Reception

Term 1

Text:
Term 1a -
My Many Coloured Days
Term 1b -
Gruffalo

Unit Title:
Term 1a -
Marvellous Me
Term 1b -
Oh help! Oh no! A Gruffalo!

Engage/Hook:
Term 1a -
Bag about me
Term 1b -
Paw/body prints of gruffalo, mouse, owl, fox and snake. Who has been in our class?

Additional Experiences:
Term 1a -
*Harvest Festival- making a scarecrow for our garden. Dingle dangle scarecrow song.
*Halloween themed provision and pumpkin carving with parents (fundraiser)
Term 1b -
*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):
Term 1a -
Portraits of us- popart style (colour and portraits)
Quotes from children about colours and feelings.
Term 1b -
Gruffalo and friends collaborative artwork.
Labels for names and parts of characters.

Term 2

Text:
Term 2a -
Supertato
Superdaisy
Term 2b -
Farmer Duck

Unit Title:
Term 1a -
SUPER HEROES!
Term 1b -
Farm friends

Engage/Hook:
Term 2a -
Crime scene in classroom for the evil pea
Term 2b -
Hatching duck eggs
Visit to the farm

Additional Experiences:
Term 2a -
Green screen dress up and photos.
*Chinese new year
Term 2b -
*Pancake day- shop visit and making pancakes. Inviting in parents for pancakes!

Outcomes (including published work):
Term 2a -
Photos of the baby ducklings  etc.
Term 2b -
Animal artwork with patterns on collage and paint.

Term 3

This page will be updated shortly. 

 


Term 1

Personal, Social and Emotional Development:
Term 1a -
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?
Term 1b -
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:
Term 1a -
-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.
Term 1b -
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 andn experiences in play situations.
Gruffalo café and props from the story for children to recreate own story.

Physical Development:
Term 1a -
-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.
Term 1b -
Mh40.1 Experiments with differentnways ofn 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:
Term 1a -
-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
Term 1b -
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 ard 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:
Term 1a -
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.
Term 1b -
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:
Term 1a
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)
Term 1b
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:
Term 1a
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.
Term 1b
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:
Term 1a
-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
Term 1b
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 Iinstruments.
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 childrenwho are engaged in the same theme.
Acting out the story, creating art and joining in songs and music.

Term 2

Personal, Social and Emotional Development:
Term 2a -
Dreams and Goals
What skills do superheroes have? What makes a goodie and a baddie?
How would it feel to be a super hero and do good? What can we do that’s good?
Term 2b -
Healthy me
Mfb40.1 Understands that own actions affect other people
Considering how they share, look after and talk to the ducklings and how this translates to treating each other.
Mr40.2
Explains own knowledge and understanding, and asks appropriate questions of others.

Communication and Language:
Term 2a -
How can we catch the evil pea?
Discuss the characters from the story.
Learn the story using a map and props.
Term 2b -
La40.2 Two-channelled attention – can listen and do for short span.
U40.1
Responds to instructions involving a two-part sequence.
Following instructions about how to care for the ducks.
U40.3 Listens and responds to ideas expressed by others in conversation or discussion.
S40.4 Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
Sharing ideas on how to care for our ducks.

Physical Development:
Term 2a -
Can we complete the superhero agility course?
Run, jump, shoot webs, climb, skip, hop like a hero?
Can we build a super weapon in the construction?
Can we build a supercar outside in big construction?
Term 2b -
Mh40.4 Travels with confidence and skill around, under, over and through balancing and climbing equipment.
Linking to farm theme.
Mh40.4 Handles tools, objects, construction and malleable materials safely and with increasing control.
Hsc40.1 Eats a healthy range of foodstuffs and understands need for variety in food.
What foods come from animals? Trying different foods from animals.
Mh 40.11 Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed. 

Literacy:
Term 2a -
Continue to use RWI scheme to teach phonics.
Read and learn the story.
Learn new vocabulary.
Wanted poster for the evil pea.
Term 2b -
Continue to use RWI scheme to teach phonics.
R40.7 Enjoys an increasing range of books.
Sharing the story of the ugly duckling/ 3 little pigs etc
R40.3 Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
R40.5 Begins to read words and simple sentences.
R40.8 Knows that information can be retrieved from books and computers.
Introduce non fiction books about chicks/ducks/lifecycles and farm animals
W40.5 Can segment the sounds in simple words and blend them together.
Can write simple words such as cow, sheep, pig.
W40.9 Attempts to write short sentences in meaningful contexts.

Maths:
Term 2a -
Numbers within 10
Addition and subtraction within 10
Numbers within 15
N40.8 Counts an irregular arrangement of up to ten objects.
Counting farm animals in small world.
N40.11 Finds the total number of items in two groups by counting all of them.
There are 3 sheep and 2 pigs. How many altogether? Practical work.
Ssm40.4 Orders two or three items by length or height.
Looking at the farm animals by size.
Term 2b -
Grouping and sharing
Numbers within 20
Double and half
ssm.40.6 Sort, organise and compare different animals.
Ssm.40.5 Order different fruits by size and weight.
Ssm.40.1 Linking fruits to the different shapes e.g. satsuma is a circle/sphere
ssm.40.8 Buying fruit, using coin during fruit time.
n.40.15 Making a class graph of favourite fruits/animals. Comparing the favourites/least favourites.

Understanding the world:
Term 2a
People who help us. Police, firemen, postman, doctor, nurse.
Taking photos using green screen and with superhero costumes.
Discussing range of fruit and vegetables.
Term 2b
Tw40.1 Looks closely at similarities, differences, patterns and change.
Animals and their young. Naming and observing changes.
Looking at features on animals.
Observing how our ducks change.
Looking at jobs of a farmer. Asking a farmer to come to school for the children to ask questions to.
Looking at farm equipment and machinery.
Starting our gardening outside. What can we plant? What do the plants need to grow?
Can we measure them?
Can we make a meal with what we have grown later on?

RE:
Term 2a
Which places are special and why?
Discuss places that are important to children, for example places to be happy, to have fun, to be quiet or to feel safe. When do they go to these places and what is it like being there?
Looking at places of worship across religions.
*Chinese new year 25th Jan
*25th Feb Pancake day  (shrove tues/ash weds)
Term 2b
Which times are special and why?
Significant time celebrated in school or in class. You might want to bring in birthday candles and ask children to talk about the significance of birthdays.
Looking at festivals throughout the year and celebrating these.
*Hinduism Holi march 10th
*Christianity Easter

Expressive arts and design:
Term 2a
Making superhero capes, masks.
Can we create the vegetable characters from the story?
Can we make a model of a superhero weapon or car?
Term 2b
E40.1 Begins to build a repertoire of songs and dances.
Learn old MacDonald.
E40.9 Selects appropriate resources and adapts work where necessary.
Can we build a model of a tractor using bricks/ outside construction?
Bi40.1 Create simple representations of events, people and objects.

Term 3

This page will be updated shortly.