Reception Curriculum

Overview of Curriculum for Reception 

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic Theme

Once Upon a Time

Light and Dark

and celebrations

A place to live -

Hot and Cold Places

Food and farms -

Growth and New Life

Our School and Mini beasts

Underwater

Literacy

Key Texts:

  • Goldilocks and the Three Bears
  • The 3 Little Pigs
  • The 3 Billy Goats Gruff
  • Little Red Riding Hood
  • The Gingerbread Man
  • We’re Going on a Bear Hunt
  • The Little Red Hen
  • This is the Bear
  • nursery rhymes

Key Texts:

  • Owl Babies
  • Peace at Last
  • Rama and Sita (Diwali)
  • Whatever Next
  • Day Monkey Night Monkey

Key Texts:

  • The Emporer’s Egg
  • Handa’s Surprise
  • Lost and Found
  • Rumble in the Jungle
  • Giraffes Can’t Dance
  • Dear Zoo
  • The Leopards Drum

Key Texts:

  • Handa’s Hen
  • Dora’s Eggs
  • Pig in the Pond
  • Lifecycle of a Hen
  • Whose baby?
  • Non-Fiction
  • Tadpoles Promise.
  • Farmer Duck

Key Texts:

  • The Very Hungry Caterpillar
  • Caterpillar/Butterfly
  • The Busy Spider
  • The Bad Tempered Ladybird
  • Non-Fiction
  • Billy’s Beetle
  • Superworm
  • Mad about mini beasts

Key Texts:

  • Rainbow Fish
  • Tiddler
  • The Sharing Shell
  • The Whale’s Song
  • Commotion in the Ocean
  • Fidgety Fish
  • Non-Fiction

Literacy

Concepts to be picked up continuously:

  • Story language.
  • Book words high frequency words. applying phonic skills
  • Rhyming words
  • conventions of written language – punctuation, title, headings, left to right
  • sentence structure and meaning of words
  • comprehension – recall, retell, retrieve information and understanding of story

 

Mathematics

Counting to 20.

Counting on from a given number.

Recognise numerals 0-10.

Record numbers 0-10.

Begin to record numbers.

Touch counting objects (1-1 correspondence).

Size and weight (link to the 3 bears).

Counting backwards from 20.

Counting back from a given number.

Recognise numerals 0-20.

Record numbers 0-20.

Count out objects from a larger group.

Count an irregular arrangement of objects.

Use language such as more or less to compare 2 numbers.

Order numbers to 20.

Count actions and objects that cannot be moved.

Estimate and check estimations by counting.

Say the number that is one more or one less than a given number to 10.

Begin to relate addition to combining 2 groups of objects.

Begin to relate addition to counting on.

Say the number that is one more or one less than a given number to 20.

Extend addition by adding 3 groups of objects.

Select 2 groups of objects to make a given total.

Begin to relate subtraction to taking away and counting how many are left.

Remove smaller number from larger number and count how many are left.

Work out by how many more are needed to make a larger number.

Count in twos.

Begin to relate the addition of double as counting on.

Halving.

Sharing objects as an introduction to division.

Talk about, recognise and recreate simple patterns.

2D and 3D shape.

Count in tens from and back from any number

use mathematical vocabulary .

Use developing mathematical ideas and methods to solve practical problems.

Capacity.

Mathematics

key concepts; counting, four operations. place value.  Maths all around us

 mathematical vocabulary; months, seasons, days of the week, times in  the day.

Understanding The World Science

Geography

History

PHSE

RE

citizenship

Myself – body parts and growth over time.

  • To name the main body parts including sexual parts.
  • To understand that we are born as a baby and that we change as we grow older.

I know that we hear with our ears; see with our eyes; taste with our tongues and smell with our noses, touch with our skin

Know that we need to eat and drink to stay alive

* Hindu story – 6 blind men and an elephant.

Seasonal Change – Autumn Walk .

  • To understand that as we move through the year there are different seasons.
  • To be able to talk about some of the signs of Autumn.

Materials and Their Properties – building materials.To know some of the materials used for building – bricks, tile, glass, stone. To suggest why certain materials are used – why are windows made of glass?

  • To have an awareness of different materials that we might use to build a house for the three little pigs.

Daily Weather.Throughout year – (vocabulary for types of weather, seasonal change –how does weather affect us, what clothes do we wear to keep warm, cool/ dry?

Nocturnal

Animals.

  • To be aware that some animals come out at night and that we call these animals nocturnal.

Light sources – sun and electric lights.

  • To know some of the things that give us light.
  • To know that light comes from a light source.
  • When it is dark we cannot see as much.
  • We use lights at night-time- in the home, street-lights. Cars have headlights
  • that we need to take care when it is darker because we can't be so easily seen by cars.

Seasonal Change – Winter Weather.

  • To understand that as we move through the year there are different seasons and weather.
  • To be able to talk about some of the signs of Winter.

Vocabulary of Daily Weather.

Daily Weather.

Materials and their properties – warmth and waterproof.

  • To be aware that some materials are used to keep us warm.
  • To be aware that some materials are used to keep us dry.

Animals and their habitats.

  • To know some of the places that different animals live.

Adaption – why some animals live in cold places - what helps them survive here?

  • To know some animals that live in hot places and some animals that live in cold places.
  • To know that animals are adapted to their environment e.g. animals that live in cold places have fur. - how do we keep warm? - talk about materials for warmth (insulation properties of padded coats)

To know that materials are chosen for specific purposes on the basis of their properties – ie for warmth. Or because they are waterproof -

Seasonal Change – Signs of Spring.

  • To understand that as we move through the year there are different seasons.
  • To be able to talk about some of the signs of Spring.

Daily Weather.

To be able to sort seeds and explain why they are similar/different.

Plants – Plant mustard/tomato seeds. Take photos as plants grow

  • To recognise that there are different types of plants
  • To know that plants are living and grow.
  • To watch seeds grow overtime and discuss how they change as they grow.
  • To sequence sequence photos of a plant growing.

Animal pictures (farm animals, pets, minibeasts, humans)

  • To sort animals and talk about how you have sorted them.

Animal babies.

  • To know that animals have babies.
  • To know the names of baby farm animals.

To know some of the foods which we get from animals. – Link this to health eating.

  • To know foods that are good for us and those which aren’t.
  • To talk about how to stay fit and healthy.
  • To know why being healthy is important.

To know some of the similarities and differences of living things.

Lifecycle of a butterfly.

  • To know the 4 stages in the lifecycle of a butterfly.

Animal habitats –

  • To understand that some animals share our school grounds and we must take care of them –

Mini beast detectives – can we find mini beasts in the school grounds?

Mini beast habitats – mini beats are found in different places.

  • To know some of the places that we might find mini beasts.

Dig up earth worms and make a terrarium.

To make Picture lists of mini beasts with 6 legs, 8 legs, wings etc.

Nature table.

Daily Weather.

 

Create a rock pool in the tuff spot.

Animals and their habitats – which animals live in the sea? What helps them survive? Which animals live on land and in sea?

  • To know some of the animals that live in the sea.
  • To understand how they are adapted to their environment.
  • To know some of the animals that live in the sea and on land.

Floating and sinking.

  • To have an awareness of objects that float and sink.
  • To know why objects sink.

  • To know why objects float.

Daily Weather.

 

 

 

Seasonal change – summer.

  • To understand that as we move through the year there are different seasons.

  • To be able to talk about some of the signs of summer.

Understanding The World (Geography/ history)

  • Seasonal Change – Autumn Walk .
  • To understand that as we move through the year there are different seasons.
  • To be able to talk about some of the signs of Autumn.
  • Daily Weather.
  • Journeys to school.
  • To be able to talk about my journey to school.
  • Our homes.
  • To be able to talk about where we live.
  • Buildings near our school
  • Local walk – to identify buildings taken on walk from photographs.
  • To recognise that buildings are used for different purposes – houses/shops/church/school

  • Personal history – . Changes from babyhood. -how I have changed – toys, clothes, skills
  • To be able talk about how the toys I played with as a baby were different to the toys I play with now.
  • To find out what parents and grandparents used to play with.
  • To talk about how parents/grandparents toys were different to ours.

Seasonal Change – Winter Weather.

  • To understand that as we move through the year there are different seasons.
  • To be able to talk about some of the signs of Winter.

Daily Weather.

 

Daily Weather.

Similarities and differences in relation to places.

  • To know some of the differences between hot and cold places.
  • To know some of the similarities between hot and cold places.

To know that some of our food comes from places that are far away. Bananas, oranges, tea, coffee.

how does it travel?

 

 

Our homes.

  • To be able to talk about where we live and compare to homes in other countries – why are they different?
  • What building materials are used?

Seasonal Change – Signs of Spring. (See Farmer Duck end covers)

  • To understand that as we move through the year there are different seasons.
  • To be able to talk about some of the signs of Spring.

To be aware of role of farms and farming in food production

Daily Weather.

 

To be aware that there are different uses of land – eg farms, housing, park, school, shops

 

Daily Weather.

Local Wildlife - Mini beast detectives – can we find mini beasts in the school grounds?

 

 

 

 

 

 

  

Our School grounds – what sorts of habitats?

 

To recognise that our school has changed over time – which is oldest part?

weather.

Seasonal change – summer.

  • To understand that as we move through the year there are different seasons.
  • To be able to talk about some of the signs of summer.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Understanding the World (History)

  • Changes over time – personal history.,
  • Historical Vocab: then and now, before and after, olden days, modern, old fashioned
 

Physical Development

inc DT, handwriting

  • Use of Space.
  • To understand how to use space in P.E. lessons.
  • Footwork.
  • To develop footwork skills.
  • Dance- Autumn Leaves, the 3 little pigs.
 

To be aware of different body parts and how we can move them.

To be able to move in different directions.

Floorwork and large apparatus – travelling and pathways.

  • to use large apparatus safely and confidently.
  • To travel in different ways around the space.
  • To create different pathways from one place to another.

Dance – Icicles and water, Handa’s surprise.

Floorwork and large apparatus - body shape, linking movements.

  • to use large apparatus safely and confidently.
  • To make different shapes with my body.
  • To link movements together to make a sequence.

Dance.

  • To be able to move to music.
  • To be able to link movements together.

Small apparatus/games.

  • To use small apparatus safely and confidently.
  • To be able to play P.E. games with other children.

Dance – The Rainbow Fish.

DT

To make a house for the 3 Little Pigs out of construction materials.

Healthy eating – Make Harvest soup or bread

To make shadow puppets and use these to act out a story.

Making drums.

 

Make simple pop – up Easter card

   

Expressive Arts and Design

To act out Traditional tales.

Musical version of We’re Going on a Bear Hunt.

Music Express – The 3 Bears, Teddy Bear.

Portraits – myself – look carefully (links to science)

Draw/paint fruit/veg from observation

Simple potato printing

 

To be able to act out the story of Rama and Sita.

Music Express – Winter, Light.

 

 

Mother and baby – painting linked to Nativity

 

Music The Special Drum.

 

 

African instruments.

 

 

Art of Africa – printng patterns eg Ikat fabric

 

Music – Farm Time.

 

 

 

 

 

 

 

Model animals

Music  – Spider Tricks, Caterpillar, Mini beasts.

 

 

 

 

 

Environmental art – Andy Goldsorthy

The Snail – Matisse – make picture shapes using prints or coloured paper

Music  – Seaside.

 

 

 

 

 

 

Colour mixing – blues, greens colour wases (sea creature collage on top) look at Rainbow fish

ICT

Concepts to be covered throughout the year:

  • Use simple programs on the computer.
  • Beebots.
  • Use technology for particular purposes e.g. camera, video camera, internet.
  • Keeping safe online -Always ask, Percy Penguin

Personal, Social and Emotional Development

Inc Emotional Literacy.

Birthdays –

To be aware that there are special events in our lives.

.To know that our birthday is that day that we are born.

To know that there are different kinds of families and that families care for each other.

Harvest- saying thank you. – The little Red Hen/Pumpkin soup.

To understand stranger danger – the people who help us and how to keep myself safe.

Safe touching

washing hands, keeping clean

keeping safe – some things are good for us

but other things could harm us.

PSHE – new beginnings.

To recognise that we all have feelings – to name common feelings and feelings change.

To be aware of how people celebrate different festivals – focus on Christmas and Diwali.

To recognise and retell the nativity story.

To be aware that the Nativity story is an important story for Christians that is told at Christmas.

To be aware that Hindu children celebrate Diwali at this time of year and that it too has aspecial story.

PSHE – going for goals.

 

 

 

 

 

To recognise that all people feel afraid (Owl Babies, Dark, Dark Tale)

To know that Easter is an important time for Christians.

PSHE –

* Getting on and falling out

  • Giraffes can’t dance.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

To understand that we need to use kind words. To recognise bullying behviour and that it is wrong (Giraffes)

To know that humans have babies when they decide that they can look after them. (Adult)

To know that all people start out as babies and are ‘born’.

PSHE – good to be me

 

 

 

 

 

 

 

 

 

 

 

 

Helping others/ fairness (Farmer Duck)

friendship and how to make and keep friends

To use Social language greetings, saying sorry

To know that church is a special place.

To know some of the places that are special to me and to others.

To know some of the things that happen in churches.

 

 

 

 

 

 

 

 

 

 

 

 

caring for our school

I am special (Eric Carle books)

To be aware that Jesus is an important person to Christians.

To be aware that the Bible is a special book.

To be able to retell a story from the Bible – Naah’s Ark.

PSHE- change

 

 

 

 

 

 

 

 

 

 

 

 

To recognise what makes us and others happy (RE)

Role-Play

Home corner

Cave – torches (light)

African Village

Farm Shop

Vets

Seaside outside – beach shop.

Opportunities for parents to come in.

  • Build a house for the 3 Little Pigs.
  • Reading workshop – introduce story sacks (Neil Griffiths).
  • Maths workshop – counting and create a board game.
  • Nativity
  • Making drums.
  • Maths workshop addition – make a game.
  • Messy play afternoon.
  • Maths workshop- subtraction – make a game.
  • Science afternoon – minibeasts.
  • Maths – division workshop.
  • Rainbow fish craft 

     

Special events/trips

  • Teddy bears picnic
  • Trip to church
  • Autumn Walk
  • Harvest
  • Nativity
 
  • Farm trip
  • Easter
  • Conkers trip
  • Zoo trip