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Me myself I Reception Scheme of Work C Summer Pips

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Me myself I Reception Scheme of Work C Summer Pips

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									Reception Scheme of Work
        – Autumn 1

    Me, Myself and I
Foundation Stage Long Term Planner - Reception
Theme        Personal, Social            Communication,                    Mathematics              Knowledge and                               Physical                              Creative                         R.E.              MFL: French
              and Emotional           Language and Literacy                                      Understanding of the
Autumn       7- relationships         1- interact and negotiate       1- use number names in     1- use senses to investigate      5- keeping healthy                       1- explore 2D/3D art              I‟m Special             Simple
             11- dress/undress        6- awareness of listener        order                      8- past and present               6- describe change after being active    2- explore sounds and sing        Harvest                 Greetings and
1            8- follow rules          12- explore with sounds         9- compare quantities      (Science/History/ICT)             7- use small and large equipment         songs                                                     farewells
             5- awareness of own      15- directionality              13- solve measures                                           2- move with control and co-             4- respond to senses creatively                           Counting to
Ourselves    and others needs         19- names, labels, captions     problems                                                     ordination                               Art Focus- Painting                                       three
             SEAL – New Beginnings    20- form letters with care                                                                   Dance/Basic Motor Skills                 Music Focus – Beat and Tempo
             PSHCE – Myself/Who
             Am I? / Body             Sounds- s-u
Autumn       6- respect cultures      2- enjoy using language         2- count reliably to 10    11- know about own and other's    4- awareness of space                    1- explore 2D/3D art              Baptism                 Colours in
             13- treat people with    3- listen attentively           10- recreate patterns      cultures                          7- use small and large equipment         2- recognise musical patterns     Birthdays               French
2            respect                  10- link sounds to letters      4- solve number problems   (Geography/ICT)                   1- move with confidence and              and sing songs                    Christmas               Counting to five
             14- expect respect       15- directionality                                                                           imagination                              5- express ideas creatively
Colour My    from others              18- write for a purpose                                                                      Dance/Spatial Awarness                   Art Focus – Collage
             SEAL – Getting on and    20- form letters with care                                                                                                            Music Focus - Structure
World        Falling Out              Sounds – l-oo
             PSHCE – Keeping Clean
Spring       1- motivation to learn   4- respond to stories etc.      3- recognise 1 to 9        4- ask why things happen and      3- travel around, under, over, through   1- explore 2D/3D art              Stories Jesus Heard     Talking about
             2- try new activities    7- imagine/recreate roles       9- compare quantities      how things work                   4- awareness of space                    2- move to music and sing                                 the weather in
1            SEAL – Going for Goals   9- initial/final sounds         4- solve number problems   7- use ICT to support learning    7- use small and large equipment         songs                                                     French
             PSHCE –Healthy           13- sequence stories                                       (DT/ICT)                          Apparatus/Co-ordination and Control      3- use imagination creatively                             Counting to ten
Water and    Lifestyles/Making        18- write for a purpose                                                                                                               Art Focus – Printmaking
             Choices                                                                                                                                                        Music Focus – High and Low
Weather                               Sounds – y - ar

Spring       12- select activities    4- respond to stories etc.      5- use calculation         5- build and construct and        7- use small and large equipment         1- explore 2D/3D art              Stories Jesus Told      Names of
             12- use resources        7- imagine/recreate roles       vocabulary                 adapt work                        8- handle materials with safety and      2- recognise musical patterns                             Family
2            independently            9- initial/final sounds         11- describe shapes        6- select tools and techniques    control                                  and sing songs                    Easter/Love             Members
             SEAL – Good to be me!    13- sequence stories            13- solve shape problems   (DT/ICT)                          2. move with control and co-             5- express ideas creatively
My House     PSHCE – Where I live?    19- sentences/punctuation                                                                    ordination                               Art Focus – Textiles
                                                                                                                                   Apparatus/Aiming, Predicting and         Music Focus - Texture
where I                                                                                                                            Estimating

Summer 1     9- right and wrong       5- extend vocabulary            6- compare 2 numbers       2- find out about living things   1- move with confidence and              1- explore 2D/3D art              My World/Jesus‟ World   Animals in
             10- consequences of      11- use phonics to spell        7- 1 more/1 less           3- look at similarities,          imagination                              2- move to music and sing                                 French
             actions                  16- find information            4- solve number problems   differences, patterns and         7- use small and large equipment         songs
Minibeasts   SEAL – Relationships     16- character and sequence in                              change                            8- handle materials with safety and      4- respond to senses creatively
             PSHCE – Body             stories                                                    (Science/ICT)                     control                                  Art Focus – Sculpture
             Awareness/Growing                                                                                                     Dance/Games                              Music Focus – Loud and Quiet
Summer 2     4- show feelings         8- talk to organise ideas       8- combine and take away   9- identify features in the       3- travel around, under, over, through   1- explore 2D/3D art              Prayer                  Barnaby Bear
             3- develop               17- use phonics to spell        objects                    natural world                     7- use small and large equipment         2- explore sounds and sing                                visits
             concentration            14- read common words           12- describe positions     10- find out about local          4- awareness of space                    songs                                                     Paris/Brittany
Travel and   SEAL – Changes           16- find information            13- solve space problems   environment                       Dance/Games                              3- use imagination creatively
Transport    PSHCE – Healthy          16- character and sequence in                              (Geography/ICT)                                                            Art Focus – Drawing
             Lifestyles/Keeping       stories                                                                                                                               Music Focus - Timbre
Foundation Stage Medium Term Planner - Personal Social and Emotional                                          Term Autumn 1                       Class GO‟R
Learning Intentions                       Spontaneous learning                                      Planned activities                                  Resources, events,
                                          opportunities and ongoing                                                                                     outings and visitors
                                                               Circle time – talk, listen, ask        Formulate positive class rules together – make    Baseline
   1.    Continue to be interested, excited and                 questions, contribute own               up classroom signs to emphasise them
         motivated to learn.                                    feelings and ideas                     Discuss consequences of breaking rules            Settling in
   2.    Be confident to try new activities, initiate          Review of the day – share              Circle time –contribute to discussion about
         ideas and speak in a familiar group.                   achievements with the group             looking after yourself                            Invite the school nurse in
   3.    Maintain attention, concentrate, and sit quietly      Show work to class and in              Set up personal hygiene rules and make
         when appropriate.                                      assemblies                              posters to display in the classroom               Invite a mum and new baby in
   4.    Respond to significant experience showing a           Develop beginning and end of day       Ask questions about caring for babies to a
         range of feelings when appropriate.                    routines                                visiting mum
   5.    Have a developing awareness of their own              Establish simple routines of the       Look at photographs of children when they
         needs, views and feelings and be sensitive to          day                                     were babies – empathise with babies needs
         the needs, views and feelings of others.              Develop tidy up time routines          Play “inside-out” – where each member of the
   6.    Have a developing respect for their own               Use of tracking sheet for taking        class says something nice about a chosen child.
         cultures and beliefs and those of other people.        the register in turns                  Wash, dress and undress baby dolls in role play
   7.    Form good relationships with adults and peers.        Take turns to use limited               and water tray.
   8.    Work as part of a group or class, taking turns         equipment e.g. bikes, computer         Play name games to familiarise each other with
         and sharing fairly, understanding that there           etc.                                    new class members
         needs to be agreed values and codes of                Work in pairs and small groups at      Play game "hide and seek” with classroom
         behaviour for groups of people, including adults       classroom activities                    objects to familiarise themselves with the
         and children, to work together harmoniously.          Make presents and cards for             classroom areas
   9.    Understand what is right, what is wrong, and           people on their birthdays              Role play rules and manners to establish class
         why.                                                  Talk to adults and peers in pairs       protocols
   10.   Consider the consequences of their words and           and small groups                       Empathise with “Titch” when reading the story
         actions for themselves and others.                    Put on coats, aprons, dressing up       – relate to own family experiences
   11.   Dress and undress independently and manage             clothes, sand hats                     Discuss how the owl babies feel when they are
         their own personal hygiene.                           Dress and undress for PE                left on their own
   12.   Select and use activities and resources               Communicate needs                      Explore stories about caring for each other
         independently.                                        Use self help systems - aprons,         through role-play, small world and puppetry.
   13.   Understand that people have different needs,           milk, register                         Play circle games and matching games to
         views, cultures and beliefs, that need to be          Join in discussions about stories       emphasise turn-taking.
         treated with respect.                                  and books that emphasise moral         Share flavoured jellies in small groups
   14.   Understand that they can expect others to              issues
         treat their needs, views, cultures and beliefs        Introduce different customs
         with respect.                                          through stories and books etc.
Foundation Stage Medium Term Planner - Communication, Language and Literacy                                                       Term Autumn 1                        Class GO‟R
Learning Intentions                                 Spontaneous learning                                                    Planned activities                              Resources, events,
                                                    opportunities and ongoing                                                                                               outings and visitors
   1.    Interact with others, negotiating plans and activities and taking          Talk about personal experiences        Texts: My Five Senses                           Baseline
         turns in conversation.                                                      in class and group circle times,              My Body
   2.    Enjoy listening to and using spoken and written language, and readily       review times, class discussions               What can you see?                        Settling in
         turn to it in their play and learning.
                                                                                    Use imaginative talk in role play,            Owl babies
   3.    Sustain attentive listening, responding to what they have heard by
         relevant comments, questions or actions.
                                                                                     small world play, puppet play,                Titch                                    Invite the school nurse
   4.    Listen with enjoyment, and respond to stories, songs and other             Listen attentively in group times,                                                     in
         music, rhymes and poems and make up their own songs, rhymes and             play and to audio tapes                   Play Pips games/POPAT
         poems.                                                                     Converse with others in all                                                            Invite a mum and new
   5.    Extend their vocabulary, exploring the meanings and sounds of new           classroom areas                           Develop role play area into                 baby in
         words.                                                                     Develop language skills through            hospital/clinic
   6.    Speak clearly and audibly with confidence and control and show              structured and unstructured               Talk about a personal visit to the
         awareness of the listener, for example by their use of conventions
                                                                                     discussions linked to books,               hospital
         such as greetings, „please‟ and thank you‟.
   7.    Use language to imagine and recreate roles and experiences.
                                                                                     topics, routines, events etc.             Listen to above texts on the tape-
   8.    Use talk to organise sequence and clarify thinking, ideas, feelings        Choose to look at books alone and          recorder
         and events.                                                                 with others                               Retell above texts with magnetic story
   9.    Hear and say initial and final sounds in words, and short vowel            Bring books and take books home            props/small world toys/puppets
         sounds within words.                                                       Read class labels, names, signs
   10.   Link sounds to letters, naming and sounding the letters of the             Talk about pictures in books              Signs and labels for classroom and role-
         alphabet.                                                                  Retell familiar stories in role play       play area using ICT
   11.   Use their phonic knowledge to write simple regular words and make
                                                                                     and small world etc.                      Labels and captions for body, tasting
         phonetically plausible attempts at more complex words.
   12.   Explore and experiment with sounds, words and texts.
                                                                                    Join in stories, rhymes and songs          and smelling investigations
   13.   Retell narratives in the correct sequence, drawing on language             Talk about own experiences                Make a thank-you card for nurse
         pattern of stories.                                                         related to content of book                Contribute to big class information book
   14.   Read a range of familiar and common words and simple sentences             Make up own stories inspired by            about senses.
         independently.                                                              books, poems, pictures, music etc         Make books in body shape
   15.   Know that print carries meaning and, in English, is read from left to      Make marks to signify writing             Make growth zig-zag book from baby to
         right and top to bottom.                                                   Write cards, invitations, lists,           grandparent.
   16.   Show an understanding of the elements of stories, such as main
                                                                                     books, labels, signs, massages,           Make I spy books (eye shaped)
         character, sequence of events, and openings, and how information
         can be found in non-fiction texts to answer questions about where,
                                                                                     instructions, letters, guessing           Make own peepo book with hole and
         who, why and how.                                                           cards, zig-zag books, flap books           repetitive sentence
   17.   Use their phonic knowledge to write simple regular words and make          Write name at every opportunity           Contribute to class lift the flap book –
         phonetically plausible attempts at more complex words.                      – sign up for dinner, computer,            knock, knock, who‟s there, someone
   18.   Attempt writing for different purposes, using features of different         bikes, as label for models, on any         beginning with? Focus on names
         forms such as lists, stories and instructions.                              work on paper                             Make feely book with different
   19.   Write their own names and other things such as labels and captions         Practice forming letters using             textures
         and begin to form simple sentences, sometimes using punctuation.
                                                                                     pens, pencils, crayons, chalks,         Form letters in name correctly using
   20.   Use a pencil and hold it effectively to form recognisable letters,
         most of which are correctly formed.
                                                                                     paints, sand, dough,                       pens, paints, sand, by labelling models +
                                                                                                                                signing up for class surveys.
Foundation Stage Medium Term Planner - Mathematics                      Term Autumn 1                                                              Class G O‟R
Learning Intentions                          Spontaneous learning opportunities and Planned activities                                                        Resources, events,
                                             ongoing                                                                                                          outings and visitors
                                                                     Sing number songs and rhymes e.g.                Contribute to pictogram / graph          Baseline
   1.   Say and use number names in order in familiar                Count 1-5, 1-10, 1-20                             about eye colour or hair colour and
        contexts.                                                    Errors in counting backwards and forwards         count responses                          Settling in
                                                                      using puppet (missing number, repeated           Collect information in a survey about
   2.   Count reliably up to 10 everyday objects.                     number, wrong order)                              favourite colours                        Invite the school nurse
                                                                     Recite number names in order, continuing         Record favourite tastes / smells in a    in
   3.   Recognise numerals 1 to 9.                                    the count forwards or backwards from a            pictogram and count responses
                                                                      given number                                     Sort out pictures healthy and non-       Invite a mum and new
   4.   Use developing mathematical ideas and methods to             Count a set of objects (5, 10, 20) giving         healthy foods and display as a           baby in
        solve practical problems.                                     just one number name to each object               pictogram.
                                                                     Estimate small numbers without counting          Make age pictogram which changes
   5.   In practical activities and discussion begin to use the       e.g. 1-6 dice/dominoes or fingers                 over the year “I am 4, I am 5” picture
        vocabulary in adding and subtracting.                        Recognise none and zero in stories, rhymes        moves on child‟s birthday
                                                                      and when counting                                Measure heights using large plastic
   6.   Use language such as „more‟ or ‟less‟ to compare two         Play error games with puppet e.g. count           bricks
        numbers.                                                      same object twice, miss out an object, make      Compare heights and weights of
                                                                      an error in counting sequence, touch but          children. Order heights of groups of
   7.   Find one more or one less than a number from one to           don‟t name, summarise incorrectly)                children
        10.                                                          Count sounds, movements, moving things,          Sort sets of animals, compare bears,
                                                                      objects in a circle, blank number track           play people, shapes and other
   8.   Begin to relate addition to combining two groups of          Count quietly on fingers and in head              classroom objects by size and
        objects and subtraction to „taking away‟.                    Count in tens and twos                            compare and order
                                                                     Estimate a number and check by counting          Devise different ways to measure and
   9.   Use language such as „greater‟, „smaller‟, heavier‟ or       Recognise numerals 1-9, then 0 and 10, then       compare heights of children
        „lighter‟ to compare quantities.                              10 and beyond                                    Use hands and feet to measure
                                                                     Compare two numbers and say which is more         children‟s silhouettes and count.
   10. Talk about, recognise and recreate simple patterns.            or less                                          Play counting games using fingers
                                                                     Say a number which lies between two given         (and toes)
   11. Use language such as „circle‟ or „bigger‟ to describe          numbers                                          Put house numbers to “knock, knock”
       the shape and size of solids and flat shapes.                 Begin to use the vocabulary of adding and         book
   12. Use everyday words to describe position.                      Find one more or one less than a number
                                                                      from 1-10
   13. Use developing mathematical ideas and methods to              Solve simple practical problems and respond
       solve practical problems.                                      to “what could we try next?”
Foundation Stage Medium Term Planner -Knowledge and Understanding of the World            Term Autumn 1                                                 Class G O‟R
Learning Intentions                       Spontaneous learning          Planned activities                                                                    Resources, events,
                                          opportunities and ongoing                                                                                           outings and visitors
   1.  Investigate objects and materials by using all       Explore textures such as                 Taste 3/4 different foods, identify them and state a     Baseline
       of their senses as appropriate.                       wet/dry sand, dough, sand                 favourite and say why
   2. Find out about, and identify, some features of         mousse, gravel, talc, etc                Make different jellies and guess flavour.                Settling in
       living things, objects and events they observe.      Make DT models with junk                 Smell 3/4 different smell pots, describe them and
   3. Look closely at similarities, differences,             materials e.g. babies bottles,            discuss likes and dislikes.                              Invite the school nurse in
       patterns and change.                                  cots, rattles                            Touch different fabrics and materials in class feely
   4. Ask questions about why things happen and how         Make family puppets                       book/alphabet/names and describe                         Invite a mum and new
       things work.                                         Build construction houses for            Play feely bag games, describing objects hidden within   baby in
   5. Build and construct with a wide range of               play people families                     Experience hot and cold contrasts – weather, clothes
       objects, selecting appropriate resources, and        Get to know where things are              and record using collage materials on paper doll
       adapting their work where necessary.                  kept in the classroom                    Listen to sounds tape and draw what is heard and
   6. Select the tools and techniques they need to        Become familiar with regular                discuss as a group.
       shape, assemble and join materials they are           journeys within the school               Game: A chosen child says “fish and chips” and a
       using.                                                premises e.g. class to dinner hall,       blindfolded child has to guess who it was by
   7. Find out about and identify the uses of                class to toilets etc.                     recognising the voice
       everyday technology and use communication          Observe things closely, record             Listen to instruments behind a screen and guess which
       technology and programmable toys to support           through drawing and modelling             made the sound.
       their learning.                                    Discuss changes, patterns,                 Sort musical instruments into types of sounds e.g.
   8. Find out about past and present events in their        similarities and differences e.g.         bangs
       own lives, and in those of their families and         Observe and record the weather           Experiment with magnifying glasses, telescopes,
       other people they know.                                                                         kaleidoscopes, colour filters, mirrors etc.
                                                          Use computers, calculators,
   9. Observe, find out about and identify features                                                   Compare and describe seasonal colours, flower colours,
                                                             programmable toys, tape
       in the place they live and the natural world.                                                  Play blindfold guessing games dependant on hearing,
                                                             recorders, cameras confidently
   10. Find out about their environment, and talk                                                      touch etc
                                                            Explore modelling through clay,
       about those features they like and dislike.                                                    Make graphs of eye colour, hair colour on computer
                                                             junk, fabric, construction kits,
   11. Begin to know about their own cultures and            cookery, woodwork
                                                                                                      Talk about a visit to the hospital, dentist, clinic
        beliefs and those of other people.                                                            Ask a new mum about looking after a baby and
                                                          Use small world and role play to
                                                                                                      Recollect childhood experiences
                                                             explore other lives and
                                                                                                      Bring in photos of children as babies – guess who is
                                                          Visit other people and places
                                                                                                      Wash, dress and undress baby dolls
                                                            Find out about the world through
                                                                                                      Talk about what babies can and can‟t do and what they
                                                             looking at books, pictures,
                                                                                                       need when they are young e.g. bottle, cot and explain
                                                             artefacts, talking to visitors
                                                            Develop language of time through
                                                                                                      Make a zig-zag book about growing from a baby to
                                                             sequencing events and daily
                                                                                                       child to adult to grandparent
Foundation Stage Medium Term Planner - Physical                  Term Autumn 1                                                                          Class G O‟R
Learning Intentions                             Spontaneous learning           Planned activities                                                               Resources, events,
                                                opportunities and ongoing                                                                                       outings and visitors
                                                               Gross motor                                   Play starting and stopping on a signal games         Baseline
   1.   Move with confidence, imagination and safety.           Explore range of climbing,                  Explore ways of travelling using different body
                                                                   balancing and sliding apparatus,           parts (feet only, hands/feet, tummies, etc.)         Settling in
                                                                   wheeled toys, bats and balls,             Do aerobics classes to music and explore
   2.   Move with control and co-ordination.                       hoops etc. in the outside area             changes to bodies afterwards                         Invite the school nurse in
                                                                Join in PE lessons that focus on
                                                                   travelling skills (running, hopping,      Make plates of dough food (healthy/non-              Invite a mum and new
   3.   Travel around, under, over and through balancing and       skipping, jumping) and body parts          healthy)                                             baby in
        climbing equipment.                                                                                  Sort out pictures/menus of healthy and non-
                                                               Fine motor                                     healthy foods and display as a pictogram.
                                                                Make range of jigsaws                       Design and paint posters concerning personal
   4.   Show awareness of space, of themselves and of           Sewing – cards, binca, holes                 hygiene routines lifestyles e.g. brush your teeth,
        others.                                                    punched in paper                           wash your hands
                                                                Threading beads, reels, pasta,              Make a class book about things that help us to
                                                                   shapes etc.                                grow healthily (good food, rest and sleep,
   5.   Recognise the importance of keeping healthy and         Dressing up                                  washing etc.) and things that don‟t (smoking,
        those things which contribute to this.                  Make collages/models using                   sweets etc.)
                                                                   scissors, glue, tape, paper, junk         Read “I want my potty” as a starting point for
                                                                Use woodwork tools with support              discussing toiletting routines
   6.   Recognise the changes that happen to their bodies       Use paintbrushes and mark-                  Role play keeping “baby” clean and well-fed
        when they are active.                                      makers
                                                                Play with sand and water toys,
                                                                Use computer keys and mouse               Talk about effects of exercise after PE or
   7.   Use a range of small and large equipment.               Model with dough, clay, plasticine           outside play – perspiration, racing heart beat,
                                                                   rolling pins and cutters, etc.             heavy breathing, tiredness.
                                                                Explore textures e.g. gravel, talc,
   8.   Handle tools, objects, construction and malleable       Use cutlery independently at
        materials safely and with increasing control.              lunchtimes
                                                                                                           Practice sewing skills by punching holes in
                                                                                                              shapes (body, face) to sew through
                                                                Adopt healthy and hygienic
                                                                                                           Play sending and receiving games with bats and
                                                                                                              balls, bean bags, quoits, hoops etc.
                                                                   routines throughout the school
Foundation Stage Medium Term Planner -                         Creative                   Term Autumn 1                                            Class G O‟R
Learning Intentions                                               Spontaneous learning           Planned activities                                                 Resources, events,
                                                                  opportunities and ongoing                                                                         outings and visitors
                                                                     Collage with different fabrics,          Sing songs relating to body parts e.g. “heads,      Baseline
   1.   Explore colour, texture, shape, form and space in             papers, foods and materials               shoulders, knees and toes”, “1 finger, 1 thumb”,
        two or three dimensions.                                     Painting (finger, bubble, hand,           “Tommy Thumb”, “Clap your hands and wiggle          Settling in
                                                                      splatter) with different sized            your fingers”, “If you‟re happy and you know it
                                                                      brushes, different types of               clap your hands”                                    Invite the school nurse in
                                                                      paints on different sized, shaped      Explore using body parts, including voices, to
                                                                      and textured paper.                       make sounds                                         Invite a mum and new
   2.   Recognise and explore how sounds can be changed,             Printing with string, shapes, food,    Clap syllables in children‟s names and make into      baby in
        sing simple songs from memory, recognise repeated             leaves, lino,                             patterns over a steady beat
        sounds and sound patterns and match movements to             Drawing with pencils, pens,            Explore different ways of making sounds with
        music.                                                        crayons, chalks, charcoal on              musical instruments
                                                                      different sized, shaped and              Explore tools for painting; brushes, rollers,
                                                                      textured paper.                           sponges, rags and fingers, use these tools to
                                                                     Modelling with junk, clay, dough,         print patterns
                                                                      construction, wood                       Names colours and experiment with them
   3.   Use their imagination in art and design, music, dance,       Look at paintings and other forms        Learn how to mix powder paints and record what
        imaginative and role play and stories.                        of art and discuss content and            happens
                                                                      style                                    Add shavings to paint to create textures
                                                                                                               Use imagination or observation to create
                                                                                                                paintings of their choice
                                                                     Recreate and make up new                 Look at and discuss Wassily Kandinsky‟s
   4.   Respond in a variety of ways to what they see, hear,          characters and stories through            „Squares‟ with „Concentric Circles‟ and use as a
        smell, touch and feel.                                        imaginative and small world play          stimulus for painting
                                                                                                               Look at some famous self portraits and
                                                                                                                interpret their style
                                                                   Make music through singing, body           Paint pictures of own choice using skills learned
                                                                      sounds, classroom objects and
   5.   Express and communicate their ideas, thoughts and             musical instruments
        feelings by using a widening range of materials,           Listen to a wide range of music
        suitable tools, imaginative and role play, movement,          from around the world and from
        designing and making, and a variety of songs and              different times
        musical instruments.                                         Respond to music through
                                                                      painting, drawing and writing
                                                                   Dance to a range of music from
                                                                      around the world and from
                                                                      different times
Foundation Stage Medium Term Planner -                        R.E.                    Term Autumn 1                                     Class G O‟R

Learning Intentions                                              Planned activities                                                                     Resources, events, outings
                                                                                                                                                        and visitors
                                                                    The Special Box game                                                               Visit to the church?
1. To know that God made each and every one of us                   The children will think of things that are special about them and create a
differently.                                                         special shield to go on the wall
2. To know what makes them special                                  The children will watch a short video clip of a Harvest Festival and have the
3. To know why we celebrate Harvest Festival and to be               opportunity to ask questions about it
aware of what we should be thankful for.                            The children will take part in the preparations for the whole school Harvest
4. To understand the significance of Baptism, what it means          Festival
and how the celebration takes place.                                The children will learn the prayer „Thank you for the world so sweet‟
                                                                    The children will draw a picture of something that they are thankful for
                                                                    The children will be introduced to the idea of Baptism.
                                                                    If they have been Baptised they will be invited to bring in any special
                                                                     memorabilia from that special day
                                                                    Father Michael will be invited in to talk to the children about Baptism
                                                                    The children will visit the church to look at what happens when a person is

Foundation Stage Medium Term Planner -                        French                  Term Autumn 1                                     Class G O‟R

Learning Intentions                                              Planned activities                                                                     Resources, events, outings
                                                                                                                                                        and visitors
                                                                     Pass a teddy around the circle to Music, when the music stops the child holding
1. To learn how to say Hello in French                               the teddy must say „Bonjour‟
2. To ask for and give names in French                              Sing the question around the circle „Tu t‟appelles comment, Tu t‟appelles
3. To learn how to ask somebody if they are O.K. in French           comment, tu t‟appelles comment, comment t‟appelles tu? to the tune of „Nice
and respond to somebody who asks them.                               one Cyril‟ whilst passing a teddy. When the song finishes the person holding the
4. To learn how to count to three in French.                         teddy must saying „Je m‟appelle‟ and their name.
5. To learn how to say Goodbye in French.                           Teach the children how to ask „Ca va?‟ and explain that it means „How are you?‟
                                                                     then teach them how to respond. Sing the song „Bonjour, Bonjour‟
                                                                    Pass a teddy around the room with the first child saying un, the next child deux
                                                                     and the third child trios, the next child should then stand up and say „Bonjour,
                                                                     je m‟appelle…‟ and then pass the teddy to the next child who will start the
                                                                     counting again.
                                                                    Play pass the teddy game again to music. When the music stops the child
                                                                     holding the teddy must say „Au revoir‟
Foundation Stage Medium Term Pacer – Reception                                                                    Autumn 1                                        Class G O‟R
Week        P,S,E and SEAL        Communication,           Mathematics                 Knowledge and Understanding of      Physical                    Creative                    R.E.               French              Continuous
and                               Language and                                         the World                                                                                                                            Outdoor
Focus                             Literacy                                                                                                                                                                                equipment
Week 1      Formulate positive    PIPS Step 1 –            Sing number songs and       Take the children around the        Outdoor Bikes and Toys      Music Express-Say                                              Bikes/Prams
Part time                                                  rhymes                      school to visit other classes and   Circle Games                hello/How do you                                               Dolls
            class rules           distinguish 1 sound
                                                                                       teachers                                                        do?
            together-take         from another             Make age pictogram                                                                          Clap syllables in
                                                                                                                                                                                                                      Easels and paints
Settling                                                                               ICT –Dress the teddy                                                                                                           Whiteboards and
            photo‟s of children   High Frequency           which changes over                                                                          children’s names
In                                                                                                                                                     Art- Painting Tools                                            pens
            doing the right       Words- I am a            the year “I am 4, I                                                                                                                                        Box of Books
            things and display                             am 5” picture moves                                                                                                                                        Building Blocks
            them-happy/sad                                 on child‟s birthday
Week 2       Talk about likes     PIPS Step 2-Hear and     Count 1-5, 1-10, 1-20       „Feely Feet activity‟               P.E. – To learn that we     ME- I’ve got a                                                 Balls and Hoops
Part time                         say initial sounds in    Record favourite                                                use different parts of      tambour                                                        Water Tray
            and dislikes                                                               To develop sorting skills by
My Five                           words                                                                                    our bodies to move in       Art (LCP)– Explore                                             Musical
                                  Begin POPAT              tastes / smells in a        touching/looking/smelling/tastin                                and Experiment
Senses                                                                                 g/hearing                           different ways (100                                                                        Instruments
                                  HFW – mum dad look       pictogram and count
                                  ‘My Five Senses’ big                                 ICT –Dress the Teddy                Science Lessons 13)                                                                        Clipboards and
                                  book                                                                                                                                                                                markers
Week 3      Play name games       PIPS Steps 2,3 and 4     Number 1                    Recognise and name the parts        P.E. Basic Motor Skills 1   Explore using          I‟m Special!       Learn how to say     Bikes and Prams
            to get to know        HFW- and the                                         of the body and say what they                                                                                                  Dolls
Body                                                       Counting to 10                                                  „Animals‟                   body parts to          Talk about how     Bonjour. Play pass
                                  Introduce s a t                                                                                                                                                                     Gravel and spades
Parts       each other                                     Contribute to pictogram /   are used for (100 Science                                       make music             God made each      the teddy „Benji‟
                                  sounds                                                                                                                                                                              Skittles and chalk
                                  ‘All About Me’ big       graph about eye colour or   Lessons-12)                                                     Art (LCP) – Mixing     one of us          to music.            Large sheets of
                                  book                     hair colour and count       ICT –Body Parts BGFL                                            Colours                differently and                         paper and pens
                                                           responses                                                                                                          that we are all                         Tape recorder
                                                                                                                                                                              special in our                          Box of books
                                                                                                                                                                              own way.
Week 4      Discuss feelings-     PIPS Steps 2,3 and 4     Number 2                    Lucy’s Picture Braille names-talk   P.E. Dance – Dance to       ME - How do you        What is            Recap on last        Balls and Hoops
What        when do we feel       HFW- we like it                                      about the sense of sight-           different types of          do signs               Harvest            week. Learn how      Music and Fabric for
                                                           Flat shapes                                                                                                                                                dancing
can you     happy/sad etc?        Introduce n i p sounds                               blindfolded games                   music-how does it make      Make a picture like    Festival?          to say Je
                                  ‘What can you see?’      Make shape pictures                                                                         Lucy’s                                                         Shapes
see?        ‘How do I feel’ big   big book
                                                                                       Listen to instruments behind a      us feel?
                                                                                                                                                       Art(LCP) - Textures
                                                                                                                                                                                                 m‟appelle followed   Writing materials
            book                                                                       screen-what are they?                                                                                     by their name.       Magnifying glasses
                                                                                       ICT –Body Parts BGFL                                                                                      Sing Tu‟tappelle
Week 5      Look at children‟s     PIPS Steps 2,3 and 4    Number 3                    Wash, dress and undress baby        P.E Basic Motor Skills 2    ME- Make a Face        Harvest- Draw      Recap on last        Bikes and Prams
Babies                            HFW-yes no               Length                                                          „Pick up‟                   Art - Look at Van      own „Thank you‟    week. Learn how      Dolls
            photos of when                                                             dolls-visit from mum with new
                                  Introduce ck e h                                                                                                     Gogh’s self portrait
            they were babies,                              Compare heights and         baby                                                                                   picture to God.    to ask if someone    Easels and paints
                                  sounds                                                                                                               and interpret styles
                                                           weights of children                                                                                                                   if OK and reply to   Measuring sticks
            emphasis with         ‘Owl babies’ big book                                To learn that we change as we                                   Art (LCP) – Free
                                                                                                                                                                                                 someone who asks     and chalk
            baby needs                                     Order heights of            get older (100 Science
                                                                                                                                                                                                 you „Ca Va?‟ Sing    Box of Books
                                                           groups of children          Lessons 14)                                                                                               „Bonjour, Bonjour‟   Building Blocks
                                                                                       ICT- self portrait/dazzle
Week 6      Talk about personal   PIPS Steps 2,3 and 4     Number 4                    Personal History timeline- how      P.E. Dance Aerobic          ME -Foot wear-         Baptism- visit     Recap on last        Balls and Hoops
Growth      hygiene and           HFW – cat dog            One More                    have they changed since birth?      exercises – what            print patterns         to church to       week.                Footprints
                                  Introduce r m d                                                                                                      Art (LCP) –                                                    Mirrors, pencils,
            looking after                                  Put house numbers to        ICT- self portrait/dazzle           happens to our bodies                              see font?          Learn how to
                                  sounds                                                                                                               Concentric Circles
            ourselves             ‘Titch’ big book         “knock, knock” book                                             afterwards?                                                           count to 3 in        Water Tray and
                                                                                                                                                                                                 French.              Babies to wash
Week 7      Play ‘Inside out’     PIPS Steps 2,3 and 4     Number 5                    To know that people come in         P.E. Basic Motor Skills 3   Sing songs about       Recap on why       Recap on last        Bikes and Prams
Assessm     where children say    HFW –is was              Assessment                  different shapes and sizes. (100    „Bouncing‟                  ourselves – Head,      we are special –   week. Learn how      Gravel
ent         something nice        Introduce g o u                                      Science Lessons 17)                                             shoulders, knees       sing „ Special‟    to say Au Revoir.    Large paper and
            about each other      Assessment
                                                                                                                                                       and toes etc                              Play pass the        pens
                                                                                                                                                                                                 teddy game.          Wooden Blocks

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