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Nursery | Reception | Year 1 | Year 2 | YEAR 3 | Year 4 | Year 5 | Year 6

Learning in reception

The following is a summary of the Reception curriculum for 2016/17.

 

For more information, including overviews for subject areas, download the full Reception learning plan (PDF 121kb).

Term titles and big books

Term

  • Autumn 1
  • Autumn 2
  • Spring 1
  • Spring 2
  • Summer 1
  • Summer 2

Titles

  • All About Me
  • Traditional Tales
  • Superheroes and Princesses
  • Creatures
  • Growing
  • Out and About

Example books*

  • We’re Going on a Bear Hunt, Mrs Wishy Washy and Meanies
  • Cinderella, Gingerbread Man, Jack and the Beanstalk, Goldilocks
  • Introducing Superheroes, Ben 10, Ninja Turtles, Frozen
  • Dear Zoo, Harry and the Dinosaurs, Tiddler, Amazing Water
  • Seeds Get Around, Growing Vegetable Soup, Whose Baby?
  • To Town, Senses, What Can You See?, Nature Detectives

* See learning plan for full list

literacy

  • Sometimes gives meanings to marks as they draw and paint
  • Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly
  • Writes own name correctly
  • Shows interest in print, knowing that information is relayed in this form
  • Sometimes gives meanings to marks as they draw
  • Knows that information can be retrieved from books and computers
  • Hears and says initial sounds in words, using some clearly identifiable letters to communicate meaning
  • Write own name and other things – for example, lists
  • Hears and says initial sounds in words, using some clearly identifiable letters to communicate meaning
  • Write own name and other things – for example, lists
  • Ascribes meanings to mark that they see in different places
  • Uses some clearly identifiable letter to communicate meaning
  • Hears and says initial sounds in words
  • Segment sounds in words and write
  • Attempts to write short sentences in meaningful contexts
  • Can segment the sounds in simple words to write a sentence
  • Children use their phonic knowledge to write words in ways which match their spoken sounds and write the tricky words the, they
  • They focus on using finger spaces and full stops.
  • Attempts to write short sentences in meaningful contexts with a focus on middle sounds – for example, ‘wtr’
  • Attempts to write short sentences in meaningful contexts with a focus on phase 3 sounds
  • Children attempt to write short sentences in meaningful contexts
  • Children can spell phonically regular words of more than one syllable
  • Attempts to write short sentences in meaningful contexts, using different sentence openers
  • Writes some irregular common words and simple sentences that can be read by themselves and others
  • Children write simple sentences that can be read by themselves and others
  • Children attempt to write short sentences in meaningful contexts
  • Children can spell phonically regular words of more than one syllable
  • Writes simple caption with some words spelt correctly and other phonetically plausible
  • Make phonetically plausible attempts at words with digraphs and double letters

Mathematics

  • Categorises objects according to properties such as shape, size or colour
  • Shows awareness of similarities of shapes in the environment
  • Uses the language of ‘more’, ‘fewer’ to compare two sets of objects
  • Finds one more or one less from a group of up to five objects
  • Shows an interest in shape by using language to describe them
  • Uses familiar objects and common shapes to create and recreate patterns
  • Begins to solve mathematical problems using prior knowledge of numbers
  • Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number
  • Finds the total number of items in two groups by counting all of them, using the language involved in adding
  • Finds the total number of items in two groups by counting all of them
  • Finds the total number of items in two groups by counting all of them, using the language involved in adding
  • Orders two or three objects by height
  • Can use everyday language to talk about size
  • Beginning to use everyday language related to money
  • Count reliably with numbers one to 20 and put them in order
  • Order numbers 0-5/ 0-10
  • Works with random numbers from 0-10/ 0-20 to place in order
  • Children use everyday language to talk about size
  • Use everyday language to talk about capacity
  • Orders three items by weight
  • Use everyday language to talk about weight to compare quantities
  • Children solve problems including doubling
  • Beginning to use mathematical terms for ‘solid’ 3D shapes and mathematical terms to describe shapes
  • Find the total number of items in two groups by counting them altogether
  • Using quantity and objects they add two single digit numbers and count on to find the answer
  • Children use everyday language to talk about the totals of money and use it when paying for their two items in Tesco’s role-play shop:
    • calculating the amount and using 2p coins (up to 6p) and then counting on to find the total
  • Use non-standard units to measure height and talk about comparisons of three or four objects
  • Recognise, create and describe patterns
  • Solve a problem to practise number bonds with four or five
  • Use objects they add and count on to find the answer
  • Subtract two single digit numbers cards to solve problems
  • They solve practical problems
  • Represents and use number bonds of seven recalling number bond facts
  • Compares weight of objects using non- standard units to measure weight, suing the correct language to describe
  • Uses mathematical skills to solve problems, including doubling, halving and sharing
  • Use quantities to add two numbers by counting on, on a number line
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