Gordon Primary School

Gordon Primary School

BE THE BEST YOU CAN BE.

Early Years Foundation Stage

At Gordon Primary we are fortunate to have a nursery class offering both part-time and full-time places and two reception classes. In Early Years we have created a happy, secure and stimulating environment in which the children can develop as unique individuals and where they develop emotional, social and academic skills needed to become independent, motivated learners and responsible members of the community. Learning takes place both inside and outside the classroom. We also have a Forest School site where the children develop their awareness of nature, the environment and skills such as collaboration and enquiry.

The Early Years curriculum is designed to meet the needs of the youngest children in our school. Delivery of the curriculum is led through adult-led activities that introduce new skills and extend learning. There are also planned purposeful play opportunities and enhancement of provision, where adults observe and intervene with higher ordering questioning and engagement to extend the learning taking place.

Communication with parents is a strength in Early Years. We communicate with the parents on a daily basis and use an online platform called ‘Interactive Learning Diary’ which enables us to inform parents of their child’s weekly learning through observations, photos and videos. It also allows the parents to contribute to their child’s learning as we are all instrumental in ensuring that our children’s development is outstanding.

 

 RECEPTION

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

 

Marvellous Me

Celebrations

Wonderful World

Healthy body/healthy mind

Growing

Journeys

Suggested texts

 

 

 

 

All the Colours of the Earth

On Sudden Hill

 

 

 

Diwali

Christmas Story

Harvest

Fireworks

Hannukah

Polar Regions

Jack Frost

Handa’s Surprise

The Great Race

The Easter Story

Arlo the Lion who couldn’t Sleep

Harry the Dirty dog

Oliver’s Vegetables/fruit Salad/Milkshake

Alan’s Big Scary Teeth

Titch

Ten Little seeds

Once there were Giants

Eid

 

The Singing Mermaid

The Snail and the Whale

What the ladybird heard

The Night Pirates

 

Communication and Language

 

 

 

 

 

 

Describe events in some detail. Develop social phrases. Read individual Phase 2 letters by saying the sounds for them.

Listening and responding to rhymes and songs.

 

 

 

 

Listen carefully to rhymes and songs, paying attention to how they sound.

Introduce ‘Talk partners’ – turn taking in conversation/understanding the need for good listening/ the use of sentence stems to scaffold speaking.

New vocabulary specific to celebrations.

Engage in nonfiction books.

Use talk to help work out problems and organise thinking and activities, explaining how things work and why things might happen.

Develop social phrases.

Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.

Recite rhymes and songs, paying attention to how they sound.

Uses talk to organise, sequence and clarify thinking, ideas, feelings & events.

 

 

 

 

Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen.

Understands questions such as who, why, when, where and how.

 

 

 

Is able to recall and discuss stories or information that has been read to them, or they have read themselves.

Listens and responds to ideas expressed by others in conversation or discussion.

 

 

 

Personal and Social development

 

 

 

 

To separate from carer. To form positive relationships with peers. To establish routines for milk/fruit/toilet time.

Introduce zones of regulation – expressing feelings and feelings of others

To see themselves as valuable individuals – display of themselves taking part in a family celebration.

Further develop the skills they need to manage the school day successfully, lining up, mealtimes, personal hygiene.

Recognise that they belong to different communities and social groups and communicates freely about own home and community.

Continue to develop positive attitudes about the differences between people.

 

Know and talk about the different factors that support their overall health and well- being: tooth brushing, sensible amounts of screen time, having a good sleep routine, being a safe pedestrian.

 

Can describe their competencies, what they can do well and are getting better at, describing themselves in positive but realistic terms.

 

 

Is increasingly socially skilled and will take steps to resolve conflict with other children by negotiating and finding a compromise; sometimes by themselves, sometimes with support.

 

Physical development

Apparatus

Activities to reflect building strength in shoulders/arms.

Handwriting – lines/circles/vertical lines/anti clock wise movements.

Apparatus

Develop overall strength, co-ordination , balance and agility

Handwriting – introduce correct letter formation

Ball skills

Develop and refine a range of ball skills including: throwing , catching, kicking, batting and aiming

Ball skills

Develop and refine a range of ball skills including: throwing , catching, kicking, batting and aiming

Tennis

Negotiate space successfully when playing, racing or chasing games, adjusting speed or changing direction to avoid obstacles

Tennis

Negotiate space successfully when playing, racing or chasing games, adjusting speed or changing direction to avoid obstacles

Literacy

Blend Phase 2 sounds into words, so that they can read short words made up of known letter– sound correspondences.

 

 Read a few common exception words matched to the Little Waddle programme. Read individual Phase 2/3 letters by saying the sounds for them. Blend Phase 2/3 sounds into words, so that they can read short words made up of known letter– sound correspondences.

Write short sentences with words with known sound letter correspondences introducing finger spaces.

Read individual Phase 3 letters by saying the sounds for them. Blend Phase 3 sounds into words, so that they can read short words made up of known letter– sound correspondences. Read a few common exception words matched to the school’s phonic programme. Write short sentences with words with known sound letter correspondences using finger spaces.

Read individual Phase 3/4 letters by saying the sounds for them. Blend Phase 3/4 sounds into words, so that they can read short words made up of known letter– sound correspondences. Read a few common exception words matched to the school’s phonic programme. Write short sentences with words with known sound-letter correspondences using a full stop.

Connect one idea or action to another using a range of connectives in writing. Re-read what they have written to check that it makes sense. Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary, a few exception words. Write short sentences with words with known sound-letter correspondences using a capital letter, full stop and connective.

Connect one idea or action to another using a range of connectives in writing. Re-read what they have written to check that it makes sense. Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary, a few exception words. Write short sentences with words with known sound-letter correspondences using a capital letter, full stop and connective.

Mathematics

 

 

 

 

 

 

 

 

 

 

 

Subitising, counting, cardinality and ordinality, composition, comparison (NCTEM)

Link the number symbol (numeral) with its cardinal number value.

Count beyond ten.

 

 

 

 

 

 

Subitising, counting, cardinality and ordinality, composition, comparison (NCTEM)

Understand the ‘one more than/one less than’ relationship between consecutive numbers

Select, rotate and manipulate shapes in order to develop spatial reasoning skills

 

 

 

 

Subitising, counting, cardinality and ordinality, composition, comparison (NCTEM)

Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can

 

 

 

 

 

 

Subitising, counting, cardinality and ordinality, composition, comparison (NCTEM)

Continue, copy and create repeating patterns

Compare length, weight and capacity

 

 

 

 

 

 

Subitising, counting, cardinality and ordinality, composition, comparison (NCTEM)

Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity. 

Have a deep understanding of number to 10, including the composition of each number. 

Verbally count beyond 20, recognising the pattern of the counting system

Subitising, counting, cardinality and ordinality, composition, comparison (NCTEM)

Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts

Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Understanding the World

 

 

 

 

 

 

Talk about members of immediate family -display photos in room.

Use books reflecting different types of families.

 

 

 

 

Forest School

Understand that some places are special to members of their community. Recognise that people have different beliefs and celebrate special times in different ways

 

 

Forest School

Animals from around the world Climates Draw information from a simple map. Recognise some similarities and differences between life in this country and life in other countries. Recognise some environments that are different to the one in which they live.

Forest School

Observational drawings of the natural world

Discuss how to care for living things and their habitats

Easter

 

 

Forest School

Have some understanding of growth and change

Talk about past and present events in their own life and in the lives of their family

 

 

Forest School

Compare and contrast characters from stories, including figures from the past.

 

 

Expressive Arts and Design

Joining techniques

Encourage independent selection of materials

Develop storylines in pretend play – imagination areas

Listen attentively, move to and talk about music, expressing their feelings and responses. Explore, use and refine a variety of artistic effects clay to express their ideas and feelings

John Meirs

Explore, use and refine a variety of artistic effects collage to express their ideas and feelings

Henri Rousseau

Explore, use and refine a variety of artistic effects clay/water colours to express their ideas and feelings

Lorien Stern

Explore, use and refine a variety of artistic effects oil pastels /ink wash to express their ideas and feelings

Henri Matisse

Georgia O’Keefe

Explore, use and refine a variety of artistic effects mixed media to express their ideas and feelings

Henri Matisse

 

Trips

 

 

 

Diwali dance workshop

African dance workshop

Autumn Walk

National Gallery (Surprised)

Visit from Animal lady

 

 

Art Exhibition

 

 

Sports Day