Reception Medium term planning, Term One

DevelopmentPersonal, Social and Emotional Making relationships

Initiates conversations, attends to and takes account of what others say. E plains own knowledge and understanding, and asks appropriate !uestions of others. Takes steps to resolve conflicts with other children, e.g. finding a compromise. Early Learning oal !hildren play co-operatively, taking turns with others" #hey take account of one another$s ideas about how to organi%e their activity" #hey show sensitivity to others$ needs and feelings, and form positive relationships with adults and other children.

Self-confidence and Selfawareness

"onfident to speak to others a#out own needs, wants, interests and opinions. "an descri#e self in positive terms and talk a#out a#ilities. Early Learning oal !hildren are confident to try new activities, and say why they like some activities more than others" #hey are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities" #hey say when they do or don$t need help"

Managing feelings and behaviour

$nderstands that own actions affect other people, for e ample, #ecomes upset or tries to comfort another child when they realise they have upset them. %ware of the #oundaries set, and of #ehavioural e pectations in the setting. &eginning to #e a#le to negotiate and solve pro#lems without aggression, e.g. when someone has taken their toy. Early Learning oal !hildren talk about how they and others show feelings, talk about their own and others$ behaviour, and its conse&uences, and know that some behaviour is unacceptable" #hey work as part of a group or class, and understand and follow the rules" #hey ad'ust their behaviour to different situations, and take changes of routine in their stride"" "

!ommunication and Language

Listening and attention

Maintains attention, concentrates and sits !uietly during appropriate activity. Two'channelled attention ( can listen and do for short span. Early Learning oal !hildren listen attentively in a range of situations" #hey listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, &uestions or actions" #hey give their attention to what others say and respond appropriately, while engaged in another activity"

(nderstanding
Responds to instructions involving a two' part se!uence. $nderstands humour, e.g. nonsense rhymes, )okes. %#le to follow a story without pictures or props. *istens and responds to ideas e pressed #y others in conversation or discussion. Early Learning oal !hildren follow instructions involving several ideas or actions" #hey answer )how$ and )why$ &uestions about their e*periences and in response to stories or events

Speaking
E tends voca#ulary, especially #y grouping and naming,e ploring the meaning and sounds of new words. $ses language to imagine and recreate roles and e periences in play situations. *inks statements and sticks to a main theme or intention. $ses talk to organise, se!uence and clarify thinking, ideas, feelings and events. Introduces a storyline or narrative into their play. Early Learning oal !hildren e*press themselves effectively, showing awareness of listeners$ needs" #hey use past, present and future forms accurately when talking about events that have happened or are to happen in the future" #hey develop their own narratives and e*planations by connecting ideas or events.

Physical

Movement and handling

E periments with different ways of moving. +umps off an o#)ect and lands appropriately. ,egotiates space successfully when playing racing and chasing games with other children, ad)usting speed or changing direction to avoid o#stacles. Travels with confidence and skill around, under, over and through #alancing and clim#ing e!uipment. -hows increasing control over an o#)ect in pushing, patting, throwing, catching or kicking it. $ses simple tools to effect changes to materials.

+ealth and self care

Eats a healthy range of foodstuffs and understands need for variety in food. $sually dry and clean during the day. -hows some understanding that good practices with regard to e ercise, eating, sleeping and hygiene can contri#ute to good health. -hows understanding of the need for safety when tackling new challenges, and considers and manages some risks. -hows understanding of how to transport and store

Development

.andles tools, o#)ects, construction and mallea#le materials safely and with increasing control. -hows a preference for a dominant hand. &egins to use anticlockwise movement and retrace vertical lines. &egins to form recognisa#le letters. $ses a pencil and holds it effectively to form recognisa#le letters, most of which are correctly formed. Early Learning oal !hildren show good control and co-ordination in large and small movements" #hey move confidently in a range of ways, safely negotiating space" #hey handle e&uipment and tools effectively, including pencils for writing"

e!uipment safely. /ractices some appropriate safety measures without direct supervision. Early Learning oal !hildren know the importance for good health of physical e*ercise, and a healthy diet, and talk about ways to keep healthy and safe" #hey manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently"

,eading
"ontinues a rhyming string. .ears and says the initial sound in words. "an segment the sounds in simple words and #lend them together and knows which letters represent some of them. *inks sounds to letters, naming and sounding the letters of the alpha#et. &egins to read words and simple sentences. $ses voca#ulary and forms of speech that are increasingly influenced #y their e periences of #ooks. En)oys an increasing range of #ooks. 0nows that information can #e retrieved from #ooks and computers. Early Learning oal !hildren read and understand simple sentences" #hey use phonic knowledge to decode regular words and read them aloud accurately" #hey also read some common irregular words" #hey demonstrate understanding when talking with others about what they have read"

-riting
1ives meaning to marks they make as they draw, write and paint. &egins to #reak the flow of speech into words. "ontinues a rhyming string. .ears and says the initial sound in words. "an segment the sounds in simple words and #lend them together. *inks sounds to letters, naming and sounding the letters of the alpha#et. $ses some clearly identifia#le letters to communicate meaning, representing some sounds correctly and in se!uence. 2rites own name and other things such as la#els,captions. %ttempts to write short sentences in meaningful conte ts. Early Learning oal !hildren use their phonic knowledge to write words in ways which match their spoken sounds" #hey also write some irregular common words" #hey write simple sentences which can be read by themselves and others" Some words are spelt correctly and others are phonetically plausible"

Literacy

Mat

.umbers

Shape, space and measure

 Recognise some numerals of personal significance. Recognises numerals 3 to 4. "ounts up to three or four o#)ects #y saying one num#er name for each item. "ounts actions or o#)ects which cannot #e moved. "ounts o#)ects to 35, and #eginning to count #eyond 35. "ounts out up to si o#)ects from a larger group. -elects the correct numeral to represent 3 to 4, then 3 to 35 o#)ects. "ounts an irregular arrangement of up to ten o#)ects. Estimates how many o#)ects they can see and checks #y counting them. $ses the language of 6more7 and 6fewer7 to compare two sets of o#)ects. 8inds the total num#er of items in two groups #y counting all of them. -ays the num#er that is one more than a given num#er. 8inds one more or one less from a group of up to five o#)ects, then ten o#)ects. In practical activities and discussion, #eginning to use the voca#ulary involved in adding and su#tracting. Records, using marks that they can interpret and e plain. &egins to identify own mathematical pro#lems #ased on own interests and fascinations. Early Learning oal !hildren count reliably with numbers from one to /0, place them in order and say which number is one more or one less than a given number" (sing &uantities and ob'ects, they add and subtract two single-digit numbers and count on or back to find the answer" #hey solve problems, including doubling, halving and sharing"

&eginning to use mathematical names for 6solid7 9: shapes and 6flat7 ;: shapes, and mathematical terms to descri#e shapes. -elects a particular named shape. "an descri#e their relative position such as 6behind7 or 6next to7. Orders two or three items #y length or height. Orders two items #y weight or capacity. $ses familiar o#)ects and common shapes to create and recreate patterns and #uild models. $ses everyday language related to time. &eginning to use everyday language related to money. Orders and se!uences familiar events. Measures short periods of time in simple ways. Early Learning oal !hildren use everyday language to talk about si%e, weight, capacity, position, distance, time and money to compare &uantities and ob'ects and to solve problems" #hey recognise, create and describe patterns" #hey e*plore characteristics of everyday ob'ects and shapes and use mathematical language to describe them"

hematics

E*pressive 1rts (nderstanding the -orld

People and communities

En)oys )oining in with family customs and routines. Early Learning oal !hildren talk about past and present events in their own lives and in the lives of family members" #hey know that other children don$t always en'oy the same things, and are sensitive to this" #hey know about similarities and differences between themselves and others, and among families, communities and traditions"

#he world
*ooks closely at similarities, differences, patterns and change. Early Learning oal !hildren know about similarities and differences in relation to places, ob'ects, materials and living things" #hey talk about the features of their own immediate environment and how environments might vary from one another" #hey make observations of animals and plants and e*plain why some things occur, and talk about changes"

#echnology
"ompletes a simple program on a computer. $ses I"T hardware to interact with age appropriate computer software. Early Learning oal !hildren recognise that a range of technology is used in places such as homes and schools" #hey select and use technology for particular purposes"

E*ploring and using media and materials

&egins to #uild a repertoire of songs and dances. E plores the different sounds of instruments. E plores what happens when they mi colours. E periments to create different te tures. $nderstands that different media can #e com#ined to create new effects. Manipulates materials to achieve a planned effect. "onstructs with a purpose in mind, using a variety of resources.

2eing imaginative
"reate simple representations of events, people and o#)ects. Initiates new com#inations of movement and gesture in order to e press and respond to feelings, ideas and e periences. "hooses particular colours to use for a purpose. Introduces a storyline or narrative into their play. /lays alongside other children who are engaged in the same theme. /lays cooperatively as part of a group to develop and act out a narrative. Early Learning oal

and Design

$ses simple tools and techni!ues competently and appropriately. -elects appropriate resources and adapts work where necessary. -elects tools and techni!ues needed to shape, assem#le and )oin materials they are using. Early Learning oal !hildren sing songs, make music and dance, and e*periment with ways of changing them" #hey safely use and e*plore a variety of materials, tools and techni&ues, e*perimenting with colour, design, te*ture, form and function"

!hildren use what they have learnt about media and materials in original ways, thinking about uses and purposes" #hey represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories"