Reception annual Curriculum Plan

Reception   Base Over view 2018-2019 Prime   areas
  Personal social and emotional   development (PSED) Physical development (PD) Communication and language   (L)
Autumn A

• Can play in a group, extending   and elaborating play ideas, e.g. building up a role-play activity with other   children.

• Initiates play, offering cues to   peers to join them.

• Can select and use activities and   resources with help.

• Welcomes and values praise for   what they have done.

• Moves freely and with pleasure   and confidence in a range of ways, such as

slithering, shuffling, rolling,   crawling, walking, running, jumping, skipping, sliding and hopping.

• Mounts stairs, steps or climbing   equipment using alternate feet.

• Walks downstairs, two feet to   each step while carrying a small object.

• Can stand momentarily on one foot   when shown.

• Can tell adults when hungry or   tired or when they want to rest or play.

• Observes the effects of activity   on their bodies.

• Understands that equipment and   tools have to be used safely.

• Can usually manage washing and   drying hands.

• Dresses with help, e.g. puts arms   into open-fronted coat or shirt when held up, pulls up own trousers, and   pulls up zipper once it is fastened at the bottom.

• Listens to others one to one or   in small groups, when conversation interests them.

• Listens to stories with   increasing attention and recall.

• Joins in with repeated refrains   and anticipates key events and phrases in rhymes and stories.

• Understands use of objects (e.g. “What do we use to cut   things?’)

• Is able to follow directions (if   not intently focused on own choice of activity).

Autumn B

• Aware of own feelings, and knows   that some actions and words can hurt others’ feelings.

• Begins to accept the needs of   others and can take turns and share resources, sometimes with support from   others.

• Keeps play going by responding to   what others are saying or doing.

• Demonstrates friendly behaviour,   initiating conversations and forming good relationships with peers and   familiar adults.

• Enjoys responsibility of carrying   out small tasks.

• Runs skilfully and negotiates   space successfully, adjusting speed or direction to avoid obstacles.

• Draws lines and circles using   gross motor movements.

• Uses one-handed tools and   equipment, e.g. makes snips in paper with child scissors.

• Holds pencil between thumb and   two fingers, no longer using whole-hand grasp.

• Can copy some letters, e.g.   letters from their name.

• Gains more bowel and bladder   control and can attend to toileting needs most of the time themselves.

• Shows a preference for a dominant   hand.

• Focusing attention – still listen   or do, but can shift own attention.

• Shows understanding of   prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or   selecting correct


• Responds to simple instructions,   e.g. to get or put away an object.

• Beginning to understand ‘why’ and   ‘how’ questions.

Spring A

• Shows confidence in asking adults   for help.

• Can usually tolerate delay when   needs are not immediately met, and understands wishes may not always be met.

• Is more outgoing towards   unfamiliar people and more confident in new social situations.

• Confident to talk to other   children when playing, and will communicate freely about own home and   community.

• Can catch a large ball.

• Holds pencil near point between   first two fingers and thumb and uses it with good


• Experiments with different ways   of moving.

• Jumps off an object and lands   appropriately.

• Negotiates space successfully   when playing racing and chasing games with other children, adjusting speed or   changing direction to avoid obstacles.

• Travels with confidence and skill   around, under, over and through balancing and

climbing equipment.

• Eats a healthy range of   foodstuffs and understands need for variety in food.

• Usually dry and clean during the   day.

• Beginning to use more complex   sentences to link thoughts (e.g. using and, because).

• Can retell a simple past event in   correct order (e.g. went   down slide, hurt finger).

• Uses talk to connect ideas,   explain what is happening and anticipate what might happen next, recall and   relive past experiences.

• Questions why things happen and   gives explanations. Asks e.g. who, what, when, how.

• Uses talk in pretending that   objects stand for something else in play, e,g, ‘This box is my castle.'

Spring B

• Can usually adapt behaviour to   different events, social situations and changes in routine.

• Aware of the boundaries set, and   of behavioural expectations in the setting.

• Initiates conversations, attends   to and takes account of what others say.

• Shows increasing control over an   object in pushing, patting, throwing, catching or

kicking it.

• Uses simple tools to effect   changes to materials.

• Handles tools, objects,   construction and malleable materials safely and with

increasing control.

• Uses a range of tenses (e.g. play, playing, will play,   played).

• Uses intonation, rhythm and   phrasing to make the meaning clear to others.

• Uses vocabulary focused on   objects and people that are of particular importance to them.

• Builds up vocabulary that   reflects the breadth of their experiences.

• Uses language to imagine and   recreate roles and experiences in play situations.

• Links statements and sticks to a   main theme or intention.

• Uses talk to organise, sequence   and clarify thinking, ideas, feelings and events.

• Introduces a storyline or   narrative into their play.

Summer A

• Explains own knowledge and   understanding, and asks appropriate questions of others.

• Takes steps to resolve conflicts   finding a compromise

• Beginning to be able to negotiate   and solve problems without aggression, e.g. when someone has taken their toy.

• Begins to use anticlockwise   movement and retrace vertical lines.

• Begins to form recognisable   letters.

• Uses a pencil and holds it   effectively to form recognisable letters, most of which

are correctly formed.

• Shows understanding of the need   for safety when tackling new challenges, and considers and manages some   risks.

• Maintains attention, concentrates   and sits quietly during appropriate activity.

• Two-channelled attention – can   listen and do for short span.

• Responds to instructions   involving a two-part sequence. Understands humour, e.g. nonsense rhymes,   jokes.

Summer B

• Confident to speak to others   about own needs, wants, interests and opinions.

• Can describe self in positive   terms and talk about abilities.

• Understands that own actions   affect other people, for example, becomes upset or tries to comfort another   child when they realise they have upset them.

• Shows some understanding that   good practices with regard to exercise, eating, sleeping and hygiene can   contribute to good health.

• Shows understanding of how to   transport and store equipment safely.

• Practices some appropriate safety   measure without direct supervision.

• Uses a pencil and holds it   effectively to form recognisable letters, most of which

are correctly formed.

• Able to follow a story without   pictures or props.

• Listens and responds to ideas   expressed by others in conversation or discussion.

• Extends vocabulary, especially by   grouping and naming, exploring the meaning and sounds of new words.

Long   term planning 2018/2019 - Specific areas

  Literacy (L) Mathematics (M) Understanding the world (UW) Expressive arts and design (EAD)
Autumn 1

• Enjoys rhyming and rhythmic   activities.

• Shows awareness of rhyme and   alliteration.

• Recognises rhythm in spoken   words.

• Listens to and joins in with   stories and poems, one-to-one and also in small groups.

• Shows interest in illustrations   and print in books and print in the environment.

• Recognises familiar words and   signs such as own name and advertising logos.

• Knows information can be relayed   in the form of print.

• Holds books the correct way up   and turns pages.

• Knows that print carries meaning   and, in English, is read from left to right and top to bottom.

• Uses some number names and number   language spontaneously.

• Uses some number names accurately   in play.

• Recites numbers in order to 10.

• Knows that numbers identify how   many objects are in a set.

• Shows an interest in numerals in   the environment.

• Shows interest in shapes in the   environment.

• Shows an interest in shape and   space by playing with shapes or making arrangements with objects.

• Shows awareness of similarities   of shapes in the environment.

• Knows how to operate simple   equipment, e.g. turns on CD player and uses remote control.

• Shows an interest in   technological toys with knobs or pulleys, or real objects such as cameras or   mobile phones.

• Developing preferences for forms   of expression.

• Uses movement to express   feelings.

• Creates movement in response to   music.

• Engages in imaginative role-play   based on own first-hand experiences.

• Builds stories around toys, e.g.   farm animals needing rescue from an armchair ‘cliff’.

Autumn 2

• Sometimes gives meaning to marks   as they draw and paint.

• Ascribes meanings to marks that   they see in different places.

• Joins in with repeated refrains   and anticipates key events and

phrases in rhymes and stories.

• Beginning to be aware of the way   stories are structured.

• Looks at books independently.

• Handles books carefully.

• Hears and says the initial sound   in words.

• Beginning to represent numbers   using fingers, marks on paper or pictures.

• Sometimes matches numeral and   quantity correctly.

• Shows curiosity about numbers by   offering comments or asking questions.

• Shows an interest in representing   numbers.

• Realises not only objects, but   anything can be counted, including steps, claps or jumps.

• Recognise some numerals of   personal significance.

• Recognises numerals 1 to 5.

• Counts up to three or four   objects by saying one number name for each item.

• Counts actions or objects which   cannot be moved.

• Shows skill in making toys work   by pressing parts or lifting flaps to achieve effects such as sound,   movements or new images.

• Knows that information can be   retrieved from computers.

• Comments and asks questions about   aspects of their familiar world such as the place where they live or the   natural world.

• Uses available resources to   create props to support role-play.

• Captures experiences and   responses with a range of media, such as music, dance and paint and other   materials or words.

• Enjoys joining in with dancing   and ring games.

• Sings a few familiar songs.

• Understands that they can use   lines to enclose a space, and then begin to use these shapes to represent   objects.

• Beginning to be interested in and   describe the texture of things.

• Uses various construction   materials.

Spring 1

• Suggests how the story might end.

• Listens to stories with   increasing attention and recall.

• Describes main story settings,   events and principal characters.

• Continues a rhyming string.

• Begins to break the flow of   speech into words.

• Compares two groups of objects,   saying when they have the same number.

• Shows an interest in number   problems.

• Separates a group of three or   four objects in different ways, beginning to recognise that the total is   still the same.

• Counts objects to 10, and   beginning to count beyond 10.

• Counts out up to six objects from   a larger group.

• Selects the correct numeral to   represent 1 to 5, then 1 to 10 objects.

• Counts an irregular arrangement   of up to ten objects.

• Talks about why things happen and   how things work.

• Shows interest in the lives of   people who are familiar to them.

• Remembers and talks about   significant events in their own experience.

• Recognises and describes special   times or events for family or friends.

• Enjoys joining in with family   customs and routines.

• Beginning to move rhythmically.

• Imitates movement in response to   music.

• Taps out simple repeated rhythms.

• Explores and learns how sounds   can be changed.

• Explores colour and how colours   can be changed.

• Sings to self and makes up simple   songs.

• Makes up rhythms.

• Notices what adults do, imitating   what is observed and then doing it spontaneously when the adult is not there.

• Beginning to construct, stacking   blocks vertically and horizontally, making enclosures and creating spaces.

• Joins construction pieces   together to build and balance.

• Realises tools can be used for a   purpose.

Spring 2

• Uses vocabulary and forms of   speech that are increasingly influenced by their experiences of books.

• Enjoys an increasing range of   books.

• Knows that information can be   retrieved from books and computers.

• Can segment the sounds in simple   words and blend them together and knows which letters represent some of them.

• Links sounds to letters, naming   and sounding the letters of the alphabet.

• Begins to read words and simple   sentences.

• Shows interest in shape by   sustained construction activity or by talking about shapes or arrangements.

• Uses the language of ‘more’ and   ‘fewer’ to compare two sets of objects.

• Finds the total number of items   in two groups by counting all of them.

• Says the number that is one more   than a given number.

• Finds one more or one less from a   group of up to five objects, then ten objects.

• Can describe their relative   position such as ‘behind’ or ‘next to’.

• Orders two or three items by   length or height.

• Orders two items by weight or   capacity.

• Knows some of the things that   make them unique, and can talk about some of the similarities and differences   in relation to friends or family.

• Shows interest in different   occupations and ways of life.

• Can talk about some of the things   they have observed such as plants, animals, natural and found objects.

• Create simple representations of   events, people and objects.

• Plays alongside other children   who are engaged in the same theme.

• Plays cooperatively as part of a   group to develop and act out a narrative.

• Begins to build a repertoire of   songs and dances.

• Explores the different sounds of   instruments.

• Explores what happens when they   mix colours.

• Experiments to create different   textures.

Summer 1

• Gives meaning to marks they make   as they draw, write and paint.

• Can segment the sounds in simple   words and blend them together.

• Links sounds to letters, naming   and sounding the letters of the alphabet.

• Writes own name and other things   such as labels,captions.

• Uses positional language.

• Uses shapes appropriately for   tasks.

• Beginning to talk about the   shapes of everyday objects, e.g. ‘round’ and ‘tall’.

• Selects a particular named shape.

• Uses familiar objects and common   shapes to create and recreate patterns and build models.

• Measures short periods of time in   simple ways.

• Uses everyday language related to   time.

• Beginning to use everyday   language related to money.

• Orders and sequences familiar   events.

• Developing an understanding of   growth, decay and changes over time.

• Shows care and concern for living   things and the environment.

• Looks closely at similarities,   differences, patterns and change.

• Initiates new combinations of   movement and gesture in order to express and respond to feelings, ideas and   experiences.

• Chooses particular colours to use   for a purpose.

• Introduces a storyline or   narrative into their play.

• Selects tools and techniques   needed to shape, assemble and join materials they are using.

Summer 2

• Attempts to write short sentences   in meaningful contexts.

• Uses some clearly identifiable   letters to communicate meaning, representing some sounds correctly and in   sequence.

• Beginning to use mathematical   names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to   describe shapes.

• Estimates how many objects they   can see and checks by counting them.

• In practical activities and   discussion, beginning to use the vocabulary involved in adding and   subtracting.

• Records, using marks that they   can interpret and explain.

• Begins to identify own   mathematical problems based on own interests and fascinations.

• Completes a simple program on a   computer.

• Uses ICT hardware to interact   with age-appropriate computer software.

• Understands that different media   can be combined to create new effects.

• Manipulates materials to achieve   a planned effect.

• Constructs with a purpose in   mind, using a variety of resources.

• Uses simple tools and techniques   competently and appropriately.

• Selects appropriate resources and   adapts work where necessary.

  Autumn 1 Autumn 2 Spring 1 Spring   2 Summer   1 Summer   2
Possible Topics-   topics may change depending on children’s interests

All about me and my body

My family

Festivals and celebrations


Sea creatures

Winter and hibernation




Where I live.

Local History

Houses and Homes

Plants and growth



Reception Curriculum Letter Summer 2

At Home Continuing the Learning Journey- A few Ideas!

Dear Parents,

Welcome back after a short break. We hope you are all ready for an exciting term ahead! This half term your child will be learning about ‘Sea Creatures’. Here are some fun ideas to help support your child’s learning that you may like to try at home! The Curriculum is attached to the letter too!


  • Remember to share books and stories together. You can also sound talk some of the words! Why not encourage your child to draw a picture and write about their favourite part of the story!
  • Do not forget to hear your child read at least 5 times a week! Please remember to make a note in your child’s reading journal.

In the Kitchen

  • Encourage your child to try some fish. What does it smell like? What does it taste like? What does it feel like?
  • Make some sea creatures from different coloured fruits, exploring texture and shape.

We need your help!

  • If you have any unwanted Etch Sketches please can you bring them in as we will make great use of them in our outside area as writing and drawing tools.
  • We are planning to develop a new learning area outside if you have any diggers or trucks linked to construction play that you would like to donate, we would be very grateful.
  • We also will be setting up a seaside roll play and an ice cream truck if you have any small unwanted deck chairs, parasols, empty ice cream tubs or unwanted scoops we would be very grateful.
  • If you have any postcards please can you bring them in as we will use them to talk about holidays and trips to the seaside and writing their own postcards.


Swimming is on Monday and Wednesday please ensure your child has their kit on those days!

Out and About

  • Why not visit the seaside, go and hunt for sea creatures such as starfish and anemones. Where might you find them? E.g In rock pools or in the sand? What do they look like? How do they move? Do they have any patterns on them?
  • If you have a spare moment why not pop to the Sea life Centre or Lyme Regis.
  • When visiting the seaside collect shells for craft work and take photos to add to our classroom display.

Music and Movement


  • Talk with your child what you might hear at the seaside. What does it sound like? Can you make sounds like the sea?
  • Why not make a rainmaker using an old bottle and add rice or pasta etc.
  • Why not make up some seaside rhymes?
  • Say rhymes and tongue twisters. E.g She sells, sea shells on the sea shore.

Stories and Songs

  • Why not visit your local library to look for stories, information books and poetry about sea creatures. Books with magnified photographs are especially useful as they allow children to see details.
  • Make up stories about visiting the sea side. Imagine you and your child are visiting the sea side for the day. What adventures would you have? Why not write a postcard or story?

 Click here for  Summer 2 Curriculum.