MOORFIELD PRIMARY SCHOOL-YEARLY CURRICULUM OVERVIEW
Foundation Stage/ Reception
Year: ReceptionCurriculum Overview 2014-15
Year14-15 / Term 1a / Term 1b / Term 2a / Term 2b / Term 3a / Term 3b
Topic / Ourselves and Nursery Rhymes / Festivals and Celebrations / Buildings and Homes / Transport / Plants and Animals / Minibeasts
Communication and Language / Listen to others one to one or in small groups,
Listen to stories with increasing attention and recall.
Join in with repeated refrains and anticipate key events andphrases in rhymes and stories
Respond to simple instructions,
Begin to understand ‘why’ and ‘how’ questions.
Build up vocabulary / Develop listening and concentration skills
Respond to instructions involving a two-part sequence
Understand humour
Begin to follow a story without pictures or props
Listen and respond to ideas expressed by others
Extend vocabulary
Use language to imagine and recreate roles and experiencesin play situations.
Link statements and stick to a main theme or intention.
Use talk to organise, sequence and explain their thoughts
Introduce a storyline or narrative into play / Listen attentively in a range of situations
Listen to stories, accurately anticipating key events andrespond
Be able to listen and do
Follow instructions involving several ideas or actions.
Answer ‘how’ and ‘why’ questions
Express themselves effectively,
Use past, present and future forms accurately when talking
Develop narratives and explanations by connecting ideas or events
Personal, Social and Emotional Development / Initiate play, offering cues to peers to join them.
Keep play going by responding to what others are saying or doing.
Demonstrate friendly behavior
Select and use activities and resources with help Be able to tolerate delay when needs are not immediately met
Adapt behaviour to different events, social situations and changes in routine. / Initiate conversations and listen to others
Explain own knowledge and understanding, and ask appropriate questions of others.
Begin to resolve conflicts with other children in positive ways
Develop confidence to speak to others about own needs, wants, interests and opinions.
Talk about themselves in positive terms
Understand that own actions affect other people
Follow rules and routines / Play co-operatively and take turns
Listen to other’s ideas
Be sensitive to other’s feelings
Form positive relationships with adults and other children.
Be confident to try new activities and say whether they like them
Be confident to speak in a familiar group
Choose the resources they need for their chosen activities.
Talk about behaviour and feelings and know that some behaviour is unacceptable.
Work as part of a group or class, and understand and follow the rules.
Adjust behavior to different situations
Physical development / Move freely in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.
Draw lines and circles using gross motor movements.
Use one-handed tools and equipment,
Hold pencil near point between first two fingers and thumb and use it with good control
Write letters in their name.
Develop independent toileting
Put on and fasten own coat
Dress independently for PE / Travels with confidence and skill in a large variety of ways
Show increasing control when using PE equipment
Use simple tools safely and withincreasing control.
Begin to use anticlockwise movement and form recognisable letters, most of which are correctly formed.
Develop independent toileting
Eat a variety of food
Show some understanding of how to be healthy and safe / Show good control and co-ordination in large and small movements.
Move confidently in a range of ways, safely negotiating space.
Handle equipment and tools effectively, including pencils for writing.
Know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.
Manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Literacy / Phonics phase 1/2
Read and write own name
Read and write letters
Phase 2 tricky words
Introduce Oxford Reading Tree books
Listens to stories and rhymes
Begin to be aware of the way stories are structured and suggest an ending.
Begin to retell stories
Enjoy and begin to recognise rhyme, rhythm and alliteration
Say, learn and perform nursery rhymes
Make marks, giving them meaning / Phonics phase 1/2
Phase 2 tricky words
Blending and segmenting consonant/vowel/consonant
(cvc) words
Reading and writing cvc words and tricky words
Listens to stories and rhymes
Enjoy stories from other cultures
Begin to be aware of the way stories are structured and suggest an ending.
Retell stories and begin to read simple stories
Write a greeting card
Say and begin to write a sentence / Phonics phase 2/3
Phase 3 Tricky words
Link sounds to letters,Learn the names of the letters of the alphabet.Begin to read words and simple sentences.
Use story language to retell stories
Enjoy an increasing range of books with a focus on traditional tales
Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. / Phonics phase 2/3
Phase 3 Tricky words
Link sounds to letters, naming and sounding the letters of the alphabet.
Begin to read words and simple sentences.
Use story language to retell stories
Enjoy an increasing range of books including non-fiction books about vehicles
Write labels and captions.
Begin to write short sentences in meaningful contexts. / Phonics phase 3/4
Phase 4 Tricky words
Read and understand simple sentences using phonic knowledge
Demonstrate understanding when talking with others about what they have read.
Use phonic knowledge to write words in ways which match their spoken sounds.
Write simplesentences which can be read by themselves and others.
Use a range of non-fiction sources to find information e.g. books and computers / Phonics phase 3/4
First 100 tricky words
Read and understand sentences using phonic knowledge
Demonstrate understanding when talking with others about what they have read.
Use phonic knowledge and tricky words to write simple sentences
Write simple sentences which can be read by themselves and others.
Use a range of non-fiction sources to find information e.g. books and computers
Mathematics / Introduce numbers 1-20
Count forwards and backwards to twenty
Begin to recognize numbers to ten
Talk about the shapes of everyday objects,
Beginto use mathematical names for 2D and 3D shapes / Introduce numbers 1-20
Count forwards and backwards to twenty
Begin to recognize numbers to ten and beyond
Begin to say the number one more and one less of any number up to ten
Talk about the shapes of everyday objects,
Beginto use mathematical names for 2D and 3D shapes
Introduce the concept of sharing and halving / Counts objects and actions to 10, and beyond
Select the correct numeral to represent objects.
Estimate a number of objects to 10
Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects and say the number one more/ less
Add two groups of objects using the language of addition
Begin to use language to describe position, height, length, capacity
Sequence familiar events
Practice halving to 10
Introduce the concept of doubling / Counts objects and actions to 20
Select the correct numeral to represent objects.
Estimate how many objects to 20
Say the number one or two more and one or two less to 10
Add two groups of objects using the language of addition and record
Create patterns and build models.
Begin to use everyday language related to time and money
Doubling and halving in practical situations (eg cooking) / Count reliably with numbers from one to 20 and back and order
Say which number is one/ two more/less than a given number (to 20).
Add and subtract two single digit numbers counting on and back to find the answer
Solve problems, including doubling, halving and sharing
Recognise, create and describe patterns.
Explorethe characteristics of everyday objects and shapes and use mathematical language to describe them. / Count reliably with numbers from one to 20 and back and order
Say which number is one/ two more/less than a given number (to 20).
Add and subtract two single digit numbers counting on and back to find the answer
Solve problems, including doubling, halving and sharing
Use everyday language to talk about, compare and solve problems related to:
*Weight
*Capacity
*Position
*Distance
*Time
*Money
Understanding of the World / Show interest in the lives of people who are familiar to them.
Remember and talks about significant events in their own experience.
Recognise and describe special times or events for family or friends.
Comment and asks questions about the world
Talk about some of the things they have observed such as plants, animals, natural and found objects.
Develop an understanding of change over time
Know how to operate simple ICT equipment- computer and Whiteboard
Introduce simple city and dazzle
Show an interest in technological toys / Enjoy joining in with family customs and routines.
Know some of the things that make them unique, and talk about some of the similarities and differences in relation to friends or family.
Look closely at similarities, differences, patterns and change.
Show care and concern for living things and the environment.
Log in to computer independently
Complete a simple program on a computer e.gtextease
Use ICT hardware- cameras and i-pads / Talk about past and present events in their own lives and in the lives of family members
Know that other children don’t always enjoy the same things, and be sensitive to this.
Know about similarities and
differences among families, communities and traditions
They know about similarities and differences in environments
Make observations of animals and
plants and explain why some things occur
Know that a range of technology is used in places such as homes and schools.
Use ICT to research different animals
Select and use technology for particular purposes.
Expressive Arts and Design / Sing a few familiar songs.
Begin to draw pictures that represent objects and events
Use various construction materials.
Use tools for a purpose
Engage in imaginative role-play
Build stories around toys
Enjoy painting pictures and mixing colours / Build a repertoire of songs and dances and explore instruments
Experiment with colour and texture
Manipulate materials to achieve a planned effect
Use tools for a purpose
Create simple representations of events, people and objects, choosing appropriate colours
Introduce a storyline or narrative into their play.
Play cooperatively as part of a group to develop and act out a narrative. / Sing songs, make music and dance, and experiment with ways of changing them.
Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Represent their own ideas, thoughts and feelings through design and technology, art, music,dance, role play and stories.