Bredbury Green Primary School
Curriculum Overview – Year Reception
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Autumn Term
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Spring Term
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Summer Term
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Sticky Knowledge Weeks |
Wb 6.9.23 – Core Wb 11.12.23 – Wider Curriculum |
Wb 18.3.24 – Wider Curriculum |
Wb 24.6.24 – Wider Curriculum |
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Term |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Overaching Theme |
All About Me!
Autumn |
Winter Wonderland Festivals and Celebrations |
When I Grow Up… |
Who Lives Where? |
Growth and Change |
Once Upon a Time… |
Special Celebrations |
Starting School Harvest Festival |
Halloween Diwali Bonfire Night Remembrance Day Anti-Bullying Week Christmas |
Chinese New Year Valentine’s Day Well-being Week
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Pancake Day Mother’s Day Easter World Book Day |
St George’s Day Eid-al Fitr World Earth Day Keeping Safe Week |
Father’s Day Transition to Year 1 |
Main Texts, as a Stimulus:
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The Colour Monster
All Kinds of People
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Room on a Broom
Jack Frost |
Topsy & Tim Go to the Hosptial
Topsy & Tim meet the Firefighters |
Handas Surprise
The Rainbow Fish
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Mixed
Sam Plants a Sunflower |
You Choose
Pirates Love Underpants |
Supplementary Texts:
Texts and themes may change due to the children’s interests.
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Funnybones
Elmer
Leaf Man |
Stick Man
Little Glow
The Christmas Story |
Cops & Robbers
The Jolly Postman
When we grow up |
The Gruffalo
The Ugly Five
The Three Little Pigs |
Jack and the Jelly Bean Stalk
The Hungry Caterpillar
Superworm |
Zog
The Gingerbread man
Pigs Might Fly |
Small World Area |
Dolls House |
November: Potions & Spells
December: Winter Wonderland |
Small World Village Scene |
Under the Sea Jungle
Farm (Outside) |
Enchanted Forest
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Pirates & Princesses |
Vocabulary Example of various vocabulary that will be taught throughout the year.
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Family, mum, dad, sister, brother, auntie, uncle, cousin, grandma, grandpa
Autumn, leaves, conkers, harvest, red, orange, crispy, spiky, leaf fall, seasons, tree, tractor, pine cones, squirrels, hedgehog, hibernation
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Fire, lights, fire safety, emergency
Frosty, winter, snowy, hibernating, cold, white, icy, Non-fiction, Antarctica, Earth, waddle, krill, swimming, hatch, freezing, miserable, feathers, huddle, slippery, flippers, beaks, South Pole,
Celebrations Christmas, nativity, Jesus, Mary, Joseph, stable, Bethlehem, Myrrh, Frankincense, Gold, angel, shepherd, kings
Festivals of light, Diwali, Eid, Halloween, Bonfire Night, Birthdays, Christmas
Rangoli patterns, mehndi, diva lamps, Rama, Sita
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People who help us, jobs, police officers, firefighters, doctors, nurses, vets, teachers, postman/lady, chef, waiter, baker, dentist
Police Officer, robber, arrest, walkie talkie, radio, badge, stranger
Doctors & Nurses Paramedic, stethoscope, bandages, heartbeat, hospital
Celebrations Chinese New Year, dragon, zodiac, chopsticks, lanterns |
Woodlands, Farm, Jungle, Zoo, Arctic, Ocean, Desert
Various animals e.g. Hedgehog, badger, horse, sheep, monkey, tiger, penguin, polar bear, star fish, octopus, camel, rattle snake
Spring, daffodils, buds, blossom, growth
Gruffalo, descriptions, terrible, tusks, teeth, poisonous, scariest,
Celebrations Pancakes, Pancake Day, Easter
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Grow, seeds, plant, stem, leaves, roots, shoots, petals, sunflowers, soil
Life cycles, butterflies, caterpillars, chrysalis, eggs
Celebration St George, Flag, king, queen, knight, England, country
Eid-al Fitr, Ramadan, moon, sharing (giving)
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Story, Traditional Tales, fairy tale, setting, character, story map, description
fairy, princess, prince, good, evil, king, queen, giant, bears
bean stalk, forest, castle, under the sea, house,
Once upon a time, In the end, happily ever after, first, second, next, then, finally |
Progression of Skills
This document shows when fundamental skills are introduced throughout Reception. Please note, that many skills are on-going and continually practised through the year to ensure the children are secure and can utilise them independently. Within this document we have included statements from Development Matters 2021, focusing on the Three-and Four-year olds age band and the Children in Reception age band. However, we also cater and plan for children who are working within the birth to three band or children who start school already with many skills established. We understand and acknowledge that children develop at their own rate and have different starting points.
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Personal, Social and Emotional Development |
Rules, routines, boundaries and high expectations will continually be a focus for the children, during their time in Reception. They will be reinforced continually and built upon throughout the year. |
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Physical Development |
Fine Motor In Reception, the children have daily opportunities for Fine Motor Development, through the participation in activities, such as: threading, cutting, playdough, peg boards etc. Children who are identified as having poor fine motor skills, are targeted daily.
Gross Motor In Reception, the children have daily, free-flow access to our Outside Provision, no matter what the weather. Our Outside Environment is set-up and designed to help develop the children’s gross motor skills, for example: climbing and balancing equipment, water area, sand area, wheel barrows, brushes, throwing and catching equipment etc. In addition to this, the children have access to the ‘Track’ at lunchtimes, where they can utilise balance bikes, pedal bikes and scooters. The children also have a weekly PE lesson, delivered by either the Class Teacher or Manchester United. |
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Communication and Language |
Communication and Language is developed throughout the year, through high quality interactions, daily group discussions, circle times, stories, singing and SALT interventions. |
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Literacy (Reading) |
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Literacy (Writing) |
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Phonics |
At Bredbury Green, we follow ‘Success for All - FFT’, which is a systematic phonics scheme. The planning is divided into weeks or ‘Steps’ of the programme, with each Step covering a select number of GPCs. See the Scope and Sequence section of the Programme Guide for more details. During Term 1, children will learn on average three or four new GPCs per week, with the final day of the week being reserved for review and consolidation. Starting in Term 2, children begin to learn vowel digraphs at a pace of one per week. During Term 3, children continue to learn vowel digraphs along with common alternative spellings. The year concludes with three weeks of review to consolidate all Reception level content in preparation for Year 1. To support both teachers and children, the phonics lessons follow a consistent daily structure with clear timing goals for each activity. This consistent approach enables lessons to be taught with pace as everybody understands the routine and what is expected. Each lesson lasts 25 minutes and follows the same basic sequence each day: • Review of Previously Taught GPCs (10 minutes) • Teach, Practise and Apply New GPC (15 minutes)
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Mathematics |
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Understanding the World |
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RE Stockport Agreed Syllabus |
• Listen to a broad selection of stories, non-fiction, rhymes and poems to foster understanding of our culturally, socially and ecologically diverse world. • Extend their knowledge and familiarity with words that support understanding of religion and belief • Talk about the lives of people around them, understanding characters and events from stories. • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read and experienced in class. • Explore the natural world around them making observations of animals and plants, environments and seasons, making space for responses of joy, wonder, awe and questioning.
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Key Question
Which stories are special and why?
• talk about some religious stories using new vocabulary • recognise some religious words, e.g. about God, holy books or places of worship • identify some of their own feelings in the stories they hear • identify a sacred text e.g. Bible, Qur’an • talk about what Jesus teaches about keeping promises and say why keeping promises is a good thing to do • hold conversations about what Jesus teaches about saying ‘thank you’, and why it is good to thank and be thanked • know some similarities and differences between relig
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Key Question
Which times are special and why?
• give examples of special occasions and suggest features of a good celebration • recall simple stories connected with Christmas / Easter and a festival from another faith • say why Christmas / Easter and a festival from another faith is a special time for Christians / members of the other faith • use new vocabulary to identify some similarities and differences between religious communities in Britain • respond imaginatively and expressively to what happens at their favourite times.
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Key Question
Which people are special and why?
• talk about people who are special to them • hold conversations about what makes their family and friends special to them • identify some of the qualities of a good friend • reflect on the question ‘Am I a good friend?’ • recall and talk about stories of Jesus as a friend to others using new vocabulary • recall stories about special people in other religions and talk about what we can learn from them • know some similarities and differences between religious communities in Britain
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Key Question
Which places are special and why?
• talk about somewhere that is special to themselves, saying why • know some similarities and differences between religious communities in Britain • be aware that some religious people have places which have special meaning for them • hold conversations about the things that are special and valued in a place of worship • identify some significant features of sacred places using recently acquired vocabulary • recognise two different places of worship using new vocabulary • get to know and use appropriate words to talk imaginatively and expressively about their thoughts and feelings when visiting a church. |
Key Question
Where do we belong?
• re-tell religious stories making connections with personal experiences • share and record occasions when things have happened in their lives that made them feel special • use new vocabulary to recall and name simply what happens at a traditional Christian infant baptism and dedication • respond imaginatively and expressively to stories about new babies • take additional opportunities for learning if you have children from religions other than Christianity in your setting so that children can use new vocabulary to describe ceremonies that welcome new babies • recall simply what happens when a baby is welcomed into a religion other than Christianity.
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Key Question
What is soecia about our world and why?
• talk about things they find interesting, puzzling or wonderful and also about their own experiences and feelings about the world • re-tell stories about creation and nature, talking about what they say about the world, God, human beings • respond imaginatively and expressively to the beauty and delight of the natural world • think about the wonders of the natural world, expressing ideas and feelings • express ideas about how to look after animals and plants • talk about what people do to mess up the world and what they do to look after it. |
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Expressive Arts and Design |
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Enrichment Opportunities |
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