Reception Medium Term Plan Summer 1

Superheroes/Transport
RE – Special Places Computing - Robots
Celebrations – Father’s Daya
Enrichment/Wow moments - Superhero Dress Up Day, Healthy eating
picnic, Train Journey, Transport walk
Literacy Fiction Non- Fiction Poetry
Quality Supertato, Supertato and Firefighters (Barry Wade) The Train Ride (June Crebbin)
Texts the Valley of Doom Travelling on land (two can Dig, Dig, Digging (Margaret
(Sue Hendra, Paul Linnet) discovery guide) Mayo)
Charlie’s Amazing Heroes who help us from
Superhero Underpants around the world (Liz
(Paul Gogerly)
Bright)
Naughty Bus (Jan Oke)
Development Matters Planned activities Knowledge - What the
Objectives including general children will know?
practise, quality
interactions and
enabling
environments.
Communic Understand how to listen carefully and Role Play – Superhero den, I can talk about how a police
why listening is important
ation and Learn new vocabulary Garage, Space officer, firefighter, doctor
language Articulate their ideas and thoughts in station/rocket, airplane. helps us.
well-formed sentences
Develop social phrases.
Engage in story times. *We have a language rich
Listen to and talk about stories to build environment, practitioners Vocabulary – Superheroes
familiarity and understanding. encourage new vocab and
Listen carefully to rhymes and songs, – hero, villain, cape,
paying attention to how they sound. extend vocabulary with every
interaction.
mask, power, doctor,
Learn rhymes, poems and songs.
Use new vocabulary through the day. *We have daily story/song time. nurse, surgeon, hospital,
Ask questions to find out more and to
*New vocabulary is planned surgery, police station
check they understand what has been
said to them. and used by practitioners. jail, police officer, fire
Connect one idea or action to another *New vocabulary is shared with station, firefighter, hose,
using a range of connectives.
Engage in non-fiction books.
parents dentist, uniform
Use new vocabulary through the *The children have a daily
day.Ask questions to find out more and literacy session
to check they understand what has *We use helicopter stories to
been said to them. Connect one idea Transport – car, van,
develop the concept of stories
or action to another using a range of truck, lorry, ambulance,
connectives. Describe events in some and story language.
detail. Retell the story, once they have *Role play and puppets are fire engine, taxi, police
developed a deep familiarity with the used for retelling stories. vehicle, motor bike,
text; some as exact repetition and
some in their own words. Listen to *Children regularly sequence bicycle, wheel,
and talk about selected non-fiction to pictures from stories and orally handlebars, siren, road,
develop a deep familiarity with new retell the story motorway, train, airplane,
knowledge and vocabulary.
Use talk to help work out airport, boat, port,
problems and organise station, bus, ticket.
thinking and activities
explain how things work
and why they might
happen.

Use new vocabulary in

different contexts.
PSED See themselves as a valuable *We encourage children to I can talk about how to be
individual.
Build constructive and respectful be as independent as they kind.
relationships. can. “Have a go yourself
Express their feelings and consider the
feelings of others. and if you still can’t do it I know the difference
Show resilience and perseverance in then we are happy to help.” between right and wrong.
the face of challenge.
Manage their own needs.
*We have discussions
Identify and moderate their own around snack time and I can talk about people who
feelings socially and emotionally. help to keep me safe.
Think about the perspectives of others.
lunch time - healthy
Know and talk about the eating choices.
 different factors that *We have discussions I can talk about how to be
support their overall health around healthy living healthy.
and wellbeing: choices including: washing
-regular physical activity hands, brushing teeth,
-healthy eating eating and exercise.
-toothbrushing *Children have a healthy
-sensible amounts of picnic.
‘screen time’ *Children learn about how
- having a good sleep the medical profession keep
routine us healthy including
-being a safe pedestrian dentists.
*We go out of school to do a
transport survey and learn
about road safety.
Physical Revise and refine the fundamental Weekly PE session –Athletics I can throw objects.
movement skills they have already
Developme acquired: *Children have access to P.E
nt -rolling, crawling, walking, jumping, trolley in outdoor area as I can run, change direction
Running, hopping, skipping, climbing
Progress towards a more fluent style well as large scale and strike a ball with
of moving with developing control and equipment to develop core increasing accuracy.
grace.
Develop their small motor skills so that
strength and gross motor
they can use a range of tools control. I can get myself changed for
competently, safely and confidently. *Children have access to PE.
Suggested tools: pencils for drawing
and writing, paintbrushes, scissors, balance bikes to develop
knives, forks and spoons. core strength. V- run, safely, space, catch,
Use their core muscle strength to
achieve a good posture when sitting at *Children take part in yoga rules, , stop, tag, score, run,
a table or sitting on the floor. and gross motor sessions hop, jump, side step, skip,
Further develop the skills they need to
manage the school day successfully:
each morning. gallop, direction
 Lining up and queuing *Fine motor skills are
 Mealtimes developed indoors in all S- Communication,
 Personal hygiene
Combine different movements with areas. cooperation, taking turns,
ease and fluency. *Children have access to respect, supporting and
Develop the overall body strength, co-
ordination, balance and agility needed weekly fine motor control encouraging others.
to engage successfully with future activity in continuous
physical education sessions and other
physical disciplines including dance,
provision. E- Honesty managing
gymnastics, sport and swimming. *Children have focused emotions perseverance
Develop overall body-strength, hand writing sessions
balance, co-ordination and agility.
Confidently and safely use a range of several times per week. T- Using tactics.
large and small apparatus indoors and *Children are encouraged to
outside, alone and in a group.
Further develop and refine a range of use cutlery at dinner time.
ball skills including: throwing, *Cutlery as well as various
catching, kicking, passing, batting, and
aiming.
tools are provided in the
Develop confidence, competence, playdough area.
precision and accuracy when engaging *Children are taught hand
in activities that involve a ball.
Develop the foundations of a washing skills and
handwriting style which is fast, encouraged to be
accurate and efficient.
independent in personal
hygiene.
Reading Read individual letters by saying the *Children have daily small I can read some letter groups
sounds for them.
Read a few common exception words group letters and sounds that each represent one
matched to the school’s phonic sessions. sound and say sounds for
programme.
Blend sounds into words, so that they *Home reading books are them.
can read short words made up of know linked to phonics level,
letter – sound correspondence.
Read some letter groups that each
children can change books I can read the tricky words
represent one sound and say sounds daily that I am taught.
for them. *We use high quality texts
Read simple phrases and sentences
made up of words with known letter- to support each topic. I can simple phrases and
sound correspondences and, where These texts are available for sentences made up of words
necessary, a few exception words.
Re-read books to build up their children to access and with known letter-sound
confidence in word reading, their revisit in our reading area. correspondences and, where
fluency and their understanding and
enjoyment.
*The children have a daily necessary, a few exception
literacy session words.
*The children have daily
guided reading sessions I can re-read books to build
*Lowest 20% have individual up confidence in word
daily reading as well as reading, fluency and
 pupil premium children. understanding and
*Tricky words introduced are enjoyment.
shared with parents for
home learning. I can show understanding by
retelling stories I have read.

I can anticipate key events in

stories.

I can read aloud simple

sentences.
Writing Spell words by identifying the sounds *Children say their sentence I can read my writing.
and then writing the sound with
letter/s. out loud and then segment
Form lower-case and capital letters each word. I can write descriptions and
correctly.
*Children are taught to use descriptive sentences.
Write short sentences with a capital letter to begin a
words with known sentence and a full stop at I can write messages.
sound-letter the end.
correspondences using a *Children are encouraged to I can write a setting
capital letter and full stop. use finger spaces. description.
*Children are taught to write
Re-read what they have some letter sounds from I can a character description.
written to check that it memory including capitals.
makes sense. *Children are encouraged to I can write a simple
read their writing. narrative.
*Children write descriptions
and descriptive sentences. I can write factual sentences.
*Children write messages.
*Children write a character
description.
*Children write a setting
description.
*Children write a simple
narrative.
*Children write factual
sentences.
Mathemati *Children will experience I can count to 20
cs Select, rotate and daily counting to 30 via
Manipulate shapes in order registration. I can recognise some
to develop spatial *Daily seasons and days of patterns when counting.
reasoning skills. the week.
*Sequencing of the school I can add more to a group.
Count beyond 10. day.
Compare numbers. *Daily Maths session I can take away from a group
of objects and find out how
Number many are left.
*Building numbers beyond
10 I understand that shapes can
*Counting patterns beyond be combined or moved to
10 make new shapes.
*Adding more
*Taking away I understand that shapes can
have other shapes within
Measure, shape and them.
spatial thinking
*Spatial reasoning
*Match, rotate, manipulate
*Compose and decompose
shapes so children
recognise a shape can have
other shapes within it.
Understand People, Culture and *Children recognise that I can talk about people who
ing the Communities the emergency services help us including doctors,
world Comment on images of familiar nurses, dentists, police and
situations in the past.
are there to help them in
Understand that some places are different ways. fire-fighters.
special to members of their
 community.
Compare and contrast characters from
*Children recognise that
stories, including figures from the past. some professions wear I can recognise the different
Recognise that people have different uniforms. professions from their
beliefs and celebrate special times in
different ways. *Children name and uniform.
Recognise some similarities and describe different types
differences between life in this
country and life in other countries. of transport. I can name different types of
Recognise some environments that *Children make maps of transport including
are different to the one in which they emergency vehicles.
live. the reception garden to
Draw information from a simple map. find treasure.
*Children sort pictures of I can use new vocabulary
emergency services in appropriately.
the past and now.
I can sort pictures into old
The Natural World and new.
Explore the natural world around
*Children complete a daily
them. calendar and discuss the
Describe what they see, hear and feel I can talk about the things
weather.
whilst outside. that I see, hear and feel in
Understand the effect of changing *Children explore the the outdoor area.
seasons on the natural world around reception garden and
them.
observing seasonal
changes.
Expressive Explore, use and refine a variety of *Children can create or I can independently access
artistic effects to express their ideas
Arts and and feelings. make anything linked to our all areas.
Design Listen attentively, move to and talk topic.
about music, expressing their feelings
and responses. *Children are encouraged to I can talk about and describe
Return to and build on their previous make their own props for the work that I produce.
learning, refining ideas and developing
their ability to represent them.
role play e.g. capes, power
Sing in a group or on their own, cuffs. I can capture experiences
increasingly matching the pitch and *Children are encouraged to and
following the melody. junk model vehicles. responses with a range of
Develop storylines in their pretend
play. *We have a weekly media,
Explore and engage in music making charanga music lesson –Big including music.
and dance, performing solo or in
groups.
Bear Funk
Create collaboratively sharing ideas, *We have an outdoor music I can represent my own
resources and skills. area. ideas, thoughts and feelings
Watch and talk about dance and
performance art, expressing their through music.
feelings and responses.