Black – Skills covered from 40-60 months Red – Skills covered from 30-50 months Green – Skills covered from Early Learning Goals

Year Group: Reception Bridge Hall Primary School Long Term Plan 2017-18 Coverage of objectives

Subject / Autumn 1 / Autumn 2 / Spring 1 / Spring 2 / Summer 1 / Summer 2
Topic/Theme / This is Me
Similarities and differences. Where I live.
What I like. Being a good friend. Books include: Norman the slug with the silly shell and Barry the fish with fingers. The smartest giant in town. / Let’s Celebrate
Halloween. Bonfire Night. Hanukkah. Diwali. How and why we celebrate. Family traditions and customs. Looking towards Christmas. Books include Room on the Broom, Winnie the Witch and Stick Man. Trips to Pantomime and Santa / Once Upon a Time
Children’s choice of texts voted for in class. Activities planned around and provision suited to children’s needs and interests.
(Focus texts chosen nearer the time and dependent on children’s interests and fascinations) / (Book focus to be decided collaboratively)
Previous texts used:
Supertato
Dinosaurs in the Supermarket
Zog
The Little Red Hen / Growing
Caterpillars in class? Looking at sings of Spring. Hatching chicks. Weather types. How we grow. How I’ve changed. Planting.
(Books to be decided and dependent on children’s interests and fascinations) / Where will we go?
Moving on/transition. Travel and transport. Vehicle design and creation. Space. Where we live. Countries we Know. Our understanding of the world.
Farm Trip?
Listening and Attention / • Listens to stories with increasing attention and recall. (30-50m)
• Maintains attention, concentrates and sits quietly during appropriate activity. (40-60m)
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.(ELG) / -Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories (30-50)
-Able to follow directions, if not intently focused on own choice of activity (30-50)
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Two channelled attention, can listen and do for short periods (40-60)
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Resources: Trad. tales, i.e. Stick Man, other traditional tales, story bags, singing resources IWB, Top Marks, sing up, circle time, show and tell. / Maintain attention, concentrates and sits quietly during appropriate activity (40-60)
Two channelled attention, can listen and do for a short span (40-60)
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond / Understands and answers questions arising from stories and activities in class
Maintain attention, concentrates and sits quietly during appropriate activity (40-60)
Listening to 2 part instructions and responding appropriately
Can understand and answer how and why questions.
Listen attentively in a range of situations. Anticipate key words/phrases/events. Make relevant responses. Give attention to others. (ELG) / Maintain attention, concentrates and sits quietly during appropriate activity (40-60)
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.(ELG) / Maintain attention, concentrates and sits quietly during appropriate activity (40-60)
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.(ELG)
Understanding / • Beginning to understand ‘why’ and ‘how’ questions.
(30-50m)
• Beginning to understand ‘why’ and ‘how’ questions.
(30-50m)
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. (ELG) / Beginning to understand ‘why’ and ‘how’ questions (30-50)
-Show understanding of prepositions such as under, on top, behind by carrying out an action or selecting correct picture. (30-50)
-Listens and responds to ideas expressed by others in conversation and discussion (40-60)
-Respond to two part instructions (40-60)
-Follow instructions. Answer how and why questions about their experiences of events/ stories in a range of situations. (ELG) / Beginning to understand ‘why’ and ‘how’ questions (30-50)
Listens and responds to ideas expressed by others in conversation and discussion (40-60)
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. (ELG) / • Beginning to understand ‘why’ and ‘how’ questions.
(30-50m)
-Listens and responds to ideas expressed by others in conversation and discussion (40-60)
-Respond to two part instructions (40-60)
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. (ELG) / Beginning to understand ‘why’ and ‘how’ questions (30-50)
Listens and responds to ideas expressed by others in conversation and discussion (40-60)
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. (ELG / Beginning to understand ‘why’ and ‘how’ questions (30-50)
Listens and responds to ideas expressed by others in conversation and discussion (40-60)
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. (ELG
Speaking / • Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. (30-50m)
• Uses language to imagine and recreate roles and experiences in play situations.
• Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. (40-60m)
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. (ELG) / -Use talk to connect ideas, explain what is happening and anticipates what might happen next, recall and relive past experiences (30-50)
-Use talk to imagine and recreate roles and experiences in play situations (40-60)
-Introduces a storyline or narrative into their play (40-60)
-Can express ideas to an audience. Describe events in the past present and future. Develop narratives and explanations. (ELG)
Resources/: class pet Teddy, circle time, show and tell items from home, use of the colour table, talking partners, book buddies in reading corner / Questions how and why things happen and gives explanantions using how why where when and what 30-50
Builds up vocabulary that reflects the breadth of their experiences 30-50
Introduces a storyline or narrative into their play 40-60
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. / Use talk to connect ideas, explain what is happening and anticipates what might happen next, recall and relive past experiences (30-50)
Use talk to imagine and recreate roles and experiences in play situations (40-60)
Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. (40-60m) / Use talk to imagine and recreate roles and experiences in play situations (40-60)
-Introduces a storyline or narrative into their play (40-60)
-Can express ideas to an audience. Describe events in the past present and future. Develop narratives and explanations. (ELG)
Resources/: class pet Teddy, circle time, show and tell items from home, use of the colour table, talking partners, book buddies in reading corner / Use talk to imagine and recreate roles and experiences in play situations (40-60)
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. (ELG)
Moving and Handling / • Holds pencil near point between first two fingers and thumb and uses it with good control. • Can copy some letters, e.g. letters from their name.
(30-50m)
• Begins to form recognisable letters. • Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
(40-60m)
Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. (ELG) / Holds pencil near point with first 2 fingers and thumb, shows good control and can copy some letters, letters from their name (30-50)
- Draws lines and circles using gross motor movements (30-50)
-Moves freely in a range of ways, confidently and with pleasure, shuffling, rolling, crawling, running, jumping etc.(30-50)
-Begins to form some recognisable letters. Uses a pencil and holds it effectively to form letters which are mostly correctly formed (40-60)
-Show good co-ordination (large and small scale). Move confidently. Negotiate space. Handle equipment and tools effectively. (ELG)
Resources: Playground/outdoor opportunities: to make track/trail. Tyres, crates, blocks, ropes, chalks, hoops.
Indoor Opportunities: writing implements and surfaces, sand, play dough, lists, envelopes, WB and pens, clipboards, magnetic letters, name cards. / Moves freely and with confidence in a range of ways such as shuffling, slithering, rolling, running, crawling, jumping etc 30-50
Can copy some letters including those from their name 40-60
Handles tools, tools, construction and malleable materials safely and with increasing control 40-60
Begins to form recognisable letters 40-60
Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. (ELG) / Holds pencil near point with first 2 fingers and thumb, shows good control and can copy some letters, letters from their name (30-50)
• Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
(40-60m)
Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. (ELG) / Moves freely in a range of ways, confidently and with pleasure, shuffling, rolling, crawling, running, jumping etc.(30-50)
• Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
(40-60m)
Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. (ELG) / Can copy some letters, e.g. letters from their name.
(30-50m)
• Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
(40-60m)
Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. (ELG)
Health and Self-care / • Understands that equipment and tools have to be used safely.
• Observes the effects of activity on their bodies. (30-50m)
• Eats a healthy range of foodstuffs and understands need for variety in food.
• Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
(40-60m)
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. (ELG) / Dresses with help (30-50) -Observes the effect of exercise on their bodies (30-50)
-Practices some appropriate safety measures without direct supervision (40-60)
-Show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health (40-60)
-Understand importance of diet and exercise for good health. Talk about ways to keep healthy and safe. Wash independently. Go to the toilet and follow hygiene procedures independently. (ELG)
Resources: Food tasting session, healthy food exploration table. School dinners/ routines at home. IWB child initiated activity on healthy eating. / Shows understanding of the need for safety when tacking new challenges and considers and manages some risk 40-60
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. (ELG) Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently / Dresses with help (30-5
Eats a healthy range of foodstuffs and understands need for variety in food.
• Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
(40-60m)
0) / Dresses with help (30-
Shows understanding of the need for safety when tacking new challenges and considers and manages some risk 40-60
• Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
(40-60m)
50)
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. / Dresses with help Eats a healthy range of foodstuffs and understands need for variety in food.
• Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
(40-60m)
(30-50)
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently