Reception Curriculum Autumn 1

Who am I?

Successful Learners

Areas of learning

  • As sociologists: we will find out about our families and ourselves.
  • As geographers, we will find out about and identify features in the place we live.
  • As artists, we will explore colour, texture, shape, form and space in two or three dimensions.
  • As successful learners we will be:-playing and exploring, be active in our learning; and be creating and thinking critically. We will also explore our interests and use them to further our learning.

Confident Individuals

Cooking & Nutrition

  • To make healthy choices at snack and lunchtime. To understand the importance of hand-washing and personal hygiene.

Responsible Citizens


  • To develop an awareness of self in relation to the local environment.

Spiritual & Moral

  • To gain an understanding of their role within a group and understand that there needs to be an agreed set of values, which allow people to work together harmoniously.


  • Have developing respect for own culture and those of other people.

Areas of Learning and Development

Prime Areas

Characteristics of Effective Learning

Playing and Exploring

  • Finding out and exploring
  • Showing curiosity about objects, events and people
  • Using senses to explore the world around them
  • Engaging in open-ended activity
  • Showing particular interests


  • Playing with what they know
  • Pretending objects are things from their experience
  • Representing their experiences in play
  • Taking on a role in their play
  • Acting out experiences with other people
  • Being willing to ‘have a go’
  • Initiating activities
  • Seeking challenge
  • Showing a ‘can do’ attitude
  • Taking a risk, engaging in new experiences, learning by trial and error.

Active Learning

  • Being involved and concentrating
  • Maintaining focus on their activity for a period of time
  • Showing high levels of energy, fascination
  • Not easily distracted
  • Paying attention to details


  • Keeping on trying
  • Persisting with activity when challenges occur
  • Showing a belief that more effort or a different approach will pay off
  • Bouncing back after difficulties
  • Enjoying achieving what they set out to do
  • Enjoying meeting  challenges for their own sake rather than external rewards or praise
  • Showing satisfaction in meeting their own goals being proud of how they accomplished something – not just the end result

Creating And Thinking Critically

  • Having their own ideas
  • Thinking of ideas
  • Finding ways to solve problems
  • Finding new ways to do things


  • Making links
  • Making links and noticing patterns in their experience
  • Making predictions
  • Testing their ideas
  • Developing ideas of grouping, sequences, cause and effect
  • Choosing ways to do things
  • Planning, making decisions about how to approach a task, solve a problem and reach a goal
  • Checking how well their activities are going
  • Changing strategy as needed
  • Reviewing how well the approach worked

Personal, Social and Emotional Development

Making Relationships

  • Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
  • Initiates play, offering cues to peers to join them.
  • Keeps play going by responding to what others are saying or doing.
  • Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
  • Initiates conversations, attends to and takes account of what others say.
  • Explains own knowledge and understanding, and asks appropriate questions of others.
  • Takes steps to resolve conflicts with other children, e.g. finding a compromise.

Managing feelings and behaviour

  • Can select and use activities and resources with help.
  • Welcomes and values praise for what they have done.
  • Enjoys responsibility of carrying out small tasks.
  • Is more outgoing towards unfamiliar people and more confident in new social situations?
  • Confident to talk to other children when playing, and will communicate freely about own home and community.
  • Shows confidence in asking adults for help.
  • Confident to speak to others about own needs, wants, interests and opinions.
  • Can describe self in positive terms and talk about abilities.

Self Confidence and Self Awareness

  • Aware of own feelings, and knows that some actions and words can hurt others’ feelings.
  • Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
  • Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.
  • Can usually adapt behaviour to different events, social situations and changes in routine.
  • Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
  • Aware of the boundaries set, and of behavioural expectations in the setting.
  • Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.

Communication and Language

Listening and Attention

  • Listens to others one to one or in small groups, when conversation interests them.
  • Listens to stories with increasing attention and recall.
  • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
  • Focusing attention – still listen or do, but can shift own attention.
  • Is able to follow directions (if not intently focused on own choice of activity).
  • Maintains attention, concentrates and sits quietly during appropriate activity.
  • Two-channelled attention – can listen and do for a short span.


  • Beginning to understand ‘why’ and ‘how’ questions.
  • Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes.
  • Able to follow a story without pictures or props.
  • Listens and responds to ideas expressed by others in conversation or discussion.


  • Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
  • Uses language to imagine and recreate roles and experiences in play situations.
  • Links statements and sticks to a main theme or intention.
  • Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
  • Introduces a storyline or narrative into their play

Physical Development

Moving and Handling

  • 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.
  • 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.
  • Uses simple tools to effect changes to materials.
  • Handles tools, objects, construction and malleable materials safely and with increasing control.
  • Shows a preference for a dominant hand.
  • Begins to use anticlockwise movement and retrace vertical lines.
  • Begins to form recognisable letters.
  • Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.

Health and Self Care

  • Eats a healthy range of foodstuffs and understands the need for variety in food.
  • Usually dry and clean during the day.
  • Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
  • Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
  • Shows understanding of how to transport and store equipment safely.
  • Practices some appropriate safety measures without direct supervision.



  • Continues a rhyming string.
  • Hears and says the initial sound in words.
  • Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
  • Links sounds to letters, naming and sounding the letters of the alphabet.
  • Begins to read words and simple sentences.
  • Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
  • Enjoys an increasing range of books.
  • Knows that information can be retrieved from books and computers.


  • Gives meaning to marks they make as they draw, write and paint.
  • Begins to break the flow of speech into words.
  • Continues a rhyming string.
  • Hears and says the initial sound in words.
  • Can segment the sounds in simple words and blend them together.
  • Links sounds to letters, naming and sounding the letters of the alphabet.
  • Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
  • Writes own name and other things such as labels/captions.
  • Attempts to write short sentences in meaningful contexts.

‘Letters & Sounds’ phonics scheme ‘Jolly Phonics’ songs



  • Recognise some numerals of personal significance.
  • Recognises numerals 1 to 5.
  • Counts up to three or four objects by saying one number name for each item.
  • Counts actions or objects which cannot be moved.
  • Counts objects to 10, and beginning to count beyond 10.
  • Counts out up to six objects from a larger group.
  • Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
  • Counts an irregular arrangement of up to ten objects.
  • Estimates how many objects they can see and checks by counting them.
  • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
  • Finds the total number of items in two groups by counting all of them.
  • Says the number that is one more than a given number.
  • Finds one more or one less from a group of up to five objects, then ten objects.
  • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
  • Records, using marks that they can interpret and explain.
  • Begins to identify own mathematical problems based on own interests and fascinations

Shape, Space and Measure

  • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.
  • Selects a particular named shape.
  • Can describe their relative position such as ‘behind’ or ‘next to’.
  • Orders two or three items by length or height.
  • Orders two items by weight or capacity.
  • Uses familiar objects and common shapes to create and recreate patterns and build models.
  • Uses everyday language related to time.
  • Beginning to use everyday language related to money.
  • Orders and sequences familiar events.
  • Measures short periods of time in simple ways.

‘White Rose Maths’’

Understanding the World

People and Communities

  • Shows interest in the lives of people who are familiar to them.
  • Remembers and talks about significant events in their own experience.
  • Recognises and describes special times or events for family or friends.
  • Shows interest in different occupations and ways of life.
  • Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.
  • Enjoys joining in with family customs and routines.

The World

  • Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
  • Can talk about some of the things they have observed such as plants, animals, natural and found objects.
  • Talks about why things happen and how things work.
  • Developing an understanding of growth, decay and changes over time.
  • Shows care and concern for living things and the environment.
  • Looks closely at similarities, differences, patterns and change.


  • Knows how to operate simple equipment, e.g. turns on a CD player and uses remote control.
  • Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.
  • Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.
  • Knows that information can be retrieved from computers.
  • Completes a simple program on a computer.
  • Uses ICT hardware to interact with age-appropriate computer software

Expressive Arts And Design

Exploring  and using media and materials

  • Begins to build a repertoire of songs and dances.
  • Explores the different sounds of instruments.
  • Explores what happens when they mix colours.
  • Experiments to create different textures.
  • Understands that different media can be combined to create new effects.
  • Manipulates materials to achieve a planned effect.
  • Constructs with a purpose in mind, using a variety of resources.
  • Uses simple tools and techniques competently and appropriately.
  • Selects appropriate resources and adapts work where necessary.
  • Selects tools and techniques needed to shape, assemble and join materials they are using.

Being Imaginative

  • Create simple representations of events, people and objects.
  • Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
  • Chooses particular colours to use for a purpose.
  • Introduces a storyline or narrative into their play.
  • Plays alongside other children who are engaged in the same theme.
  • Plays cooperatively as part of a group to develop and act out a narrative.


Autumn 1 POS

Autumn 1 Overview (1)