gives meaning to marks

they make as they draw,

write and paint.

Can you write a gruffalo café menu?

Can you draw/paint the gruffalo and other characters?

 

W40.6 Links sounds to letters, naming and sounding the

letters of the alphabet. Through RWI and linking to the story.

 

W40.4 Hears and

says the

initial sound

in words.

W 40.8 Writes own name and

other things such as

labels, captions.

Can you label the parts of the gruffalo?  Claws, wart, jaws, (using initial sounds)

 

 

Maths

 

(*Maths mastery units in bold)

Early mathematical experiences

 

Pattern and early number (10 lessons)

 

Ssm 40.6Sorting and patterns by size- short/tall, blue/brown/ green eyes.

 

40.3 Counting fingers- finger family song. Other songs to learn. Up to 5 and then to 10.

 

40.2Create numicon display board- with chns pictures. Lots of recognition games for numicon.

 

Colour recognition in the story and sorting colours.

 

Ssm 40.4 Measuring hands and feet and shoes(non standard)

 

Ssm.40.2make myself using shapes.

 

 

Numbers within 6 (10 lessons)

 

Addition and subtraction within 6 (5 lessons)

 

Measures – length (5 lessons)

 

Shape and sorting (5 lessons)

 

Calendar and time (5 lessons)

 

N40.5 Counts objects to

10, and beginning

to count beyond

10.

Can you count the objects or characters from the story?

 

Ssm40.1 Beginning to use mathematical

names for ‘solid’ 3D shapes and ‘flat’

2D shapes, and mathematical terms

to describe shapes.

Making guffalo character shape pictures.

 

Ssm40.3

Can describe their

relative position

such as ‘behind’ or

‘next to’.

Looking at where the characters are in the woods. Using the toy characters to play with and explore position.

Understanding the world

Pc40.1-Home corner role play. Who is in your family? How are families different?

 

-Your senses.

 

-Parts of your body- heads shoulders, knees and toes.

 

Tw40.1 Past and present in relation to self. Looking at baby pictures. How have we changed?

 

t.40.1-How do we show we are happy/sad. Lets make faces. Simon says… Using cameras to snap these faces (ICT)

Tw40.1

Looks closely at similarities,

differences, patterns and

change.

Looking at features of the animals in the story.

What other animals live in the woods?

What do the animals eat?

What are the animals paw prints like?

 

T40.2

Uses ICT hardware to

interact with age-appropriate

computer software.

Finding pictures of owls, snakes, foxes online and finding out about them.

 

T40.1 Completes a simple program

on a computer.

Uses programming to get from one point to another in forest/gruffalo themed map.

RE

 

(Taken from Doncaster syllabus)

 

*Festivals and celebrations to have as RE days/ weeks focus throughout year

Which people are special and why?

 

Talk about significant people within the school and the wider community, for example showing pictures of the caretaker, lollypop person, headteacher, vicar, police community support officer, and discussing what they do.

 

Bible stories about friendship.

Meeting and talking to a special person e.g. the vicar.

Which stories are special and why?

 

Ask children to bring favourite books and stories from home, choose the favourite story in the class, or the teacher could share her favourite childhood story and explain why she liked it so much.

 

Hear and explore stories from the Bible and other sacred texts.

 

*Hinduism. Diwali celebration 27th Oct

 

*Christianity. Christmas celebrations

Expressive arts and design

-e.40.7 constructs with a purpose  and 40.5 Self portraits – ICT paint, spoon person, playdough/ clay faces, mirrors to look at ourselves, family portraits

Andy Warhol

 

-Mini mes and self-registration photos and names (teachers to do)

 

-Learning new songs- if you’re happy and you know…

 

-e.40.3 explores what happens when they mix colours. How to mix colours. Knowing primary colours.

Kandinsky

Giving colours names e.g. blueberry, rain, puddles

-Colours to represent feelings.

 

 

-e.40.1 builds a repertoire of actions to songs and nursery rhyme

 

-adding actions to our story

 

E40.7 Constructs with

a purpose in

mind, using a

variety of

resources.

Collaborative art- making an owl, mouse, fox, snake and gruffalo. Use a range of techniques.

 

E40.1 Begins to build

a repertoire of

songs and

dances.

Learning songs and rhymes from Julia Donaldson treasury.

 

E40.2 Explores the

different

sounds of

instruments.

What instruments could make the sounds of the animals in the story?

 

Bi40.1 Create simple

representations

of events,

people and

objects.

Making characters from the story and their habitats.

 

Bi40.5 Plays alongside

other children

who are engaged

in the same

theme.

Acting out the story, creating art and joining in songs and music.