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Essendon C of E (VC) Primary School

Let us consider how to stir up one another to love and good works

Reception

 

Adult Directed Topics

Summer 1: Space

 

Summer 2: Homes and Special Places

 

Prime Areas of Learning and Development

Typical behaviour for pupils aged 40 – 60+ months

Communication and language

 

Physical Development

Personal, social and emotional development

Listening and attention

• Maintains attention, concentrates and sits quietly

 during appropriate activity.

• Two-channelled attention – can listen and do for short span.

 

Understanding

• Responds to instructions involving a two-part sequence.

• Understands humour, e.g. nonsense rhymes, jokes.

• Able to follow a story without pictures or props.

• Listens and responds to ideas expressed by others in conversation or discussion.

 

Speaking

• Extends vocabulary, especially by grouping and

 naming, exploring the meaning and sounds of new

 words.

• Uses language to imagine and recreate roles and

 experiences in play situations.

• Links statements and sticks to a main theme or

 intention.

• Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.

• Introduces a storyline or narrative into their play.

Moving and handling

• Experiments with different ways of moving.

• Jumps off an object and lands appropriately.

• Negotiates space successfully when playing racing

and chasing games with other children, adjusting

speed or changing direction to avoid obstacles.

• Travels with confidence and skill around, under, over and through balancing and climbing equipment.

• Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.

• Uses simple tools to effect changes to materials.

• Handles tools, objects, construction and malleable

materials safely and with increasing control.

• Shows a preference for a dominant hand.

• Begins to use anticlockwise movement and retrace vertical lines.

• Begins to form recognisable letters.

• Uses a pencil and holds it effectively to form

recognisable letters, most of which are correctly

formed.

 

Health and self-care

• Eats a healthy range of foodstuffs and understands need for variety in food.

• Usually dry and clean during the day.

• Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

• Shows understanding of the need for safety when

tackling new challenges, and considers and manages

some risks.

• Shows understanding of how to transport and store equipment safely.

• Practices some appropriate safety measures without direct supervision.

Self-confidence and self-awareness

• Confident to speak to others about own needs, wants, interests and opinions.

• Can describe self in positive terms and talk about

 abilities.

 

Managing feelings and behaviour

• Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.

• Aware of the boundaries set, and of behavioural

 expectations in the setting.

• Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.

 

Making Relationships

• Initiates conversations, attends to and takes account of what others say.

• Explains own knowledge and understanding, and

 asks appropriate questions of others.

• Takes steps to resolve conflicts with other children, e.g. finding a compromise.

Specific Areas of Learning

Typical behaviour for pupils aged 40 – 60+ months

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

 

Reading

• Continues a rhyming string.

• Hears and says the initial sound in words.

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

• Links sounds to letters, naming and sounding the letters of the alphabet.

• Begins to read words and simple sentences.

• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

• Enjoys an increasing range of books.

• Knows that information can be retrieved from books and computers.

 

Writing

• Gives meaning to marks they make as they draw, write and paint.

• Begins to break the flow of speech into words.

• Continues a rhyming string.

• Hears and says the initial sound in words.

• Can segment the sounds in simple words and blend them together.

• Links sounds to letters, naming and

 sounding the letters of the alphabet.

• Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

• Writes own name and other things such as labels, captions.

• Attempts to write short sentences in

 meaningful contexts.

Numbers

• Recognises some numerals of personal significance.

• Recognises numerals 1 to 5.

• Counts up to three or four objects by saying one number name for each item.

• Counts actions or objects which cannot be moved.

• Counts objects to 10, and beginning to count beyond 10.

• Counts out up to six objects from a larger group.

• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.

• Counts an irregular arrangement of up to ten objects.

• Estimates how many objects they can see and checks by counting them.

• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

• Finds the total number of items in two groups by counting all of them.

• Says the number that is one more than a given number.

• Finds one more or one less from a group of up to five objects, then ten objects.

• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.

• Records, using marks that they can interpret and explain.

• Begins to identify own mathematical problems based on own interests and fascinations.

 

Shape, space and measure

• Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.

• Selects a particular named shape.

• Can describe their relative position such as ‘behind’ or ‘next to’.

• Orders two or three items by length or height.

• Orders two items by weight or capacity.

• Uses familiar objects and common shapes to create and recreate patterns and build models.

• Uses everyday language related to time.

• Beginning to use everyday language related to money.

• Orders and sequences familiar events.

• Measures short periods of time in simple ways.

People and communities

• Enjoys joining in with family customs and routines.

 

The world

• Looks closely at similarities, differences, patterns and change.

 

Technology

• Completes a simple program on a

 computer.

• Interacts with age-appropriate computer software.

Exploring and using media and materials

• Begins to build a repertoire of songs and dances.

• Explores the different sounds of

 instruments.

• Explores what happens when they mix colours.

• Experiments to create different textures.

• Understands that different media can be combined to create new effects.

• Manipulates materials to achieve a planned effect.

• Constructs with a purpose in mind, using a variety of resources.

• Uses simple tools and techniques

 competently and appropriately.

• Selects appropriate resources and adapts work where necessary.

• Selects tools and techniques needed to shape, assemble and join materials they are using.

 

Being imaginative

• Creates simple representations of events, people and objects.

• Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.

• Chooses particular colours to use for a purpose.

• Introduces a storyline or narrative into their play.

• Plays alongside other children who are engaged in the same theme.

• Plays cooperatively as part of a group to develop and act out a narrative.

           

 

 

 

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