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Elizabeth Selby Infants' School

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EYFS Curriculum Overview

 

 RECEPTION                           Medium Term Plan                                    Date: Autumn 1 2018

Topic: All about me

PSED

·        Can play in a group, extending and elaborating play ideas

·        Teachers to help children to resolve conflicts using a variety of methods.

·        Responds to simple instructions, e.g. to get or put away an object

·        Interested in others’ play and starting to join in

·        To be confident to try new activities, initiate ideas and speak in a familiar group.

·        Seeks out others to share experiences

·        Begins to accept the needs of others and can take turns and share resources, sometimes with support from others

·        Shows affection and concern for people who are special to them   

·        Separates from main carer with support and encouragement from a familiar adult.

·        Expresses own preferences and interests

·        Can select and use activities and resources with help

·        Confident when linking with others for support and guidance.

·        Can express their own feelings such as sad, happy, cross, scared, worried

·        Aware that some actions can hurt or harm others

·        Aware of the boundaries set, and of behavioural expectations in the setting.

·        Shows understanding and cooperates with some boundaries and routines.

·        To work as part of a group, taking turns and sharing fairly

·        Aware of own feelings, and knows that some actions and words can hurt others’ feelings

            

Communication and Language

Physical Development

·       Listens to and enjoys rhythmic patterns in rhymes and stories

·       Shows interest in play with sounds, songs and rhymes

·       Explains own knowledge and understanding, and asks appropriate questions of others.

·       To build up vocabulary that reflects the breadth of their experiences

·       Responds to simple instructions, e.g. to get or put away an object

·       Uses single sentences

·       To use talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences

·       Uses gestures, sometimes with limited talk

·       To use vocabulary focused on objects and people that are of particular importance to them

·       Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.

·       Developing understanding of simple concepts (e.g. big/little)

 

·             Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment

·             Turns pages in a book, sometimes several at once

·             Beginning to use three fingers (tripod grip) to hold writing tools

·             Imitates drawing simple shapes such as circles and lines

·             May be beginning to show preference for dominant hand

·             Feeds self competently with spoon

·             Clearly communicates their need for potty or toilet

·             Helps with clothing, e.g. puts on hat

·             Beginning to be independent in self-care, but still often needs adult support

·             Handles tools, objects, construction and malleable materials safely and with increasing control  

 

 

 

 

 

Literacy

Understanding of the World

Mathematics

Expressive Arts + Design (EAD)

·       Enjoys an increasing range of books

·       Begins to read words and simple sentences.

·       Enjoys rhyming and rhythmic activities

·       To reads a range of familiar & common words & simple sentences.

·       To begin to form captions and simple sentences, sometimes using punctuation

·       To be able to blends sounds in words

·       Shows awareness of rhyme and alliteration.

·       Listens to stories with increasing attention and recall.

·       Recognises rhythm in spoken words

·       Listens to and joins in with stories and poems, one-to-one and also in small groups.

·       Distinguishes between the different marks they make.

·       Writes own name and other things such as labels,

·       Hears and says the initial sound in words.

·       To listen to others one to one or in small groups, when conversation interests them

·       Can retell a simple past event in correct order

·       To recognise and describe special times or events for family or friends.

·       Attempts to write short sentences in meaningful context. (week 7)

·        Enjoys playing with small-world models such as a farm, a garage, or a train track

·        Shows interest in the lives of people who are familiar to them

·        Has a sense of own immediate family and relations and  pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea

·        Remembers and talks about significant events in their own experience

·        Seeks to acquire basic skills in turning on and operating some ICT equipment

·        Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car.

 

·       Can describe their relative position such as ‘behind’ or ‘next to

·       Begins to use the language of size Anticipates specific time-based events such as mealtimes or home time

·       Orders two or three items by length or height.

·       Sometimes matches numeral and quantity correctly.

·       Orders and sequences familiar events.

·       Can categorise objects according to properties such as shape or size.

·       Recognises numerals 1 to 5

·       Associates a sequence of actions with daily routines

·       To show interest in shape by talking about shapes or arrangements.

·       Notices simple shapes and patterns in pictures

·       Uses some language of quantities, such as ‘more’ and ‘a lot’.

·       To name and recognise 2D shapes.

·       To use mathematical language.

·       To use mathematical language relating to comparing the sizes of objects

·       Counts up to three or four objects by saying one number name for each item.

·       To recognise some numerals of personal significance.

·       Joins in singing favourite songs

·       Create simple representations of events, people and objects

·       Children use various construction materials.

·       Children select tools and techniques needed to shape, assemble and join materials they are using.

·       Create simple representations of events, people and objects

·       Explores and experiments with a range of media through sensory exploration, and using whole body

·       Enjoys joining in with dancing and ring games

·       Uses various construction materials

·       Expresses self through physical action and sound

·       Beginning to make-believe by pretending

·       Children can explore and learn how sounds can be changed

·       Children can create sounds by banging, shaking, tapping or blowing

·       Chooses particular colours to use for a purpose.

·       Constructs with a purpose in mind, using a variety of resources.

 

RECEPTION                             Medium Term Plan                              Date: Autumn (2) 2017

Topic: Families, Homes, People who help us and Celebrations

PSED

•       Confident to talk to other children when playing, and will communicate freely about own home and community. (Week 2/3)

•       Explains own knowledge and understanding, and asks appropriate questions of others (Week 6).

•       Initiates conversations, attends to and takes account of what others say (Week 6).

•       Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

•       Uses talk to connect ideas recall & relive past experiences. (Week 1)

•       Confident to speak to others about own needs, wants, interests and opinions.

•       Aware of own feelings, and knows that some actions and words can hurt others’ feelings. (Week 2, 6)

•       Aware of the boundaries set, and of behavioural expectations in the setting. (Week 2)

•       Welcomes and values praise for what they have done.

•       Shows confidence in asking adults for help (week3)

•       Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.

•       Enjoys responsibility of carrying out small tasks.

•       Listens and responds to ideas expressed by other in conversations and discussions. (Week 1)

Communication and Language

Physical Development

•     Maintains attention, concentrates and sits quietly during appropriate activity.

•     Listens to stories with increasing attention and recall.

•     Two-channelled attention – can listen and do for short span.

•     Listens and responds to ideas expressed by others in conversation or discussion.

•     Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Week 4

•     Can retell a simple past event in correct order (e.g. went down slide, hurt finger)

•     Uses vocabulary focused on objects and people that are of particular importance to them. (Week 2)

•     Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

•     Understands ‘who,’’ what ‘,’where’ in simple questions (Week 1)

•     Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.

•     Beginning to use more complex sentences to link thoughts.

•     Uses talk to connect ideas, explain what is happening, anticipate what might happen next, recall and relive past experiences.

•     Developing understanding of simple concepts (e.g. big/little)

•     Listens to stories with increasing attention and recall

•     Uses a range of tenses

•     Beginning to understand ‘why’ and ‘how’ questions.

•     Listens to & joins in with stories and poems, one to one and in groups. (Week 2)

 

 

 

 

•     Experiments with different ways of moving.

•     Travels with confidence and skill around, under, over and through balancing and climbing equipment.

•     Beginning to use three fingers (tripod grip) to hold writing tools

•     Uses simple tools to effect changes to materials.

•     Draws lines and circles using gross motor movements.

•     Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles

•     Begins to form recognisable letters.

•     Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

•     Can tell adults when hungry or tired or when they want to rest or play

•     Usually dry and clean during the day.

•     Moves freely and with pleasure and confidence in a range of ways

•     Handles tools, objects, construction and malleable materials safely and with increasing control.

•     Uses simple tools to effect changes to materials.

 

 

 

 

 

 

 

Literacy

Understanding of the World

Mathematics

Expressive Arts + Design (EAD)

•   Shows interest in illustrations and print in books and print in the environment.

•   Recognises familiar words and signs such as own name and advertising logos.

•   Hears and says the initial sound in words week 4

•   Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

•   Links sounds to letters, naming and sounding the letters of the alphabet. Week 4

•   Begins to read words and simple sentences.

•   Links sounds to letters, naming and sounding the letters of the alphabet WEEK 4.

•   Recognises rhythm in spoken words and also in small groups.

•   Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

•   Writes own name and other things such as labels, captions. (Week 1, 5)

•   Attempts to write short sentences in meaningful contexts.

•   Recognises rhythm in spoken words

•   Listens to and joins in with stories and poems, one-to-one and also in small groups

•   To uses a range of tenses

•   Enjoys an increasing range of books. (Week 5)

•   To build up vocabulary that reflects the breadth of their experiences (Week 5)

•   Describes main story settings, events and principal characters

•   Ascribes meanings to marks that they see in different places.

•   Understands who, what and where in simple questions. (Week 1)

•   Uses simple sentences when talking. (Week 1)

 

•  In pretend play, imitates everyday actions and events from own family and cultural background

•  Learns that they have similarities and differences that connect them to and distinguish them from others

•  Recognises and describes special times or events for family or friends (Week 1, 5)

•  Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world

•  Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.

•  Shows care and concern for living things and the environment.

•  Shows interest in different occupations and ways of life.

•  Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

•  Enjoys joining in with family customs and routines

•  To know about similarities and differences between themselves and others and among families, communities and traditions

•  Recognises and describes special times or events for family or friends. (Week 6)

 

•       To recognise differences in quantity when comparing sets of objects. (Week 1)

•       Finds one more or one less from a group of up to five objects, then ten objects. (Week 5)

•       Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. (Week 3, 5)

•       Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.(Week 5, 6)

•       To say and use number names in familiar context

•       Says the number that is one more than a given number (Week 5)

•       Can describe their relative position such as ‘behind’ or ‘next to

•       To order numerals 1-10

•       Counts objects to 10, and beginning to count beyond 10.

•       To select the correct numeral to represent 1-5 and 1-10 (Week 1)

•       Shows awareness of similarities of shapes in the environment (Week 6)

•       Counts an irregular arrangement of up to ten objects. (Week 3)

•       In practical activities and discussions, beginning to use the vocabulary involved in adding and subtracting.

•       To use every day words to describe position and direction

•       To order two or three items by length or height (Week 1)

•       Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. (Week 1,4)

•       To count out up to six objects from a larger group (Week 3,4)

•       To show interest in shape by sustained construction activity or by talking about shapes and arrangements (week3)

•       To show interest in shapes in the environment(week3)

•       To use familiar objects and common shapes to create and recreate pattern and build models. (week3)

•     Uses available resources to create props to support role-play.

•     Create simple representations of events, people and objects. (Week 1)

•     Plays cooperatively as part of a group to develop and act out a narrative.

•     Uses various construction materials.

•     Selects tools and techniques needed to shape, assemble and join materials they are using.

•     Explores what happens when they mix colours.

•     Begins to move to music, listen to or join in rhymes or songs.

•     Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words (Week 1)

•     Handles tools, objects, materials safely and with increasing control. (Week 2)

•     Manipulates materials to achieve a planned effect.

•     Constructs with a purpose in mind using variety of resources. (Week 2, 5, 6, 7)

•     Uses various construction materials, doing it spontaneously when the adult is not there.

•     Engages in imaginative role-play based on own first-hand experiences.

•     Chooses particular colours for a purpose. (Week 2)

RECEPTION          Medium Term Plan                              Topic: Animals                           Date: Spring 1 (2019)

PSED

•  Understands that own actions affect other people eg: becoming upset, being able to see when to comfort another child when they realise that have upset them.

•  Explains own knowledge and understanding, and asks appropriate questions of others

•  Aware of the boundaries set, and of behavioural expectations in the setting.

•  Able to negotiate and solve problems without aggression.

•  Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

•  Can usually tolerate delay when needs not met and understands wishes may not always be met.

•  Can inhibit own actions/behaviours

•  Explains own knowledge and understanding, and asks appropriate questions of others. Wk2

•  Display a growing ability to distract self when upset.

•  Can select and use activities and resources with help.

•  Can usually adapt behaviour to different events, social situations and changes in routine

•  Confident to speak to others about own needs, wants, interests and opinions. Wk2

•  Work as part of a group or class, taking turns and sharing fairly. Wk4

•  To express needs and feelings in appropriate ways.

•  Maintains attention, concentrates and sits quietly during appropriate activity.

•  Is more outgoing towards unfamiliar people and more confident in new social situations.

•  Takes steps to resolve conflicts with other children.

•  Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. Wk2

Communication and Language

Physical Development

•  Maintains attention, concentrates and sits quietly during appropriate activity.

•  Listens to stories with increasing attention and recall.

•  Two-channelled attention – can listen and do for short span.

•  Listens and responds to ideas expressed by others in conversation or discussion. Wk3

•  Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Wk5

•  Can retell a simple past event in correct order (e.g. went down slide, hurt finger)

•  Uses vocabulary focused on objects and people that are of particular importance to them.

•  Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

•  Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Wk4

•  Understands ‘who,’’ what ‘,’where’ in simple questions

• Listens to others one to one or in small groups, when conversation interests them. Wk4 & Wk5

• Beginning to use more complex sentences to link thoughts.

•  Uses talk to connect ideas, explain what is happening, anticipate what might happen next, recall and relive past experiences.

•  Links statements and sticks to a main theme or intention. Wk2, Wk3 & Wk6

•  Developing understanding of simple concepts (e.g. big/little)

•  Listens to stories with increasing attention and recall

•  Uses a range of tenses

•  Beginning to understand ‘why’ and ‘how’ questions.

•  Listens to & joins in with stories and poems, one to one and in groups.

•  Listens and responds to ideas expressed by others in conversation or discussion. Wk2

•   Experiments with different ways of moving.

•   Travels with confidence and skill around, under, over and through balancing and climbing equipment.

•   Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.

•   Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.

•   Beginning to use three fingers (tripod grip) to hold writing tools

•   Uses simple tools to effect changes to materials.

•   Draws lines and circles using gross motor movements.

•   Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.

•   Begins to form recognisable letters.

•   Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

•   Can tell adults when hungry or tired or when they want to rest or play Wk2

•   Usually dry and clean during the day.

•   Moves freely and with pleasure and confidence in a range of ways

•   Handles tools, objects, construction and malleable materials safely and with increasing control.

•   Uses simple tools to effect changes to materials

•   Shows a desire to help with dressing/undressing and hygiene routines. Wk2

Literacy

Understanding of the World

Mathematics

Expressive Arts + Design (EAD)

•       Shows interest in illustrations and print in books and print in the environment.

•       Recognises familiar words and signs such as own name and advertising logos.

•       Hears and says the initial sound in words. Wk2

•       Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

•       Links sounds to letters, naming and sounding the letters of the alphabet.

•       Begins to read words and simple sentences.

•       Gives meaning to marks they make as they draw, write and paint.

•       Recognises rhythm in spoken words and also in small groups.

•       Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

•       Writes own name and other things such as labels, captions.

•       Attempts to write short sentences in meaningful contexts.

•       Recognises rhythm in spoken words

•       Listens to and joins in with stories and poems, one-to-one and also in small groups

•       Enjoys an increasing range of books.

•       To build up vocabulary that reflects the breadth of their experiences

•       Describes main story settings, events and principal characters

•       Ascribes meanings to marks that they see in different places.

•       Understands who, what and where in simple questions.

•       Uses simple sentences when talking.

•       Repeats words or phrases from familiar stories. Wk2

•       Sometimes gives meaning to marks as they draw and paint. Wk 2

•       To be able to blend sounds in words.Wk2

•  In pretend play, imitates everyday actions and events from own family and cultural background

•  Can talk about some of the things they have observed such as plants, animals, natural and found objects.Wk3 &Wk5

•  Learns that they have similarities and differences that connect them to and distinguish them from others

•  Shows care and concern for living things and the environment.

•  To know about similarities and differences between themselves and others and among families, communities and traditions

•  Make observations of animals and plants. Wk3

•  Recognises and describes special times or events for family or friends.

•  To know about animal habitats. Wk2

•  To comment and ask questions about aspects of their familiar world such as the place where they live or the natural world. Wk2

•  To look closely at similarities, differences, patterns and change. Wk2 &Wk5

 

•       To recognise and discuss repeated patterns. Wk3

•       Begins to identify own mathematical problems based on own interests and fascinations. Wk2

•       Finds one more or one less from a group of up to five objects, then ten objects.

•       Uses familiar objects and common shapes to create and recreate patterns and build models. Wk3 & Wk5

•       To say the number that is one more or one less than a given number. Wk4

•       To order two or three items by length or height

•       To order two items by weight or capacity

•       To use some language of quantities, such as ‘big/bigger’ and ‘small/smaller’ ‘more’ and ‘a lot’.

•       To order and sequence familiar events

•       Counts actions or objects which cannot be moved.

•       Can describe their relative position such as ‘behind’ or ‘next to

•       Counts objects to 10, and beginning to count beyond 10. Wk4

•       To select the correct numeral to represent 1-5 and 1-10. Wk5

•       In practical activities and discussions, beginning to use the vocabulary involved in adding and subtracting.

•       To count out up to six objects from a larger group. Wk2

•       Compares two groups of objects. Wk2

•       To show an interest in shape and space by playing with shapes or making arrangements with objects. WK3

•       To begin to use mathematical names for 3D shapes. Wk4

 

•   Uses available resources to create props to support role-play.

•   Create simple representations of events, people and objects.

•   Plays cooperatively as part of a group to develop and act out a narrative.

•   Uses various construction materials.

•   Selects tools and techniques needed to shape, assemble and join materials they are using.

•   Explores what happens when they mix colours.

•   Begins to move to music, listen to or join in rhymes or songs.

•   Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words

•   Handles tools, objects, materials safely and with increasing control.

•   Manipulates materials to achieve a planned effect.

•   Uses simple tools and techniques competently and appropriately. Wk5

•   Constructs with a purpose in mind using variety of resources. Wk2

•   Uses various construction materials, doing it spontaneously when the adult is not there.

•   Engages in imaginative role-play based on own first-hand experiences.

•   Chooses particular colours for a purpose.

•   Beginning to make-believe by pretending. Wk2

•   Beginning to use representation to communicate, e.g. drawing line and saying ‘That’s me.’ Wk2

RECEPTION    Medium Term Plan       Date: Spring 2 2019      Topic: Traditional Tales

PSED

  • Explains own knowledge and understanding, and asks appropriate questions of others. Wk1
  • Confident to speak to others about own needs, wants, interests and opinions. Wk1 & Wk3
  • Work as part of a group or class, taking turns and sharing fairly. Wk1 & Wk3
  • Being aware of behaviours set and of behavioural expectations in the setting.
  • Beginning to be able to negotiate and solve problems without aggression. e.g. when someone has taken their toy.
  • Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
  • Takes steps to resolve conflicts with other children, e.g. finding a compromise.
  • Can usually tolerate delay when needs are not met. And to understand wishes may not always be met.

·         Can describe self in positive terms and talk about abilities.

·         Aware of the boundaries set, and of behavioural expectations in the setting.

  • I can recognise what is fair. Display a growing ability to distract self when upset e.g. by engaging in a new play activity.
  • Initiates conversations, attends to and takes account of what others say.Wk3
  • Explains own knowledge and understanding, and asks appropriate questions of others.

Communication and Language

Physical Development

·       Able to answer How and Why Q&A. Wk2,3 &6

·       Use language to imagine and recreate roles and experiences in play situations

·       Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Wk1&2

·       Maintains attention, concentrates and sits quietly during appropriate activity.

·       Two-channelled attention – can listen and do for short span.

·       Able to follow a story without pictures or props.

·       To begin to use more complex sentences

·       Links statements and sticks to a theme or intention.Wk1,3 &4

·       Listens and joins in with stories and poems

·       Questions why things happen and gives explanations. Asks e.g. who, what, when, how.

·       Uses a range of tenses (e.g. play, playing, will play, played).

·       Uses intonation, rhythm and phrasing to make the meaning clear to others.

·      Responds to instructions involving a two-part sequence.

·       Listens and responds to ideas expressed by others in conversation or discussion.Wk1

·      Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds to new words.Wk1

·      Uses language to organise, sequence and clarify thinking, ideas, feelings or events. Wk4

·     Beginning to use three fingers (tripod grip) to hold writing tools. Wks3 - 6

·     Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. Wks1 - 7

·     To use big movement, different levels and speed to add dramatic effect when moving as a character.

·     Can copy some letters e.g. letters from their name. Wk2,3&4

·     Experiment with different ways of moving. Wks1-7

·     To use music/percussion to support story telling.

·     Shows understanding for the need for safety when tackling new challenges and considers and manages some risks.

·     Use music of different cultures and styles to create moods and talk about and to talk about how people move when they are sad, happy or cross.

·     Create simple representations of events, people and objects.

·     Constructs with a purpose in mind, using a variety of resources. Wks1 - 7

·     Uses simple tools and techniques competently and appropriately.

·     Shows a desire to help with dressing/undressing and hygiene routines.Wk1

·     Can tell adults when hungry or tired or when they want to rest or play.Wks1-7

·     Understands that equipment and tools have to be used safely.Wk1

Literacy

Understanding of the World

Mathematics

Expressive Arts + Design (EAD)

·     Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

·     Links sounds to letters, naming and sounding the letters of the alphabet

·     Begins to read words and simple sentences.

·     Writes own name and other things such as labels, captions.

·     Uses vocabulary and forms of speech that are increasingly

·     Attempts to write short sentences in meaningful contexts. Wk3&6

·     Continues a rhyming string.

·     Begins to read words and simple sentences.

·     Enjoys an increasing range of books.

·     Use phonic knowledge to decode regular words and read the aloud.

·     To show an understanding of the elements of stories. Wk2,3 &6

·     Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.  

·     In writing some words are spelt correctly whilst others are phonetically spelt.

·     To begin to use more complex sentences. Wk1

·     To listen to stories, anticipating key events.Wk1

·     Introduce a storyline or narrative into their Play.Wk4

·   Talk about changes and the seasons.

·   Enjoy joining in with family customs and routines.Wk5&6

·   Can complete a single program on the computer.Wk1,3&6

·   Select and use technology for particular purposes.

·   Shows understanding of how to transport and store equipment safely.

·   Knows how to operate simple equipment e.g. turns on CD player and uses remote control.

·   Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.

·   Talks about why things happen and how things work.Wk3&6

·   Can describe their relative position such as ‘behind’ or ‘next to ’. Wk5

·   To use every day words to describe position and direction. Wk5

·   Beginning to use the vocabulary involved in adding and subtracting. Wks1,2&4

·   Counting objects to 10, and begin to count beyond 10. Wk1 & Wk4

·   Counting out up to six objects from a larger group. Wk1

·   Orders and sequences familiar events. Wk3

·   To find one more and one less from a group of objects.Wk2 &Wk6

·   To compare height and length. Wk3

·   Recognise some numerals of personal significance.

·   Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

·   Beginning to use mathematical names for solid 3D shades and flat 2Dshapes. Wk6

·   Beginning to use everyday language related to money. Wk4

·   Order two items by weight or capacity.

·   Beginning to use everyday language related to money. Wk4

·   To be able to sort objects according to size.

·   Uses familiar objects and common shapes to create and recreate patterns and build models.

·   Finds the total number of items in two groups by counting all of them.

·   To be able to add numbers with the aid of apparatus. Wk2

·       Constructs with a purpose in mind, using a variety of resources. Wk1,Wk3

·       Create simple representations of events, people and objects. Wk1

·       Can select and use activities and resources with help. Wk1

·       Plays cooperatively as part of a group to develop and act out a narrative.

·       Sings to self and makes up simple songs.

·       Builds stories around toys e.g. animals which need rescuing.

·       Uses available resources to create props to support role play.

·       Introduces a storyline or narrative into their play.

·       Plays alongside other children who are engaged in the same theme.

·       Understands that different media can be combined to create new effects.

·      Manipulates materials to achieve a planned effect.

RECEPTION    Medium Term Plan       Date: Sum 1 2019       Topic: Traditional Tales/ Growing

PSED

 Work as part of a group or class, taking turns and sharing fairly WK: 4

  • Being aware of behaviours set and of behavioural expectations in the setting. Wk:2/3
  • Beginning to be able to negotiate and solve problems without aggression. e.g. when someone has taken their toy. Wk:2/3
  • Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
  • Takes steps to resolve conflicts with other children, e.g. finding a compromise.
  • Can usually tolerate delay when needs are not met. And to understand wishes may not always be met.

·         Can describe self in positive terms and talk about abilities.

·         Aware of the boundaries set, and of behavioural expectations in the setting.

  • I can recognise what is fair. Display a growing ability to distract self when upset e.g. by engaging in a new play activity.
  • Initiates conversations, attends to and takes account of what others say Wk:4
  • Explains own knowledge and understanding, and asks appropriate questions of others.Wk:2/3/4

·         Can play in a group, extending and elaborating play ideas, Wk :1

·         e.g. building up a role-play activity with other children. Wk :1

·         Initiates play, offering cues to peers to join them. Wk :1

·         keeps play going by responding to what others are saying or doing. Wk :1

Communication and Language

Physical Development

·       Use language to imagine and recreate roles and experiences in play situations

·       Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

·       Maintains attention, concentrates and sits quietly during appropriate activity.

·       Two-channelled attention – can listen and do for short span. Wk:4

·       Able to follow a story without pictures or props.

·       To begin to use more complex sentences Wk:4

·       Links statements and sticks to a theme or intention. Wk :1

·       Listens and joins in with stories and poems

·       Questions why things happen and gives explanations. Asks e.g. who, what, when, how. Wk:4

·       Uses a range of tenses (e.g. play, playing, will play, played).

·       Uses intonation, rhythm and phrasing to make the meaning clear to others.

·      Responds to instructions involving a two-part sequence. Wk:2/3

·       Listens and responds to ideas expressed by others in conversation or discussion. Wk :1

·      Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds to new words. Wk:2/3

·      Uses language to organise, sequence and clarify thinking, ideas, feelings or events. Wk:2/3

·      Attempts to write short sentences in meaningful contexts. . Wk :1

·     Beginning to use three fingers (tripod grip) to hold writing tools. Wk:4

·     Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.

·     To use big movement, different levels and speed to add dramatic effect when moving as a character.

·     Can copy some letters e.g. letters from their name.

·     Experiment with different ways of moving.

·     To use music/percussion to support story telling.

·     Shows understanding for the need for safety when tackling new challenges and considers and manages some risks.

·     Use music of different cultures and styles to create moods and talk about and to talk about how people move when they are sad, happy or cross.

·     Create simple representations of events, people and objects. Wk:4

·     Constructs with a purpose in mind, using a variety of resources.

·     Uses simple tools and techniques competently and appropriately. Wk:2/3

·     Shows a desire to help with dressing/undressing and hygiene routines.

·     Can tell adults when hungry or tired or when they want to rest or play.

·     Understands that equipment and tools have to be used safely. Wk:2/3

• Jumps off an object and lands appropriately. Wk :1

• Negotiates space successfully when playing racing and chasing games with other Wk :1

·      children, adjusting speed or changing direction to avoid obstacles. Wk :1

Literacy

Understanding of the World

Mathematics

Expressive Arts + Design (EAD)

·     Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Wk :1

·     Links sounds to letters, naming and sounding the letters of the alphabet

·     Begins to read words and simple sentences.

·     Writes own name and other things such as labels, captions. Wk:2/3

·         Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.  Wk :1

·     Attempts to write short sentences in meaningful contexts. Wk:2/3

·     Continues a rhyming string.

·     Begins to read words and simple sentences.

·     Enjoys an increasing range of books. Wk:2/3

·     Use phonic knowledge to decode regular words and read the aloud.

·     To show an understanding of the elements of stories.

·     Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.  

·     In writing some words are spelt correctly whilst others are phonetically spelt.

·     To begin to use more complex sentences. Wk:4

·     To listen to stories, anticipating key events.

·     Introduce a storyline or narrative into their Play.

·     To write for different purposes. Wk:4

·     to begin to form or write simple sentences. Wk:4

·   Talk about changes and the seasons. Wk :1  Wk:2/3

• Comments and asks questions about aspects of their familiar

  world such as the place where they live or the natural world. Wk :1

• Can talk about some of the things they have observed such as

  plants, animals, natural and found objects. Wk :1  Wk:2/3/4

• Developing an understanding of growth, decay and changes

  over time. Wk :1  Wk:2/3/4

• Shows care and concern for living things and the environment Wk :1. Wk:2/3/4

Remembers and talks about significant enents in their own experiences. Wk:4

·   Beginning to use the vocabulary involved in adding and subtracting.

·   Counting objects to 10, and begin to count beyond 10.

·   Counting out up to six objects from a larger group.

·   Orders and sequences familiar events.

·   To find one more and one less from a group of objects.

·   To compare height and length.

·   To measure 2or3 items by length or  height. Wk:2/3

·   Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

·   Beginning to use mathematical names for solid 3D shades and flat 2Dshapes. Wk :1

·   To be able to sort objects according to size.

·   Uses familiar objects and common shapes to create and recreate patterns and build models. Wk :1

·   Finds the total number of items in two groups by counting all of them.

·   To be able to add numbers with the aid of apparatus. Wk :1

·   use everyday language elated to time. Wk:4

·   measure short periods of time in a simple way. Wk:4

·   Developing an understanding of growth, decay and changes over time. Wk:4

.To select a particular named shape Wk :1

.To explore characteristics of everyday shapes and use mathematical language to describe them. Wk :1

. To sort objects according to size. Wk:2/3

.To be able to answer.  How and Why Q&A. Wk:2/3

·       Constructs with a purpose in mind, using a variety of resources. Wk :1

·       Create simple representations of events, people and objects. Wk:4

·       Can select and use activities and resources with help Wk:2/3

·       Plays cooperatively as part of a group to develop and act out a narrative. Wk:2/3

·       Sings to self and makes up simple songs.

·       Builds stories around toys e.g. animals which need rescuing. Wk:2/3 Wk:2/3

·       Uses available resources to create props to support role play. Wk:4

·       Introduces a storyline or narrative into their play.

·       Plays alongside other children who are engaged in the same theme.

·       Understands that different media can be combined to create new effects. Wk :1

·      Manipulates materials to achieve a planned effect. Wk :1

·       Explore what happens when they mix colours. Wk:4

·       Realise tools can be used for a purpose. Wk:4

RECEPTION    Medium Term Plan       Date: Sum 2 2019       Topic: Journeys1

PSED

 Work as part of a group or class, taking turns and sharing fairly WK: 4

  • Being aware of behaviours set and of behavioural expectations in the setting. Wk:2/3
  • Beginning to be able to negotiate and solve problems without aggression. e.g. when someone has taken their toy. Wk:2/3
  • Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
  • Takes steps to resolve conflicts with other children, e.g. finding a compromise.
  • Can usually tolerate delay when needs are not met. And to understand wishes may not always be met. SUM 2 WK1

·         Can describe self in positive terms and talk about abilities. SUM 2 WK1

·         Aware of the boundaries set, and of behavioural expectations in the setting.

  • I can recognise what is fair. Display a growing ability to distract self when upset e.g. by engaging in a new play activity.
  • Initiates conversations, attends to and takes account of what others say Wk:4
  • Explains own knowledge and understanding, and asks appropriate questions of others.Wk:2/3/4

·         Can play in a group, extending and elaborating play ideas, Wk :1       SUM 2 WK1

·         e.g. building up a role-play activity with other children. Wk :1

·         Initiates play, offering cues to peers to join them. Wk :1

·         keeps play going by responding to what others are saying or doing. Wk :1

Communication and Language

Physical Development

·       Use language to imagine and recreate roles and experiences in play situations

·       To begin to use more complex sentences. SUM 2 WK1

·       Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

·       Maintains attention, concentrates and sits quietly during appropriate activity. SUM 2 WK1

·       Two-channelled attention – can listen and do for short span. Wk:4

·       Able to follow a story without pictures or props.

·       To begin to use more complex sentences Wk:4

·       Links statements and sticks to a theme or intention. Wk :1

·       Listens and joins in with stories and poems

·       Questions why things happen and gives explanations. Asks e.g. who, what, when, how. Wk:4

·       Uses a range of tenses (e.g. play, playing, will play, played).

·       Uses intonation, rhythm and phrasing to make the meaning clear to others.

·      Responds to instructions involving a two-part sequence. Wk:2/3

·       Listens and responds to ideas expressed by others in conversation or discussion. Wk :1

·      Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds to new words. Wk:2/3

·      Uses language to organise, sequence and clarify thinking, ideas, feelings or events. Wk:2/3        SUM 2 WK1

·      Attempts to write short sentences in meaningful contexts. . Wk :1

·     Beginning to use three fingers (tripod grip) to hold writing tools. Wk:4

·     Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. SUM 2 WK1

·     To use big movement, different levels and speed to add dramatic effect when moving as a character.

·     Can copy some letters e.g. letters from their name.

·     Experiment with different ways of moving. SUM 2 WK1

·     To use music/percussion to support story telling.

·     Shows understanding for the need for safety when tackling new challenges and considers and manages some risks. SUM 2 WK1

·     Use music of different cultures and styles to create moods and talk about and to talk about how people move when they are sad, happy or cross.

·     Create simple representations of events, people and objects. Wk:4

·     Constructs with a purpose in mind, using a variety of resources.

·     Uses simple tools and techniques competently and appropriately. Wk:2/3

·     Shows a desire to help with dressing/undressing and hygiene routines.

·     Can tell adults when hungry or tired or when they want to rest or play.

·     Understands that equipment and tools have to be used safely. Wk:2/3

• Jumps off an object and lands appropriately. Wk :1

• Negotiates space successfully when playing racing and chasing games with other Wk :1

·      children, adjusting speed or changing direction to avoid obstacles. Wk :1

Literacy

Understanding of the World

Mathematics

Expressive Arts + Design (EAD)

·     Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Wk :1

·     Links sounds to letters, naming and sounding the letters of the alphabet

·     Begins to read words and simple sentences.

·     Writes own name and other things such as labels, captions. Wk:2/3

·         Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.  Wk :1

·     Attempts to write short sentences in meaningful contexts. Wk:2/3

·     Continues a rhyming string.

·     Begins to read words and simple sentences.

·     Enjoys an increasing range of books. Wk:2/3

·     Use phonic knowledge to decode regular words and read the aloud. SUM 2 WK1

·     To show an understanding of the elements of stories.

·     Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. 

·     In writing some words are spelt correctly whilst others are phonetically spelt. SUM 2 WK1

·     To begin to use more complex sentences. Wk:4

·     To listen to stories, anticipating key events.

·     Introduce a storyline or narrative into their Play.

·     To write for different purposes. Wk:4 SUM 2 WK1

·     to begin to form or write simple sentences. Wk:4

·   Talk about changes and the seasons. Wk :1  Wk:2/3

• Comments and asks questions about aspects of their familiar

  world such as the place where they live or the natural world. Wk :1 SUM 2 WK1

• Can talk about some of the things they have observed such as

  plants, animals, natural and found objects. Wk :1  Wk:2/3/4

• Developing an understanding of growth, decay and changes

  over time. Wk :1  Wk:2/3/4

• Shows care and concern for living things and the environment Wk :1. Wk:2/3/4

Remembers and talks about significant enents in their own experiences. Wk:4 SUM 2 WK1

·   Beginning to use the vocabulary involved in adding and subtracting.

·   Counting objects to 10, and begin to count beyond 10. SUM 2 WK1

·   Counting out up to six objects from a larger group.

·   Orders and sequences familiar events.

·   To find one more and one less from a group of objects.

·   To compare height and length.

·   To measure 2or3 items by length or  height. Wk:2/3

·   Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

·   Beginning to use mathematical names for solid 3D shades and flat 2Dshapes. Wk :1

·   To be able to sort objects according to size.

·   Uses familiar objects and common shapes to create and recreate patterns and build models. Wk :1

·   Finds the total number of items in two groups by counting all of them.

·   To be able to add numbers with the aid of apparatus. Wk :1

·   use everyday language related to time. Wk:4

·   measure short periods of time in a simple way. Wk:4

·   Developing an understanding of growth, decay and changes over time. Wk:4

.To select a particular named shape Wk :1

.To explore characteristics of everyday shapes and use mathematical language to describe them. Wk :1

. To sort objects according to size. Wk:2/3

.To be able to answer.  How and Why Q&A. Wk:2/3

•  Using quantities and objects, they ad and subtract two single-digit numbers and count back  to find the answer (ELG)

•  In practical activites and discussion, beginning to use the vocabury   invoved in adding and subtraction. SUM 2 WK1

·       Constructs with a purpose in mind, using a variety of resources. Wk :1

·       Create simple representations of events, people and objects. Wk:4

·       Can select and use activities and resources with help Wk:2/3

·       Plays cooperatively as part of a group to develop and act out a narrative. Wk:2/3   SUM 2 WK1

·       Sings to self and makes up simple songs.

·       Builds stories around toys e.g. animals which need rescuing. Wk:2/3 Wk:2/3  SUM 2 WK1

·       Uses available resources to create props to support role play. Wk:4

·       Introduces a storyline or narrative into their play.

·       Plays alongside other children who are engaged in the same theme. SUM 2 WK1

·       Understands that different media can be combined to create new effects. Wk :1

·      Manipulates materials to achieve a planned effect. Wk :1

·       Explore what happens when they mix colours. Wk:4

·       Realise tools can be used for a purpose. Wk:4