 Reception Autumn 1

EYFS - Statutory Framework Comprenhension -developing a passion for reading. -I can recount simple stories. - I can answer why questions. -I can recognise labels in my classroom. -I can talk about my favourite stories. Word reading -I can read individual letters by saying the sounds for them. -I can blend sounds into words, so I can read short words made up of known letter-sound correspondence.

Key Vocabulary: decode segment blend&nbsp;

Children's reading is a priority. Children practice their reading skills through: Reading aloud to an adult every day. Guided reading sessions. Daily Phonic Sessions. Independent reading books. Stories being read by an adult. Non-fiction and Fiction books connected to All About Me

Phonic sounds for this half term. We learn the following&nbsp;Phase 2 phonemes: s a t p&nbsp;i&nbsp;n m d&nbsp;g o c k&nbsp; ck&nbsp; e u r&nbsp; ss&nbsp; h b f&nbsp;&nbsp; ff&nbsp;&nbsp;ll &nbsp;We learn the following&nbsp;12 new HRS words: I, the, no, put, of, is, to, go, into, pull, as, his&nbsp;

'I have come so that they may have life and have it to the full.' Mark 10:10

Festivals -International Day of Peace (21st September) -October - Harvest Festival month (Harvest Moon - 29th September)

Mount Carmel Values Our aim is for every child to leave here an Ambassador of Christ. Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership. Our values come from the Church. C - consideration H - helpfulness U - unity R - respect C - commitment H - honesty

Our British Values Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.

Our Power Values Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults. We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.

EYFS - Statutory Framework Physical and Technical Development -I can form/write all graphemes correctly. -I am starting to position all letters correctly on a line. -I can sit correctly with good posture at a seated table. Developing Communication and Meaning -I can write simple vc words -I can construct simple sentences supported by adults scribing, copy writing/sentence building.

Key Vocabulary friend hill box

Early phonological awareness: Explore the sounds of the school setting, indoors and outdoors. Write Labels, notes, messages to relate the meaning of drawings/work/marks Name writing

EYFS - Statutory Framework -Have a deep understanding of number to 10, including the composition of each number subitise (recognise quantities without counting) up to 5. -I can count objects; saying the numbers in each order and matching one number name to each item. -I can record quantities in different ways, such as dots, tallies or numerals. -I can use a 5 frame, learning the structure of the number system. -I can estimate a total before counting.

Key Vocabulary

1, 2, 3, 4, 5, one, two, three, four, five, count, count forwards, count backwards how many, total, altogether five frame, cube same, different next, after, arrange more, fewer, represent, match, sort, compare equal, less than, fewer than, greater than, more than, equal amount

Children will be introduced to the language of more and fewer by comparing groups of up to 5 objects presented in different ways, including dice formation. They will also learn that groups of objects can have the same amount in them, even if they look different. Children will learn to count reliably to 5 and recognise the numerals 1, 2, 3, 4 and 5. They will begin to recognise different representations of numbers up to 5, such as those shown in a five frame and on dice, and to understand that even if the order or arrangement changes, the number stays the same.

How you can help your child's learning this half term.

Pray every night for the new friends that they have made. Constantly go through these words to help them. Put them on the fridge/bedroom, where they can read them. I, the, no, put, of, is, to, go, into, pull, as, his&nbsp; Read a story to them every night, let them follow the words. Ask them daily what their phonics sound was and get them to say words with it in. At every eating opportunity, they need to use a knife and fork if they can.

EYFS - Statutory Framework

Natural World -I can recall common weather patterns and notice patterns/clusters in weekly weather. -I can talk about how summer changes into Autumn -I can name and investigate using my senses an increasing range of plants that give us food. -I kow that vegretabkes grow, fruit comes from trees, flour comes from wheat. People and Communities -I can talk about times that are special to me and why. -I understand the use of playgrounds, parks, offices, hall, carpark, fire station, airport. Past and Present -I can talk about my family, who I live with and my summer holidays.

Family past, before present, now Harvest grow community, people Summer, Autumn

Go on environmental walks, noticing patterns and changes in the school grounds/local park. Explore what 'Harvest' means and explore where food comes from, focusing on pumkins. Children to make an autumn vegetable soup to eat. Opportunities for children to explore their own ideas, such as den/shelter building, creating moving vehicles using wheels/elastic bands/balloons, creating creatures, recreate familiar settings, such as kitchens, bedrooms, front rooms etc.

EYFS - Statutory Framework

Creating with Materials - I can draw a self prtrait. -I can use colours for purpose. -I can draw bodies of an appropriate size when representing my family. -I can use different size brushes, selecting fine brushes to add detail. -I can develop simple patterns by printing with objects using a range of materials. -I can use a paints and paintbrushes to make a range of marks -dots, zig zags, wavy, dabs. -I can return to and build on previous learning, refining ideas. -I can adapt a construction to achieve a desired outcome. Being Imaginiative and Expressive -I can sing in a group or on my own, matching the pitch of following the melody. -I can request a favouritesong/hymn. -I can sing along to favourite songs/hymns. -I can develop storylines in my pretend play. -I can develop storylines through small-world or role-play with peers. -I can create my own beats with musical instruments/body percussion.

Brush paint mix palette dip colour names Portrait Illustrator (Rebecca Cobb)

Children paint a self-portrait, drawing on the simple style of Rebecca Cobb. Children draw/paint their families. Children will use thier imagination to transform cardboard boxes into something else, modify their work and collaborate over a sustained period of time. Children will expolre a range of instruments. Children will learn songs to support transitions through the school day.

EYFS - Statutory Framework

Fine motor I can use a range of tools competently, safely and confidently. I can cut straight lines with scissors. I can draw circles, horizonal/vertical lines. I can use a knife and fork. I can draw simple pictures that can be recognised. Gross motor I can move with developing control. I can travel with more speed and control. I can use my core muscle strength to achieve good posture when sitting at a table or on the floor. I can spin, tilt, rock, slide and bounce.

Exercise Heartrate oxygen Climb control space direction pencil grip

Explore how we look after our bodies through exercise and healthy eating. Why we warm up and the changes that occur in our bodies. Gross Motor Introduction to our EYFS playgroup climbing/looseparts equipment, PE equipment (cones) the gym trail, and the large playground. Navigate a space whilst moving around an area, changing direction to avoid contact with another child Fine Motor Introduction to handheld tools - scissors, pencils, paintbrushes. Children will create junk modeling, draw selfportraits. Introduction to using knives and forks. Children will be using cutlery during every lunch time. Children will use knives to chop up vegetables when making soup. Daily fine motor activities Assess and develop holding a pencil effectively and the tripod pencil grip.

EYFS - Statutory Framework -I can express my feelings and give simple reasons about why I feel that way. -I can follow a familiar, routine instruction independently. -I can say ‘please’, ‘thank you’ and ‘excuse me’ at appropriate times. -I can behave appropriately in accordance with the class rules, e.g. sit down, let’s go outside. -I can try new activities independently, with and adult or with peers. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; -I can manage my own needs, such as use the toilet, wash and dry hands. -I can put on and fasten my coat independently (zip, buttons). -I can build constructive respectful relationships with staff and new peers. -I can take turns with a little support from an adult or the systems in place, e.g. sand timers.

Key Vocabulary

emotions happy sad nervous excited confident worried play share family friend

Settling into Reception Introduction to classroom rules and routines Taking turns to discuss what is in their All About Me bag, discussing likes and dislikes. Playground games to support new friendships and turn taking

EYFS - Statutory Framework -I can connect one idea or action to another using a range of connectives. -I can engage in Story Times, developing my vocabulary. -I can use new vocabulary in different contexts. -I can listen carefully to rhymes and songs, paying attention to how they sound. -I can join in with whole class activities and concentrate for the duration, e. nursery rhymes and Story Time. -I can follow a routine instruction, e.g. books away, sit on the carpet. -I can respond to peer’s requests (Can I have the ball?) and reply. -I can listen carefully and understand why listening is important. -I can use simple connectives in speech, e.g. and, but. -I can develop my social phrases.

school learn friend play family brother, sister, mum, dad

Share our 'All About Me' bag with our objects. Explore small world family figures/small world dolls’ house. A home set up in the home corner. Sing a range of nursery rhymes, All About Me. Circle time Discuss similarities and differences between ourselves

Supporting Texts: The Colour Monster Ruby’s Worry Lunch time We are all different Not Now Bernard Friends Not a Box The Rainbow Fish Harry and the Dinosaurs go to School Owl Babies

Wow moments and Enrichment Harvest Festival

Through books, we will be learning about our past.

Name

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