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

Environment

• 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.

Communities

• 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

Technology

• 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.

Literacy

Reading

• 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.

Writing

• 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.

Mathematics

Number

• 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