Reception

The following is a summary of the Reception curriculum for 2017/18.

For more information, including overviews for subject areas, download the full Reception learning plan.  For more information about learning through play click on the link below.

Term Titles Example Books - see Learning Plan for full list
Autumn1 All About Me We're Going on a Bear Hunt, Mrs Wishy Washy, Meanies
Auttumn2 Traditional Tales Cinderella, Gingerbread Man, Jack and the Beanstalk, Goldilocks
Spring1 Superheroes and Princesses Introducing Superheroes, Ben 10, Ninja Turtles, Frozen
Spring2 Creatures Dear Zoo, Harry and the Dinosaurs, Tiddler, Amazing Water
Summer1 Growing  Seeds Get Around, Growing Vegetable Soup, Whose Baby?
Summer2 Out and About To Town, Senses, What Can You See?, Nature Detectives
 
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