Literacy Maths

- To join in with some of the key features of books for example, story - To begin to count backwards from 10 saying the numbers in the
language, repeated phrases and using expression when characters talk. correct reverse order.
- Look for cues in illustrations. - To say how many there are after counting (up to 10)
- Memorise and perform more complex action rhymes and nursery - To compare amounts up to 5 using key vocabulary more, fewer and
rhymes. same as.
- To recognise 4 and 5 and practically show their composition.
- To listen to a range of genres and begin to discuss the opening of stories.
- To begin to understand the parts of a Journey tale.
Reception – Autumn Two - To be able to represent numbers to 5 in their own way.
- To begin to discuss characters and plot. Enquiry Question – Do we all - To show one more or one less than a number to 5.
- To recognise and use single letter sounds (Level 1+ Floppy’s Phonics). -To subitizing small quantities to 6 using dot formations and
celebrate in the same way? representing all at once on their fingers.
- To begin to form an awareness that two letters can make one sound
(Level 1+ and 2 Floppy’s Phonics) - To name 2D shapes – square, circle, triangle, oblong, pentagon and
- To read common exception words with more confidence. hexagon.
- Use some letter sounds to read CVC words. - To be able to make new shapes by combining 2D shapes.
Resilience – “You will be challenged to - To describe and create repeating ABAB patterns using 2 rules.
- Begin to break speech into words when writing.
learn on your own and alongside your - To describe and create an AAB/ ABB pattern using shape and colour.
- Write labels, lists and captions.
teachers. It is good to learn new skills - To spot an error in an AB pattern of shape and colour and put it right.
that you can then do on your own.” - To use simple positional language in a sentence to describe where
Personal, Social and Emotional Development something is – over, under, on top.
- To follow wider school routines - To accurately use time vocabulary– day, night, morning, afternoon,
- To work in pairs to succeed in a challenge. Respect – “You will focus on saying evening.
- To perform confidently to an audience in a simple adult structured - To compare containers from biggest to smallest and match to
please and thank you to our friends and
presentation. different sized objects.
teachers.”
- To be able to offer solutions to a given problem.
- To be able to say what it means to show respect in Reception - Buzz Bee Physical Development
– Being Kind Independence – “I would like you to - Stack, align and joining with magnetics and magnetic construction.
- To be able to discuss what good teeth brushing looks like. have a go at trying new things and see - Join and separate small construction kit components by clicking
- To be able to express their feelings and consider the feelings of others. how much fun you can have exploring and twisting.
- to begin to show patience when waiting for something they want. independently” - Digging with trowels and hand forks.
- Manipulate malleable materials using rolling pins and cutters to
achieve a desired effect.
Understanding of the World Community – “You will learn that
- Cut and turn along outlines.
- To talk about changes to the weather and changes in their environment children and adults in your class are your - Travel in different ways with control and co-ordination.
in Autumn. school class community” - Jump in different ways.
- Name and explore plants and parts of plants including bulbs using key - To move towards using the tripod grip more regularly.
vocabulary seeds, bulbs, roots and shoots.
- To know about winter wildlife and signs of their presence – Hibernation. Diversity – “You will learn about different
- To understand the celebration of Bonfire Night and Guy Fawkes using key celebrations around the world and that Expressive Arts and Design
vocabulary – Guy Fawkes, Houses of parliament, gun powder plot. not everyone celebrates in the same - To use natural resources in a creative way.
- To recognise the Houses of Parliament, Tower of London and Big Ben. way” - To know which colour paints to mix to create a new colour and to
- To talk about the different roles within school – headteacher, site use these colours to create artwork.
- To create a picture by cutting and sticking a selection of shapes
manager, office manager, office workers, cook, cleaners and lollipop man.
together.
- To know and compare the different locations of each school role – office, Communication and Language - To make predictions and talk about the change to the paint.
kitchen, head teacher’s room, staff room. - Join in and learn rhymes and poems. - To identify and talk about patterns when using materials to build
- To identify differences in the old and new parts of our school. - Understand the agreed rules for conversational turn and construction.
- To understand the importance of Remembrance Day. taking in small and larger groups. - To create stories using small world props.
- To compare and contrast different Christmas family traditions. - With support children ask questions to find out more - To be able to tell a short story of their own.
- To understand that people celebrate special times in different ways using about what has been said to them. - Use the voice to adopt different roles and characters.
key vocabulary Shabbat and Diwali. - Respond to how and why questions. - Use percussion instruments alongside a song.
- To name different places of worship using key vocabulary church and - Follow two step instructions. - Play a steady beat on percussion instruments.
mandir. - Recall and define specialist vocabulary for the first - Match the pitch of a four-note call-and-response song.
- To begin to understand that the Bible is a special book. - Make up new lyrics and vocal sounds.
half term.
- Describe and explain changes of state with chocolate. - Sing a tune with ‘stepping’ and ‘leaping’ notes.
- To recall an event in more detail.
- To capture images using technology of our school community and the - To experience a live performance including acting and singing.
- Children can use full sentences when prompted.
people within it. - To use a simple paint programme to achieve a desired outcome.