Reception Medium Term Plan Spring 1

Around the World

RE – Special Stories Computing - Digital Literacy, Shape Hunt
Celebrations – Chinese New Year
Enrichment/Wow moments - Pirate dress up day, Chinese new year
celebration,
Making Spring Rolls, Dylan’s reptiles visit/Zoo 2U, Walk to Ashton Library,
Visit to Farmer Teds.
Literacy Fiction Non- Fiction Poetry
Quality The Night Pirates (Harris National Geographic Kids Cold (Shirey Hughes)
Texts Peter) Readers: Polar Bears
Over in the Arctic where the Pirates (Charlotte Raby)
Cold Winds Blow (Marianne We Come From China
Berkes)
Firecrackers and Lanterns
(Julia Waterlow)
(Jonny Zucker) Introducing Australia
Curious clownfish(Adrienne (Anita Ganeri)
Kennaway)
Wombat goes Walkabout
(Michael Morpurgo)

Development Matters Planned activities Knowledge - What the

Objectives including general children will know?
practise, quality
interactions and
enabling
environments.
Communic Understand how to listen carefully and Role Play – Pirate ship, The I can ask questions.
why listening is important
ation and Learn new vocabulary Arctic, Chinese restaurant,
language Articulate their ideas and thoughts in Australian outback I can describe an event that
well-formed sentences
Develop social phrases. has happened.
Engage in story times. Small World – Pirate ships,
Listen to and talk about stories to build
familiarity and understanding.
Arctic animals and I can retell a familiar story
Listen carefully to rhymes and songs, environment, Zodiac story,
paying attention to how they sound. Australian animals and I can use new vocabulary.
Learn rhymes, poems and songs.
Use new vocabulary through the day. environment
Ask questions to find out more and to I can tell you 3 facts about
check they understand what has been *We have a language rich
said to them. the Arctic, China and
Connect one idea or action to another environment, practitioners Australia.
using a range of connectives. encourage new vocab and
Engage in non-fiction books. extend vocabulary with every
Use new vocabulary interaction.
*We have daily story/song time. Vocabulary - Pirate – flag,
through the day.
*New vocabulary is planned ship, cutlass, gun, sailor,
and used by practitioners. past, map, treasure,
Ask questions to find out
*New vocabulary is shared with camouflage.
more and to check they parents Map, globe, England, the
understand what has been *The children have a daily United Kingdom.
said to them. literacy session Arctic – cold, freeze, ice,
*We use helicopter stories to water, melt, frost, arctic
Connect one idea or action develop the concept of stories
animals, den, cub, paw,
and story language.
to another using a range of *Role play and puppets are Inuit.
connectives. used for retelling stories.
*Children regularly sequence China – celebration,
Describe events in some pictures from stories and orally tradition, year, feast.
detail. retell the story
Australia – landmark,
Retell the story, once they desert, animals, pouch,
have developed a deep bush fire,
familiarity with the text;
some as exact repetition
and some in their own
words.
 Listen to and talk about
selected non-fiction to
develop a deep familiarity
with new knowledge and
vocabulary.
PSED See themselves as a valuable *We encourage children to I can share the resources.
individual.
Build constructive and respectful be as independent as they
relationships. can. “Have a go yourself I can take turns.
Express their feelings and consider the
feelings of others. and if you still can’t do it
Show resilience and perseverance in then we are happy to help.” I can talk about my feelings
the face of challenge.
Manage their own needs.
*We have discussions and the feelings of others.
around snack time and
Identify and moderate lunch time - healthy
their own feelings socially eating choices.
and emotionally. *We have discussions
around healthy living
Think about the choices including: washing
perspectives of others. hands, brushing teeth,
eating and exercise.
*Children learn about
Stranger Danger
Physical Revise and refine the fundamental Weekly PE session - I can travel, copy, perform
movement skills they have already
Developme acquired: Gymnastics actions, balance and co-
nt -rolling, crawling, walking, jumping, ordinate.
Running, hopping, skipping, climbing
Progress towards a more fluent style *Children have access to P.E
of moving with developing control and trolley in outdoor area as
grace.
Develop their small motor skills so that
well as large scale Vocabulary – Move, space,
they can use a range of tools equipment to develop core safely, shape, copy, around,
competently, safely and confidently. strength and gross motor sideways, forwards,
Suggested tools: pencils for drawing
and writing, paintbrushes, scissors, control. backwards, jump, kick, high,
knives, forks and spoons. *Children have access to medium, low.
Use their core muscle strength to
achieve a good posture when sitting at balance bikes to develop
a table or sitting on the floor. core strength. S - Respect, cop operating
Further develop the skills they need to
manage the school day successfully:
*Children take part in yoga with others
 Lining up and queuing and gross motor sessions
 Mealtimes each morning. E -Work independently and
 Personal hygiene
Combine different movements with *Fine motor skills are confidence
ease and fluency. developed indoors in all
Develop the overall body strength, co-
ordination, balance and agility needed areas. T - Counting, observing and
to engage successfully with future *Children have access to providing feedback and
physical education sessions and other
physical disciplines including dance,
weekly fine motor control selecting and applying
gymnastics, sport and swimming. activity in continuous actions.
Develop overall body- provision.
strength, balance, co- *Children have focused
ordination and agility. hand writing sessions
several times per week.
Confidently and safely use *Children are encouraged to
a range of large and small use cutlery at dinner time.
apparatus indoors and *Cutlery as well as various
outside, alone and in a tools are provided in the
group. playdough area.

Further develop and refine *Children are taught hand

a range of ball skills washing skills and
including: throwing, encouraged to be
catching, kicking, passing, independent in personal
batting, and aiming. hygiene.

Develop confidence,
competence, precision and
accuracy when engaging in
activities that involve a
ball.
 Develop the foundations of
a handwriting style which
is fast, accurate and
efficient.
Reading Read individual letters by saying the *Children have daily small I can read some letter groups
sounds for them.
Read a few common exception words group letters and sounds that each represent one
matched to the school’s phonic sessions. sound and say sounds for
programme.
Blend sounds into words, so that they *Home reading books are them.
can read short words made up of know linked to phonics level,
letter – sound correspondence.
children can change books I can read the tricky words
daily that I am taught.
Read some letter groups *We use high quality texts
that each represent one to support each topic. I can read simple phrases
sound and say sounds for These texts are available for and sentences made up of
them. children to access and words with known letter-
revisit in our reading area. sound correspondences and,
Read simple phrases and *The children have a daily where necessary, a few
sentences made up of literacy session exception words.
words with known letter- *The children have daily
sound correspondences guided reading sessions I can re-read books to build
and, where necessary, a *Lowest 20% have individual up confidence in word
few exception words. daily reading as well as reading, fluency and
pupil premium children. understanding and
Re-read books to build up *Tricky words introduced are enjoyment.
their confidence in word shared with parents for
reading, their fluency and home learning.
their understanding and
enjoyment.
Writing Spell words by identifying the sounds *Children say their sentence I can write a simple caption
and then writing the sound with
letter/s. out loud and then segment using the phonics that I
each word. know.
Form lower-case and *Children are taught to use
capital letters correctly. a capital letter to begin a I can write a simple sentence
sentence and a full stop at using the phonics that I
the end. know.
*Children are encouraged to
use finger spaces. I can write most lower case
*Children are taught to write and capital letters correctly
some letter sounds from from memory.
memory including capitals.
*Children write captions and
extended captions.
* Children write simple
sentences.
*Children write simple
factual sentences.
Children write a simple
recount.
Mathemati Compare numbers. *Children will experience I understand what the
cs daily counting to 30 via numeral zero represents.
Explore the composition of registration.
numbers to 10. *Daily seasons and days of I can compare numbers to 5.
the week.
Compose and decompose *Sequencing of the school I can make 4 and 5 in
shapes so that children day. different ways.
recognise a shape can *Daily Maths session
have other shapes within I can make 6, 7 and 8 in
it, just as numbers can. Number different ways.
*Introducing zero
Compare mass and *Comparing numbers I can combine 2 groups and
capacity. to 5 find out how many
*Composition of numbers to altogether.
5
*Composition of 6,7, I can compare objects and
and 8. say which is heavier and
*Doubles to 8 lighter.
 *Combining two amounts.
I can compare capacity.
Measure, shape and
spatial thinking
*Mass and capacity
Understand People, Culture and *Children look at images I can comment on images of
ing the Communities of pirates in the past and pirates in the past.
world Comment on images of familiar
situations in the past.
comment on the
Understand that some places are pictures. Children I can use vocabulary related
special to members of their compare pictures of to pirates.
community.
Compare and contrast characters from pirate ships and modern
stories, including figures from the past. day boats. I know where I live.
* Children identify
Recognise that people England and The United I know that not all places in
have different beliefs and Kingdom on a map and a the world are the same.
celebrate special times in globe.
different ways. *Children identify the I can find Great Britain on a
Recognise some Arctic, China and globe and a world map.
similarities and differences Australia on a world map
between life in this country I can find the Arctic, China
and a globe.
and life in and Australia on a globe and
* Children celebrate
other countries. a world map.
Chinese New Year and
compare to other
Recognise some I can describe some of my
Celebrations and
environments that are own traditions.
traditions.
different to the one in
which they live. * Children compare our
I know some of the festivals
own country to the
that are celebrated around
Draw information from a Arctic, China and
the world.
simple map. Australia. Children
comment on similarities
I understand that people
and differences.
have different beliefs and
*Children compare the celebrate in different ways.
environment in the
Arctic and Australia to I know some animals that
our country. come from different parts of
the world.

I can talk about the things

that I see, hear and feel in
The Natural World the outdoor area.
Explore the natural world around
them. *Children complete a daily
Describe what they see, hear and feel calendar and discuss the I know some animals in the
whilst outside. Arctic and some animals in
Understand the effect of changing weather.
seasons on the natural world around *Children explore the Australia.
them.
reception garden and
observing seasonal I know that water turns to ice
changes. when it freezes.
*Children are encouraged
to say what they can see, I know that ice melts and
hear and feel when in the turns to water when it heats
forest and when exploring up.
the various outdoor areas.

Expressive Explore, use and refine a variety of *Children can create or I can independently access
artistic effects to express their ideas
Arts and and feelings. make anything linked to our all areas.
Design Listen attentively, move to and talk topic.
about music, expressing their feelings
and responses. *Children are encouraged to I can talk about and describe
Return to and build on their previous make build landmarks in our the work that I produce.
learning, refining ideas and developing
their ability to represent them.
construction area.
Sing in a group or on their own, *Children are encouraged to I can work with friends when
increasingly matching the pitch and make their own props for creating.
following the melody. role play e.g. pirate hats,
Develop storylines in their pretend
play. maps, swords, telescopes. I can talk about movement
Explore and engage in music making *Children are encouraged to that I like.
and dance, performing solo or in
groups. critique each other’s
movement in dance and I can sing to self and make
Create collaboratively gymnastics. up songs.
sharing ideas, resources *We have daily song/nursery
and skills. rhyme time. I can tap out simple rhythms.
*We have a weekly
Watch and talk about charanga music lesson -
dance and performance Everyone
art, expressing their *We have an outdoor music
feelings and responses. area