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Sir John Heron Primary School

Together we learn. Together we achieve.

Reception

Reception parent/ carer expectation presentation for 2020-21

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Age Bands:

Children are expected to work within 40-60 months and the ELG (Early Learning Goal) at this stage in their learning.

 

Reception

Autumn Term 1&2

Vocabulary Focus

Literacy

This term we will be reading ‘Lyle and the Birthday Party’ and ‘The Snowflake Mistake’. Through these stories we will explore the rhythm and language of the text. We will learn new vocabulary and use this to inform our own writing. The first part of this term, we will teach the children the sounds for the alphabet through our RWI lessons, as this is the beginning stage for reading. We will also develop the children’s fine motor skills and will teach them how to write the sounds.

 

We will be covering these areas of learning in Literacy over the term:

 

  • Linking sounds to letters, naming and sounding the letters of the alphabet.
  • Hearing and says the initial sounds in words.
  • Writing own name and other things such as labels, captions.
  • Segmenting the sounds in simple words and blend them together and knows which letters represent some of them.
  • Beginning to read words and simple sentences.
  • Using some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
  • Giving meanings to the marks they make as they draw, write and paint.

 

Vocabulary – story, information, book, front cover, title, pages

 

Vocabulary for story language – once upon a time, one sunny day, happily ever after, suddenly

Time words – first of all, next, after that, finally, in the end

Mathematics

In Mathematics children will be taught a range of mathematical skills. We will focus on deepening their understanding through exploring a number a week to secure a good understanding of the numbers to 10. We will use Numicon to develop children’s mathematical understanding. We will focus on a number a week and explore it through lots of different concrete materials to secure the children’s understanding of what that number looks like.

 

We will be covering these areas of learning in Mathematics over the term:

  • Counting objects to 10 and beginning to count beyond 10.
  • Recognising numerals 1 to 5.
  • Recognising some numbers of personal significance.
  • Counting up to three or four objects by saying a number name for each item.
  • Selecting the correct numeral to represent 1 to 5, then 1 -10 objects.
  • Finding the total number of items in two groups by counting all of them.
  • Counting actions or objects which cannot be moved.
  • Ordering two or three items by length or height.
  • Selecting a particular named shape.
  • Using familiar objects and common shapes to create and recreate patterns and build models.
  • Using everyday language related to time.
  • Ordering and sequencing familiar events.
  • Measuring short periods of time in simple ways.

 

Vocabulary  - more, less, number, count, zero, one, two, three……

 

Vocabulary – weight, height, length, pattern, pictures, circle, oblong, square, rectangle, triangle…..

Understand and use language of comparison e.g wider/narrower     longer/shorter     taller/shorter    widest/narrowest

 

Order, next, forwards, backwards, more, less, fewer, altogether, equals, the same as

 

Vocabulary – talks about significant times of the day e.g. home time, lunchtime, snack time, bed time. Know the name of the days of the week and say them in order

 

Before, after, yesterday, today, tomorrow

PSED (Physical, Social, Emotional Development)

During this term, children will be encouraged and supported to form relationships with their new teachers and peers. We will also develop their self-confidence and they will be encouraged to learn the rules for their new class.

 

We will be covering these areas of learning in PSED over the term:

  • Describing self in positive terms and talk about abilities.
  • Confidently speaking to others about own needs, wants interests and opinions.
  • Be aware of the boundaries set and of behavioural expectations.
  • Explaining own knowledge and understanding and asking appropriate questions of others.
  • Understanding that own actions affect other people, for example, becoming upset or trying to comfort another child when they realise they have upset them.

 

Words for developing self-confidence and self-esteem – proud, going, to, can do, try, goal succeed, now, before, after, next 

 

Vocabulary for working together and relationships – hello, please, play with, watch, copy, smile, build, make, feel, give, take, ask, tell, share

 

Positive adjectives – active, kind, thoughtful, friendly, careful, confident, creative, helpful, considerate, strong, quick, courageous, artistic, warm, musical, gentle, caring

 

 

Communication and Language

Throughout this term, our children will be supported to develop their communication and language skills. We will plan a range of lessons where we support the children’s listening and attention skills. We will also develop the children’s understanding and will give them enough time to develop their speaking skills.

 

We will be covering these areas of learning in Communication and Language over the term:

  • Maintaining attention, concentrating and sitting quietly during appropriate activity.
  • Responding to instructions involving a two-part sequence.
  • Extending vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
  • Two channelled attention, concentrating and sitting quietly during appropriate activity.
  • Listening and responding to ideas expressed by others in conversation or discussion.
  • Linking statements and sticking to a main theme or intention.

Vocabulary – use an increasing range of vocabulary appropriately, understanding the meaning of new words

 

Vocabulary - use past, present and future tenses – in conversations with peers/adults about themselves and their experiences, activities, ideas and events

 

Understanding the World

 

 

Children will learn about their families and their Communities. We will also learn about the world in which they live and will explore technology. We will be celebrating family with a party and then thinking about celebrations such as Christmas and Guy Fawkes night.

We will be covering these areas of learning in Understanding of the World over the term:

  • Enjoying joining in with family customs and routines.
  • Looking closely at similarities, differences, patterns and change.
  • Using ICT hardware to interact with age-appropriate computer software.
  • Knowing that other children don’t always enjoy the same things and are sensitive to this.
  • Completing a simple programme on a computer.

Vocabulary – North/South pole – snow, iceberg, snow cap mountain, ridge, avalanche

Northern lights -  waterfall, sea/ocean, whale, aurora (bright coloured skies – green, orange)

Desert/rainforest  - cactus, sand dune, canopy, tree

Vocabulary for expressing feelings – happy, cheerful, glad, excited, joyful, sad, miserable, gloomy, angry, worried, anxious, frightened, scared, nervous

Physical Development

Children will have a range of opportunities to develop their fine motor and gross motor skills. We will also teach the children how to be healthy and safe. They will explore large and small equipment in our indoor and outdoor provision. They will be supported to take risks in the way that they move on and around equipment. In our weekly indoor provision, we will have a finger gym to focus on developing their fine motor skills.

We will be covering these areas of learning in Physical Development over the term:

  • Experimenting with different ways of moving.
  • Jumping off an object and landing appropriately.
  • Negotiating space successfully when playing racing/chasing games, adjusting speed or changing direction to avoid obstacles.
  • Uses the toilet independently.
  • Handling tools, objects, construction and malleable materials safely and with increasing control.
  • Beginning to use anticlockwise movement and retrace vertical lines.
  • Eating a healthy range of foodstuffs and understanding the need for variety in food.
  • Showing understanding of how to transport and store equipment safely.
  • Beginning to form recognisable letters.

Vocabulary – language of movement linked to body parts and how they move

 

Vocabulary linked to foods and food groups at the snack table, body parts, exercise and effects on the body, dressing skills,

 

Expressive Arts and Design

Children will be encouraged to share and express their creativity in a range of ways and through fun and creative activities. 

We will be covering these areas of learning in Expressive Arts and Design over the term:

  • Understanding that different media can be combined to create new effects.
  • Exploring what happens when they mix colours.
  • Creating simple representations of events, people and objects.
  • Beginning to build a repertoire of songs and dances.
  • Constructing with a purpose in mind.
  • Choosing particular colours to use for a purpose.
  • Introducing a storyline or narrative into their play.

 

Vocabulary – join, assemble, construct, model, build, design, screwing, building, balancing, threading, slotting, structure, model, tall, taller, tallest, big small

 

Vocabulary for designing and making – recycled, paper, cardboard, plastic, foil, polystyrene, natural, man-made, waterproof, construct, build, assemble, join, plan, design, structure, thick thin

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