Reception Curriculum Autumn 1

Who am I?

Successful Learners

Areas of learning

  • As sociologists, we will find out about ourselves and our families.
  • As geographers, we will find out about and identify features in the place we live.
  • As artists, we will explore colour, texture, shape, form and space in two or three dimensions.
  • As successful learners we will be:-playing and exploring, be active in our learning; and  be creating and thinking critically.

Confident Individuals

Cooking & Nutrition

  • To make healthy choices at snack and lunchtime. To understand the importance of hand-washing and personal hygiene.

Responsible Citizens


  • To develop an awareness of self in relation to the local environment.

Spiritual & Moral

  • To gain an understanding of their role within a group and understand that there needs to be an agreed set of values which allows people to work together harmoniously.


  • Have developing respect for own culture and those of other people.

Early Years Foundation Stage – Areas of Learning and Development

Communication, And Language

Listening and Attention

  • 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
  • Focusing attention – still listen or do, but can shift own attention
  • Is able to follow directions (if not intently focused on own choice of activity)
  • Maintains attention, concentrates and sits quietly during appropriate activity.
  • Two-channelled attention – can listen and do for short span. Understanding
  • Beginning to understand ‘why’ and ‘how’ questions
  • Responds to instructions involving a two-part sequence
  • Understands humour, e.g. nonsense rhymes, jokes
  • Able to follow a story without pictures or props
  • Listens and responds to ideas expressed by others in conversation or discussion. Speaking
  • Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words
  • 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.

Understanding the World

People and Communities

  • 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. • Shows interest in different occupations and ways of life
  • 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
  • Enjoys joining in with family customs and routines

The World

  • Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world
  • Can talk about some of the things they have observed such as plants, animals, natural and found objects
  • Talks about why things happen and how things work
  • 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


  • Knows how to operate simple equipment, e.g. turns on a CD player and uses a remote control
  • Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones
  • 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.
  • Completes a simple program on a computer.
  • Uses ICT hardware to interact with age-appropriate computer software.



  • Continues a rhyming string
  • Hears and says the initial sound in words
  • 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
  • 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.


  • Gives meaning to marks they make as they draw, write and paint
  • Begins to break the flow of speech into words
  • Continues a rhyming string
  • Hears and says the initial sound in words
  • Can segment the sounds in simple words and blend them together
  • Links sounds to letters, naming and sounding the letters of the alphabet
  • Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence
  • Writes own name and other things such as labels/captions
  • Attempts to write short sentences in meaningful contexts
  • ‘Letters & Sounds’ phonics scheme ‘Jolly Phonics’ songs

Physical Development

Moving and Handling

  • 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
  • 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
  • Shows a preference for a dominant hand
  • 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.

Health and Self Care

  • Eats a healthy range of foodstuffs and understands the need for variety in food.
  • Usually dry and clean during the day
  • Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health
  • Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks
  • Shows understanding of how to transport and store equipment safely
  • Practices some appropriate safety measures without direct supervision.

Expressive Arts and Design

Exploring and using media and materials

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

Being Imaginative

  • Create simple representations of events, people and objects
  • 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
  • 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.

Personal, Social and Emotional Development Mathematics

Making relationships

  • 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
  • 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.
  • Initiates conversations, attends to and takes account of what others say
  • Explains own knowledge and understanding, and asks appropriate questions of others
  • Takes steps to resolve conflicts with other children, e.g. finding a compromise.

Managing feelings and behaviour

  • Can select and use activities and resources with the help
  • Welcomes and values praise for what they have done
  • Enjoys responsibility of carrying out small tasks
  • 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
  • Shows confidence in asking adults for help
  • Confident to speak to others about own needs, wants, interests and opinions
  • Can describe self in positive terms and talk about abilities.

Self Confidence and Self Awareness

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



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

Shape, Space and Measure

  • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes
  • #Selects a particular named shape.
  • 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
  • Uses familiar objects and common shapes to create and recreate patterns and build models
  • Uses everyday language related to time
  • Beginning to use everyday language related to money
  • Orders and sequences familiar events
  • Measures short periods of time in simple ways
  • ‘White Rose Maths’’


Reception Autumn 1 & 2 POS

Reception Autumn 1 Overview.1