Summer 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 respond appropriately even whilst engaged in an activity. Children can follow instructions containing 2 or 3 actions or ideas.
• Use Calm Me time to manage my feelings.
• Use a range of vocabulary to describe how they feel when they are happy, sad or angry (upset, cross, glad, cheerful etc).
• Investigate the concept of fairness and feelings associated with unfair situations
• Explore some of the feelings that are associated with being left and losing something we care about
• Consider the ways they have changed since starting in Reception and in particular how their social, emotional and behavioural skills have developed
• Make the link between feelings and behaviour
• Predict how unexpected changes might make them feel
• Develop empathy and support others
• Understand how emotions may cause people to behave in different ways e.g. they are cross so they hit out
• Learn that some things stay the same in the face of change, and that uncomfortable feelings don’t last forever
• Express how I feel about moving to Year 1.
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.
• Recognise the changes in our bodies after exercise – breathe faster, heart beats faster, out of breath, flushed, etc
• Understand how to exercise safely and practice appropriate safety measures without prompting.
• Be aware of those people who can help us keep safe and healthy.
• Awareness of things that are only safe for adults to use in certain circumstances – matches, medicines, ovens, glass, knives, electricity.
• Identify potential risks
• Understand how to transport and store equipment safely
• Ask for help and give help to others during challenging experiences
• Understand about things that are alive and dead
• Develop some basic strategies for self-management
• Act by changing their situation to help make themselves feel better.
• Recount how an environmental change has affected the setting
• Know and name the main body parts and talk about ways to keep our whole body healthy e.g. ‘the clean gang’
• Know and can talk about environmental health and safety through seasonal change and its impact on our bodies and those of others e.g. safety in the sun, difficulty sleeping on a warm summers evening, effects of pollen, control body temperature, hydration/dehydration, shade, etc. B
• egin to record touch, smell, taste, sound, sight activities in a variety of ways (tally, draw etc.)
• Discuss healthy foods and treats
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.
• Know how to make friends and be a good friend.
• Negotiate with others and compromise to solve problems
• Work alongside a range of children to select resources, develop an idea, and work together as a ‘team’
• Explore their own and other peoples different feelings in different situations – and explore why
| ||Physical Development||Gross Motor Skills
Children will have opportunities to explore movement, speed, distance, direction and height in different ways:
• Move with confidence, imagination and safety
• Develop control and co-ordinate movements by practicing large muscle co-ordination (skip, gallop)
• Use a range of muscle co-ordination skills during group/team games and activities e.g. to throw over-arm, under-arm, hit a ball with a 2 handed strike etc.
• Experience a range of ‘turning’ activities – spin, rolls, turn over a bar etc. Jumping over an object of a given height /across a given length
• Recognise and describing some body actions and the expressive / dynamic qualities of movement, such as floppy, tense, reach, pause, floating, charging, etc.
• Move to a beat- go noodle and wake up shake up activities
• Have an ability to consistently use a range of more complex movements, hop, skip, use a skipping rope, peddle a trike, or skips on alternate feet
• Being set and setting themselves a range of physical challenges 45
• Jumping and landing safely from a variety of starting positions to various finishing positions -2-2, 1-1 foot
• Throwing, catching, aiming, hitting, kicking controlling, etc, small equipment with increasing skill and control from a stationary position and whilst moving
• Know how to move expressively and clearly
• Awareness of others in the space and use the space available
• Understand how to use space and apparatus safely
• Know how to start and finish movement phrases
• Link movement together in short phrases e.g. can copy and repeat simple actions
• Combine movements using various parts of their body e.g. repeat and remember 2 movements
• Create simple movement sequences
• Work independently, with a partner, and in various sized groups
• Describe the basic rules of a game
• Describe and comment on their own actions and that of their peers -notice similarities and differences, likes and areas for development…
• Observe, describe and copy what others have done
• Follow instructions, stop, and start accurately
• Understand boundaries that have been marked out in a space so they can easily regulate their own activities
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.
• Do early hand writing and drawing skills activities
• Recognise patterns
• Understand and use vocabulary to describe size and shape.
• Observe how basic letters are formed- focus on creating experiences which incorporate the 3 main handwriting movements- l, r , c
• Follow the patterns for writing, it, for example the long ladder c, for example the curly caterpillar r, for example the one-armed robot
• Use patterns that move across the body, from left to right, use pattern-making for different purposes.
• Use a wide range of tools safely and with increased accuracy .e.g. scissors, baking, woodwork tools, knife, fork, spoon, needle, clay tools, etc.
• Use muscles for self-help skills - zip, buckle, buttons
|Communication and Language||Children will observe and use listening, attention, understanding and speaking (expressive and receptive language) skills
Listening, Attention and Understanding
• Practitioner's listen to children’s contributions and use them to inform and shape the direction of discussions
• Think in advance about how they will accomplish a task. Talk through and sequence the stages together
• Use stories from books to focus children’s attention on predictions and explanations
• Show awareness of the listener, for example by their use of conventions such as “please” or “thank you”
• Use strategies such as questions and prompts to both expand the conversation and draw information from others
• Plan, construction and make believe play activities
• Ask and answer questions appropriately
• Take part in interactive discussions with adults/peers in small and large groups and stay on topic
• Listen to a range of music, songs, rhymes, nonsense rhymes, poems, chants, non-fiction, responding by:
• Listening to and repeating sounds and words
• Listening to and recalling/retelling simple stories
• Recalling 3-5 facts relating to the learning theme
• Recalling complex stories
• Listening to and identifying word families, rhymes and sequences of words Listening and recalling information, instructions, plans
• Listen and take turns in class/group discussions – contribute and respond to what has gone before
• Become increasingly reflective, able to listen and respond by transferring knowledge of the immediate and beyond to activities/experiences
• Listen and respond with own ideas, thoughts, feelings and plans
• Take turns in group discussions, games, listening to peers/adults
• Listen with increased attention and concentration
• Use narratives in their play, using words such as: first, last, next, before, after, all, most, some, each, every. making use of conjunctions,
• Identify patterns, draw conclusions, explain effect, predict and speculate about the story and the characters
• Initiate and join in imaginative play and role-play, talk about what is happening and to act out the scenarios in character
• Speak clearly and audibly with confidence and fluency
• Be aware of more complex humour and laughs at jokes
• Think about and express thoughts, feelings, mood and ideas, extending understanding in relation to self, environment and others by reflecting, taking account of the contributions of others
• Use talk with increased confidence and expression for a range of purposes and audiences :
• Give 2 or 3 part instructions (collaborative conversations)
• Retell stories and events (narratives)
• Recount experiences, story structures, ideas (e.g. actions, reactions, consequences)
• Discuss cause and effect explain thinking skills (predict, speculate, hypothesise and explore ideas)
• Present/perform to an audience
• Argue/ debate
• Talk about personal requirements
• Social talk
• Daily routine
• Experiences: recount/ describe/ predict/ explain/ discuss/ talk about play/reason Activities: plan, do and review
• Reflect and refine
• Evaluate express feelings
• Discuss consequences
• Book talk
• Writer talk
• Story-telling and story-making: imitate, innovate, invent
• Word and language games (improvisation)
• Role-play and drama : use voice to demonstrate character/ feeling etc
• Perform simple stories/recounts etc (act out/ puppets/ small world ‘stories’ / plays/ in costumes/ masks…)
• Circle time discussions
• Reflection and enquiry, review (SEAL) •
• Be able to answer questions such as “what information do you have? What do you need to find out or do? What equipment will you need? Can you explain what you’ve done so far? What else is there to do? What did you notice when…? What could you try next? What have you learned or found out? What could you do differently?
• Talk confidently in order to convey thinking in response to a range of stimuli, expressing thoughts, feelings, mood, ideas:
• Combine fantasy or reality when describing or retelling stories
• Understand and develop humour in jokes, riddles and nonsense rhymes
• Use talk to generate and order ideas, structuring ideas through logical sequencing, in order to secure understanding of story frameworks, discussing how stories are built up and concluded
• Transfer understanding of a story to different versions and analyse
• Become increasingly reflective, transferring and applying learning theme, knowledge and specific vocabulary across a range of contexts
• Letters and Sounds – Phase 1 and 4 (begin Phase 5 as appropriate)
• Retell stories using key vocabulary, some detail and picture cues [when telling a friend/ bear, referencing text for small world, role play, puppet show, creating their own version etc]
• Predict, anticipate, re-read and recite, what they think the story, rhyme or poem is about, offer alternative endings, and compare plots with own personal experiences
• Talk about their understanding of what they have read to ensure it makes sense (comprehension) and retell stories and narratives in their own words
• Talk confidently about what they have read, characters in stories, sequencing events logically using story openings, actions and endings showing an understanding of recently introduced vocabulary
• Infer and deduce information at a basic level in relation to what is read to them and their own reading
• Notice the difference between spoken and written forms through re-telling known stories, to compare told versions with what the book says
• Be aware of story structures e.g. actions/reactions, consequences, and the ways that stories are built up and concluded
• Talk about favourite books they read out of schooL
• Develop preferences for text types or themes or a favourite author, read and talk about some of his or her books as an increasingly confident reader
• Talk about aspects of text they like/ dislike
• Identify and discuss simple features of text an author uses – bold, writing forms patterns, poems rhyme, font changes, etc.
• Use information texts to find answers to simple questions in relation to the learning theme (where, who, why, how)
• Use a growing range of vocabulary in relation to their interests, learning theme, reading scheme adding detail and description
• Make collections of words of personal interest or significant words and those linked to particular topics
• should make sense grammatically
• Encourage self-correction and sense checking as they read
• Use some strategies to read simple texts independently
• Use a variety of cues to read accurately: apply phonic knowledge and skills as the route to decode words, knowledge of the story and its context, and awareness of how it
• Re-read and recite stories and rhymes with predictable and repeated patterns and experiment with similar rhyming patterns
• Use punctuation, spaces and the return sweep to read aloud accurately and when reading to themselves
• Show an awareness of alphabetical order through books and simple dictionaries (using name and sound of the letter]
• Know the order of the alphabet and demonstrate this through a variety of playful activities (upper and lower case)
• Know the sound for each letter of the alphabet, some diagraphs and to sound blend these to read words
• Read more complex words making phonetically plausible attempts when reading more complex words, drawing on phonetic knowledge of the 44 GPC
• Read simple words and longer words as they use phonics systematically to decode as they read
• Build a bank of quickly read common exception words and high frequency tricky words, and apply this knowledge when reading a range of text
• Use writing to communicate thinking in relation to thoughts, ideas, experiences, explanations, descriptions, questioning, predictions and anticipations
• Use talk to:
• Generate ideas prior to writing
• Structure ideas through logical sequencing
• Show awareness and some understanding of openings, action, endings (e.g. using story language, such as story starts – “Once upon a time…”)Developing these when setting the scene for the story
• Think about and discuss what they intend to write, ahead of writing it
• To experiment with writing and recognise how their own version matches and differs from the conventional version e.g. through teacher response and transcription
• Make phonetically plausible attempts when spelling more complex words (and reference common exception words) when blending and segmenting
• Form recognisable letters using the correct sequence of movement (lowercase, capitals and numbers)
• Confidently control the sequence of movements and size of letter formation –using a tripod grip to work towards fluency
• Write letters using the correct sequence of movements with increasing accuracy
• Match letter sounds and names to a written version including use of a key board in role play
• Write grammatically accurate simple sentences confidently
• Self correct using a range of strategies such as re-reading, marking spellings they are unsure of, reading out loud, checking word banks……
• Recognise the critical features of words and some common spelling patterns
• Move from phonetic to standard spelling to spell words with increasing accuracy and reference the correct spelling of common words
• Write sentences to match pictures or sequences of pictures (this could include dictation)
• Encourage others to read their writing and recognise the skills they are demonstrating [typed/ handwritten/ printed etc]
• Write events/ ideas in a logical sequence
• Understand that a sentence conveys a chunk of meaning, and that a line of writing is not necessarily a complete sentence.
• Apply the use of conjunctions (and, but) developing in speech to writing for the beginnings of more compound/ complex sentences…dictated/ recorded/ invented writing
• Write/mark make confidently for a variety of purposes and audiences in relation to learning themes, events, purposes (e.g. postcards, tickets, lists, letters, cards, record experiences, personal recounts, retell familiar stories, rhymes, poems, plays, write simple narratives and recounts, labels, captions, to ask and record questions, make and label maps etc)
• Show increased confidence when writing, thinking about purpose, audience and organisation
• Use environmental print to spell/ enhance writing
• Discuss purpose, organisation and audience through focused discussion to extend the range of unfamiliar language structures, form and vocabulary
• Use ICT as a stimulus for writing – for example:
• Using photographs and power point presentation/ 2simple software for comic strips
• Record oral rehearsal
• Use experiences of stories, poems and simple recounts as a basis for independent writing e.g. retelling, substitution, extension and through shared composition with adults.
• Use writing to communicate in a variety of ways, incorporating it into play and everyday classroom life e.g. recounting their own experiences, lists, signs, directions, menus, labels, greeting cards, letters, to read out loud to others to communicate with others and celebrate their developing writing composition skills
• Use appropriate vocabulary for a genre including some descriptive words, connectives, etc
• Building writing stamina
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:
• Develop a deep understanding of the composition of numbers to 10
• Instantly recognise, without counting, organised and random arrangements of small numbers of objects to 5 (Subitise)
• Know that numbers greater than 9 are formed by combining more than one digit and that the ‘teens’ numbers start with the digit
• Begin to recognise, find and name half of an amount [half as one of two equal parts of an amount]
• Estimate the size of a set of objects up to 20
• Use coins of different denomination [1p, 2p, 5p, 10p, 20p, 50p, £1.00 and £2.00 coins] in role play
• Use the language of transaction in role play.
• Work with and use number bonds to 10
• Automatically recall number bonds to 5/ 10
• Explore number stories beyond 10 (e.g. story of 12, up to 15)
• Derive addition and subtraction facts in context and begin to learn by heart key facts, such as pairs that total 10, by recognising the pattern in the pairs – 0,10; 1, 9; 2, 8; 3, 7…
• Start to see addition and subtraction as inverse operations
• Apply all of the above aspects when using money
• Begin to use division and multiplication language and understanding to share equally and count multiple, equal sets of objects.
• To automatically recall doubling facts in different contexts
• Recognise and use appropriate notation in addition and subtraction number sentences, accurately interpreting the symbols +, – and = once children have understood this practically.
• Solve simple problems and puzzles in everyday activities, with numbers to 20 involving addition and subtraction
• Draw on known addition and subtraction facts to work out a calculation D
• Represent a problem in their own way
• Devise and use numbers stories for others
• Appreciate that addition can be used to solve problems involving combining groups or counting on
• Appreciate that subtraction can be used to solve problems involving removing objects from a group or counting back
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:
• Join in and respond to number rhymes, songs, stories and games saying and using number names to 20 and beyond
• Recite numbers to 20 in order continuing the count forwards or backwards from a given number (within 20)…and beyond
• Count forwards and backwards within the number sequence 1 to 20
• Recognise and continue patterns linked to number such as odd and evens, multiplication patterns
• Explore and represent patterns within numbers up to 10, including evens and odds
• Count reliably more than 10 object
• Count aloud in 1s, 2s, 5s and 10s
• Count objects in range to 20 and beyond and recognize the patterns of the counting system
• Count reliably in all play and focused activities to 20 and beyond
• Recognise and use correct number symbols to 20 and beyond
• Write numerals from 0-10
• Write numerals to 20 and beyond in a range of purposeful activities
• Order numbers to 20 and beyond
• Understand number tracks and moving up for larger numbers and down for smaller and talk about location of numbers along a track
• Say the numbers that come before and after a given number within the number sequence 1 to 20.
• Position numbers onto partially completed number tracks and lines and use this to identify the number before or after a given number and to order numbers
• Continue a count, forwards or backwards, from any point in the sequence 0 to 20 [and beyond]
• Compare 2 numbers up to 20 and say which is more / less /greater/ smaller -
• Say a number which lies between 2 given numbers
• Estimate a number in a range up to 20 that can be counted reliably and check by counting
• Order a selection of coins/notes (e.g. 2p, 50p, 10p, £1.00, £2.00, £5.00,£10.00 etc.) -
• Solve simple problems and puzzles in everyday activities with numbers to 20 and beyond, including money Calculating
• Compare sets of objects up to 10 in different contexts, considering size and difference
• Compare two numbers up to 20 and beyond and say which is more/less/greater/smaller and say a number which lies between 2 given numbers
• Understand that, as you count on, the quantity represented by the number becomes larger, and becomes smaller when counting back
• Compare sets of objects up to 20 and beyond, identifying more/less
• Select 2 groups of objects to make a given total up to and beyond 10
• Remove a smaller number from a larger and find out now many are left, counting back from the larger number
• Count back from a given number when taking away
• Work out by counting how many more are needed to make a larger number
• Count on from a given number when combining 2 groups of objects
• Find one/2 more or one/2 fewer by counting on or back
• Become familiar with language such as: altogether, more than, fewer than, less, add, in total, sum of, take away, subtract, left, half, share, equal, how many? - partition into more than 2 groups
• Count repeated groups of the same size and add them together – early multiplication
• Explore and represent patterns within numbers up to 10, including evens and odds
• Look for patterns when using numbers, pictures, objects, etc. to record and explore number problems
• Make estimates and predictions in a problem solving context with increased confidence using numbers to 20 and beyond.
• Solve simple problems and puzzles in everyday activities, with numbers to 20 involving grouping and sharing small quantities by calculating the answer using concrete objects and pictorial representations
• Handle data and independently represent this to share with others
|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.
• Know the seasons of the year and use some key features to compare and contrast past, present and future.
• Know the sequence of the months of the year and link these to a range of events, activities and experiences in the past, present and future e.g. we will be going into Year 1 in September.
• Share stories/feelings, role play and talk about the passage of time in greater detail and in relation to events not only in their lives and the lives of people familiar to them, but also people of interest to them wider than their immediate community.
• Talk confidently and in greater detail about their own personal time line in relation to events in their own life –such as the school year
• Sequence and order events in their own lives and that of other peoples in relation to the passing of time, using stories, diary, photographs, ICT, reference materials, range of artefacts, visitors, discussing and recording their work using appropriate vocabulary
• Explore and participate in effective transition events (YR/Y1), discuss and raise questions.
• Talk about feelings and thoughts of moving to year 1 – events in their future
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.
• Knowledge of a range of cultures and beliefs and strengthen the positive impressions of their own cultures and faiths by:
• Exploring different languages, dress and customs
• Sing a range of resources to enhance their knowledge e.g. books and stories, artefacts, visitors, visits to local places of worship and cultural centres, photographer etc.
• Explore the lives of people living in other countries, for example through stories such as Handa’s Surprise etc.
• Awareness of the cultures and beliefs of others by exploring a range of cultures and religions
• Explain carefully and sensitively, based on experiences of the class where possible, why some children may need extra help or support for some things, or why some children feel upset by a particular thing
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.
• Talk about how the body works, healing, the role of food, reproduction, digestion etc. How medical interventions [medicine, supports, physiotherapy] can help us get well or help our body heal and work more effectively (relevant to the experiences of the cohort where possible)
• Observe, draw, describe, classify simple features and characteristics of animals, birds and underwater creatures, compare and contrast similarities and differences e.g. sets for badger and otter
• Observe and discuss different habitats and why animals live and exist where they do – food chain, camouflage, co-existence, dependency – role of bee’s, butterflies etc.
• Make use of recycled materials to develop bug houses/ hotels- use magnified glasses to support children to make observations and recording their findings.
• Draw animals and insects observed and researched.
• Observe, describe and sequence the life cycle of a variety of animals. (Sc WS) •
• Explore animals that are extinct e.g. dinosaurs, how do we know they were alive? – Fossils etc.
• Explore pond life (remember safety).
• To investigate living things, e.g. make use of bird feeders; developing monitoring and observations skills. Consider types of birds etc. Environment
• Understand and describe features of the natural environment through the seaside, sea, sand and rocks, using simple maps, photographs, discussion, video, newspapers, ICT, expressing likes and dislikes
• Explore different seaside materials, sand, shells, rocks etc. and classifying by a range of criteria (giving/offering own choice)
• Similarities and differences between animals and creatures above and below sea level.
• Encourage children to think about ways of improving the natural environment, through plans, drawings and models.
• Identify similarities and differences between 2 areas (seaside and town) through story, maps, experiences, photographs, etc.
• Understand the role of key adults in the natural environment e.g. park-keeper, warden, green scheme.
• Identify vehicles and modes of transport used in contrasting environments e.g. boats, aeroplanes etc. • Understand and talk about seasonal weather change (spring/summer)
• Model and use appropriate scientific, technical, ecological and geographical vocabulary, e.g. environment, conservation, train, bus, road, motorway, railway, landscape, view, sea, farm, countryside, valley, mountain, derelict, design, disassemble.
| ||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.
• Reflect on artwork, and real designs that they have experienced, as well as their own explorations, to support their planning.
• Plan how best to assemble and join materials, selecting appropriate resources and tools.
• Select and use tools safely and purposefully across the provision, and where a range of tools may be needed in order to complete a single task.
• 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?’
• Review and adapt the ‘make’ ongoing in order to fulfil their chosen purpose.
• Record constructions with photographs or drawings as a record and stimulus for other children, as well as to support children to reflect on and modify their designs in the future.
• Use tools and techniques to print with more detail e.g. string blocks.
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.
• Provide experiences where children can move in different ways/directions e.g. backwards, forwards, sideways, marching, rocking, swaying, left, right, etc.
• Work collaboratively to make dance sequences
• Experiences activities that use all the sense so they can respond in their preferred way
• Exploring atmospheric features in the role play area, such as the sounds of rain beating on a roof, or placing a spotlight to suggest a stage set. Provide curtains and place openended dressing-up materials, resources and instruments close by.
• Appreciate, respond to and evaluate a performance, discuss how themselves and others have represented an experience or ideas in a range of media.
• Experiment with, and modify, their repertoire of dances by introducing additional visual and listening experiences, as well as the space to respond to music and dance from a range of cultures and genres.
• Choose shapes to represent instruments, e.g. a circle could represent a tambourine; a rectangle could represent a chime bar.
• Children can create visual patterns with the shapes which they could then either play themselves, other children could play or an adult could play.
• Plan, invent, innovate stories in their play and through discussion
• Write down their own stories.