Reception Medium Term Plan Autumn 2

Celebrations
RE - Special Times Computing – Technology and Me

Celebrations - Christenings, birthdays, Remembrance Day, Bonfire

Night, Christmas

Enrichment/Wow moments - Nursery Rhyme Week, Dan Dog’s birthday

party, baking cakes/biscuits, christening our reception doll, Guy Fawkes
- whole school celebration, my favourite toy day, Nativity.
Literacy Fiction Non- Fiction Poetry

Quality Texts My Baby Sister (Emma Birthdays Around the World Nursery Rhymes(Various texts)
Chichester-Clarke) – Mary Meinking
Fire (Shirley Hughes)
Harry and the My Christian Faith –
Dinosaurs Birthday (Ian ( Rainbow big book) Simple Christmas poems
Whybrow) (Various)
Toys and Games (Sally
Dogger (Shirley Hewitt)
Hughes)
Christmas Around the World
Lost in the Toy Museum (Lesley Sims)
(David Lucas)

Room for a Little One

(Martin Waddell)

Santa’s Special
Letter(Josephine
Collins)

Nativity story

Development Planned activities Knowledge - What the

Matters Objectives including general children will know?
practise, quality
interactions and
enabling
environments.

Communication Understand how to listen carefully and Role Play – Baby clinic, I can recite at least 8 nursery
why listening is important
and language Toy Shop/museum, rhymes.
Learn new vocabulary Santa’s Grotto
Articulate their ideas and thoughts in
well-formed sentences
Small World – Hospital,
House/Party, Bethlehem Vocabulary – baby, cot,
Develop social phrases. nappy, growing, care,
clinic, stethoscope,
Engage in story times.
medicine, injection,
Listen to and talk about stories to build *We have a language bandage.
familiarity and understanding. rich environment,
Listen carefully to rhymes and songs,
practitioners encourage Birthdays – cake, candle,
 paying attention to how they sound. new vocab and extend present, gift, year, party,
Learn rhymes, poems and songs. vocabulary with every games.
interaction.
Engage in non-fiction books. Christening – baptism,
*We have daily parents, godparents,
story/song time. church, font, prayer,
promise, candle.
*New vocabulary is
planned and used by Guy Fawkes – old, past,
practitioners. king, houses of
parliament, treason, plot,
*New vocabulary is gunpowder, bonfire,
shared with parents. fireworks.

*The children have a Toys – old, new, past,

daily literacy session present, materials,
plastic, wood, metal, hard,
*We use helicopter
soft, batteries, museum.
stories to develop the
concept of stories and Christmas- nativity,
story language. winter, cold, frost, snow,
ice.

PSED See themselves as a *We encourage children I can talk about some healthy
valuable individual. to be as independent as foods.
they can. “Have a go
yourself and if you still
can’t do it then we are
Build constructive and I can name some feelings.
happy to help.”
respectful relationships.
*We prepare food for a
birthday party, we
Express their feelings discuss that we can only
and consider the have a small amount of
feelings of others. sweet food.

*We discuss the

importance of
Show resilience and family/parents/godparent
perseverance in the s when we christen our
face of challenge. doll.

*We play party games at

Dan Dog’s birthday party
Manage their own which include taking
needs. turns and not always
winning the game.

*We discuss our feelings

on Remembrance day.

Physical Revise and refine the Weekly PE session in I can hop, gallop, skip, slide,
fundamental movement skills
Development they have already acquired: dance jump, change direction,
balance and run.
-rolling,crawling, walking,
jumping, running, hopping,
skipping, climbing
*Children have access to
Develop their small motor skills so P.E trolley in outdoor I can move in different ways.
that they can use a range of tools
 competently, safely and area as well as large I can copy a teacher.
confidently. Suggested tools:
pencils for drawing and writing, scale equipment to
paintbrushes, scissors, knives, develop core strength I can follow simple
forks and spoons.
and gross motor control. instructions.
Use their core muscle strength to
achieve a good posture when *Children have access to I can move to music.
sitting at a table or sitting on the
balance bikes to develop
floor.
core strength.
Further develop the skills they
Vocabulary
need to manage the school day *Children take part in
successfully:
yoga and gross motor run, safely, space, balance,
Lining up and queuing, Mealtimes, sessions each morning.
Personal hygiene.
hop, direction, stop, skip,
*Fine motor skills are jump
developed indoors in all
Combine different areas.
movements with ease
and fluency. *Children have access to S- working safely,
weekly fine motor responsibility, working with
control activity in others
continuous provision.
Progress towards a E - managing emotions,
more fluent style of *Children have focused challenging myself
moving with developing hand writing sessions
control and grace. several times per week. T- selecting and applying
actions
*Children are
encouraged to use
Develop the overall cutlery at dinner time.
body strength, co-
ordination, balance and *Cutlery as well as
agility needed to various tools are
engage successfully provided in the
with future physical playdough area.
education sessions and
other physical *Children are taught
disciplines including hand washing skills and
dance, gymnastics, encouraged to be
sport and swimming. independent in personal
hygiene.

Develop overall body-

strength, balance, co-
ordination and agility.

Reading Read individual letters *Children have daily I can read the tricky words
by saying the sounds small group letters and that I am taught.
for them. sounds sessions.

*Home reading books

are linked to phonics I can blend sounds to read
Read a few common level, children can cvc words based on the
exception words change books daily phonic phase that I am
matched to the school’s working on.
phonic programme. *We use high quality
texts to support each
topic. These texts are
I can read some simple
available for children to
 Blend sounds into access and revisit in our captions.
words, so that they can reading area.
read short words made
up of know letter – *The children have a
sound correspondence. daily literacy session

*The children have daily

guided reading sessions

*Lowest 20% have

individual daily reading
as well as pupil premium
children.

*Tricky words introduced

are shared with parents
for home learning.

Writing Spell words by *Children are taught to I can write some phonemes
identifying the sounds write sounds based on from memory.
and then writing the their phonic phase.
sound with letter/s.
*Children are
encouraged to segment I can write words by
words and write the identifying the sounds and
corresponding sound. then writing the sound with
letter/s.
* Children are
encouraged to say the
caption/sentence out
I can write a list of cvc words.
loud before writing.
I can write a simple caption.
*Children are
encouraged when writing
to use capital letter, full
stop and finger spaces.

*Children write captions.

* Children write a list.

Mathematics Find, represent and *Children will experience I can subitise to 5.

subitise to 5. daily counting to 30 via
registration.

*Daily seasons and days I can represent numbers to 5.

Link the number of the week.
symbol (numeral) with
its cardinal number *Sequencing of the
I can say the number 1 more
value to 5. school day.
and 1 less numbers to 5.
*Daily Maths session

Understand the ‘one

I can use some positional
more
Number language.
than/one less than’
relationship between *Representing numbers
consecutive numbers. to 5
I can recognise that triangles
 *One more and less have 3 straight sides and 3
corners.
Compose and
decompose
Measure, shape and
shapes so that children spatial thinking I can recognise that circles
recognise a shape can have one curved side and 0
have other shapes *Positional language corners.
within it, just as
*Circles and triangles
numbers can.
*Shapes with four sides I can recognise that squares
and rectangles have 4
*Day and night
straight sides and 4 corners.
*Positional language

I can make shapes by

combining triangles, squares
and rectangles.

I can talk about night and

day.

I can measure time in simple

ways.

I can sequence the school

day.

Vocabulary - subitise, how

many, numeral, number,
one more, one less,

Circle, sides, triangles,

corners, sides, straight,
curved.
square, rectangle, oblong,
side, corner, straight,
curved, day, night

Understanding People, Culture and *Children will describe I can talk about similarities
the world Communities the similarities and and differences in pictures
differences between from the past and now.
Talk about members of their
immediate family and community. photographs of baptism
celebrations in the past
Name and describe people who
and now.
are familiar to them. I can describe toys using
*Children look at pictures appropriate vocabulary.
in the story ‘Dogger by
Comment on images of Shirley Hughes, and
familiar situations in comment on similarities
the past. and differences. I can sort a range of toys into
old and new.
*Children read the story
‘Lost in the Toy Museum.
Children will They compare the
pictures of the toys to I can identify the material
Understand that some toys are made out of.
children toys today.
places are special to
members of their * Children observe and
community. handle toys from the
I can sort toys based on their
past, they describe how
material.
they look and how they
Compare and contrast feel. Children sort the
characters from stories, toys into old and new.
including figures from I can name some places of
*Children look at worship.
the past.
features of a church,
mosque, synagog,
temple as places to
worship. I can name and describe
some features of a
*Children look at
some of the features christening.
of a church including
the font.

*Children learn and I can name and describe a

re-enact the story of celebration.
Guy Fawkes.

*Children compare
photographs of Guy I can talk about a special
Fawkes family with event.
photographs of
modern day families.

I can compare and contrast

photographs from the past
and present day.
*Children complete a
daily calendar and
discuss the weather.
I can retell some of the story
*Children explore the of Guy Fawkes.
reception garden and
observing seasonal
changes in the Winter..

*Children are
introduced to the
names of basic
materials - wood, metal,
plastic, fabric, glass.
The Natural World *Children sort toys
based on their materials
Explore the natural I can talk about the things
world around them. that I see, hear and feel in
the outdoor area.
Describe what they see,
hear and feel whilst
outside.
 Understand the effect I can name the seasons
of changing seasons on Summer, Autumn and Winter.
the natural world
around them.

I can name the materials -

wood, metal, plastic, fabric,
glass.

I can use the vocabulary hard

and soft. Rough and smooth.

Expressive Arts Explore, use and refine a variety *Children can create or I can talk about and describe
of artistic effects to express their
and Design ideas and feelings. make anything linked to the work that I produce.
our topic.
Listen attentively, move to and
talk about music, expressing their
feelings and responses.
I can use tools of different
*Children are sizes.
encouraged to describe
Return to and build on their work and are asked
their previous learning, if it could be improved.
refining ideas and I can learn new songs.
developing their ability
to represent them.
*Children learn songs
I can move to music.
from our Nativity show

Sing in a group or on
their own, increasingly Begin to build a repertoire of
matching the pitch and *Children perform in our
songs.
following the melody. Nativity.

Develop storylines in
their pretend play.

Explore and engage in

music making and
dance, performing solo
or in groups.