Reception Long Term Plan 2021 2022 - Griffe Field Primary ...
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Reception Long Term Plan
2021 - 2022
At Griffe Field Primary School we offer a curriculum rich in wonder and memorable experiences. We work
hard to provide a stimulating environment that provides exciting opportunities, promotes challenge,
exploration, adventure and a real love of learning.
It is our intent that all children develop physically, verbally, cognitively and emotionally in an environment
which values all cultures, communities and people. We aim for our children to be confident and independent,
to believe in themselves and interact positively with others.
1
Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL ALL ABOUT ME! TERRIFIC TALES! AMAZING COME OUTSIDE! TICKET TO RIDE! FUN AT THE
THEMES Starting school / getting Traditional Tales ANIMALS! Plants & Flowers The Derby project SEASIDE!
to know my new class Little Red Hen linked to Weather / seasons Finding out about ways
Life cycles of butterflies, Who lives under the sea?
NB: These themes Being me in my world Harvest festival The great outdoors to travel in Derby.
frogs and hens Holiday clothes and
may be adapted at Superheroes linked to Weekly visits to the Planting seeds Where in the world have
Safari animals packing.
various points to People who help us school library Make a sculpture/ you been?
Animals around the Where in the world shall
allow for children’s My family and PSED Where has the transient nature art Where do we live in the
world we go?
interests to flow
focus on what am I Gingerbread Man been – linked to Andy UK / world?
Climates / Hibernation Send me a postcard!
through the provision linked to UTW Goldsworthy Fly me to the moon!
good at?(linked to Minibeasts Marine life
The Nativity How can we look after Finding out about
Elmer transition from Sea creatures Fossils – Mary Anning
Christmas Lists our Earth and animals? vehicles past and Present
FS1 Summer activity) Animal Arts and crafts Dinosaurs – how do we
Letters to Father Designing our own
Being kind and making Christmas and walking to Animal patterns know about them?
vehicles.
friends Happy Habitats
post them in groups Who was Neil
Armstrong?
POSSIBLE Elmer Christmas Story / The Bad Tempered Oliver’s Vegetables The Way Back Home Tiddler
Owl Babies Nativity Ladybird Jack and the Beanstalk Mr. Gumpy’s Outing The Tickly Octopus
TEXTS AND Ruby’s Worry Rama and Sita Aghh Spider! Jasper’s Beanstalk Bob, The Man on the What the Ladybird heard
‘OLD Meesha Makes Friends The Gingerbread Man Giraffes Can’t Dance Tidy Moon at the Seaside
Ravi’s Roar The Enormous Turnip Walking Through The Someone Swallowed Whatever Next! The Storm Whale
FAVOURITES’ Tilda Tries Again Little Red Hen Jungle Stanley How to Catch a star Dinosaur non-fiction
The See Saw Tiger who came to tea Dear Zoo The Way Back Home. books
Perfectly Norman The Rainbow Fish Tyrannosaurus Drip
Pumpkin Soup Sharing a Shell Dinosaurs vs Humans
ENRICHMENT Autumn nature walk Bonfire Night Chinese New Year Reading Picnic with Walk around Heatherton Under the Sea – singing
linked to the story - Leaf Christmas Time / Story Telling Week parents and to the park songs and sea shanties
OPPORTUNITIES Man Nativity Random Acts of Kindness Planting seeds Map work - make a map Fossil hunting
/ ‘WOW Remembrance Day Diwali and Hannukah Week Easter time of our way to school/to Dinosaur theme day
Nurse / Firefighter/police Remembrance day Valentine’s Day Nature Scavenger Hunt the park Father’s Day
MOMENTS’ visit Road Safety Internet Safety Day Vincent Van Gogh Study Start of Ramadan Heathy Eating Week
Harvest Time Bedtime story evening Safari explorers theme Mother’s Day Eid World Environment Day
Birthday celebrations in Children in Need week. Queen’s Birthday Visit to Twycross zoo Ice cream van visit
the home corner Anti- Bullying Week Science Week
Halloween Theatre trip Easter Egg Hunt GRIFFE FEST
Nursery rhyme week
2Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
CHARACTERISTICS Playing and exploring:
OF EFFECTIVE Children investigate and experience things, and ‘have a go’. Children who actively participate in their own play develop a larger store of
LEARNING information and experiences to draw on which positively supports their learning
Active learning:
Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop
into self-regulating, lifelong learners they are required to take ownership, accept challenges and learn persistence.
Creating and thinking critically:
Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences
which help them to solve problems and reach conclusions.
OVER Unique Child
ARCHING Every child is unique and has the potential to be resilient, capable, confident and self-assured.
PRINCIPLES Positive Relationships
Children flourish with warm, strong & positive partnerships between all staff and parents/carers. This promotes independence across the
EYFS curriculum. Children and practitioners are NOT alone – embrace each community.
Enabling environments
Children learn and develop well in safe and secure environments where routines are established and where adults respond to their
individual needs and passions and help them to build upon their learning over time.
Learning and Development: Children develop and learn at different rates (not in different ways as it stated 2017). We must be aware of
children who need greater support than others.
PLAY
At Griffe Field Primary School We understand that play is an integral part of learning and this is at the heart of our early years curriculum.
We believe that the correct mix of adult directed and uninterrupted child initiated play ensures the best outcomes for pupils. Warm and
positive relationships between staff and children, consistent routines and strong relationships with parents are key.
We recognise the crucial role that early year’s education has to play in providing firm foundations upon which the rest of a child’s
education is successfully based.
3Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL AMAZING FUN AT THE
ALL ABOUT ME! TERRIFIC TALES! COME OUTSIDE! TICKET TO RIDE!
THEMES ANIMALS! SEASIDE!
OUR Mutual Mutual Rule of law Individual Democracy Recap all
BRITISH
VALUES respect Tolerance We all know that we
have rules at school
liberty We all have the right to
be listened to.
British Values
We are all unique. Everyone is valued, all that we must follow. We all have the right to We respect everyone Fundamental British
ASSEMBLIES We respect differences cultures are celebrated We know who to talk to have our own views. and we value their
between different We are all respected as Values underpin what it
PSHE and we all share and if we do not feel safe. different ideas and
CIRCLE TIMES people and their beliefs individuals. is to be a citizen in a
respect the opinions of We know right from opinions. modern and diverse
in our community, in others. wrong. We feel safe to have a We have the
this country and all go at new activities. Great Britain valuing
Mutual tolerance of We recognise that we opportunity to play our community and
around the world. are accountable for our We understand and with who we want to
All cultures are learned , those with different celebrate the fact that celebrating diversity of
actions. play with. the UK.
respected, and faiths and beliefs and everyone is different.
We must work together We listen with intrigue Fundamental British
celebrated. for those without faith. as a team when it is and value and respect Values are not exclusive
necessary. the opinions of others. to being British and are
shared by other
democratic countries.
ASSESSMENT Analyse Nursery On going assessments GLD Projections for EOY Pupil progress meetings Trust moderation Pupil progress meetings
OPPORTUNITIES Assessments Baseline analysis Trust moderation Parents evening info EYFS team meetings Parents evening info
In-house - Baseline data Pupil progress meetings EYFS team meetings EYFS team meetings Writing/reviewing PLPs EYFS team meetings
on entry Parents evening Phase meeting and Writing/reviewing PLPs EOY data
National Baseline data EYFS team meetings internal moderations
by end of term In house moderation EYFS data
Phonic Interventions Midterm Assessments Writing/reviewing PLPs
Writing/reviewing PLPs Writing/reviewing PLPs
PARENTAL Staggered Start Wow moments Wow moments Wow moments Wow moments Wow moments
INVOLVEMENT Parents Evening Nativity Parents to share a story Parents Evening RSE parent meeting Summer report
Home/School Maths workshop Random acts of Spring reports Reading picnic Parents Evening
Agreement Parents Evening kindness challenge
Wow moments Bedtime story evening
Phonics workshop Autumn reports
4Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL AMAZING FUN AT THE
ALL ABOUT ME! TERRIFIC TALES! COME OUTSIDE! TICKET TO RIDE!
THEMES ANIMALS! SEASIDE!
COMMUNICATION The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions
AND LANGUAGE from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with
Talk to parents about
adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and
what language they echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children,
speak at home, try and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed
and learn a few key new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children
words and celebrate
multilingualism in
share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become
your setting. comfortable using a rich range of vocabulary and language structures.
Whole EYFS Focus Welcome to EYFS Tell me a story! Tell me why! Talk it through! What happened? Time to share!
– C&L is developed Settling in activities Settling in activities Using language well. Encourage and model Re-read some favourite Show and tell
throughout the Making friends Develop vocabulary Encourage and model the use of time stories/ stories we have Read aloud books to
year through high
Children talking about Discovering Passions the use of how and why connectives when uses in our learning to children that will extend
quality
experiences that are Tell me a story - questions during new children are telling their revisit and consolidate their knowledge of the
interactions, daily
group discussions, familiar to them retelling stories time. news from home or vocabulary and events – world and illustrate a
sharing circles, through the use of news Story language Discovering Passions retelling stories. making our learning current topic.
PSHE times, from home books. Word hunts Retelling a story with sticky!
stories, singing, Rhyming and Listening and story language – Understand how to Select books containing
speech and alliteration responding to stories provide puppets and listen carefully and why photographs and
language Shared stories Following instructions props in CP. listening is important – pictures, for example,
interventions, Pie Model talk routines Takes part in discussion Encourage and model children to listen places with different
Corbett T4W
through the day. For Understands how to describing events in carefully and ask good weather types,
actions, EYFS
example, arriving in listen carefully and why some detail during new questions during news dinosaurs and seaside
productions,
assemblies and school: “Good morning, listening is important – time and in the puppet time. destinations. Model
weekly how are you?” introducing talking area. using the features of
interventions. partners. Listen to and talk about Sustained focus when non-fiction books.
Use new vocabulary stories to build listening to a story
through the day. familiarity and
DAILY STORY
Carefully chosen stories understanding.
TIME to develop the Learn rhymes, poems
children’s vocabulary. and songs.
5Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL AMAZING FUN AT THE
ALL ABOUT ME! TERRIFIC TALES! COME OUTSIDE! TICKET TO RIDE!
THEMES ANIMALS! SEASIDE!
PERSONAL, Being Me In My World Celebrating Difference Dreams and Goals Healthy Me Relationships Changing Me
SOCIAL AND
EMOTIONAL • I can help others to feel • I can talk about what I • I understand that if I • I understand that I need • I can identify some of the • I can name parts of the
welcome. am good at. persevere I can tackle to exercise to keep my jobs I do in my family body
DEVELOPMENT • I can begin to recognise • I understanding that challenges body healthy and how I feel like I • I can tell you some
MANAGING and manage my own being different makes us • I can tell you a time that • I understand that moving belong things I can do and foods
SELF feelings all special I didn’t give up and resting are good for • I know how to make I can eat to be healthy
• I understand why it is • I know ways that we are • I can set a goal and work my body friends to stop myself • I understand that we all
good to have kind and different and the same towards it • I know which foods are from feeling lonely grow from babies to
gentle hands • I can tell you how to be a • I can use kind words to healthy and not healthy • I can think of ways to adults
• I am beginning to kind friend encourage people • I know how to help solve problems and stay • I can express how I feel
PSHE JIGSAW understand w h a t • I can tell you why my • I know what it means to myself go to sleep and friends about moving to Year 1
SCHEME responsible means home is special to me feel proud of myself. why it is good for me • I am starting to • I can talk about my
• I know ways to stand up • I can wash my hands understand the impact of worries and/or the
for myself. thoroughly and I know unkind words things I am looking
why it is important to • I can use Calm Me time forward to about being
stay healthy to manage my feelings in Year 1
• I know what a stranger • I know how to be a good • I can share my memories
is and how to keep safe if friend of the best bits of this
a stranger approaches year in Reception
me
Linked stories Linked stories Linked stories Linked stories Linked stories Linked stories
Dogger Hands are not for Elmer Love Monster Never Talk To Strangers Mable and Me I wonder why kangaroos
hitting Barry the Fish with Fingers Don’t Worry Hugless Not Everyone is Nice George and Martha have pouches
The Family Book Douglas Huge Bag of Worries
The Dog and the Dolphin Look inside your body
-Controlling own feelings and behaviours
-Applying personalised strategies to return to a state of calm
-Being able to curb impulsive behaviours
SELF - -Being able to concentrate on a task
-Being able to ignore distractions
REGULATION -Behaving in ways that are pro-social
-Planning
-Thinking before acting
-Delaying gratification
-Persisting in the face of difficulty.
6Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL AMAZING FUN AT THE
ALL ABOUT ME! TERRIFIC TALES! COME OUTSIDE! TICKET TO RIDE!
THEMES ANIMALS! SEASIDE!
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
develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and
DEVELOPMENT
positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities
for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and
agility. 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, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency,
control and confidence.
Threading, cutting, weaving, Threading, cutting, weaving, Threading, cutting, weaving, Threading, cutting, weaving, Threading, cutting, weaving, Threading, cutting, weaving,
FINE MOTOR playdough, Fine Motor playdough, Fine Motor playdough, Fine Motor playdough, Fine Motor playdough, Fine Motor playdough, Fine Motor
activities. activities. activities. activities. activities. activities.
Daily opportunities for
Manipulate objects with good Develop muscle tone to put Begin to form letters correctly Hold pencil effectively with Develop pencil grip and letter Form letters correctly
Fine Motor Activities fine motor skills pencil pressure on paper Use Han d l e t ool s , obje c t s , comfortable grip Forms formation continually Copy a square
Continuously check the Draw lines and circles using tools to effect changes to construction and malleable recognisable letters most Use one hand consistently for Begin to draw diagonal lines,
process of children’s
gross motor movements materials Show preference for materials with increasing correctly formed. fine motor tasks like in a triangle / Start to
handwriting (pencil grip
Hold pencil/paint brush dominant hand control Cut along a straight line with colour inside the lines of a
beyond whole hand grasp Engage children in structured Encourage children to draw scissors / picture
and letter formation,
Pencil Grip activities: guide them in what freely. Start to cut along a curved Start to draw pictures that are
including directionality).
to draw, write or copy. Teach Holding Small Items / line, like a circle / Draw a recognisable /
Provide extra help and
and model correct letter Button Clothing / cross Build things with smaller
guidance when needed.
formation. Cutting with Scissors linking blocks, such as Duplo
or Lego
GROSS Cooperation games including Ball skills- throwing and Ball skills- aiming, dribbling,
Balance- children moving with Obstacle activities Races / team games involving
parachute games. catching. pushing, throwing & catching, confidence children moving over, under, gross motor movements
MOTOR Climbing using the outdoor Crates play- balancing and patting, or kicking Dance related activities in the through and around dance related activities
equipment climbing. Ensure that spaces are stage area. equipment Allow less competent and
Daily opportunities Different ways of moving to Hula hoops for skipping in accessible to children with Provide opportunities for Encourage children to be confident children to spend
be explored with children outside area varying confidence levels, children to, spin, rock, tilt, highly active and get out of time initially observing and
for Gross Motor Help individual children to Provide a range of wheeled skills and needs. fall, slide and bounce. breath several times every listening, without feeling
Development develop good personal resources for children to Use picture books and other day. Provide opportunities for pressured to join in.
hygiene. Acknowledge and balance, sit or ride on, or pull Provide a wide range of resources to explain the children to, spin, rock, tilt, Gymnastics ./ Balance
praise their efforts. Provide and push. Two-wheeled activities to support a broad importance of the different fall, slide and bounce.
regular reminders about balance bikes and pedal bikes range of abilities. aspects of a healthy lifestyle. Dance / moving to music
thorough handwashing and without stabilisers
toileting.
PE with Miss Fundamental skills – Fundamental skills Dance Gymnastics – floor Ball skills – throwing and Ball skills – bat and ball
spatial awareness and ball catching
Dulai control
7Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL AMAZING FUN AT THE
ALL ABOUT ME! TERRIFIC TALES! COME OUTSIDE! TICKET TO RIDE!
THEMES ANIMALS! SEASIDE!
LITERACY It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both
reading and writing) starts from birth. It only develops when adults talk with children about the world around them and 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 speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy
recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)
Joining in with rhymes and Retell stories related to events Making up stories with Information leaflets about Stories from other cultures and Can draw pictures of
showing an interest in stories through acting/role play. themselves as the main animals in the garden/plants traditions characters/ event / setting in a
with repeated refrains. Christmas letters/lists. Retelling character. Encourage children to and growing. story
COMPREHENSION Environment print. Having a stories using images and Pie record stories through picture Retell a story with actions and /
favourite story/rhyme. Corbett Actions to retell the drawing/mark making for LAs. Re-read books to build up their or picture prompts as part of a Listen to stories, accurately
Developing a passion Understand the five key story – Story Maps. Retelling of confidence in word reading, group - Use story language anticipating key events &
for reading concepts about print: - print has Read simple phrases and their fluency and their when acting out a narrative. respond to what they hear with
stories. Editing of story maps
meaning - print can have sentences made up of words understanding and enjoyment. Rhyming words. relevant comments, questions
Children will visit the and orally retelling new stories.
different purposes - we read with known letter–sound World Book Day and reactions.
English text from left to right Non-Fiction Focus Retelling of
library weekly/have 3 correspondences and, where Parents reading stories
and from top to bottom - the stories.
opportunities to necessary, a few exception Uses vocabulary and forms of Make predictions
names of the different parts of a Sequence story – use vocabulary
words. speech that are increasingly Can explain the main events of
change their reading book of beginning, middle and end.
influenced by their experiences a story - Can draw pictures of Beginning to understand that a
books per week and Sequencing familiar stories Blend sounds into words, so characters/ event / setting in a
of books. non-fiction is a non-story- it
read to their reading through the use of pictures to that they can read short words story. May include labels, gives information instead.
tell the story. Recognising initial made up of known letter– sound sentences or captions.
buddies once a week. They develop their own Fiction means story. - Can point
sounds. Name writing activities. correspondences.
narratives and explanations by to front cover, back cover,
Engage in extended Enjoys an increasing range of connecting ideas or events spine, blurb, illustration,
conversations about stories, books
learning new vocabulary. illustrator, author and title.
WORD Sort books into categories.
READING Phonic Sounds: s a t p i n m d Phonic Sounds: ff ll ss j v w x Phonic Sounds: ai ee igh oa Phonic Sounds:Review Phase Phonic learning: Short vowels Phonic learning: Phase 3 long
g o c k ck e u r h b f l y z zz qu ch sh th ng nk oo oo ar or ur ow oi ear air er 3 with adjacent consonants • vowel graphemes with
Children will practice Tricky words: is I the Tricky words: put* pull* full* Tricky words: was you they Tricky words: review the CVCC CCVC CCVCC CCCVC adjacent consonants • CVCC
word reading during as and has his her go no to my by all are sure pure words taught so far CCCVCC • longer words and CCVC CCCVC CCV CCVCC •
phonics lessons, in Reading: Initial sounds, oral into she push* he of we me be Reading: Rhyming strings, compound words words ending in suffixes: –ing,
independent learning blending, CVC sounds, Reading: Blending CVC common theme in traditional Reading: Story structure- Tricky words: said so have –ed /t/, –ed /id/ /ed/, –ed /d/ –
reciting known stories, sounds, rhyming, alliteration, tales, identifying characters like some come love do were er, –est • longer words and
in the continuous beginning, middle, end.
listening to stories with knows that print is read from and settings. here little says there when compound words
provision, while Innovating and retelling
attention and recall. left to right. Spotting what one out today Tricky words: Review all
reading their reading Help children to read the stories to an audience, non-
diagraphs in words. Provide opportunities for Reading: Non-fiction texts, taught so far.
books and practicing sounds speedily. This will fiction books.
children to read words Internal blending, Naming Reading: Reading simple
their set HFW make sound-blending easier Show children how to touch containing familiar letter letters of the alphabet.
Listen to children read some sentences with fluency.
Listen to children read aloud, each finger as they say each groups: ‘that’, ‘shop’, ‘chin’, Distinguishing capital letters
longer words made up of Reading CVCC and CCVC
ensuring books are consistent sound. For exception words ‘feet’, ‘storm’, ‘night’. and lower case letters.
letter-sound correspondences words confidently.
with their developing phonic such as ‘the’ and ‘said’, help they know: ‘rabbit’, ‘himself’,
knowledge children identify the sound ‘jumping’. End of term assessments
that is tricky to spell.
8Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL AMAZING FUN AT THE
ALL ABOUT ME! TERRIFIC TALES! COME OUTSIDE! TICKET TO RIDE!
THEMES ANIMALS! SEASIDE!
WRITING Texts as a Stimulus: Texts as a Stimulus: Texts as a Stimulus: Texts as a Stimulus: Texts as a Stimulus: Texts as a Stimulus:
Elmer Christmas Story The Bad Tempered The Tiny Seed The Snail and the Whale Tiddler
Texts may change due Owl Babies Rama and Sita Ladybird Oliver’s Vegetables The Way Back Home The Tickly Octopus
to the children’s Tilda Tries Again The Gingerbread Man Aghh Spider! Jack and the Beanstalk The Naughty Bus What the Ladybird
interests
The Enormous Turnip Giraffes Can’t Dance Jasper’s Beanstalk Mr. Gumpy’s Outing Heard at the Seaside
Children will b e Little Red Hen Walking Through The Tidy The Train Ride The Storm Whale
experimenting with Tiger Who Came To Tea Jungle Someone SwallowedBob, The Man on the Dinosaur non-fiction
mark-making and Dear Zoo Stanley Moon books
writing patterns in a Labelling using initial The Rainbow Fish Whatever Next! Tyrannosaurus Drip
range of mediums. sounds. Sharing a Shell How to Catch a Star Dinosaurs vs Humans
They will begin to Drawing and labelling The Way Back Home.
develop a dominant Oralling telling stories our own story maps,
hand and work towards sometimes with adults Writing some of the Story writing, writing
writing captions and
a tripod grip. acting as scribes tricky words such as I, Writing lists e.g. what sentences using a range
labels, writing simple
Children will start to me, my, like, to, the. would we pack to take of tricky words that are
sentences.
give meaning to marks Writing CVC words to Writing CVC words, to space? spelt correctly.
and labels. label characters from Labels using CVC,
the Little Red Hen and Writing short sentences Writing for a purpose Beginning to use full
CVCC, CCVC words.
Writing initial sounds The enormous turnip. to accompany story in role play using stops, capital letters
and simple captions. Guided writing based maps. phonetically plausible and finger spaces.
Writing simple captions around dev eloping attempts at words,
Use initial sounds to about pictures from short sentences about Order the Easter story. beginning to use finger Innovation of familiar
label characters / traditional tales e.g. it is animal facts/looking Labels and captions – texts Using familiar
spaces.
images. a hen. after animals and life cycles texts as a model for
habitats. Form lower-case and writing own stories.
Children will begin to Help children identify Character descriptions. capital letters correctly. Character description –
write letters from their the sound that is tricky Rhyming words. Tyrannosaurus drip and
Write 2 sentences Tiddler
names. to spell.
Recount of our trip to
Sequence stories such as Twycross zoo.
Name writing practice.
The Tiger that came to
tea/Christmas story.
9Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL AMAZING FUN AT THE
ALL ABOUT ME! TERRIFIC TALES! COME OUTSIDE! TICKET TO RIDE!
THEMES ANIMALS! SEASIDE!
MATHEMATICS Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should
be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.
By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens
frames for 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 curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of
mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns
and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
Early Mathematical Numbers within 6 Numbers within 10 Grouping and sharing Shape and pattern Depth of numbers
Experiences • Count up to six objects. • Count up to ten objects • Counting and sharing in • Describe and sort 2D and within 20
• Counting rhymes and songs • One more or one fewer • Represent, order and equal groups 3D shapes • Explore numbers and
• Classifying objects based on • Order numbers 1 – 6 explore numbers to ten • Grouping into fives and tens • Recognise, complete and strategies
one attribute • Conservation of numbers • One more or fewer, one • R e l a t i o n s h i p b e t w e e n create patterns • Recognise and extend
• Matching equal and unequal within six greater or less grouping and sharing patterns
sets Addition and • Apply number, shape and
• Comparing objects and sets. Addition and Addition and Numbers within 20 subtraction within 20 measures knowledge
• Subitising. subtraction within 6 subtraction within 10 • Count up to 10 objects • Commutativity (e.g. 3+2 is • C ou n t f o rw a rd s an d
backwards
• Ordering objects and sets / • Explore zero • Explore addition as counting • Represent, order and the same as 2+3)
introduce manipulatives. on and subtraction as explore numbers to 15 • Explore addition and
• Explore addition and taking away subtraction Numbers beyond 20
• Number recognition. subtraction • One more or fewer
• 2D Shapes. • Compare two amounts • One more one less
Numbers within 15 Doubling and halving • Relationship between • Estimate and count
Measures
Pattern and early • Count up to 15 objects and • Doubling and halving & the doubling and halving • Grouping and sharing
• Estimate, order compare, r e c o g n i s e d i f f e r e n t relationship between them
number discuss and explore
representations Money
• Recognise, describe, copy capacity, weight and • Order and explore numbers
and extend colour and size lengths • Coin recognition and values
to 15
patterns • Combinations to total 20p
Shape and sorting • One more or fewer
• Count and represent the • Change from 10p
numbers 1 to 3 • Describe, and sort 2-D & 3-D
• Estimate and check by shapes Measures
counting. • Describe position accurately • Describe capacities
• Recognise numbers in the • Compare volumes
environment. Calendar and time • Compare weights
• A number a week. • Days of the week, seasons • Estimate, compare and
• Sequence daily events order lengths
10Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL AMAZING FUN AT THE
ALL ABOUT ME! TERRIFIC TALES! COME OUTSIDE! TICKET TO RIDE!
THEMES ANIMALS! SEASIDE!
UNDERSTANDING Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their
THE WORLD knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important 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
Science reading comprehension.
History
Geography • Identifying their family. Commenting • Can talk about what they have done • Listening to stories and placing events • Trip to our local park (to link with • Use Handa’s Surprise to explore a different • To understand where dinosaurs are
RE / Festivals on photos of their family; naming with their families during Christmas’ in chronological order. seasons); discuss what we will see on country. now and begin to understand that
who they can see and of what
relation they are to them.
in the past.
• What can we do here to take care of our journey to the park and how we
will get there.
• Discuss how they got to school and what
they were alive a very long time ago.
Our RE Curriculum • Show photos of how Christmas used animals in the jungle? mode of transport they used. Introduce the • Learn about what a palaeontologist is
• Can talk about what they do with to be celebrated in the past. Use • Introduce the children to recycling children to a range of transport and where
and how they explore really old
enables children to
their family and places they have world maps to show children where • Compare animals from a jungle to and how it can take care of our
they can be found.
artefacts. Introduce Mary Anning as
develop a positive sense been with their family. Can draw some stories are based. Use the Jolly those on a farm. world. Look at what rubbish can do • Look at the difference between transport in the first female to find a fossil.
of themselves and others
and learn how to form
similarities and make comparisons Postman to draw information from a • Explore a range of jungle animals. to our environment and animals. this country and one other country.
Encourage the children to make simple • Materials: Floating / Sinking – boat
between other families. Name and map and begin to understand why Learn their names and label their Create opportunities to discuss how
comparisons. building Metallic / non-metallic
positive and respectful describe people who are familiar to maps are so important to postmen. body parts. Could include a trip to we care for the natural world around
relationships. them.
• Share different cultures versions of the zoo. us. • Use bee-bots on simple maps. Encourage the objects
• Read fictional stories about families famous fairy tales. • Nocturnal Animals Making sense of • Can children make comments on the children to use navigational language. • Seasides long ago – Magic Grandad
They will begin to and start to tell the difference
• To introduce children to a range of different environments and habitats weather, culture, clothing, housing. • Can children talk about their homes and • Share non-fiction texts that offer an
understand and value the between real and fiction. Talk about
• Use images, video clips, shared texts • Change in living things – Changes in • Look out for children drawing/painting or ienvironments.
what there is to do near their homes?
fictional characters and creatures nsight into contrasting
differences of individuals members of their immediate family
and community. from stories and to begin to and other resources to bring the the leaves, weather, seasons,
and groups within their
• Navigating around our classroom and
differentiate these characters from wider world into the classroom. • Explore the world around us and see
constructing their homes.
• Listen to how children communicate
how it changes as we enter Summer. • Encourage them to comment on what their
own community. real people in their lives. Listen to what children say about their understanding of their own
outdoor areas. Create treasure hunts
Children will have to find places/ objects within our • Stranger danger (based on Jack and what they see Provide opportunities for children to home is like. Show photos of the children’s
homes and encourage them to draw
e n v i ro n m en t a n d c o n t ra st i n g
environments through conversation
opportunity to develop
learning environment. the beanstalk). Talking about • Listen to children describing and note and record the weather. comparisons.
and in play.
• Introduce children to different
occupations and how to identify
strangers that can help them when
commenting on things they have seen • Building a ‘Bug Hotel’ • Environments – Features of local environment
their emerging moral and whilst outside, including plants and
cultural awareness.
occupations and how they use they are in need. animals. • Draw children’s attention to the
Maps of local area Comparing places on
Google Earth – how are they similar/
transport to help them in their jobs.
• Understand some important processes • After close observation, draw pictures immediate environment, introducing different?
• Listen out for and make note of and changes in the natural world of the natural world, including
and modelling new vocabulary where
• Introduce the children to NASA and America.
ch i l d ren’ s d i scu ssi on b etw een around them, including the seasons appropriate.
animals and plants
themselves regarding their experience and changing states of matter • Encourage interactions with the • Introduce children to significant figures who
of past birthday celebrations. (freezing, melting, floating/sinking) outdoors to foster curiosity and give have been to space and begin to understand
that these events happened before they were
• Long ago – How time has changed. • Can name and explore their 5 senses, children freedom to touch, smell and born.
hear the natural world around them
explaining in simple terms what their
5 senses are. during hands-on experiences. • Can children differentiate between land and
water.
• Look for children incorporating their
understanding of the seasons and • Take children to places of worship and places
of local importance to the community.
weather in their play.
• Use the BeeBots
Special celebrations Special celebrations Special celebrations Special celebrations Special celebrations Specail celebrations
Diwali Chinese New Year Summer Solstice
Harvest festival Hannukah Shrove Tuesday / Ash Wednesday Holi Eid Eid
Christmas St David’s Day Palm Sunday
Easter
Vaisakhi
Start of Ramadan
11Reception Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL AMAZING FUN AT THE
ALL ABOUT ME! TERRIFIC TALES! COME OUTSIDE! TICKET TO RIDE!
THEMES ANIMALS! SEASIDE!
EXPRESSIVE Join in with familiar Use different textures Rousseau’s Tiger / Make different textures; Design and make Sand pictures / Rainbow
songs. and materials to make animal prints / make patterns using rockets. Design and fish collages
ARTS AND make objects they may
houses for the three Designing homes for different colours
Beginning to mix primary
DESIGN little pigs and bridges hibernating animals. need in space, thinking Lighthouse designs
colours to make secondary Children will explore
for the Three Billy Goats about form and
colours.
Collage owls / ways to protect the function. Paper plate jellyfish
Joins in with role play Listen to music and symmetrical butterflies growing of plants by
games and uses resources make their own dances Children will be designing scarecrows Learn a traditional Puppet shows: Provide
available for props; build in response. encouraged to select the and light catchers using African song and dance a wide range of props
models using construction tools and techniques old CDs. and perform it. for play which
equipment. Clay diva lamps/salt they need to assemble encourage imagination.
dough Christmas materials that they are Collage animals / Encourage children to
Sings call-and-response
baubles. using e.g creating Making houses. Pastel create their own music. Salt dough fossils
songs, echoing phases
drawings, printing, Junk modelling, houses,
adults sing. Firework pictures, animal masks.
patterns on Easter eggs, bridges boats and Water pictures, collage,
Self-portraits, junk
Christmas decorations, Making paper lanterns, Life cycles, Flowers-Sun transport. shading by adding
modelling, take picture of Christmas cards, Chinese writing, puppet flowers black or white, colour
children’s creations and Christmas songs/poems making, Chinese music Exploration of other mixing for beach huts,
record them explaining Mother’s Day crafts countries – dressing up making passports.
what they did. The use of story maps, and composition
Easter crafts Home in different costumes.
props, puppets & story Shadow Puppets Corner role play Colour mixing,wax
Exploring sounds (body bags will encourage Teach children different Retelling familiar resistant painting,
percussion and
children to retell, invent techniques for joining Artwork themed around stories. masking tape batik –
instruments) and how they
can be changed, tapping and adapt stories. materials, such as how minibeasts / The underwater pictures.
out of simple rhythms. to use adhesive tape, Seasons Creating outer of space
Role Play Party’s and pictures Father’s
treasury tags, paper
Provide opportunities to Celebrations Role Play Provide children with a Day Crafts
clips and different sorts Provide a wide range of
work together to develop of The Nativity range of materials for
of glue. props for play which
and realise creative ideas. encourage imagination children to construct
dressing up, with.
instruments, puppets
etc
12EARLY LEARNING GOALS
End of Year Expectations - Holistic / Best Fit Judgement
PERSONAL, SOCIAL
COMMUNICATION PHYSICAL UNDERSTANDING EXPRESSIVE ART
AND EMOTIONAL LITERACY MATHS
AND LANGUAGE DEVELOPMENT THE WORLD AND DESIGN
DEVELOPMENT
ELG: Listening, Attention and ELG: Self-Regulation ELG: Gross Motor Skills ELG: Comprehension ELG: Number ELG: Past and Present ELG: Creating with Materials
Understanding
Show an understanding of their own Negotiate space and obstacles safely, Demonstrate understanding of what Have a deep understanding of number Talk about the lives of the people Safely use and explore a variety of
Listen attentively and respond to feelings and those of others, and begin with consideration for themselves and has been read to them by retelling to 10, including the composition of around them and their roles in society. materials, tools and techniques,
what they hear with relevant to regulate their behaviour others. stories and narratives using their own each number; experimenting with colour, design,
questions, comments and actions accordingly. words and recently introduced Know some similarities and differences texture, form and function.
when being read to and during whole Demonstrate strength, balance and vocabulary. Subitise (recognise quantities without between things in the past and now,
class discussions and small group Set and work towards simple goals, drawing on their experiences and what Share their creations, explaining the
coordination when playing. counting) up to 5; - Automatically
interactions being able to wait for what they want has been read in class. process they have used; - Make use of
Anticipate – where appropriate – key recall (without reference to rhymes,
and control their immediate impulses props and materials when role playing
Move energetically, such as running, events in stories. counting or other aids) number bonds
Make comments about what they when appropriate. Understand the past through settings, characters in narratives and stories.
jumping, dancing, hopping, skipping up to 5 (including subtraction facts) characters and events encountered in
have heard and ask questions to
Give focused attention to what the and climbing. Use and understand recently and some number bonds to 10, books read in class and storytelling.
clarify their understanding ELG: Being Imaginative and
teacher says, responding appropriately introduced vocabulary during including double facts.
discussions about stories, non-fiction, Expressive
Hold conversation when engaged in even when engaged in activity, and ELG: Fine Motor Skills ELG: People, Culture and
back-and-forth exchanges with their show an ability to follow instructions rhymes and poems and during role- ELG: Numerical Patterns Communities Invent, adapt and recount narratives
teacher and peers involving several ideas or actions. Hold a pencil effectively in preparation play.
and stories with peers and their
for fluent writing – using the tripod Verbally count beyond 20, recognising Describe their immediate environment teacher.
ELG: Speaking ELG: Managing Self grip in almost all cases. ELG: Word Reading the pattern of the counting system; - using knowledge from observation,
Compare quantities up to 10 in discussion, stories, non-fiction texts Sing a range of well-known nursery
Participate in small group, class and Be confident to try new activities and Use a range of small tools, including Say a sound for each letter in the different contexts, recognising when and maps. rhymes and songs; Perform songs,
one-to-one discussions, offering their show independence, resilience and scissors, paint brushes and cutlery. alphabet and at least 10 digraphs. one quantity is greater than, less than rhymes, poems and stories with
own ideas, using recently introduced perseverance in the face of challenge. or the same as the other quantity. Know some similarities and differences others, and – when appropriate – try
vocabulary. Begin to show accuracy and care when Read words consistent with their between different religious and to move in time with music.
Explain the reasons for rules, know drawing. phonic knowledge by sound-blending. Explore and represent patterns within cultural communities in this country,
Offer explanations for why things right from wrong and try to behave numbers up to 10, including evens and drawing on their experiences and what
might happen, making use of recently accordingly. odds, double facts and how quantities has been read in class.
Read aloud simple sentences and
introduced vocabulary from stories, can be distributed equally.
Manage their own basic hygiene and books that are consistent with their
non-fiction, rhymes and poems when Explain some similarities and
personal needs, including dressing, phonic knowledge, including some
appropriate. differences between life in this country
going to the toilet and understanding common exception words.
and life in other countries, drawing on
Express their ideas and feelings about the importance of healthy food knowledge from stories, non-fiction
their experiences using full sentences, choices. ELG: Writing texts and – when appropriate – maps.
including use of past, present and
future tenses and making use of ELG: Building Relationships Write recognisable letters, most of ELG: The Natural World
conjunctions, with modelling and which are correctly formed.
support from their teacher. Work and play cooperatively and take Explore the natural world around
turns with others. Spell words by identifying sounds in them, making observations and
them and representing the sounds with drawing pictures of animals and
Form positive attachments to adults a letter or letters. plants.
and friendships with peers;.
Write simple phrases and sentences Know some similarities and differences
Show sensitivity to their own and to that can be read by others. between the natural world around
others’ needs. them and contrasting environments,
drawing on their experiences and what
has been read in class.
Understand some important processes
and changes in the natural world
around them, including the seasons
and changing states of matter.
13You can also read
