Curriculum Overview

Reception Summer 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.

Animal Safari

Overview

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This project teaches children about the animals that live around the world, how to look after animals and the importance of caring for our local and global environments.

Driver: Understanding the World

Memorable Moments

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

  • David Attenborough Day

  • Safari Phil visit

  • A variety of baking

  • Jubilee Celebrations

  • Poetry day

Personal, Social and Emotional

This half term we will:

  • We will consider how to look after ourselves and animals.

  • We will be brave when Safari Phil comes to visit and handle creatures/animals we may not initially want to

  • We will consider the risks and ensure that we are safe when handling animals/creatures ensuring we wash our hands afterwards.

  • We will work collaboratively with our table groups to present fact finding information to our peers/parents

  • Work in teams to produce short video clips recalling information and facts we have found out about animals.

  • Begin to think about our transition into Year 1 and get to know our new teacher and the expectations.


Early Learning Goal

Self-Regulation

  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.

  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.

  • Give focused attention to what the teacher says, responding appropriately even when engaged in an activity, and show an ability to follow instructions involving several ideas or actions.

Manages self

  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.

  • Explain the reasons for rules, know right from wrong and try to behave accordingly.

  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Building Relationships

  • Work and play cooperatively and take turns with others.

  • Form positive attachments to adults and friendships with peers.

  • Show sensitivity to their own and others’ needs.

Communication and Language

This half term we will:

  • We will tell and record our news weekly.

  • We will write creatively using pictures to aid our ideas.

  • 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 answer the question of the day after chatting to our peers about our ideas.

  • 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 we have read.

  • Recall main events from stories.

  • We will record ourselves animated as animals recalling key facts from non-fiction reading.

  • Listen to podcasts/clips about animals in the wild.

  • Develop storylines in our own play.

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

  • Look at our own learning and recall what we can remember.

Early Learning Goal

Listening, Attention and Understanding

  • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.

  • Make comments about what they have heard and ask questions to clarify their understanding.

  • Hold conversations when engaged in back-and-forth exchanges with their teacher and peers.

Speaking

  • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.

  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Physical Development

This half term we will:

  • Write our RWI sentences, using the correct letter formation daily.

  • Hold a sentence

  • Conduct mini spelling sessions writing words using the sound of the week

  • Continue to complete lots of funky finger tasks to support muscle strength

  • Complete dough disco and pen disco

  • Play a variety of ball, bean bag games

  • Use large equipment outside such as hoops, ropes and tyres to build muscles and add to our imaginative play.

  • Practice gymnastics safely

  • Learn dance routines to music from different cultures

  • Have a weekly session with our PE specialist

  • Learn short routines and perform them to our friends.

  • Build dens, in which we can share books and chat

Early Learning Goal

Fine Motor Skills

  • Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.

  • Use a range of small tools, including scissors, paint brushes and cutlery.

  • Begin to show accuracy and care when drawing.

Gross Motor Skills

  • Negotiate space and obstacles safely, with consideration for themselves and others.

  • Demonstrate strength, balance and coordination when playing.

  • Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.


Literacy

Reading

  • 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

  • We will read red and green RWI story books both at home and in school

  • 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.

  • Vote for books we have enjoyed.

  • Add tier 3 vocabulary to Grandma's Fantastic Basket

Writing

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

  • Write captions for pictures.

  • Labels parts of an animal.

  • Record our numbers carefully on number tracks and in our books

  • Write letters to our friends

  • Write full names on the line.

Phonics - Read, Write, Inc.

  • Read red and green story books.

Early Learning Goal

Comprehension

  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

  • Anticipate – where appropriate – key events in stories.

  • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

Word Reading

  • Say a sound for each letter in the alphabet and at least 10 digraphs.

  • Read words consistent with their phonic knowledge by sound-blending.

  • Reading aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Writing

  • Write recognisable letters, most of which are correctly formed.

  • Spell words by identifying sounds in them and representing the sounds with a letter or letters.

  • Write simple phrases and sentences that can be read by others.


Love to Read!

We will enjoy….

How Many Legs by Kes Gray

Giraffes Cant Dance by Giles Andreae

Monkey and Me by Emily Gravett

Blue Chamelon By Emily Gravett

Rumble in the Jungle by Giles Andreae

Dancing Birds and Simging Apes How animals say I love you by Smriti Halls

I am a Tiger by Karl Newson

Not That Pet by Smriti Halls

Waking Through the Jungle by Julie Lacome

Dear Zoo Rod Campbell

First Bok of Animals by Nicola Davies

Little Kids ...A First Book of Animals (National Geographic Kids) by Catherine D Hughes





Mathematics

Cardinality and Counting (revisited-consolidation)

  • Consistently recite the correct sequence of numbers and cross decade boundaries

  • Collect a given number of items from a pot

  • Subitise instantly numbers to 6 (Playing the rearrange game)

  • Record numbers demonstrated on rekenreks

  • Missing number tracks

  • Correct the mistake

  • Explain your answer using the correct vocabulary

Comparison

  • Collect different group sizes both inside and outside and pupils focus on the numerosity

  • State which group has more items, which group has less items practically and recorded

  • Compare two numbers and say which is larger provide pupil talk

  • Predictions for taking one away, giving one more

Composition

  • Spill the beans- drop double sided counters and children have to count how many of each and how many altogether

  • Arrange a variety of objects into different groups depending on size, colour etc in all areas of provision

  • Subitise small groups within a large number

  • Use the rekenreks to build confidence with subitising and number composition

  • Make reasonable guesses at a hidden number

  • Discuss different ways in which to make numbers

  • Present different ways in which to make 5,6,7,8,9,10

  • Use numicon to aid understanding of composition

Patterns

  • Work collaboratively to make patterns with friends (clap clap stamp, stamp)

  • Change one item in a pattern and discuss

  • Present patterns with errors children must spot the error and explain

  • Use a variety of resources both in and out to make patterns and discuss with children

  • Continue an AB pattern

  • Identify the pattern rule

Shape and Space

  • Make talking shape videos both 2d and 3d

  • Use positional language and ask pupils to follow instructions test each other peer on peer

  • Design a safari land and create a map

  • Draw a map of our local area

  • Follow a map

  • Transient art- make pictures using a variety of objects both in and out of the classroom

  • Make a slug hotel

  • Print with shapes

  • Junk modelling - make binoculars, animals etc

  • Use the magnetic shapes to make 3d models and follow instructions

  • To recognise 2d shapes and describe them

Measures

  • Comparing different attributes in everyday situations eg "I wonder how much water this cup will hold?"

  • Make an outside see saw and measure weights on each side

  • Use scales to balance the numicon

  • Make a fairy ladder

  • Make a bridge over a puddle using the outside wheels and wooden planks

  • Make an animal den

  • Take a trip to the shop and pack a bag thinking about heavy items and light items

  • Weekly baking involving measuring and counting

Early Learning Goal

Number

  • Have a deep understanding of number to 10, including the composition of each number.

  • Subitise (recognise quantities without counting) up to 5.

  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.


Numerical Patterns

  • Verbally count beyond 20, recognising the pattern of the counting system.

  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.


Shape, space and measure

  • Has a developed range of mathematical language to describe and compare size, shape, length, weight and position.

Understanding the World

This half term we will:

  • We will develop our scientific knowledge about animals and plants.

  • Look at animals, where they live and their climate

  • Compare climates and think about what we might need to live there

  • Use technology to present our information about animals in a variety of ways. Eg Chatterpix

  • We will identify and observe different animals and match the shadow to the animal.

  • Create a David Attenborough style da, during which children share information with their class and the school

  • Look at maps and be able to locate the UK

  • Watch Andy's Safari Adventures and recall key information.

  • Read a range of stories both fiction and non-fiction allowing us to identify animals and their distinctive features

  • A visit from Safari Phil sharing knowledge about different animals

  • Make maps of our local area

  • Think about what it means to belong to a faith community

  • Consider what it means to be a Hindu, Christian or Muslim today

Early Learning Goal

Past and Present

  • Talk about the lives of the people around them and their roles in society.

  • Know some similarities and differences between things in the past and now, drawing on their own experiences and what has been read in class.

  • Understand the past through settings, characters and events encountered in books read in class and storytelling.

People Culture and Communities

  • Describe their immediate environment using knowledge from observations, discussions, stories, non-fiction texts and maps.

  • Know some similarities between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.

  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.

Natural World

  • Explore the natural world around them, making observations and drawing pictures of animals and plants.

  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.

  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Expressive Arts and Design

This half term we will:

  • Create a huge image/model of an animal we have researched

  • Using the IPads make animals talk and present it to the class

  • Sketch a range of animals and paint them ensuring we have thought carefully about the shapes and colours we use

  • Create our own class stories based on our reading

  • Design framed art for the Queen's Jubilee.

  • Study the artist Jason Pollock and try to recreate his pieces.

  • Recap our knowledge of Picasso and Van Gogh

  • Music

  • Play instruments in time thinking about pace and tempo

  • Listening and appraising Funk music

  • Embedding foundations of the interrelated dimensions of music using voices and instruments

  • Learning to sing Big Bear Funk and revisiting other nursery rhymes and action songs

  • Playing instruments within the song

  • Improvisation using voices and instruments

  • Riff-based composition

  • Share and perform the learning that has taken place


Early Learning Goal

Creating with materials

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function

  • Share their creations, explaining the processes they have used

  • Make use of props and materials when role playing characters in narrative and stories

Being imaginative and expressive

  • Invent, adapt and recount narrative and stories with peers and their teachers

  • Sing a range of well-known nursery rhymes and songs

  • Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music

Extended Curriculum Objectives