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| Pre and Nursery |
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| Reception |
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| Term | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Dates | 6.9.23 – 20.10.23 | 30.10.23 – 19.12.23 | 3.1.24 – 16.2.24 | 26.2.24 – 28.3.24 | 16.4.24 – 24.5.24 | 3.6.24 – 19.7.23 |
| Weeks | 6 weeks 3 days | 7 weeks 2 days | 6 weeks 3 days | 4 weeks 4 days | 5 weeks 4 days | 7 weeks |
| Events Trips | Arts Week | Remembrance – visit to the Cenotaph Bonfire Night Christmas – Visit to Church CIN Pantomime | Chinese New Year Shrove Tuesday | World Book Day Mother’s Day Visit Dowdales’ Woods History Day at Furness Abbey | Science Day | Puzzle and games Day Father’s Day Summer school trip Zoo trip to the Animal park Greenlands Farm visit |
| Topics | Ourselves | Celebrations | Once Upon a Time (Traditional Tales) | Down at the Bottom of the Garden | Pirates and Under the Sea | A Ticket to Ride |
| Key Knowledge | Ourselves Families come in all shapes and sizes. We are all unique, but other people can have similarities to me. It is good to be different and we must always show kindness and respect towards everyone. Celebrations Different people celebrate different things and have different traditions. People celebrate their birthday to remember the day they were born. Harvest is a time to say thank you for what we have. Bonfire Night is on the 5th November. People celebrate with bonfires and fireworks. Remembrance Day is on the 11th November. We remember all the people who have died in wars. There is a time of silence at 11am. Diwali is the Hindu | Which Season? The seasons are Autumn, Winter, Spring and Summer. In Autumn some leaves change colour and start to fall off the trees. Not much grows in Winter. It is cold and can be snowy and icy. In Spring it starts to get warmer, and things start to grow again. In Summer it can be hot and lots of things grow. Once Upon a Time A traditional tale is a story that has been told and re-told for many years, and then becomes a story that almost everyone knows. Traditional tales can also be referred to as fairy stories or fairy tales. Stories such as Cinderella, Goldilocks and the Three | Which Season? The seasons are Autumn, Winter, Spring and Summer. In Autumn some leaves change colour and start to fall off the trees. Not much grows in Winter. It is cold and can be snowy and icy. In Spring it starts to get warmer, and things start to grow again. In Summer it can be hot and lots of things grow. Pirates and Under the Sea Pirates existed long ago and still exist today. Ann Bonny, Calico Jack and Blackbeard were pirates. Pirates liked to travel and hide their treasure. Pirates have a code. There are fiction and non -fiction texts about pirates. Pirates can be placed on a time-line. | |||
| festival of light. Christmas Advent is a time of preparation for Christmas. Christmas takes place on the 25th December and is a Christian Festival celebrating the birth of Jesus. A Nativity play tells the story of Jesus’ birth. Which Season? The seasons are Autumn, Winter, Spring and Summer. In Autumn some leaves change colour and start to fall off the trees. Not much grows in Winter. It is cold and can be snowy and icy. In Spring it starts to get warmer, and things start to grow again. In Summer it can be hot and lots of things grow. | Bears and Jack and the Beanstalk are all traditional stories. Down at the Bottom of the Garden Plants grow from seeds or bulbs. Plants have roots, stems/stalks, leaves and flowers. Plants need light, warmth, water and food to grow. Baby animals are sometimes known by different names to the adult. Some baby animals do not look like the adult. Spiders have 8 legs. Insects have 6 legs and three body sections – head, thorax and abdomen. Our World We have a responsibility to look after our world. Different religions have their own Creation stories. | Lots of creatures live in the sea. The seas and oceans are habitats. We need to do our best to protect the seas and oceans. A Ticket to Ride Life is a journey. Journeys can be made on a variety of different kinds of transport. Transport is chosen according to distance needed to travel, cost and ease of access. | ||||
| Texts | Here We Are Marvellous Me In Every House on Every Street So Much Home Simon Sock Spot books Sam’s sandwich Hairy Maclary collection Non-Fiction Autumn Texts | Bonfire Night/Guy Fawkes Room on the Broom Winnie the Witch Remembrance Nativity Story Diwali Non-Fiction texts Traditional Tale – The Nutcracker | The Three Little Pigs Goldilocks and the Three Bears The Three Billy Goats Gruff Little Red Riding Hood The Little Red Hen The Gingerbread Man Non-Fiction Winter Texts | Oliver’s Vegetables Dora’s Eggs The first egg hunt It wasn’t me In a minute Mum Why I love my mum Why I love my grandma A seed in need The little egg Non-Fiction Minibeast Texts Non-Fiction Spring Texts The Easter Story | Ten Little Pirates Pirates Love Underpants Polly pirate picks a pirate Mrs Pirate Munch, crunch, pirate lunch The pirate house The Snail and the Whale Sharing a Shell Shark in the dark Smiley shark | Mr Gumpy’s Outing Daddy hugs Mrs Armitage on Wheels Duck in a Truck Fix it duck Come on Daisy Let’s feed the ducks What’s up duck? Splish splash ducky It’s quacky time And the train goes…. Green light for the little red train |
| Commotion in the ocean What’s more scary than a shark? Barry, The fish with fingers Only one you Hooray for fish Winnie under the sea Winnie at the seaside Don’t eat the teacher How to catch a mermaid Sharing a shell The little mermaid In the boat Busy boats Brilliant boats Goat in a boat Captain Duck | The night flight for the little red train The runaway train We catch the bus The big red bus The Naughty Bus We all go travelling by The journey home from Grandpa’s Where next Mr Noah? | |||||
| PSED | Self Regulation • To be able to show resilience and perseverance in the face of challenge. • To be able to see themselves as a valuable individual. • To be able to identify and moderate their own feelings socially and emotionally. • To be able to set and work towards simple goals. • To tolerate delay control their immediate impulses when appropriate. • To give focused attention to what is be said and respond appropriately. • To show an ability to follow instructions involving several ideas or actions. | |||||
| Managing Self • To be able to express their feelings and consider the feelings of others. • To be able to manage their own needs. • To be able to manage own personal hygiene, dressing, toileting and making healthy food choices. • To know why adult supervision is needed when using the internet. • To be able to manage safety in different environments, road safety, online, pool safety. | ||||||
| Building Relationships • To get to know each other. • To be able to understand our school values. • To be able to talk about members of their immediate family and community. • To be able to name and describe people who are familiar to them. • To be able to think about the perspectives of others. • To build constructive and respectful relationships. • To understand that some places are special to members of their community. • To be able to recognise that people have different beliefs and celebrate special times in different ways. | ||||||
| PD | Ipep Games and fundamentals | IPep – Beanbag Skills | iPep – Gym Jumping and Balancing | IPep – Dance Minibeasts | iPep – Bats and Balls at the Circus | iPep – Fun Games with Friends |
| CL | Listening, Attention and Understanding • To be able to listen in new and familiar situations. • To be able to maintain attention in new situations. • To be able to shift attention when required. • To be able to engage in stories that are familiar and new with interest and enjoyment. |
| Speaking • To be able to talk about themselves and others. • To be able to engage in meaningful conversations with others. • To be able to hold conversations when involved in back-and-forth exchanges with their teacher and peers. • To be able to make comments about what they have heard and ask questions to clarify their understanding. • To be able to listen attentively and respond to what they hear with relevant questions, comments and actions when being read to, during whole class discussions and small group interactions. • To be able to ask questions about familiar aspects of their environment and their learning. • To be able to express their ideas and feelings about their experiences. • To be able to participate in small group and one-to-one discussions, offering their own ideas, using recently introduced vocabulary. • To be able to begin to talk about why things happen using new vocabulary learnt. • To be able to offer explanations for why things happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. • To be able to express their feelings and ideas about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from the teacher. • To be able to make relevant comments when listening to stories and can answer ‘why’ questions. • To be able to link events in a story to their own experiences. • To be able to ask questions to find out more. • To be able to respond to others appropriately in play. • To be able to engage in story times. • To be able to engage with non-fiction texts. • To be able to follow simple instructions. • To be able to use intonation to make meaning clear to others. • To be able to start conversations with peers or familiar adults. • To be able to retell simple events. | ||||||
| Lit | Distinguish between a letter, word and space. Use illustrations to talk about a text. Sequence important parts of a story. Use developing GPC knowledge to | Read all Phase 2 HFW State simple likes/dislikes about familiar texts Know that information can be retrieved from | Can understand the terms: book, cover, beginning, middle, end, page, word, letter, line. Is beginning to blend adjacent consonants in words in a range of | Without prompting, uses words and illustrations together to gain meaning from a text. Can read words with all phase 3 graphemes. | Beginning to make predications based on titles, text, blurb and/or | Can read most common CVC words automatically, without the need for sounding and blending Can confidently sound and blend words containing taught |
| sound/blend simple VC/CVC words with phase 2 graphemes Children give meaning to the marks they make as they draw, write, paint and type using a keyboard or touch-screen technology. Children show a preference for a dominant hand. Children begin to write some letters accurately. Read and write tricky words is, I, the. | different sources such as books, posters and computers Know a wider range of phase 2 graphemes and can sound and blend to read most CVC words (including words with double letters, e.g. bell) Point to a full stop in a text Retell familiar stories with a growing confidence Recognise language patterns in stories, poems and other texts, e.g. repeated phrases, rhyme, alliteration Talk about the main points or key events in a simple text. Read and write tricky words as, and, has, his, her, go, no, to into, she, he, of, we, me, be. | combinations: CVCC, CCVC . Can read words with phase 3 graphemes. Children spell words by identifying the phonemes and then writing the grapheme. Read and write tricky words was, you, they, my, by, all, are, sure, pure. | Review all tricky words taught so far and secure spelling of them. | illustrations Is able to read all Phase 2, 3 and 4 HFW Knows the function of full stops when reading and shows this in their reading aloud. Can read words with phase 4 graphemes and short vowels. Read and write tricky words said, so, have, like, some, come, love, do, were, here, little, says, there, when, what, one, out, today. | vowel and consonant digraphs and some words with adjacent consonants Can read words with phase 4 graphemes and long vowels, words ending with s, es, ing, ed, er and est. Review all tricky words taught so far and secure spelling them. |
| Maths | Following Master the Curriculum | |||||
| UtW | -Identifying their family. -Commenting on photos of their family; naming who they can see and of what relation they are to them. -Can talk about what they do with their family and places they have been with their family. -Can draw similarities and make comparisons between other families. -Name and describe people who are familiar to them. -Read fictional stories about families and start to tell the difference between real and fiction. -Talk about members of their immediate family and community. -Navigating around our classroom and outdoor areas. -Long ago – How time has changed. -Look at changes in living things – changes in the leaves, weather, seasons (Autumn) Harvest time | -Children talk about past birthday experiences. -Children learn who Guy Fawkes was. -Children listen to the story of the gunpowder plot and why we commemorate Bonfire Night. -Children understand why we have Remembrance. -Children listen to the Nativity Story. -Children talk about what they have done with their families during Christmas’ in the past. -Show photos of how Christmas used to be celebrated in the past. | -Listening to stories and placing events in chronological order. -Use world maps to show children where some stories are based. -Introduce children to a range of fictional characters and creatures from stories and to begin to differentiate these characters from real people in their lives. -Look at changes in living things – changes in the leaves, weather, seasons (Winter). | -Look at changes in living things – changes in the leaves, weather, seasons (Spring) -Explore the world around us and see how it changes as we enter Summer. Provide opportunities for children to note and record the weather. -Building a ‘Bug Hotel’ -Draw children’s attention to the immediate environment, introducing and modelling new vocabulary where appropriate. -Encourage interactions with the outdoors to foster curiosity and give children freedom to touch, smell and hear the natural world around them during hands-on experiences. -Life cycle of a butterfly/frog -Minibeast habitats. | -Look at changes in living things – changes in the leaves, weather, seasons (Summer) -Materials – floating/sinking. -Boat building. -Making treasure maps. -Using BeeBots on treasure maps. -Finding out facts about sea creatures. | -Discuss how children got to school and what mode of transport they used. Introduce the children to a range of transport and where they can be found. -Look at the difference in transport in this country and one other country. -Encourage children to make simple comparisons. -Use Beebots on simple maps, encouraging the children to use navigational language. -Can children talk about their homes and what there is to do near their homes? -Drawing/painting/ constructing their homes. -Environments – features of our local environment. Maps of our local area and compare places on Google Earth. How are they similar/different? |
| RE – What Feelings can we Talk About? | ||||||
| EAD | Self-portraits (pencil) Self-portraits (paintings) Family portraits (pencil) Christmas card designs (Cauliflower cards) Collage Autumn crafts Clay hedgehog Joining in with songs and rhymes. Music Express. Exploring colour mixing. Free drawing/painting | -Firework and bonfire night artwork Diwali -Painting Poppies for Remembrance Music Express -Christmas Card designs Christmas crafts Christmas Nativity performance. Free drawing/painting. | Three Pigs Houses – collage different materials Drawing/painting/ collage traditional tale characters. Free drawing/painting. Music Express. | Observational drawings of Spring flowers. Observational paintings of Spring flowers. Easter cards Spring crafts Music Express. Create a home for a minibeast. Free drawing/painting. | Designing and making our own treasure maps. Sea creature crafts Music Express Free drawing/painting. | Making model houses – junk modelling Making our own map of our local area/school Music Express |
