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Reception - Autumn Term Plans

Year Group: R

Corridor displays: there are two for the Autumn term; one to explore new beginnings and the other focused around part of the Christmas narrative, and are based on the work of Jan Richardson. They should be a mix of a whole class piece of art work and written reflections/ thoughts:

https://janrichardsonimages.com/gallery.php?gid=62

Classroom displays: Literacy: The Little Ren Hen, Mathematics: Numbers to 10, Topic: The Great Fire of London, Aspirations: linked with Black History Month, Interest table: Religions and main celebrations,

Behaviour class rules: use one of the parables as a discussion point from which you build and agree your class rules.

Bloom’s Taxonomy display: this should be clearly be displayed and referred to throughout the year helping pupil to identify the different ways in which they can use what they have learnt in order to progress in their learning.

End of EYFS Assessments – working towards 17 ELGs (Early Learning Goals)

(holistic approach) following Development Matters 2020 guidance and Characteristics of Effective Learning

 

 

Communication and Language (holistically)

Working towards ELG 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 conversation when engaged in back-and-forth exchanges with their teachers and peers

Working towards ELG Speaking

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

 

Literacy

 

Year R – letter formation, own name writing, 45 high frequency words,

Working towards ELG 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

Working towards ELG Word Reading:

  • Say a sound for each letter in the alphabet and at least 10 diagraphs
  • Read words consistent with their phonic knowledge by sound-blending
  • Read aloud simple sentences and books that are consistent with their phonic knowledge incusing some common exception words

Working towards ELG 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

 

N.B: Speaking and Listening opportunities via World Poetry Day and via regular use of Pie Corbett approach

Phonic stages – ongoing assessment as the children progress throughout the year to ensure that they are on track to pass their phonics screening in Y1 (the following academic year)

 

Traditional Tales – Fairy Tales using Pie Corbett approach:

1st week -re-telling,

2nd week- reading,

3rd week – adapting,

4th week – writing 

(4 weeks, 4 weeks, 2 weeks, 2 weeks)      

Stories:

Little Red Hen

Jack and the beanstalk.

Dear Zoo/Dear Santa

 

To work towards Literacy outcomes in readiness for phase 1:-

§  Daily phonics lessons.

§  Reading books changed as often as needed.

§  Individual reading with an adult x

§  Daily spelling practise –Early Morning Work (Should include first 45 high frequency words and a range of simple sentences)

§  Guided reading – Adults listening to children read at least x 4 sessions a week.

§  Handwriting- name tracing and writing, daily letter formation practice, twice a day, at the start of an English lesson and during Phonics

§  Weekly word of the week ( one of the 45 high frequency words)

§  Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

 

Reading:

Guided reading – Adults listening to children read at least x 4 sessions a week and reading books changed as often as needed

Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

Numeracy:

Working towards ELG 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

Working towards ELG 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
  • Explore and represent patters within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally

Development Matters:

  • Select, rotate and manipulate shapes in order to develop spatial reasoning skills
  • Compose and decompose shapes so that children recognise a shape can have other shapes within in, just as numbers can
  • Continue, copy and create repeating patterns

 

Week 1 – 2: Counting objects, actions and sounds up to 10,

Week 3 - 7: Number formation, counting up to 20, linking the number (symbol)

                   with its cardinal number value  

Week 8 – 9: Comparing quantities

Week 9 - 11: Exploring composition of numbers 1-5

Week 11 – 12: Shapes and Patterns

Understanding of the World

Working towards ELG People Culture and Communities:

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

Development Matters:

  • Recognise that people have different beliefs and celebrate special times in different ways

 

via exploration and comparison of celebrations:

ü  Harvest Festival

ü  Diwali

ü  Hannukah

ü  All Saints Day

ü  Wider longer higher deeper Day ( RE Day)

ü  Advent

ü  Christmas

 

Working towards ELG The Natural World:

  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their expriences and what has ben red in class
  • Understand some important processes and changes in the natural world around them, including the seaon and changing states of matter

 

via:

ü  Learning about Uganda and comparing the life in Uganda to the life in the UK (including exchanging pen pal letters)

ü  Learning about the main features of autumn and winter

 

Working towards ELG 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 experiences and what has been read in class
  • Understand the past through settings, characters and events encountered in books read in class and story telling

 

via learning about:

ü  The Great Fire of London

ü  Rememberance Day

Expressive Arts and Design:  

Working towards ELG 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 process they have used

 

via:

ü  STEM project to design, make and evaluate a sock puppet

ü  Making props for the role play and displays

Working towards ELG Being Imaginative:

  • Invent, adapt and recountnarratives and stories with peers and their teacher

via Literacy lessons:

ü  Role play, acting out stories, adapting stories as a group and individually

ü  Continuous provision (props and resources to support child- initiated play)

Working towards ELG Being Imaginative:

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

via:

ü  Incorporating nursery rhymes in Maths lessons,

ü  Singing during lunch times, on the way to the dining room

ü  End of the day story times 

Working towards ELG Being Imaginative:

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

via:

ü  Learning and reciting poems together

ü  Weekly music lessons following Voices Foundation Scheme with opportunities to sing, listen to classical music as well as move/dance to it

Physical Development:

Working towards ELG Gross Motor Skills:

  • Negotiate space and obstacles safely, with consideration for themelves and others
  • Demonstrate strength, balance and coordinatioon when playing
  • Move energetically, such as running, jumping, dancing, hoppping, skipping and climbing

via:

ü  Weekly PE lessons

ü  Forest School sessions

ü  Continuous Early Years Provision with a choice of stumilating acticities (both indoors and outdoors)

Working towards ELG Fine Motor Skills

  • Hold a pencil effectively in preparation for fluent writng – using the tripod grip in almost all cases
  • Use a range of small tools, including scissors, paintbruhes and cutlery
  • Begin to show accuracy and cae when drawing

Via:

ü  Busy fingers activities at the beginning of each day

ü  Regular opportunities to draw, paint, write, cut and stick

 

Personal, Social and Emotional Development

Working towards ELG Self-Regulation

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

Development Matters:

  • See themselves as a valuable individual
  • Build constructive and respectful relationships

via:

ü  Numerous opportunities to play together, share resources, take turns, socialise and develop friendships

ü  Weekly circles times with opportunities to explore and discuss feelings

ü  PSHE resource One Decision (short animated stories for children to watch and consider)

ü  Anti-bullying week

ü  Black History Month

ü  Wider, longer, higher, deeper day