Literacy Maths

- To participate in, memorize and perform simple nursery and action - To count forwards to 10, naming the number after.
rhymes. - To know how to count objects, sounds or actions.
- To develop the vocabulary and language associated with books - To know how to match and sort according to 2 or 3 rules
through joining in with repetitive and predictable texts. and explain what is the same and different.
- To begin to understand the vocabulary author and illustrator. - To say how many there are after counting (up to 5)
- To listen to different genres of story and begin to discuss
Reception – Autumn One
- To recognise quantities of 1, 2 and 3 and practically show
characters. Enquiry Question – Where have I their composition.
- To begin to understand the parts of a wishing tale. come from and where am I going? - To subitize small quantities to 6 using dot formations eg.
- To blend spoken sounds together to say a small word. dice and dominoes.
- To begin to recognise single letter sounds (Level 1+ Floppy’s -To recall key vocabulary – square, circle, triangle and
Phonics) oblong.
- To begin to read some common exception words. - To talk about and extend a simple AB shape pattern using
Resilience – “There are lots of new things
- Use marks or some letters for meaning. to learn this term but everyone is here to square, oblong, triangle or circle.
- To use the correct formation to write letters, including those in their help you. You can do it!” -To spot an error in a simple AB shape pattern using square,
name. oblong, triangle or circle and put it right.
- To begin to write three letter words or labels. - To use simple positional language to describe where
Respect – “You will meet lots of
Personal, Social and Emotional Development something (in, on, off, forwards, backwards, inside, outside,
new people this term….always
- To begin to show an awareness of the classroom, playtime and next to and in front)
beeee kind!” - To narrate the pattern of the school day using the time
lunchtime routines and expectations.
- To follow the rules for hand washing. vocabulary first/ then, now/ next.
Independence – “You will have to do - To compare objects using key vocabulary - big, bigger and
- To recognise the Vision Characters and say their names.
some new things on your own this term, biggest – small, smaller and smallest.
- To define what makes me special. if you make a mistake don’t worry and
- To build a vocabulary around feelings. try again!”
- To distinguish between healthy food choices and special Physical Development
treats. Community – “You are now in school full - Stack, align and balance blocks of different shapes
- To begin to explore the provision independently. time and you belong to our school and sizes.
community. I’m looking forward to - Thread, peg and sow on cards.
finding out about you and your family” - Cutting along a line.
Understanding of the World
- To know that children were babies and adults were children - Learn and participate in action songs.
in the past. Diversity – “You will meet lots of new - Move safely in a large space, negotiating obstacles,
- To know that we can remember things from our past. people. Remember, we are all changing direction and stop quickly.
- To talk about their immediate family and to understand there different and all special” - Manipulate malleable materials with hands.
are similarities and differences within different families. - Begin to become aware of the tripod grip.
- To describe and represent the home in 2D and 3D, naming
rooms and parts of the building. Expressive Arts and Design
Communication and Language - Stack, align and balance with bricks and block on a range of scales.
- To explore the Reception environment and name the - Follow adult cues to listen. - Draw themselves and their family from memory with attention to detail.
different areas and staff – cloakroom, toilets, coat pegs, ramp, - Know behaviours for successful listening. - Enact domestic routines and narratives from their own personal
outside yard experience using props.
- Children participate in repetitive or predictable - To create new colours by mixing paints.
- To be able to draw a simple map of the classroom and it’s texts. - To use paints to create a likeness of themselves.
features. - Repeat new vocabulary after it is introduced. - To use paints to create a character.
- To know that living things include plants, and humans. - Follow cues for turn taking in conversation. - To attempt a portrait of a friend.
To be able to cut in a line.
- To talk about harvest and talk about how is has changed - Children repeat back a full sentence that has been - Explore making sound with voices and percussion instruments.
over time. modelled for them, generated from their own talk. - Sing with a sense of pitch.
- To understand that people celebrate special times in - Children begin to use simple sentences to recall an - Mark the beat of the song with actions.
different ways using key vocabulary – Sukkot and Sukkah - Explore storytelling elements in the music.
event. - Identify and describe contrasts in tempo and dynamics.
- To use a simple paint programme to achieve a desired - Begin to use musical terms (louder/quieter, faster/slower, higher/lower).
outcome. - Respond to music in a range of ways e.g. movement, talking, writing.