Reception Medium Term Plan Spring 2

Around the World/New Life

RE – Special Times Computing - Digital literacy, shape
hunt.
Celebrations – Holi, Spring, Mother’s Day, Easter

Enrichment/Wow moments - Holi Celebration Hatching ducklings

Farm visit Easter
Literacy Fiction Non- Fiction Poetry
Quality Texts Geesha’s Sweet Tooth Living in India (Chloe Mudlarks (Shirley Hughes)
(Sanjay Patel) Perkins) Spring Greens (Shirley
The Colour Monster Happy Holi (Joyce Bently) Hughes)
(Anna Llannas) See How They Grow Duck in a Truck (Jezz
Farmer Duck (Martin (Mary Ling) Alborough)
Waddell) Ducks and their
How Billy Duck Learns Ducklings (Margaret Hall)
to Swim (Martin
Waddell)
Development Planned activities Knowledge - What the
Matters Objectives including general children will know?
practise, quality
interactions and
enabling
environments.
Communication Understand how to listen carefully Role Play – Temple, Farm I can tell you 3 facts about
and why listening is important
and language Learn new vocabulary shop, farm cafe. India and the festival of Holi.
Articulate their ideas and
thoughts in well-formed *We have a language rich
sentences I can use new vocabulary.
Develop social phrases. environment, practitioners
Engage in story times. encourage new vocab and Vocabulary - India –
Listen to and talk about stories to extend vocabulary with
build familiarity and
every interaction.
temple, sari, feast,
understanding. celebration, Spring,
Listen carefully to rhymes and *We have daily story/song
songs, paying attention to how time. colour, festival, Hindu.
they sound. *New vocabulary is planned
Learn rhymes, poems and songs.
Use new vocabulary through the and used by practitioners. Ducklings – Incubator,
day. *New vocabulary is shared brooder box, hot pad, egg,
Ask questions to find out more with parents
and to check they understand
hatch, egg tooth, down,
what has been said to them.
*The children have a daily feathers, webbed feet,
Connect one idea or action to literacy session bill, nest.
another using a range of *We use helicopter stories
connectives. to develop the concept of
Engage in non-fiction books.
stories and story language. Spring – buds, new life,
Use new vocabulary through the
day.Ask questions to find out *Role play and puppets are Easter, daffodil, tulip.
more and to check they used for retelling stories.
understand what has been said to *Children regularly Feelings – angry, mad,
them. Connect one idea or action sequence pictures from confused, happy, excited,
to another using a range of stories and orally retell the
connectives. Describe events in
calm, peaceful, scared,
story frightened.
some detail. Retell the story, once
they have developed a deep
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 I can talk about my feelings
individual.
Build constructive and respectful to be as independent as and the feelings of others.
relationships. they can. “Have a go
Express their feelings and
consider the feelings of others. yourself and if you still
Show resilience and perseverance can’t do it then we are
in the face of challenge.
happy to help.”
 Manage their own needs. *We have discussions
Identify and moderate their own
feelings socially and emotionally. around snack time
Think about the perspectives of and lunch time -
others.
healthy eating
choices.
*We have discussions
around healthy living
choices including:
washing hands, brushing
teeth, eating and
exercise.
*We read the book ‘The
Colour Monster’ The
children discuss
situations when they
have felt the feelings in
the book.

Physical Revise and refine the Weekly PE session – Ball I can perform shapes,
fundamental movement skills
Development they have already acquired: skills balances, jumps, rock and
-rolling, crawling, walking, roll, barrel roll, straight roll.
jumping, Running, hopping,
skipping, climbing *Children have access to
Progress towards a more fluent P.E trolley in outdoor I can start to forward roll and
style of moving with developing
control and grace.
area as well as large travel.
Develop their small motor skills so scale equipment to
that they can use a range of tools develop core strength I can start to create short
competently, safely and
confidently. Suggested tools: and gross motor control. simple sequences.
pencils for drawing and writing, *Children have access to
paintbrushes, scissors, knives,
forks and spoons. balance bikes to develop I am beginning to hold a
Use their core muscle strength to core strength. pencil/paintbrush correctly.
achieve a good posture when
sitting at a table or sitting on the
*Children take part in
floor. yoga and gross motor I am beginning to hold and
Further develop the skills they sessions each morning. use scissors correctly.
need to manage the school day
successfully: *Fine motor skills are
 Lining up and queuing developed indoors in all V- copy, travel, space, shape,
 Mealtimes
 Personal hygiene areas. rock over, around, through,
Combine different movements *Children have access to roll, high, medium, low, star,
with ease and fluency.
Develop the overall body
weekly fine motor tuck, side step, slide, hop,
strength, co-ordination, balance control activity in jump, skip, gallop
and agility needed to engage continuous provision.
successfully with future physical
education sessions and other *Children have focused S- Leadership, taking turns
physical disciplines including hand writing sessions and helping others
dance, gymnastics, sport and
swimming. several times per week.
Develop overall body-strength, *Children are E- Determination
balance, co-ordination and agility.
Confidently and safely use a
encouraged to use
range of large and small cutlery at dinner time. T- Selecting and applying
apparatus indoors and outside, *Cutlery as well as skills and creating sequences
alone and in a group.
Further develop and refine a various tools are
range of ball skills including: provided in the
throwing, catching, kicking,
passing, batting, and aiming. playdough area.
Develop confidence, competence, *Children are taught
precision and accuracy when
engaging in activities that involve
hand washing skills and
a ball. encouraged to be
Develop the foundations of a independent in personal
handwriting style which is fast,
accurate and efficient. hygiene.
Reading Read individual letters by saying *Children have daily I can read some letter groups
the sounds for them.
Read a few common exception small group letters and that each represent one
words matched to the school’s sounds sessions. sound and say sounds for
phonic programme.
Blend sounds into words, so that *Home reading books them.
they can read short words made are linked to phonics
up of know letter – sound
correspondence.
level, children can I can read the tricky words
change books daily that I am taught.
Read some letter *We use high quality
groups that each texts to support each I can read simple phrases and
represent one sound topic. These texts are sentences made up of words
 and say sounds for available for children to with known letter-sound
them. access and revisit in our correspondences and, where
reading area. necessary, a few exception
Read simple phrases *The children have a words.
and sentences made up daily literacy session
of words with known *The children have daily I can re-read books to build
letter-sound guided reading sessions up confidence in word
correspondences and, *Lowest 20% have reading, fluency and
where necessary, a few individual daily reading understanding and
exception words. as well as pupil premium enjoyment.
children.
Re-read books to build *Tricky words introduced
up their confidence in are shared with parents
word reading, their for home learning.
fluency and their
understanding and
enjoyment.

Writing Spell words by identifying the *Children say their I can label pictures.
sounds and then writing the
sound with letter/s. sentence out loud and
then segment each I can write captions for
Form lower-case and word. pictures and photographs
capital letters correctly. *Children are taught to using new vocabulary.
use a capital letter to
begin a sentence and a I can write a simple fact page.
full stop at the end.
*Children are I can write simple report
encouraged to use finger sentences.
spaces.
*Children are taught to I can write most lower case
write some letter sounds and capital letters correctly
from memory including from memory.
capitals.
*Children label parts of a
duckling.
*Children write captions
for pictures and
photographs using new
vocabulary.
*Children write a fact
page.
*Children write simple
Report sentences.
Mathematics Compare numbers. *Children will experience
daily counting to 30 via I can make pairs of objects.
Explore the registration.
composition of numbers *Daily seasons and days I can count to 10.
to 10. of the week.
*Sequencing of the I can represent 9 and 10 in
Compare length and school day. different ways.
height. *Daily Maths session
I can compare numbers to 10.
Talk about time. Number
*Combining 2 amounts I can make 10 in different
Automatically recall *Making pairs ways.
number bonds for *Counting to 9 and 10
numbers 0-10. *Comparing numbers to I can say some number bonds
10 to 10
*Composition of 9 and 10
*Number bonds to 10 I can say is an object is longer
*Doubles to 10 than and shorter than
another object.
Measure, shape and
spatial thinking I can say if something is taller
*Length and height or shorter.
 *Order and sequence
time I can sequence the school
*Recognise and name 3D day
shapes
*Identify and continue I can recite the days of the
more complex patterns week and say which day was
yesterday and which day is
tomorrow.

I can measure time in

different ways.

I can name a cube, a cuboid,

a cone, a cylinder and a
sphere.

I can build with 3D objects.

I can print with 3D objects.

I can continue, copy and

create repeating patterns.
Understanding People, Culture and * Children identify I know where I live.
the world Communities England and The
Comment on images of familiar I know that not all places in
situations in the past.
United Kingdom on a
Understand that some places are map and a globe. the world are the same.
special to members of their
community.
*Children identify
Compare and contrast characters India on a world map I can find Great Britain on a
from stories, including figures and a globe. globe and a world map.
from the past.
Recognise that people have * Children celebrate
different beliefs and celebrate Holi and compare to I can find India on a globe
special times in different ways. and a world map.
Recognise some similarities and other Celebrations
differences between life in this and traditions.
country and life in other
* Children compare I know some of the festivals
countries.
Recognise some environments our own country to that are celebrated around
that
India. Children the world.
are different to the one in which
they live. comment on
Draw information from a simple
similarities and I understand that people have
map. different beliefs and celebrate
differences.
in different ways.

I can talk about the things

*Children complete a that I see, hear and feel in
The Natural World daily calendar and the outdoor area.
Explore the natural world around
them.
discuss the weather.
Describe what they see, hear and *Children explore the I can identify a daisy, a
feel whilst outside.
Understand the effect of changing
reception garden and buttercup and a daffodil.
seasons on the natural world observing seasonal
around them. changes. I can identify blossom.
*Children go on a
Spring walk around the I can recognise and talk
school grounds and about some of the signs of
comment on the signs Spring.
of Spring.
*Children engage in a I know that bird’s hatch out of
‘Living eggs eggs.
experience’.
*Children watch I can comment on the
ducklings hatch from hatching process of a
eggs, they observe duckling.
their growth.
*Children are I can observe and comment
 encouraged to say on the features of a duckling.
what they can see,
hear and feel when in I know that animals need food
the forest and when and water to survive.
exploring the various
outdoor areas. I can use the vocabulary -
Incubator, brooder box, hot
pad, egg, hatch, egg tooth,
down, feathers, webbed feet,
bill, nest.
Expressive Arts Explore, use and refine a variety *Children can create or I can independently access all
of artistic effects to express their
and Design ideas and feelings. make anything linked to areas.
Listen attentively, move to and our topic.
talk about music, expressing their
feelings and responses. *Children are I can talk about and describe
Return to and build on their encouraged to make the work that I produce.
previous learning, refining ideas
and developing their ability to
build landmarks in our
represent them. construction area. I can explore how sounds can
Sing in a group or on their own, *Children are be changed.
increasingly matching the pitch
encouraged to make
and following the melody.
Develop storylines in their their own props for role I can make up simple
pretend play. play e.g. pirate hats, rhythms.
Explore and engage in music
making and dance, performing
maps, swords,
solo or in groups. telescopes. I can represent my own ideas,
Create collaboratively sharing *Children are thoughts and feelings through
ideas,
resources and skills. encouraged to critique music.
Watch and talk about dance and each other’s movement
performance art, expressing their
feelings and responses. in dance and
gymnastics.
*We have daily
song/nursery rhyme
time.
*We have a weekly
charanga music lesson –
Our World
*We have an outdoor
music area.