Autumn Curriculum Overview- Reception
|Personal, Social and Emotional Development||Self-Regulation
Children understand their own feelings and feelings of others and can regulate their behaviour accordingly. Children can set a goal and work towards it, they are able to wait for what they want and control immediate impulses. Give focused attention to others and follow instructions even whilst engaged in an activity.
• Learn and practice the techniques of mindfulness to support the regulation of emotion and build emotional resilience
• Experience and learn to understand quietness, stillness and being calm.
• Explore their emotions and learn ways to identify and label these feelings, distinguishing between comfortable and uncomfortable feelings.
• Explore anger and finding ways to deal with this feeling.
• Develop self-control and learn strategies for managing fear and upset.
Children have confidence to try new activities and show independence, resilience and perseverance in the face of challenge. Children understand the reasons for rules, know right from wrong and try to behave accordingly. Children can manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
• Learning opportunities:
• Develop the feelings of belonging and further understand how it feels to belong and that we are similar and different.
• Learn about themselves and their own unique gifts and talents.
• Understand the need to adhere to agreed values and codes of behaviour to work harmoniously together.
• Discuss and learn how to independently express their needs and feelings in appropriate ways.
• Develop empathy and understand what it is. They will learn through play to work out what others are feeling and why.
• Learn what being responsible means.
• Understand right and wrong and the consequences of their actions and words.
• Discuss ways of asking for help and learn to do this independently.
• Children will be encouraged to ask questions of others to find out different views.
• Children can work and play cooperatively and take turns with others. Children can form positive attachments to adults and friendships with peers. Children can show sensitivity to their own and to others’ needs.Learning opportunities:
• Encourage and support celebrations of personal, cultural and religious differences.
• Work as part of a group, understanding the need to work together respecting their own and others’ feelings and needs.
• Consider how everybody can be helped to feel safe and happy in the setting including new member and visitors
• Develop their social skills including sharing, taking turns, joining others in their play and inviting others to join theirs.
• Develop their awareness of people’s emotions in different situations and learn to be sensitive to how others express their needs and feelings of others.
• Daily opportunities and practise the social skills of sharing and taking turns, listening to each other and of understanding some of the ways in which someone can be a friend.
• Explore issues of cooperating with other children, and working in a group.
• Independently sort out disagreements and upsets by experiencing making up with other children and saying sorry when they have fallen out.
• Understand the importance of care and concern towards other people and things that are important to others in the setting.
• Consider others’ ideas, thoughts and opinions during play – puppets, stories, imaginative play, hot seating etc.
| ||Physical Development||Gross Motor Skills
Children will have opportunities to explore movement, speed, distance, direction and height in different ways:
• Use movements relating to speed (crawl slowly, hop quickly) and force (tiptoe, plod)
• Use body movements to a tempo
• Follow instructions based on changing direction and independently learn how to change direction when faced with obstacles in a large space. Children will become familiar with the language: forwards, backwards, sideways.
• Use co-ordination and control through a range of chasing and dodging activities e.g. tag Mr Wolf etc.
• Use a vocabulary linked to movement and speed: stop, still, slowly, quickly, pulse, gallop, slither
• Jump off an age appropriate object and land with control. They will develop skills on how to land safely.
• Rolling at different speeds
• Use co-ordination and show control of body by learning how to use different parts of the body to achieve particular actions.By: Exploring a wide variety of movements, develop some awareness of space e.g. to skip, hop, balance along a line and marching rhythmically to music.
• Observe and explore travelling in a range of ways e.g. walking on heels, hopping on alternate feet, skipping, travelling forwards, backwards, sideways
• Use their senses to develop awareness of position and movement of body (kinaesthetic) .e.g. close your eyes and take two steps.
• Use a variety surfaces to use their body parts in different ways .e.g. move along a bench, on a zigzag rope, grass etc. Support children in understanding vocabulary: along/ over/across/ through.
• Show awareness of body shape: tall, wide, narrow, long, spiky through movement and when balancing
• Jumping along a range of different surfaces including jumping 1 foot to same foot (leap)
• Initiate new combinations of movements and gesture to express and respond to feelings, ideas and experiences
• Observe and experiment with creating and copying a movement. Children will learn vocabulary e.g. follow, lead and copy.
• Control an object by: touching, pushing, patting, throwing, catching or kicking it.
• Practice and evaluate their ability to follow a ball and moving to collect it...kick/ throw/ roll etc.
• Practice and evaluate their skills when rolling a ball and under arm throwing.
• Make large movements in the air with their arms, hands and shoulders. For example, fix ribbons on to the end of sticks for the children to swirl in the air. Encourage the use of both sides of the body
• Hit a thrown object with a bat, e.g. a bean bag
• Catch a range of objects e.g. scarf, bubbles, ball, leaves, bouncing and catching a ball
Fine Motor Skills
• Children can dress and control fastenings independently – zip, beginning to do up or undo buttons,
Children will have opportunities to handle tools and manipulate objects and materials.
• Use, store and transport a range of equipment safely.
• Independently manipulate malleable materials to create a desired effect .e.g. by patting, stroking, poking, squeezing, pinching, and twisting.
• Clear and consistent dominant hand (RH or LH) when using a range of one-handed tools.
• Practice, rehearse and consolidate a range of fine motor skills .e.g. threading, using a pincer grip, finger printing, scissor use, pegs, puzzles, page turning, modelling, mark making, using a knife and fork, collage, small world equipment
• Use tools for a variety of functions; baking, gardening tools, craft, office (paper clips, bulldog clips, rulers, and cellotape holder), instruments, ICT equipment, construction kits etc.
• Represent simple familiar images- emoji smile faces
• Use of simple tools to manipulate materials and d objects to achieve a planned effect.
• Judge space when moving inside and out or when fitting into and negotiating spaces.
• Use large and small anti-clockwise arm movements and retrace a vertical line when scribbling and writing
• Use a range of tools to begin to form recognisable letters
• Invent ‘sounds’ to make as they draw their patterns, for example a bouncing sound as they bounce up from the one-armed robot’s feet, a buzzing sound as you draw anticlockwise spirals, a shush sound as you make wave patterns, etc.
|Communication and Language||Listening & Attention & Understanding
• Enjoy listening areas such as a library of music, from a range of genres, rhymes and stories
• Play games which involve listening for a signal, such as Simon Says’, and use ‘ready, steady…go
• Participate in stories with repeated refrains, dances and action songs involving looking and pointing, and songs that require replies and turn-taking such as ‘Tommy Thumb’
• To take part in activities to encourage listening carefully to different speech sounds, e.g. a sound chain copying the voice sound around the circle, or identifying other children’s voices
• To listen attentively with interest and enthusiasm responding appropriately through word and gesture, verbally and non-verbally.
• To understand instructions and discussion containing sequence words, first…after…last.
• To understand and use adjectives
• Think about and respond with increasing confidence,
• Children listen to a range of stories, music, songs, rhymes, poems, chants and non-fiction, responding by:
• Listening to and repeating sounds and words
• Listening to and recalling/retelling simple stories
• Showing an awareness of rhyme and alliteration
• Continuing a rhyming string
• Recall 2-3 facts related to learning theme
• Experiment with sounds through rhyme and repetition by identifying and joining in with rhymes, poems, simple repeated words, phrases and simple rhyming patterns and exploring alliteration
• Retell stories and sequencing events, highlighting main sequence and characters
• Predict what they think the story/rhyme etc. is about
• Sustain attentive listening, implementing agreed listening rules, not interrupting and valuing each other’s thoughts and feelings, in small group and whole class situations
• Ensure children become increasingly reflective, able to listen and respond by transferring knowledge of the immediate and beyond to activities/experiences
• Support children beginning to take turns in group discussions, games, listening to peers/adults
• Encourage listening with increased attention and concentration
• Encourage listening and taking turns in group discussions, games, etc.
• Provide opportunities to listen to and follow 2-part instructions/directions confidently
• Encourage children to listen to and answer questions related to past/present experiences
• Support children’s growing ability to express a wide range of feelings orally and talk about their own experiences.
• Encourage conversation with others and demonstrate appropriate conventions: turn taking, waiting until someone else has finished, listening to others and using expressions such as “please”, “thank you” and “can I…?”. At the same time, respond sensitively to social conventions used at home.
• Use language for negotiating, by saying “May I…?”, “Would it be all right…?”, “I think that…” and “Will you…?” in your interactions with them.
• Observe practitioners modelling language appropriate for different audiences, for example, a visitor.
• Develop their self-confidence to speak to others about wants and needs
• Encourage children using simple grammatical structures
• To ask simple questions, often in the form of “where”, “what” or “why”. initiating conversation, attending to and taking account of what others say, and their views, negotiating positions, and using talk to resolve disagreements
• To develop their own thoughts, ideas and feelings in relation to:
• personal requirements (new environment)
• social talk daily routine (new environment) experiences: recount/ describe/ predict/ explain/ discuss/ talk about play/ reason activities
• book talk
• writer talk
• story-telling and story-making: imitate, innovate, invent word and language games
• role-play and drama circle time discussions and Jigsaw lessons
• To use talk for a range of purpose and audiences in order to:
• Ask questions
• Answer questions
• Engage in two way conversation
• Talk about own experiences 1/1 and in small group (peers/adults)
• Discuss tasks, activities, ideas and fantasies
• Sequence events
• Describe their experiences
• Explain , predict, report on information, reason, clarify, retell, give and respond to feedback
• Convey simple messages accurately
• Perform simple stories/recounts etc. (act out/ puppets/ small world ‘stories’ / plays/ in costumes/ masks/ shadow puppets etc…)
• Provide activities that have previously been modelled by an adult such as hot-seat activities, puppets, telephone conversation, recording answer machine messages, tannoy announcements
• Children are provided opportunities to create their own role play area i.e. choose a setting and 4 character cards to put on the story board - what's going to happen in your role play story negotiate roles, events, story. The children use story maps to encourage their story telling.
• develop thinking and talk by responding to a variety of stories, songs, chants, rhymes, poems and non-fiction:
• Support children to respond with growing confidence when addressed directly in group
• Children will use their communication and language skills to help them develop their phase 1 and phase 2 phonics.
• Retell stories, rhythm, poems, emphasising sequence, rhythm and rhyme.
• Predict what they think the story, rhyme or poem is about
• Talk about texts confidently, expressing personal opinion in relation to growing knowledge of books, e.g. characters, sequence, illustrations, author
• Explore non-fiction texts and use these to explore and develop thinking and talk in relation to the learning theme.
• Know and use book language (e.g. author, title, illustrator, title page, words/print, photograph)
• Begin to show an awareness of the contents page and its purpose.
• Use vocabulary increasingly influenced by books in relations to their interests, the learning themes and Big Cat Phonics reading scheme.
• Recognise reading as a form of communication in which print conveys meaning.
• Demonstrates reading left to right, top to bottom.
• Know and use with increased frequency phoneme/grapheme correspondences, in relation to print in the environment
• Identify, hear and say initial, medial and final sounds in words, in relation to their growing vocabulary, applying developing knowledge and understanding of phoneme/grapheme correspondence.
• Attempt to read words identifying the letters in the order in which they occur to use the skill when reading environmental print and print chosen to match their phonics skills.
• Identify alliteration in know, new and inverted word
• Continue a rhyming string
• Blend phonemes to read and segment to spell
• Read showing an awareness of sounds in words in the order they occur
• Read an increasing range of words using developing phonics knowledge. (Letters and Sounds – Phase
• Use writing/mark making to communicate thinking in relation to thoughts, ideas, experiences, discussions, questioning, prediction and explanation
• Use talk to explore, sequence and order their thinking in relation to thoughts, ideas, experiences, discussions, questioning, prediction and explanation, when planning in larger group/whole class marking/writing sessions
• Know and use known letters and sounds or approximations of known letters in writing/mark making
• Hear, say and recognise initial sounds in words when writing/mark making
• Hear, say and recognise the main sounds in words [telegraphing] when writing/mark making
• Recognise the letters that represent a phoneme (such as in letters and sounds phase 2)
• Begin to spell simple words
• Attempt to spell words phonetically
• Use and control confidently a variety of writing implements in relation to letter formation
• Write the letter that represents a phoneme in phase 2 letters and sounds
• Begin to use confidently some conventions e.g. left to right, top to bottom, letter, capital letter, full stop, spaces between words, etc.
• Distinguish between writing and drawing in books and in their own work
• Concentrate in larger group/whole class writing activities, and ask questions during writing
• Understand that writing can be used for a range of purposes e.g. to send messages, record, inform, tell stories.
• Receive support to say out loud what they are going to write about and compose a sentence orally for someone else to write or to dictate and record digitally
• Letters and Sounds - Phase 1 main purposes: To listen to phonemes within words and remember them in the order in which they occur
• To talk about different phonemes that make up a word
• Letters and Sounds - Phase 2 To introduce grapheme-phoneme (letter-sound) correspondences
• Children have a deep understanding of number to 10, including the composition of each number. Children can subitise (recognise quantities without counting) up to 5. Children can automatically recall number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
• Learning opportunities:
• Learn ‘the story of 5’ meaning they develop a deeper understanding of the value of 5 – number blocks
• Count in different contexts such as song, rhymes, board games and using movement .e.g. counting claps.
• Recite numbers in order to 10 back and recognising and ordering the numerals
• 1-1 correspondence counting
• Match quantities to a numeral (subsitising)
• Develop the skill of estimating by looking at the size of a set of objects and understand that size is given by the last number in the count
• Recognise and sort coins and use them in play; 1p, 2p, 5, 10p, £1
• Understand addition and learn to use the correct vocabulary .e.g. “add one”
• Understand subtraction and learn to use the correct vocabulary .e.g. “take one/take away one”
• Move around, partition and recombine small groups of up to four objects. They will learn to recognise the amount stays the same.
• Develop use of vocabulary associated with addition and subtraction .e.g. add, plus, total, take away, increase, decrease, subtract, equals
• Solve problems and puzzles in everyday activities and with numbers up to 10
• Use unifix/multi-link cubes or counters to vote or record frequency.
• Practitioners will explore with children whether they have the correct amount to give/share.e.g. “Have you got enough to give me 3 cubes?” “How many will there be when...?”
• Learn strategies to help them count accurately
• Represent numbers in different ways; objects, pictorial, tally etc.
• Understand what one more or one less means. “Taking one away or adding one”. They will do this with a number up to 10 and beyond.
• Use the language: more, less, more than, less than
• Problem solve with more and less: finding one more/less from a group of objects and comparing groups of objects to see which has more and less.
• Children can verbally count beyond 20, recognising the pattern of the counting system. Children can compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity. Children can explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
• Learning opportunities:
• Count beyond 10
• Explore patterns with in numbers by counting in 10s
• Say the number after any number between 1 and 10 by recognising the pattern of the counting system .e.g. 6 comes after 5
• Discuss and compare different features of sets of objects .e.g. size of objects, number of objects in a group saying if one quantity is greater or less than the other, discussing if groups are equal/unequal and how to make them equal.
• Use vocabulary to talk about the relationships between numbers
• Observe number relationships and patterns in their environment and use these to derive facts
|Understanding the World||Past and Present
• Children will be able to comment on images of familiar situations in the past, compare, and contrast characters from stories, including figures from the past.
• Learning opportunities:
• Practitioners will model and encourage children to know, use and understand vocabulary of time building on previous vocabulary taught e.g. day, night, Monday, last week, next week, weekend, last year, next year, a long time ago, last month, last season, etc.
• Share significant elements of their own lives and the lives of other people familiar to them.
• Discuss change and the passage of time in relation to themselves, others, families, communities, cultures and traditions.
• Share stories/feelings, role-play and talk about the passage of time in relation to events in children’s lives and the live of other people familiar to them.
• Practitioners will discuss the routines in the reception classroom ensuring change to routines are communicated and discussed and take opportunities to count down to events
• Talk about their own personal time line in relation to events in their own life, e.g. birthdays, family celebrations, starting school, summer holidays, joining Rainbows/Beavers
• Sequence and order events in their own lives (birth to five), using photographs, artefacts, visitors e.g. grandparents, talking about their work
• Discuss date and days of the week, so they are able to sequence them and communicate their experiences using these e.g. Yesterday it was Sunday and we went to the park. Tomorrow it is Wednesday and we must remember to bring our book bag to school.
• Practitioners will use stories and encourage children to share and explore significant events from each other’s lives and those of people within their community.
People Culture and Communities
• Children will talk about members of their immediate family and community and will be name and describe people who are familiar to them. Children will understand that some places are special to members of their community and will recognise that people have different beliefs and celebrate special times in different ways.
• Learning opportunities:
• Talk about where they live and their own family traditions and culture
• Discuss, talk to people and make visits to places of different cultures/traditions .e.g. Church, Greek café, Chinese super market.
• Gain an awareness of the cultures and beliefs of others within their community.
• Learn about a range of cultures and religions e.g. Harvest, Thanksgiving, St Andrew, Diwali, Holi, Hanukah, Bonfire Night, Christingle, Christmas Production, Pantomime, Christmas, St Nicolas/Father Christmas/Santa Claus
The Natural World
• Children will be able to draw information from a simple map. Children will recognise some similarities and differences between life in this country and life in other countries. Children will explore the natural world around them and describe what they see, hear and feel whilst outside.
• Learning opportunities:
• Understand the effect of changing seasons on the natural world around them.
• Observe, describe, discuss and draw simple features and characteristics of human beings.
• Compare and contrast similarities and differences looking at height, shoe size hair colour etc.-sort by given criteria (underpinning classification)
• Observe, examine and draw objects and living things to find out more about them
• Observe and identify external body parts, observing how body parts move.
• Discuss patterns and change e.g. likes and dislikes in food, eye colour and hair colour through families, heat rate during exercise etc.
• Discuss and name the 5 senses and how we use them and explore deficiencies and impairment
• Investigate in their environment - using five senses.
• Investigate and identify objects, e.g. by feeling around in a bag, tasting savoury and sweet foods.
• Develop their understanding of requirements for healthy living, hygiene, food, exercise rest.
• Ask and raise questions and try to predict what might happen
| ||Expressive Arts and Design||Creating with Materials
• Children will explore, use and refine a variety of artistic effects to express their ideas and feelings. Children will build on their previous learning, refining ideas and developing their ability to represent them and create collaboratively sharing ideas, resources and skills.
• Learning opportunities:
• Children will have daily activities indoors and out, on both small and large scales where they can use a range of media and materials.
• Use vocabulary of marks, length, thickness, straight, curved etc.
• Practitioners will discuss with children what they can do with different media and what happens when they put different things together, e.g. sand, paint and sawdust.
• Talk about their plan or intentions when they explore, mix, and use colour.
• Use different surfaces to experiment on for their art creations.
• Using a range of tools safely and purposefully across the provision, both indoors and out.
• Practitioners will develop purposeful mark making opportunities across the provision, both indoors and out. Include opportunities to use lines to enclose a space, as well as using shapes to represent objects.
• Examine designs of real e.g. castles, flat vehicles etc. before they make their own.
• Think about what they want to make, the processes that may be involved and the materials and resources that they might need, including making of resources that may not be available, e.g. colours or textures of paint or dough.
• Explore the joining of materials through use of a range of resources.
• Practitioners will discuss with children the purpose of the ‘make’ and possible solutions before construction. Make suggestions and ask questions about what is possible, e.g., ‘I wonder what would happen if…Can you think of another way of doing it…Would you show me how it works?’
• Record constructions with photographs or drawings as a record and stimulus for other children
• Paint in different ways e.g. brushes, sticks, fingers, combs, rollers, knives. Add sand, glue, sawdust for texture.
• Expressing the emotional aspect of using colour.
• Sculpture - experimenting with clay and dough, rolling, cutting coiling.
• Lace and thread activities, e.g. weaving paper.
Being Imaginative and Expressive
• Children can invent, adapt and recount narratives and stories with peers and their teacher. Children can sing a range of well-known nursery rhymes and songs. Children can perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.
• Learning opportunities:
• Provide links between imaginative play and children’s ability to handle narrative, in order to take on a purposeful role, with necessary requirements e.g. a customer needs a trolley or basket and needs to pay for goods in the shop
• Use a story line or narrative in their play and use different voices for different characters
• Re-tell known stories using props and open-ended resources in role play, small world and talking to others.
• Use their own ideas for stories, continuing to change and adapt known stories.
• Innovate using know story structures to make up their own stories in their play and talking to others.
• Use music and story to sequence simple movements e.g. hop, skip, forward jump, wide/narrow shape, memorise and repeat movements
• Use a wide variety of music genre and sounds for children to respond to with music, dance, paint and other materials or words e.g. responding to sound with body movement, develop preferences for forms of expression
• Talk about their personal intentions, describing what they were trying to do
• Use musical instruments and create a piece of music. (If revisited regularly children may become familiar with the activity and you may see children developing their own ideas.)
• Play rhythm games, e.g. tapping out the syllables of children’s names, song lyrics.
• Use technology to record, reflect and review the music/songs created by the children