Reception Long Term Curriculum Plan 2021-2022 - The Stour ...
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Reception Long Term Curriculum Plan 2021-2022
Reception Long Term Curriculum Plan 2021-2022
Reception Long Term Curriculum Plan 2021-2022
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL THEMES MY FAMILY AND ME GROWING FOOD WINTER SUNSHINE AND NATURE DETECTIVES UNDER THE SEA
These themes may (Understanding the (Farming in the local WONDERLAND RAINBOWS (Exploring local nature (Exploring the local
be adapted at school community) community) (Comparing their (Comparing their areas and wildlife) beach)
Vision: Children can Vision: Children make experiences and what experiences and what Vision: children Vision: Children will
various points, with
talk about their sense of their physical has been read in class has been read in class continue to make sense continue to understand
mini topics, to allow families and world through the to the wider world) to the wider world) of their physical world the world around them
for children’s understand that others changing of seasons. Vision: Children make Vision: children through the changing and know that
interests to flow may be different to They understand where sense of their physical continue to make sense of seasons. Understand different things need
through the theirs. Children food comes from and world through the of their physical how that all creatures different things to be
provision. respect that how important farming changing seasons. world through the should be treated with happy. They will show
others are different. is. Children will Children will changing of seasons. respect (mini compassion to sea
Content: Children will understand what kind understand that people Thinking about rain and beasts). They can work creatures by looking
describe their behaviour is through and animals that live in the weather that make to make after them and make
immediate environment stories (Red Hen). cold places have them feel a minibeast happy by homes for them in the
through looking at Content: Building on different ways of living happy. Children will making them a home – classroom – fish
their school community. their knowledge of to themselves. explore happy caring for others. tank etc
Where is their school? their local environment Content: They will colours and know that Content: Enjoying the Content: children will
what is their school children gain a sense of experience and explore children like outside area, school visit the beach and
like? Children navigate the world Through, the effect of cold different colours. garden/forest school, observe the creatures
their indoor and their visit to the farm weather in their Content: Growing local environments such that live on the shore.
outdoor school and stories/songs /non- environment. Then different plants and as woods and nature They will explore sea
environment and fiction books they will drawing on knowledge looking after them by reserves depending on creatures through
observe and discuss experience the role of from stories, non- watering locality of the school. looking after them in
key features. a farmer. Children fiction texts and their regularly. They can Then drawing on the classroom and
providing experiences enjoy being outside, experiences, they will explore the weather knowledge from continue to build on
such as planting looking after their be gaining an and make sunny/rainy stories, non-fiction kindness and
produce to harvest growing produce, understanding of other boxes and explore texts and their compassion through
next term and engaging exploring the changing places that have their senses within experiences children stories – the rainbow
in seasonal activities seasons extremely cold weather these. Then drawing on respond creatively. fish.
outside. Learning conditions. knowledge from
about different stories, non-fiction
cultures and families texts
through visitors, food,
songs, stories and
resourcesReception Long Term Curriculum Plan 2021-2022
BUILDING - Planting produce to - Jump in Autumn - Build a snowman - Splashing in puddles- - Mini beast hunt - Paddle in the sea
CULTURAL harvest leaves -Sledging - visit to local -Pond dipping - Build a sandcastle
CAPITAL - celebrating different -Bake bread - Making bird feeders allotments and farm -Create a mini garden -Rock pooling
language and cultures in -Climb a tree - Making dark dens shop -Observe frog spawn - Pebble art
the early year’s classes -Eat home grown fruit - awe and wonder of - Making rainbows -Watching caterpillars -trip to the beach
- Visit from a local and vegetables the Moon and darkness - Growing plants -Make a wormery - visit from local
dentist - Feed the ducks - Awe and wonder of -Visit from local - Make a Bug Hotel lifeguard
-Harvest - trip to a local farm snow and ice fireman - Visit the local woods
- Baby farm animals - Visit from local -Easter - trip to Kent Wildlife
- Farmer /Tractor visit police/paramedic Trust
-Christmas, Diwali, -Chinese New Year - visit from local Vet --
Hanukah, Bonfire - Eid-al-Fitr
Night, Remembrance
Day
Texts to enhance Super Duper You Little Red Hen The Great Explorer Jack and the Beanstalk The Hungry Caterpillar Rainbow Fish
experiences and The Colour Monster The Enormous Turnip Polar Bear, Polar Bear Ten Seeds The Very Busy Spider Billy’s Bucket
knowledge goes to school Pig in the Pond what do you hear? Jasper’s Beanstalk Tad Hooray for Fish
Titch The Tiny Seed Snowballs Elmer and the Rainbow Pattern Bugs A Hole in the bottom
We are going to the Oliver’s Vegetables Secrets of Winter – a Little Cloud Aaaarrgghh, Spider of the Sea
Dentist A Farmer’s life for me shine a light book
Go to sleep Little Bear
Pie Corbett Spine On the Way Home Rosie’s Walk Goodnight Moon Handa’s Surprise Gruffalo Mr Gumpy’s Outing
Texts SHHH! Farmer Duck Whatever Next Six Dinner Sid Owl Babies Mrs Armitage on
Wheels
Poetry My Many Coloured Days Out and About Zim ,Zam Zoom! Walking with my Iguana A First Book of Nature Seaside Poems
A Treasury of Songs We’re Going on a bear Wriggle and Roar Mad about Dinosaurs Walking through the Mad about Minibeasts Sharing a Shell
and My Little Puffin Hunt Jungle Commotion in the
) used every day Ocean
The Same but Kindness Makes me One Day on our Blue The Lion Inside Fair shares The Perfect fit
Texts to further Different Too stronger Planet Rain before Rainbows Omar the Bees and Me Only One You
Shu Lin’s Grandpa Amazing And Tango Makes It Augustus and his smile Pip and Posy the Abdi’s Day
social justice
Our Class Is A Family Baby Goes to Market Three How do you make a Friendly Snail What the Ladybird
Too Astro Girl Penguin Small Rainbow? Heard at the Seaside
What I Like About Me!Reception Long Term Curriculum Plan 2021-2022
PRIME AREAS AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
COMMUNICATION The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early
AND LANGUAGE age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout
Talk to parents about what the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new
language they speak at vocabulary added, practitioners will build children's language effectively. C&L is developed throughout the year through high quality interactions during
home, try and learn a few Child Initiated Time, daily group discussions, PSHE times, stories/poems, singing, role play and story -telling with Pie Corbett T4W. Reading and sharing
key words and celebrate stories across the day builds important knowledge and extends children’s familiarity with words so that their vocabulary is enriched and widened. Subject
multilingualism
specific vocabulary is planned for and taught explicitly across all areas of learning.
Talk for Writing Texts Goldilocks and the The Enormous Turnip The Gingerbread Man The Three Little Pigs Little Red Riding Hood The Three Billy Goats
Three Bears Gruff
PERSONAL, Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive
SOCIAL, development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive
EMOTIONAL relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage
emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want
DEVELOPMENT
and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and
manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve
conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.
Self – Regulation New Beginnings Getting on and falling Going for Goals Relationships Good to be me Change
-Getting to know each out -Resilience -Understanding difficult -Calming down - Transition and change
SEAL other -Co-operation -Perseverance feelings – jealous, -Feeling proud over time
BLP -Feeling welcome and -Friendship and working -Dealing with frustration fair/unfair, loneliness -Standing up for myself - Welcome and unwelcome
School Values welcoming others together -making choices -Dealing with hurt feelings -Controlling my anger changes
Learning Hero- Winnie the -Forming a class - Understanding and -taking risks -People who are important -Agreeing and disagreeing -Being resilient
Pooh community managing feelings -Overcoming obstacles to -Loss and bereavement -Feeling excited - Understanding individual
6 Nurture Principles -Self awareness -Conflict resolution and succeed -Safe relationships, NSPPC differences in our
Language of Choices -Social skills problem solving PANTS rules responses to change
(Restorative Justice) -Motivation -Seeing things from -Saying goodbye and
Online safety another point of view moving on
PHYSICAL Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences
DEVELOPMENT develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and
positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play
Fine Motor and Gross both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility.
Motor Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with
hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles,
See Long Tern Plan for PE
arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.Reception Long Term Curriculum Plan 2021-2022
SPECIFIC AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
AREAS
READING It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language
-Read simple phrases and comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and
sentences made up of the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the
words with known letter– speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words.
sound correspondences It’s all about books! Texts are carefully chosen to promote reading for pleasure through Pie Corbett Spine books for fiction and poetry so that high quality,
and, where necessary, age appropriate books are shared with children every day (5 - a day diet). Texts are carefully planned for to support learning across the areas of learning in
a few exception words
through general topics and the Continuous Provision. This ensures that children build important knowledge and widen children’s vocabulary to support later
-Re-read these books to
reading comprehension thus closing the word gap.
build up their confidence
in word reading, their It’s all about decoding! The Little Wandle Letters and Sounds Revised (SSP) is followed so that the progression of GPCs and tricky words are taught term-
fluency and their by-term. Teachers match children’s secure phonic knowledge to the appropriate decodable reading books which aligns with the Little Wandle scheme.
understanding and Phase 2 Phase 2 Phase 3 Review Phase 3 Phase 4 Phase 4
enjoyment
satp ff ll ss j ai ee igh oa ai ee igh oa oo ar or ur short vowels CVCC long vowel sounds CVCC
WORD READING inmd vwxy oo oo ar or oo ow oi ear short vowels CVCC CCVC
- Read individual letters by
gock z zz qu ur ow oi ear er air words with CCVC long vowel sounds CCVC
saying the sounds
for them. ck e u r sh th ng nk air er double letters short vowels CCVCC CCCVC CCV CCVCC
-Blend sounds into words, hbfl dd mm tt bb rr gg pp ff longer words CCCVC CCCVCC longer Phase 4 words ending –
so that they can read short Tricky words words with two or more words longer words s /s/ Phase 4 words
words made up of known Tricky words Tricky Words was you they digraphs compound words ending –s /z/ Phase 4
letter– sound is put pull full as my by all words ending in –ing root words ending in: – words ending –es longer
correspondences. I and has his her are sure pure compound words ing, –ed /t/, –ed /id/ words
-Read some letter groups the go no to into words with s in the /ed/ –est root word ending in: –
that each represent one she push he of middle /z/ s words Tricky words ing, –ed /t/, –ed /id/
sound and say sounds for we me be ending –s words with – said so have like /ed/, –ed /d/
them
es at end /z/ some come love do Phase 4 words ending
-Read a few common
were here little says in: –s /s/, –s /z/, –es
exception words matched
to the school’s phonic there when what one longer words
programme. out today Tricky words
Review all taught so far
Secure spellingReception Long Term Curriculum Plan 2021-2022
WRITING Handwriting
-Develop small motor skills so that can use a range of tools competently, safely and confidently.
-Use core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
Writing involves -develop a tripod grip
transcription (spelling - Use rhymes from phonics scheme to correctly form lower case letters (print)
-Correctly form upper case letters
and handwriting) and
Spelling
composition -HFWs taught in sequence (see Phonics)
(articulating ideas -Children recall taught HFWs independently to their writing
and structuring them -Accurate application of the spelling of taught HFWs
-Grapheme/phoneme correspondence taught in sequence (see Phonics)
in speech, before
- Applying grapheme/phoneme correspondence to CVC words
writing) - Applying knowledge of taught digraphs to writing simple words
-Making phonetically plausible attempts when writing new words independently.
-Form lower-case and capital Composition
letters correctly -Listen to and talk about stories to build familiarity and understanding.
-Spell words by identifying - Retell the story, once developed a deep familiarity with the text; some as exact repetition and some in their own words (T4W)
the sounds and then writing - Orally rehearse what want to say/message want to write
the sound with letter/s. -Write simple phrases/sentences using phonic knowledge and recalling tricky words from memory.
-Write short sentences with - Re-read what is written to check that it makes sense
words with known sound- -Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary
letter correspondences Writing opportunities
-Re-read what they have -In the continuous provision, indoors and outdoors, there are opportunities for children to choose what to write, when to write, where to write, who to write for and who to write with
written to check that -In the continuous provision there are resources that motivate children to write such as
it makes sense . T4W books and props
. QR codes that provide information in different areas of learning
. Provocations such as caterpillars, curiosity cubes, artefacts, role play, book area, creative play
Poetry and Performance
- Learning simple rhymes
-Engage in story times when poetry and rhymes are shared
- Learn rhymes, poems and songs
-Retell the poem, rhyme or song, once they have developed a deep familiarity with it - Develop storylines in pretend play
-Perform poetry in the book areas where QR codes provide live performances
Teacher led/directed
-Modelling letter formation
-T4W story Maps
-Modelling oral blending
-Modelling hearing and writing the corresponding grapheme that matches the phoneme
- Modelling hearing and writing the corresponding digraph that matches the phoneme in simple words
-Model orally rehearsing a message before writing
-Model using Language Through Colour to compose a simple phrase/sentenceReception Long Term Curriculum Plan 2021-2022
SPECIFIC AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
AREAS
Maths Developing a strong grounding in number sense is essential so that all children develop the necessary building blocks to excel mathematically. To gaim number sense
White Rose children need to secure the 3 concepts of Nominality, Cardinality and Ordinality. Children should be able to count and subitise confidently when using number to
NCTEM progression denote “How Many?”. Subitising (perceptual and conceptual) is an essential tool to support children’s understanding of the concepts Comparison and Composition. By
charts providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and five/tens frames for
https://ncetm.org.uk/in- organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the
the-classroom/early-
curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.
years/
Number songs and rhymes support children to develop mathematical concepts and Tom Thumbs Musical Maths and My Little Puffin are recommended books. Stories
are incorporated into the long term plan to promote maths skills and concepts .
Development -RBA Baseline and -Representing 1,2,3 using - Introducing zero -Representing 9,10 -Building numbers beyond -Doubling (using ten
Matters observations for perceptual subitising and -Comparing numbers to 5, (using 10 frames) using 10 frames) to show “twice
- Count objects, actions
Tapestry. fingers as tools to denote using the tools of perceptual subitising - verbally counting as many”.
and sounds
-Key times of the day, “how many?”. perceptual subitising and and fingers as tools to patterns beyond 10 -sharing and grouping
-Subitise.
routines and exploring - using counting as a tool counting denote “how many?”. -spatial reasoning mini project using the
-Link the number
the continuous provision to denote “how many?”. -Composition of 4 and 5 -Composition of 9,10 (through art and design) story “When the
symbol (numeral) with
its cardinal number - Matching and sorting -comparing 1,2,3 using 5 using the tools of using conceptual - adding more (changing a Doorbell Rang “
value. skills frames. conceptual subitising and subitising and counting quantity of a groups) -even and odd (using ten
-count beyond 10 -Comparing Amounts, 5 -Composition of1,2,3 using counting (5 frames and as tools -taking away (the quantity frames and grouping)
-compare numbers frames to support conceptual subitising and double-sided counters) -comparing numbers to of the group is changed) -spatial reasoning
-Understand the ‘one children to subitise and counting as tools - Compare mass 10 -spatial reasoning (playing games and using
more than/one less compare -Representing 4, 5 as - Compare capacity -Number bonds using (combining shapes to models to give verbal
than’ relationship -Comparing size, Mass above - Representing 6,7,8 the tools of perceptual make new shapes) instructions).
between consecutive and Capacity -Circles and Triangles (using 10 frames) using and conceptual -patterns and
numbers
-making simple patterns -Shapes with 4 sides perceptual subitising and subitising and counting relationships project
-Explore the
Key Texts -Spatial awareness, fingers as tools to denote (ten frames) using the text “How
composition of numbers
to 10 -Dear Zoo positional language, Night “how many?”. -3D shape Key texts many legs?”.
-Automatically recall -Where’s My Teddy? and Day -Composition of 6,7,8 using -Pattern (repeating) -1 is a snail, 10 is a crab -spatial reasoning using
number bonds for -We’re Going on a Bear Key Texts conceptual subitising and -Consolidation weeks -snail trail: a journey maps from stories
numbers 0–5 and some Hunt - The Three Pigs counting as tools Key texts through modern art
to 10 -Busy, Busy, Busy! - Washing line -combining 2 groups -How do Dinosaurs - A dozen ducks lost and Key texts
Number Rhymes/songs -Rose’s Walk -Length and height, Time count to 10? found -When the doorbell
-In and out the Dusty -Love Triangle Key texts -Make a wish Albert -Mr Gumpy’s outing rang
Bluebells Number Rhymes/songs -A Squash and a Squeeze -10 Rubber Ducks -the shopping basket -How many legs?
-Clap your hands and -When Goldilocks went to -Room on the Broom -Pattern fish
wiggle your fingers the house of the bears -Who sank the boat Number rhymes/songs Number rhymes/songs -Billy’s Bucket
- Three around the world -Don’t forget the bacon - -10 in the bed
-Five little ducks Number Rhymes/Songs -10 green bottles Number Rhymes/songs
-One Elephant went out -5 monkeys jumping on the - Footsteps -10 fat sausages
to play bedReception Long Term Curriculum Plan 2021-2022
SPECIFIC AREAS AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s
UNDERSTANDNG THE personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important
WORLD members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems
will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this
extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading
comprehension. Development Matters provides the building blocks for children to acquire sufficient knowledge and the progression documents ensure that
children acquire the skills they need to for the next stage of their education. It is important that the knowledge and skills for subject domains are
taught over the year to provide the building blocks for the curriculum in year 1, subject progression grids are planned from Nursery to y6. The content
knowledge and skills are revisited many times over the year and tailored towards the needs and interests of the children.
DEVELOPMENT MY FAMILY AND ME GROWING FOOD WINTER SUNSHINE AND NATURE UNDER THE SEA
MATTERS WONDERLAND RAINBOWS DETECTIVES
Geography -Walk of the school, -Create a farm -Talk about similarities -Talk about similarities -Talk about similarities -Talk about similarities
-Talk about members of their indoor and outdoor environment in the outside and differences between and differences between and difference between and differences between
immediate family and community environments area /small world inside. countries children in the countries children in the the local community different places- local
-Name and describe people who - Pictorial maps/photos - Pictorial maps/photos of school community come school community come environment and the Kent beach and school
are familiar to them - Aerial map of school / the local farm (after visit) from (visits from parents, from (visits from parents, Wildlife Trust -There is more sea than
-Draw information from a simple outside area - Aerial map of local farm food, multi- lingual food, multi- lingual - Pictorial maps/photos land on earth. Lots of
map - Name and describe the -Name and describe the /cultural stories /cultural stories of the Kent Wildlife different things live under
-Understand that some places roles of people in the roles of people at the local -Identify places on a -Identify places on a Trust (after visit) the sea
are special to members of their school community farm globe/pictorial maps. globe/pictorial maps. - Aerial map of Kent - Pictorial maps/photos of
community -Name and describe the - Talk about different Aerial photos /google Aerial photos /google Wildlife Trust the local beach (after
-Recognise that people have role of a dentist celebrations and families expedition expedition - Name and describe visit)
different beliefs and celebrate -Talk about different in stories /small - Through stories, songs - Through stories, songs the roles of people who - Aerial map of local beach
special times in different ways families in stories /small world/school community and VR/QR code VR /QR code experiences work there - Name and describe the
- Recognise some similarities and world/school community experiences discover that explore deserts are dry role of lifeguard and
differences between life in this Polar regions are cold, icy and sandy, very hot in the rescue boats
country and life in and have snow. Not many day, Rainforests and
other countries plants grow there, not Jungles are hot, humid,
many live people there wet. Lots of trees and
flowers grow there
History
- Comment on images of familiar
-Through stories, talking Memories of special -Through “The Explorer” - Recall and talk about the -Recall the visit to Kent -Recall the visit to the
situations in the past
about family members events and people story, talk about the first visit of the fireman and Wildlife Trust beach and talk about it
- Compare and contrast
including grandparents -farm visit Antarctica explorer in compare the fire engine of -Through listening to and - Compare and contrast
characters from stories,
-Talking about siblings who -Through the story “Astro history today to that of the past talking about his stories, photos of lifeboats from
including figures from the past
are babies and comparing Girl” talk about the first -Look at black and white children know about the the past and today
(Little People, Big Dreams
with their age (starting landing on the moon photos of expeditions in author/illustrator Eric (black and white photos)
stories introduce children to
school -Look at black & white the past Carle.
inspirational people from the
-Photos from Nursery photos of the landing
past. An Artist/sculptor from
days and now
the past is introduced each
term).Reception Long Term Curriculum Plan 2021-2022
Science -Observing the changing Observing the changing -Observing the season of -Observing the changing - Observing the changing -Observing the season of
- Explore the natural world season as move from season as move from Winter through outdoor season as move from season as move from to Summer through outdoor
Summer to Autumn Autumn to Winter through play, environment walks, Winter to Spring outdoor Spring to Summer play, environment walks,
around them.
through outdoor play, QR outdoor play, environment QR codes. Stories and play, environment walks, through outdoor play, QR codes. Stories and
- Describe what they see,
codes, stories and non- walks, QR codes. Stories Non-fiction books. QR codes. Stories and environment walks, QR Non-fiction books.
hear and feel whilst outside - fiction books and Non-fiction books. -Observe the weather and Non-fiction books. codes. Stories and Non- - Observe the weather and
-Understand the effect of -Observe the weather and -Observe the weather and play with weather boxes -Record rainfall and size fiction books play with weather boxes
changing seasons on the play with weather boxes play with weather boxes outside (i.e. cold day box) of puddles -Observing the features outside (i.e. hot day box)
natural world around them outside (i.e. sunny day outside (i.e. windy day - Observe and discuss the - Animals, changes of minibeasts and use -Observe
box…) box) darker nights. Read and new life related vocabulary minibeasts/animals/bird
-Observe - Observe stories about the dark. -Observe No skeleton habitats in this season
animal/minibeast/bird animal/minibeast/bird Opportunities to observe animal/minibeast/bird wings -Observing and exploring
habitats in this season habitats in this season natural and artificial habitats in this season Antennae features and habitats of
Observe features of -observe the features of light. -Use related vocabulary to Legs fish and rock pool sea
plants and use related farm animals and use -use relevant vocabulary describe key features Abdomen creatures
vocabulary relevant vocabulary light skeleton -Use related vocabulary to
roots skeleton natural scales -Observing life cycles describe key features
leaf scales artificial hair and use related skeleton
seeds hair shadow gills vocabulary scales
stem gills torch feathers - Observing and making gills
petal feathers different habitats for
- Observe - Growing and looking minibeasts -Explore how objects float
-Planting seeds and -Cooking and tasting home animal/minibeast/bird after plants that need -Explore local and sink (boats floating)
seedlings to grow grown produce habitats in this season water, sun, light to environments, minibeast and the forces of push and
vegetables. -Observe growth of -Observe the natural survive. hunt and different pull
-Observe and harvest produce planted at school. process of ice melting -Use related vocabulary to habitats - Use related vocabulary
produce from the school’s - Record the temperature -Record the temperature describe key features -Record the temperature for forces
“secret garden”. outside outside roots outside Float
- Tasting food from , leaf Sink
different cultures seeds Push
stem Pull
petalReception Long Term Curriculum Plan 2021-2022
SPECIFIC AREAS AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular
opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what
EXPRESSIVE ARTS
children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through
AND DESIGN the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear,
respond to and observe.
Give children an insight into new musical worlds. Invite musicians in to play music to children and talk about it. Encourage children to listen attentively to
music. Discuss changes and patterns as a piece of music develops. Music Express is used to provide a progressive model for the curriculum.
DEVELOPMENT MATTERS MY FAMILY AND GROWING FOOD WINTER SUNSHINE AND NATURE DETECTIVES UNDER THE SEA
ME WONDERLAND RAINBOWS
Art & DT -Encourage children to notice features in the natural world. Help them to define colours, shapes, texture and smells in their own words.
-Explore, use and refine a variety -Discuss and personally respond by using paint, wax crayons, colouring pencils, malleable materials, collage sculpture, junk modelling. Practise & rehearse
of artistic effects to express their
taught techniques through the continuous provision.
ideas and feelings.
-Visits from local artists /visits to art galleries/exhibitions provide inspiration and enriched experiences alongside the study of key artists.
- Return to and build on their
Inspiration: Artist, Inspiration: Local artist visit Inspiration; Artist, Inspiration: Artist: Georgia Inspiration: sculptor
previous learning, refining ideas
Piet Mondrian Artist/sculptor Inspiration: Artist Van Kandinsky -concentric O’Keefe- Red poppy Tony Plant – Sand Art
and developing their ability to
-Inspired to use Goldsworthy Gough – Starry Night circles painting -Inspired to make
represent them.
straight lines, shape, -Mixing colours and painting - Inspired by this artwork - Inspired to think of patterns using concentric
-Create collaboratively, sharing
primary and matching to Autumn -Inspired to use the to draw, paint, collage, and perspective (like a tiny ant circles in sand, on the
ideas, resources and skills
secondary colours leaves/colours texture, colours, and print. on a flower nearby) and talk beach and using paint,
-Represent fruit and -Using natural materials to movement in this painting -Watercolour paper and about colour, how many crayons, pencils.
Music -Adding black/white to wax crayons
vegetables by create simple sculptures different reds can you see -Inspired to use previously
-Listen attentively, move to and colours to make -Represent rainbows/sun
matching the colour outside. - Taking photos of flowers, learnt techniques from
talk about music, expressing their darker/lighter shades of using this technique and
and shape -Observe and draw zooming in different artists to
feelings and responses. blue when painting style
-Mix colours to match Autumn leaves (matching -Inspired by her artwork to recreate waves in the
-Watch and talk about dance and - Use colours that make
colour of facial colour and shape) -Using shades of colour to paint, draw using shades of ocean and patterns on sea
performance art, expressing their them feel happy
features -Preparing and cooking represent feeling cold or colour and working on a creatures
feelings and responses.
-Clean and prepare food (chopping, cutting) feeling sad. large scale.
-Sing in a group or on their own,
increasingly matching the pitch vegetables (chop and
and following the melody. use a knife properly)
-Explore and engage in music
making and dance, performing
solo or in groups.
Music Express Nursery Rhymes Winter songs Easter songs High low
Nativity songs Moving patterns
Harvest songs Working world Growth and change Growth and change
Special peopleReception Long Term Curriculum Plan 2021-2022
Reception Long Term Curriculum Plan 2021-2022
Appendix
Progression of skills for History Teams channel -Teaching and learning
Creative Curriculum
Progression of skills for Geography Teams channel -Teaching and learning
Creative Curriculum
Progression of skills for Art and DT Teams channel -Teaching and learning
Creative Curriculum
Progression of skills for Music Teams channel -Teaching and learning
Creative Curriculum
Progression of skills for Science Teams channel -Teaching and learning
Science
PE Long Term Plan Teams channel -Teaching and learning
PE
Progression of skills for Furthering Social justice Teams channel -Teaching and learning
Creative Curriculum
Reception Curriculum and Assessment Guidance Teams channel -Teaching and learning
EYFS
EYFS Policy Teams channel -Teaching and learning
EYFS
Development Matters 2021 Teams channel -Teaching and learning
EYFS
Handwriting Policy Teams channel -Teaching and learning
English
Phonics Policy and Little Wandle Phonics Scheme Teams channel -Teaching and learning
English
Trust Reading Guidance Teams channel -Teaching and learning
English
Subject Specific vocabulary – Tier 3 BelowReception Long Term Curriculum Plan 2021-2022
Vocabulary that is specific to each subject domain or area of learning in the Continuous Provision
History today, yesterday, tomorrow, day, week, month, year, present, past, future, when I was little, remember, ago, old, new, then, now, same,
different
Geography community, town, village, city, farm, beach, woods, desert, polar, jungle, rainforest, world, globe, earth
map, street, road, bridge, building, sea, river, lake, land, school, church, supermarket, house, flat
Science experiment, investigate, predict, sort, group, record, compare, describe
force, magnetic, non-magnetic, freeze, melt, boil, change, sink, float, plant, grow, flower, tree, soil, roots, stem, stalk, leaves, petals, trunk,
branches, seed, bud, blossom, life-cycle, body parts, baby, adult, skeleton, human
wood, metal, plastic, glass, rock, hard, rough, smooth
Art paint, draw, colour, mark-make, lines, circles, squares, rectangles, shapes, colour, mix, primary, secondary, texture, form,
sculpt, shape, print, technique, pattern, artist, sculptor
DT appearance, design, make, build, model, cut, join, shape, create, decorate, tools, ingredients, recipe, chop, cut, grate, peel
Music song, chorus, verse, tune, percussion instrument names, rhythm, loud, quiet, fast, slow, compose, dance, move, perform,
Computing is internet, iPad, app, camera, switch, digital, website, mobile phone, computer, laptop, mouse, keyboard, click, open, close, program, type,
embedded in all record, play, headphones, speaker, volume
areas of learning
Water Play full, empty, more, less, same, float, sink, evaporate, liquid, puddle, droplet, drift, absorbs, heavy/light, freezing, melting, ice
Sand play fall, fallen down, fill, full, half-full, overflow, pile, press, damp, crumbly, lumpy, gritty, solid
Block/ circle, triangle, square, shape, flat, curved, straight, round, hollow, solid, corner (point, pointed), cube, sphere, pyramid, cone
construction play Positional language: Over, under, above, below, top, bottom, side on, in, outside, inside, behind, front, back, before, after, besides, next to,
opposite
join, shape, design, build, model, cut, shape, stickYou can also read
