Curriculum Overview

Reception (Spring 1)

The following curriculum overview gives you details about what your child will be learning this half term in class. Please look at the links at the bottom of the page to see the different objectives that are being covered across a range of subjects and how you can help your child at home.

In Reception we do a lot of learning through exploration. Each day we have activities planned to develop your child’s knowledge and skills. We try and encourage them to direct the way the topic develops by asking questions that need to be investigated or by demonstrating a particular interest. Your child is encouraged to read, write, count and problem solve on a daily basis through challenges and careful questioning by the staff.

Long Ago/People Who Help Us


This term we will work on being even better. By the now the children have settled in, know the school routines and are fully fledged members of the Parkfield Community. Building on all that we have learnt during term 1, term 2 is the one to see the magic! Parkfielders will take a trip down memory lane, learn about old Parkfield and stories from long ago. We will think about people in our community, how over time jobs have changed and how they help us. Through exploration, play and investigations Parkfielders will find out about the past and explore the similarities and differences to present day.

Driver: Understanding the World

Memorable Moments

Some of the memorable moments for our pupils this half term will include:

  • A walk around our local area looking at the buildings.

  • Locating and finding the old Parkfield.

  • A trip to Eureka

  • Becoming dinosaur explorers

Personal, Social and Emotional

This half term we will:

Think about what we want to be when we are older.

Talk about our families and what we like to do together.

  • Know that if they see something online that makes that sad, scared or worried, they should tell an adult straight away. (revisit)

  • Know that rules keep us safe when using equipment. Safety rules include always listening carefully and following simple instructions, using equipment only for the tasks they are designed for and washing hands before touching food. (Revisit)

  • Consider and manage some risks without direct adult supervision and is able to follow routines and structure with increasing independence. (revisit)

  • We will continue to learn about our teeth and how important it is to brush using our reward chart. (revisit)

  • We will think about people in our community that help us.

  • We will think about how we can help each other and be kind both in and out of school.

  • We wills set ourselves targets of things we want to achieve.

  • We will talk about things that make us proud.

End of Spring Term Checkpoint


  • Can label and talk about own and others’ emotions.

  • Responds well to more complex instructions in smaller groups, but can need visual reminders in larger groups.

  • Completes set challenges/tasks independently.

  • Is able to talk about ways that skills can be improved and to demonstrate pride in achievements.

Manages self

  • More confident to tackle new challenges and with encouragement will keep going.

  • Follows school and class rules and can talk about their importance.

  • Knows some ways to keep healthy.

Building Relationships

  • Can cooperate with others, listening and sharing some ideas and will listen to advice about how to solve disagreements.

  • Uses words to solve conflicts.

  • Takes turns in group activities.

  • Identifies how others feel and responds appropriately.

Communication and Language

This half term we will:

  • We will tell and record our news weekly.

  • Work more independently on tasks and ask for help if we need it.

  • We will talk to our parents during chatty challenge supporting our metacognition. (Repeated)

  • We will use our 'Come and talk about area' with weekly stimuli. (revisited)

  • We will vote for and listen to daily stories, non fiction books and poetry.

  • We will talk about preferences of books and justify why.

  • Retell stories from the past.

  • Recall main events from stories in the past.

  • Be able to talk about people from the past.

  • Listen to podcasts/clips about non fiction topics, such as 'Long Ago', 'Dinosaurs' and 'Stories from the past.

  • Listen to visitors talk about their job and what they do.

  • Develop storylines in our own play.

  • Tell stories based on stories we know changing bits using our own imagination.

End of Spring Term Checkpoint

Listening, Attention and Understanding

  • Can switch attention from one task to another.

  • Follows complex instructions.

  • Responds to discussion with comments and questions.

  • Is able to listen in whole school Collective Worship and recall some of the themes and comments at a later stage.


  • Enjoys being part of conversations and discussions and uses new vocabulary in context.

  • Uses talk in different ways, in imaginative play, to develop thinking, to collaborate and plan with others and to express ideas.

Physical Development

This half term we will:

  • Write our RWI sounds

  • Hold a sentence

  • Conduct mini spelling sessions writing cvc words.

  • Complete lots of funky finger tasks to support muscle strength

  • Complete dough disco and pen disco

  • Play a variety of ball, bean bag games

  • Practise gymnastics safely

  • Have a weekly session with our PE specialist

  • Learn short routines and perform them to our friends.

End of Spring Term Checkpoint

Fine Motor Skills

  • Sits at a table to write.

  • Holds a pencil in a tripod grip.

  • Uses scissors to cut around more complex shapes, e.g. split pin characters.

Gross Motor Skills

  • Can throw, kick, pass and catch a large ball.

  • Able to balance on and off equipment.

  • Can jump safely from a piece of equipment.



  • Recognise and say sounds represented by graphemes.

  • Blend sounds into words, so that they can read short words made up of known letter-sound correspondences. Suggest what might happen at different points in a story

  • Describe the characters, events and settings in stories that have been read to them using recently introduced vocabulary.

  • Use phonic knowledge to blend sounds into words.

  • Join in with repeated refrains and anticipate key events and phrases in rhymes and stories.

  • Be aware of how the title and blurb give information about a book.


  • Use writing to communicate thoughts, ideas, experiences and events.

Phonics - Read, Write, Inc.

  • Read all Set 1 sounds; blend sounds into words orally.

End of Spring Term Checkpoint


  • Has a good understanding of story structure and can retell and make up own stories using vocabulary that has been learnt.

  • Identifies non-fiction texts, remembering facts.

Word Reading

  • Reads books with a range of Phase 2 and 3 cvc words and tricky words and shows a good understanding of what has been read.

  • Reads all Phase 2 and 3 tricky words.

  • Says the sound for each Phase 2 and 3 grapheme.


  • Writes some upper case letters correctly.

  • Writes most lower case letters correctly using a tripod grip.

  • Says the sound for each Phase 2 and 3 grapheme.

  • Writes cvc words and labels using Phase 2 and 3 phonemes.

  • Spells some tricky words.

  • Write captions.

  • Is starting to write short sentences.

  • Uses finger spacing between words.

  • Reads sentences back to an adult.

Love to Read!

We will enjoy….

Coming to England by Floella Benjamin


Cardinality and Counting

  • Use numeral dice in games ; matching numerals with varied groups of things.

  • Correcting 'Maths Marvin' (puppet) who may say that there are more or fewer objects now as they have been moved around/spread out/pushed together.

  • Sharing out and grouping things in different ways- puppet complaining that its not fair as they have more/less

  • Encouraged to make different patterns with a given number of things.

  • Active counting songs -identifying patterns and numbers

  • Counting back from a given number


  • Convert two unequal groups into two that have the same number. Eg There are 6 apples in one bag and 2 in another bag; can we make the bags equal for the two hungry horses?

  • Explaining unfair sharing - "This one has more because it ahs 3 and this one only has 2. "

  • Comparing numbers that are far apart, near to, next to each other.


  • Play skittles, looking at how many have fallen how many are standing. How many are there altogether?

  • Numicon towers- layering up Numicon pieces of the same total

  • Using whole part model to demonstrate composition of numbers to 10.


  • Look at fabrics from different cultures and identify patterns

  • Spot patterns and predict what will happen next

  • Spot mistakes in patterns and say why it is a mistake

  • Challenge a friend to copy their pattern

  • Create a pattern around a circular plate

  • Explore patterns that work and patters that dont.

  • Go on a pattern hunt around school.

Shape and Space

  • Build a dinosaur land

  • Print using diffferent shapes and name them

  • Direct a robot along a route

  • Direct each other as robots

  • Make a huge marble run using the piping and outdoor water resources

  • Make faces using shapes and a range of materials (Picasso style)

  • Foil covered objects - pupils to guess the items inside


  • Use class timetable to understand the routine of the day

  • Odd one out games using length or height/ weight or size

  • Use the balancing station inside and out to compare objects/items

  • Estimate how many shoes will fit in a dinosaurs footprint

  • Use the filling up station to compare capacities/investigate items around school

  • Compare the capacity of bottles and glasses

  • Use class calendar to count down days/trips/celebrations

End of Spring Term Checkpoint


  • Developing sense of numbers beyond 5 and can subitise to 6.

  • Confidently talks about the different ways that numbers can be made to 5 and is now applying this knowledge to numbers to 10.

  • Links subtraction facts to composition of numbers to 5.

  • Recalls some double facts to 10.

Numerical Patterns

  • Can count beyond 10 and is starting to recognise the pattern of the counting system to help count beyond 10.

  • Recognises patterns within number.

Shape, space and measure

  • Uses mathematical language to compare and talk about shape and size.

Understanding the World

This half term we will:

  • Describe some similarities and differences between things in the past and the present.

  • Talk about the different occupations that familiar adults and members of their community have.

  • Explore and discuss similarities between aspects of their life and life in the past, using books, stories and pictures.

  • Talk about and retell the story of The Great Fire of London

  • Walk the local area and identify our school on the map

  • Recognise and discuss animal diets and how their adaptions support this

  • We will learn about Florence Nightingale and what she did to improve hospitals

  • We will join in whole school assemblies and be part of the whole school community.

  • We will use computer/iPads to support our learning.

End of Spring Term Checkpoint

Past and Present

  • Talks about significant historical events and how things were different in the past.

People Culture and Communities

  • Has a wider understanding of the wider world and draws comparisons between own local environment and other places.

  • Looks at, and makes maps, of local environment.

  • Describes a journey within the local environment.

  • Talks about some features of a Christian Church and knows that the school is connected to the churches in the local area.

Natural World

  • Has a good general knowledge about living things and the natural world and can describe features of different plants and animals recognising when they are the same and different.

  • Understands and uses some language related to animals, e.g. camouflage, predator, nocturnal, diurnal.

Expressive Arts and Design

This half term we will:

  • Talk about old films/animation and recreate dances such as 'Chimney Sweep dance'

  • Use ribbons and material to move to music from different cultures

  • Experiment with different ways in which animals move

  • Mix colours when printing dinosaur skin

  • Play instruments to the pulse of the music

  • Begin to retell stories and act them out

  • Study Picasso and his portraits

  • Recreate our own Picasso Portraits

  • Experiment with different materials to create collages

End of Spring Term Checkpoint

Creating with materials

  • Uses different techniques and materials to achieve the desired effect and can talk about what has been created.

  • Mixes colours to produce different shades and combines materials to create different textures.

  • Is beginning to plan a design before starting.

  • Uses a range of tools and equipment and selects the most appropriate tool or joining material for the job.

Being imaginative and expressive

  • Plays a range of percussion instruments and glockenspiel.

  • Uses instruments to compose own music.

  • Along with others, collects resources to develop own role play storylines.

Extended Curriculum Objectives