Long Term Planning Early Years Reception 2017-18 Autumn Term Spring Term Summer Term September October November December January February March April May June July Possible Themes Seasons – Autumn/Winter Seasons – Winter/Spring Seasons – Spring/Summer Nursery Rhymes/Once Upon a Time Space (Aliens) Monsters Dinosaurs Pirates Under the Sea Living Things (plants, minibeasts, etc.) Halloween Diwali (Hindu) Remembrance Day Bonfire Night Christmas Chinese New Year Australia Day Valentine’s Day Shrove Tuesday Lent Easter Holi (Hindu) World Book Day Mother’s Day Ramadan Father’s Day Eid Day Learning and teaching in EYFS will carefully follow the statuary and non-statuary guidance provided by the DfE. This planning is given as a guide to show how learning may emerge across the year. However, as it is a requirement that learning and development opportunities are planned around the needs and interests of each individual child, it should be noted that it is likely to transform throughout the year in response to our children and the enabling environment we provide for them.
Communication, Language and Literacy Listening and Attention Listening to a selection of familiar stories. Listening skills on the carpet in and large groups. Maintains attention, concentrates and sits quietly during appropriate activity. Two-channelled attention – can listen and do for short span. Listening to a selection of familiar stories. Listening skills on the carpet in small and large groups. Maintains attention, concentrates and sits quietly during appropriate activity. Two-channelled attention – can listen and do for short span. Children listen attentively in a range of situations Listening to a selection of familiar stories. Listening skills on the carpet in and large groups. Maintains attention, concentrates and sits quietly during appropriate activity. Two-channelled attention – can listen and do for short span. Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. Maintains attention, concentrates and sits quietly during appropriate activity. Two-channelled attention – can listen and do for short span. Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give attention to what others say and respond appropriately, while engaged in another activity. Maintains attention, concentrates and sits quietly during appropriate activity. Two-channelled attention – can listen and do for short span. Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give attention to what others say and respond appropriately, while engaged in another activity. Children listen to instructions and follow them accurately asking for clarification. Maintains attention, concentrates and sits quietly during appropriate activity. Two-channelled attention – can listen and do for span. Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Children Listen to instructions and follow them accurately asking for clarification. They listen attentively with sustained concentration to follow a story without pictures or prompts and can listen in a larger group.
Physical development Moving and Handling Outdoor Play and Trim Trail Balance and coordination Indoor 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. Outdoor Play and Trim Trail Balance and coordination Indoor 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. Outdoor Play and Trim Trail Gymnastics Sticky Kids 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. Outdoor Play and Trim Trail Gymnastics - large apparatus sticky Kids They handle equipment and tools effectively. They move confidently in a range of ways, safely negotiating space. Children show good control and co-ordination in large and small movements. Outdoor Play and Trim Trail Dance Athletics 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. Children can hop confidently and skip in time to music. They hold paper in position and use their preferred hand for writing, using a correct pencil grip. They are beginning to be able to write on lines and control letter size. Outdoor Play and Trim Trail – Games - Athletics 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. Children can hop confidently and skip in time to music. They hold paper in position and use their preferred hand for writing, using a correct pencil grip. They are beginning to be able to write on lines and control letter size.
Listens to stories with increasing attention and recall. Describes main story settings, events and principal characters. Shows interest in illustrations and print in books and print in the environment. Recognises familiar words and signs such as own name and advertising logos. Looks at books independently. Handles books carefully. Knows information can be relayed in the form of print. Holds books the correct way up and turns pages. Knows that print carries meaning and, in English, is read from left to right and top to bottom. Action Words stage 1 set 1- 5 books. Enjoys an increasing range of books. Knows that information can be retrieved from books and computers. Action Words stage 1 sets 1-9 Action word Stage 1 spellings . increasingly influenced by their experiences of books. Enjoys an increasing range of books. Knows that information can be retrieved from books and computers. Action Words Stage 1 sets 1-9. Action stage 2 Set 1-5. but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read. Action Words Stage 1 sets 1-9. Action Words stage 2 Set 1-9. but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read Action Words Stage 1 sets 1-9. Action Words stage 2 Set 1-9. .
Shape, Space and Measure 2D shapes 3D shapes Pattern Length Time Beginning to use mathematical names for ‘flat’ 2 D shapes and ‘solid’ 3D shapes and mathematical terms to describe shapes. Selects a particular named shape. Shows interest in shapes in the environment. Uses shapes appropriately for tasks. Orders and sequences familiar events. Orders two or three items by length. Weight Sorting Capacity Time Uses everyday language related to time. Orders and sequences familiar events. Measures short periods of time in simple ways. To order three items by capacity. To order items by their length. Children use everyday language to talk about size, weight and capacity to compare quantities and objects and to solve problems. Length time 2D shape 3D shape Pattern Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. Selects a particular named shape. Uses familiar objects and common shapes to create and recreate patterns and build models They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Orders two or three items by length or height. Measures short periods of time in simple ways. Children use everyday language to talk about size, position and distance to compare quantities and objects and to solve problems. They recognize, create and describe patterns. 3D shape Capacity Length Time Can describe their relative position such as ‘behind’ or ‘next to’ Beginning to use mathematical for ‘solid’ 3D shapes and mathematical terms to describe shapes. Selects a particular named shape. Uses everyday language related to time. Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. Money 3D shape 2D shape Patterns Beginning to use everyday language related to money. Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. Selects a particular named shape. Children use everyday language to talk about money to compare quantities and to solve problems. Children explore characteristics of everyday objects and shapes and use mathematical language to describe them. Uses familiar objects and common shapes to create and recreate patterns and build models Time 2D 3D shape Weight capacity Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. Selects a particular named shape. Orders two by weight or capacity. Uses everyday language related to time. Measures short periods of time. Orders and sequences familiar events.
Music Music Express and Sing Up singing Introducing simple percussion Begins to a repertoire of songs and dances. Explores the different sounds of instruments. (enhancements provided within continuous provision) Express and Sing Up Listening and discriminating also Christmas songs Begins to build a repertoire of songs and dances. Explores the different sounds of instruments. (enhancements provided within continuous provision) Music Express and Sing Up singing shaking, striking scraping Begins to build a repertoire of songs and dances. Explores the different sounds of instruments. (enhancements provided within continuous provision) Music Express and Sing Up Listening and responding Begins to a repertoire of songs and dances. Explores the different sounds of instruments. (enhancements provided within continuous provision) Music Express and Sing Up Developing singing skills Begins to build a repertoire of songs and dances. Explores the different sounds of instruments. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. (enhancements provided within continuous provision) Music Express and Sing Up Developing awareness of rhythm and beat Begins to build a repertoire of songs and dances. Explores the different sounds of instruments. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories (enhancements provided within continuous provision)