We teach minds to think, hands to do and hearts to love.
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Our Class 1 Curriculum 2020-21 |
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In Reception, we cover 7 areas of learning. Throughout the year we deliver a range of activities which will lead children towards an understanding of the end of year goals outlined below. The activities we plan ensure that these key objectives are revisited through different experiences and in different contexts to embed the children’s learning and deepen their understanding throughout the year. In Reception, we approach learning through a main topic and author, using this as the starting point before moving learning forward throughout the term using the interests of the individual children as the focus for activities. |
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Autumn Term: Spring Term: Summer Term: |
Julia Donaldson, My world, My Family and Me Sue Hendra/Traditional Tales, God’s Wider World Roger Hargreaves, The Great Outdoors |
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Area |
Early Learning Goal |
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Communication and Language |
Listening, Attention and Understanding - Listen attentively and respond appropriately 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 teacher and peers.
Speaking - Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; - Offer explanations for 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 accurate use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. |
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Personal, Social and Emotional Development |
Self-Regulation - 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.
Managing Self - 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.
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 to others’ needs. |
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Physical Development |
Gross Motor - Negotiate space and obstacles safely, with consideration for themselves and others; - Demonstrate strength, balance and coordination when playing; - Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Fine Motor - Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases; - Use a range of small tools, including scissors, paint brushes and cutlery; |
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Literacy |
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.
Word Reading - Say a sound for each letter in the alphabet and at least 10 digraphs; - Read words consistent with their phonic knowledge by sound-blending; - Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
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.
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Mathematics |
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 aides) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Patterns - Count confidently beyond 20, recognising the pattern of the counting system; - Compare sets of objects up to 10 in different contexts, considering size and difference; - Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Develop the curiosity about number, shape, space and measure. |
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Understanding of the World |
Past and Present
People, Culture and Communities
The Natural World
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Expressive Arts and Design |
Creating with Materials
and techniques, experimenting with colour, design, texture, form and function;
have used;
playing characters in narratives and stories.
Being Imaginative and Expressive
others, and – when appropriate – try to move in time with music. Famous Artists |