Class R Curriculum Overview

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Year Group Map Class R

The emphasis over the year is on the quality of the provision for children in all areas at all times. Therefore whilst there may be a specific focus as themes are relevant, the provision is continuous.

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic Titles

All about us

People who help us

Jump into a story

ROAR!

(dinosaurs)

The Very Hungry Caterpillar

Old MacDonald

Personal, Social and Emotional Development

Settling into school

 

Play co-operatively, taking turns with others

 

Behaviour and its consequences

 

They manage their own basic hygiene and personal needs successfully (especially toileting) 

Confident to try new activities; to speak in a group; to say when they do an don’t need help

 

Talk about how they and others show feelings

 

Say why they like some activities more than others, plan, do review

Take account of one another’s ideas about how to organise their activity.

 

Confident to speak in a familiar group

 

Show sensitivity to others’ needs and feelings

Adjust their behaviour to different situations

 

Take changes of routine in their stride

Communication and Language

Listen attentively in a range of situations

 

Speaking about their own experiences

 

Children follow instruction involving several ideas or action

 

Phonics and mark making

To concentrate, listen and do; uses language to imagine and recreate roles and experiences in play situations ; to ask questions

.

To maintain concentration, sit quietly during an appropriate activity, use language to imagine and re-create roles and experiences in play situations, use talk to organise and clarify thinking

Use past, present and future forms accurately

Develop their own narratives and explanations by connecting ideas or events

Respond to what they hear with relevant comments, questions or actions. 

 

They give their attention to what others say and respond appropriately

Physical Development

Holding a pencil correctly

 

Gross and fine motor skills – pegging, printing, threading, cutting

 

Sports skills – jumping, balancing, hopping, catching

 

 

Experiment with different ways of moving ; handle equipment effectively eg, pencils and scissors

.

Experiment with different ways of moving ; negotiate space, begin to form recognisable letters most of which are correctly formed.

 

Able to dress themselves independently

Know the importance for good health, of physical exercise and a healthy diet.

Talk about ways to keep healthy and safe.

Literacy

Key texts: Kipper’s Birthday / This is our house

 

Make – party invitations, badges, shopping lists, cooking instructions,

Enjoy an increasing range of books; give meanings to marks they make ; hears and says the initial sound in words

 

Uses vocabulary and forms of speech that are increasingly influenced by their experience of books ; hears and says the initial sound in words.

Key Texts The Snowman, The Three Bears, The Gingerbread Man

 

Reading factual books about Dinosaurs

 

Writing facts about dinosaurs

Reading Eric Carle stories (mini-beasts)

 

Making a mini-beast book

Reading different stories and poems about animals

 

Making information page about a farm animal

Mathematics

Counting accurately to 10

 

Naming 2D shapes

To add 2 single digit numbers; to understand addition

To order and sequence the numbers to 20

Recognise and order the numbers to 20

 

Describing shapes (2D and 3D shapes)

 

Position

Order and sequence to 20

Focusing on one more / one less

 

Time

Ordering numbers to 20

 

Solve problems – doubling, halving, sharing

 

Money

Expressive Arts and Design

Exploring paint – experimenting with colour

Safely use and explore a variety of materials, tools and techniques

 

Safely use and explore a variety of materials, tools and techniques, children sing songs, make music and dance.

 

Model making - exploring a variety of materials, tools and techniques

Represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Understanding the World

 

Looking at houses and our environment – making models and maps

 

Looking at Autumn – Walk to Waterlea Meadows

Shows interest in different occupations and jobs people do

Looks closely at similarities, differences, patterns and change.

Technology

Make observations of animals and plants and explain why some things occur, and talk about changes.

Religious Education

What Makes Me Special

Special Places

Christmas

 

Right and Wrong

Easter -  New Life

 

God’s Wonderful World

Noah’s Ark

Cooking and Nutrition

Making sandwiches and cakes for the party

Talk about being healthy

Bag A Breakfast

Get Active

Dinosaur Food

Eat Well

Strive for 5

SEAL

New Beginnings

Say No to Bullying

Getting on and Falling Out

Going for Goals

Relationships

Good to be Me

Changes

Physical Education

Ball Skills

Dance

Gym

Gym

Gym

Gym

Ball skills - Tennis

Dance and Drama

Games (multi- skills)

Games using ball skills

Fitness

Games (multi-skills)

Playing and exploring

Home corner, role play – investigating the home, make a big box home, making small homes, looking at the new environment

Role play, hospital, police station, fire station, post office, inside and out, also small world play

Story shack role play, as The Snowman, 3 Bears home, Gingerbread home.

Role play – being an archaeologist, looking for dinosaur clues

Role play – garden centre, growing seeds, observing change

Role play- farm shop, looking after animals. Children willing to always ‘have a go’

Active learning

Clipboard stations – where have they been learning?  Plan, do , review

Visiting the library,

Gaining confidence to try a range of activities

Star activities - choices

Increased concentration

Planting and watching growing in our garden

Visiting Ladyland farm

Creating and thinking critically

Children involved in planning, children to have choices – involvement in their room

Asking questions of our visitors – post lady, nurse, doctor, army man

Meeting Goldilocks – why did she do it?

Planning what they want to find out, and how

Children begin to make links in their learning –

What do plants need to grow etc

Planning what they want to find out, and how