Reception Spring Term plans

Year Group: R

EYP Corridor displays: there are two for the Spring term; one to explore Epiphany and the other is to be focused around part of the Easter 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:

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 and via regular use of Pie Corbett approach and resources

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:

1^st week -re-telling,

2^nd week- reading,

3^rd week – adapting,

4^th week – writing

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

Stories:

Billy’s Beetle

Gingerbread Man

Non-fiction books – books about animals (life cycle of a duck, alongside observing real ducklings hatching and growing in our classroom)

To work towards Literacy outcomes in readiness for Key Stage 1 (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:

Compare length, weight and capacity
Compare numbers
Understand the ‘one more than/one less than’ relationship between consecutive numbers
Explore the composition of numbers to 10

Week 1 – Ordering items by length

Week 2 – Ordering items by height

Week 3 – Ordering items by weight

Week 4 - Ordering items by capacity

Week 5 - Comparing quantities

Week 6 – One more than/one less than

Week 7 - Subitising (recognising quantities without counting) up to 5

Week 8 - Exploring composition of numbers 1-5 (revision) and number bonds up to 5

Week 9 - Exploring composition of numbers 6

Week 10- Exploring composition of numbers 7

Week 11 - Exploring composition of numbers 8

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 Epiphany

ü Chinese New Year

ü Passover

ü Lent and Easter

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 winter and spring

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

ü Observing ducklings hatching out of the eggs and watching them grow. (duck life cycle)

ü Learning about the main features of winter and spring

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 Fist Man on the Moon

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 suitable habitat for a giraffe, a koala and a jellyfish as well as other animals for those habitats

ü Making props for the role play and displays

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

via:

ü Role play, acting out stories, adapting stories as a group and individually as part of Literacy lessons

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 Learning songs from Voices Foundation repertoire

ü Incorporating nursery rhymes in Maths lessons,

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

ü Sing songs during 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 care 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 (holistically)

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 activity and show an ability to follow instructions involving several ideas or actions

Working towards ELG 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

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 Chinese New Year

Working towards ELG Managing Self (holistically)

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