Foundation Stage Medium Term Planner

Foundation Stage Long Term plan Overview

Reception

This document represents the outcomes aimed for by all practitioners within the setting to support children in their development. Foundation Stage Long Term Overview – PSED Year: Class: Reception Differentiated Learning Intentions Possible Lines of Direction 30-50 months. 40-60 months. ELGs. Making Relationships MR2a• Can play in a group, extending and MR3a • Initiates conversations, attends to MR ELG: Children play co-operatively, taking elaborating play ideas, e.g. building up a role-play and takes account of what others say. turns with others. They take account of one activity with other children. MR3b • Explains own knowledge and another’s ideas about how to organise their MR2b• Initiates play, offering cues to peers to join understanding, and asks appropriate activity. They show sensitivity to others’ them. questions of others. needs and feelings, and form positive MR2c• Keeps play going by responding to what MR3c• Takes steps to resolve conflicts with relationships with adults and other children. others are saying or doing. other children, e.g. finding a compromise. MR2d• Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

Self Confidence and Self Awareness SC2a • Can select and use activities and resources SC3a• Confident to speak to others about with help. own needs, wants, interests and opinions. SC ELG: Children are confident to try new SC2b • Welcomes and values praise for what they SC3b• Can describe self in positive terms and activities, and say why they like some have done. talk about abilities. activities more than others. They are SC2c • Enjoys responsibility of carrying out small confident to speak in a familiar group, will tasks. talk about their ideas, and will choose the SC2d •Is more outgoing towards unfamiliar people resources they need for their chosen and more confident in new social situations. activities. They say when they do or don’t SC2e • Confident to talk to other children when need help. playing, and will communicate freely about own home and community. SC2f •Shows confidence in asking adults for help.

Managing Feelings and Behaviours MF2a • Aware of own feelings, and knows that MF3a• Understands that own actions affect some actions and words can hurt others’ feelings. other people, for example, becomes upset or MF ELG: Children talk about how they and MF2b •Begins to accept the needs of others and tries to comfort another child when they others show feelings, talk about their own can take turns and share resources, sometimes realise they have upset them. and others’ behaviour, and its with support from others. MF3b• Aware of the boundaries set, and of consequences, and know that some MF2c •Can usually tolerate delay when needs are behavioural expectations in the setting. behaviour is unacceptable. They work as not immediately met, and understands wishes MF3c• Beginning to be able to negotiate and part of a group or class, and understand and may not always be met. solve problems without aggression, e.g. follow the rules. They adjust their behaviour MF2d •Can usually adapt behaviour to different when someone has taken their toy. to different situations, and take changes of events, social situations and changes in routine. routine in their stride. Foundation Stage Long Term overview – Communication and Language Year: Class: Reception Differentiated Learning Intentions Possible Lines of Direction 30-50 months. 40-60 months. ELGs. Listening and Attention LA2a• Listens to others one to one or in small LA3a• Maintains attention, concentrates and LA ELG: Children listen attentively in a groups, when conversation interests them. sits quietly during appropriate activity. range of situations. They listen to stories, LA2b• Listens to stories with increasing attention LA3b• Two-channelled attention – can listen accurately anticipating key events and and recall. and do for short span. respond to what they hear with relevant LA2c• Joins in with repeated refrains and anticipates comments, questions or actions. They give key events and phrases in rhymes and stories. their attention to what others say and LA2d• Focusing attention – still listen or do, but can respond appropriately, while engaged in shift own attention. another activity. LA2e• Is able to follow directions (if not intently focused on own choice of activity).

Understanding U2a• Understands use of objects (e.g. “What do we U3a• Responds to instructions involving a U ELG: Children follow instructions use to cut things?’) two-part sequence. Understands humour, involving several ideas or actions. They U2b• Shows understanding of prepositions such as e.g. nonsense rhymes, jokes. answer ‘how’ and ‘why’ questions about ‘under’, ‘on top’, ‘behind’ by carrying out an action U3b• Able to follow a story without pictures their experiences and in response to or selecting correct picture. or props. stories or events. U2c• Responds to simple instructions, e.g. to get or U3c• Listens and responds to ideas put away an object. expressed by others in conversation or U2d• Beginning to understand ‘why’ and ‘how’ discussion. questions.

Speaking S2a• Beginning to use more complex sentences to S3a• Extends vocabulary, especially by S ELG: Children express themselves link thoughts (e.g. using and, because). grouping and naming, exploring the meaning effectively, showing awareness of S2b• Can retell a simple past event in correct order and sounds of new words. listeners’ needs. They use past, present (e.g. went down slide, hurt finger). S3b• Uses language to imagine and recreate and future forms accurately when talking S2c• Uses talk to connect ideas, explain what is roles and experiences in play situations. about events that have happened or are happening and anticipate what might happen next, S3c• Links statements and sticks to a main to happen in the future. recall and relive past experiences. theme or intention. They develop their own narratives and S2d• Questions why things happen and gives S3d• Uses talk to organise, sequence and explanations by connecting ideas or explanations. Asks e.g. who, what, when, how. clarify thinking, ideas, feelings and events. events. S2e• Uses a range of tenses (e.g. play, playing, will S3e• Introduces a storyline or narrative into play, played). their play. S2f• Uses intonation, rhythm and phrasing to make the meaning clear to others. S2g• Uses vocabulary focused on objects and people that are of particular importance to them. S2h• Builds up vocabulary that reflects the breadth of their experiences. S2i• Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’ Foundation Stage Long Term Overview – Physical Development Year: Class: Reception Differentiated Learning Intentions Planned activities, events, etc. 30-50 months. 40-60 months. ELGs. Moving and Handling MH 2a• Moves freely and with pleasure and MH3a• Experiments with different ways of MH ELG: Children show good control confidence in a range of ways, such as slithering, moving. and co-ordination in large and small shuffling, rolling, crawling, walking, running, MH3b• Jumps off an object and lands movements. jumping, skipping, sliding and hopping. appropriately. They move confidently in a range of MH2b• Mounts stairs, steps or climbing MH3c• Negotiates space successfully when ways, safely negotiating space. They equipment using alternate feet. playing racing and chasing games with other handle equipment and tools effectively, MH2c• Walks downstairs, two feet to each step children, adjusting speed or changing including pencils for writing. while carrying a small object. direction to avoid obstacles. MH2d• Runs skilfully and negotiates space MH3d• Travels with confidence and skill successfully, adjusting speed or direction to avoid around, under, over and through balancing obstacles. and climbing equipment. MH2e• Can stand momentarily on one foot when MH3e• Shows increasing control over an shown. object in pushing, patting, throwing, catching MH2f• Can catch a large ball. or kicking it. MH2g• Draws lines and circles using gross motor MH3f• Uses simple tools to effect changes to movements. materials. MH2h• Uses one-handed tools and equipment, MH3g• Handles tools, objects, construction e.g. makes snips in paper with child scissors. and malleable materials safely and with MH2i• Holds pencil between thumb and two increasing control. fingers, no longer using whole-hand grasp. MH3h• Shows a preference for a dominant MH2j• Holds pencil near point between first two hand. fingers and thumb and uses it with good control. MH3i• Begins to use anticlockwise MH2k• Can copy some letters, e.g. letters from movement and retrace vertical lines. their name. MH3j• Begins to form recognisable letters. MH3k• Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed. Health and Self- care HS2a• Can tell adults when hungry or tired or HS3a• Eats a healthy range of foodstuffs and HS ELG: Children know the importance when they want to rest or play. understands need for variety in food. for good health of physical HS2b• Observes the effects of activity on their HS3b• Usually dry and clean during the day. exercise, and a healthy diet, and talk bodies. HS3c• Shows some understanding that good about ways to keep HS2c• Understands that equipment and tools practices with regard to exercise, eating, healthy and safe. They manage their have to be used safely. sleeping and hygiene can contribute to good own basic hygiene HS2d• Gains more bowel and bladder control and health. and personal needs successfully, can attend to toileting needs most of the time HS3d• Shows understanding of the need for including dressing and themselves. safety when tackling new challenges, and going to the toilet independently. HS2e• Can usually manage washing and drying considers and manages some risks. hands. HS3e• Shows understanding of how to HS2f• Dresses with help, e.g. puts arms into open- transport and store equipment safely fronted coat or shirt when held up, pulls up own HS3f• Practices some appropriate safety trousers, and pulls up zipper once it is fastened at measures without direct supervision. the bottom. Foundation Stage Long Term Overview - Literacy Year: Class: Reception Differentiated Learning Intentions Possible Lines of Direction 30-50 months. 40-60 months. ELGs. Reading R2a• Enjoys rhyming and rhythmic activities. R3a• Continues a rhyming string. R ELG: Children read and understand simple R2b• Shows awareness of rhyme and alliteration. R3b• Hears and says the initial sound in words. sentences. They use phonic knowledge to R2c• Recognises rhythm in spoken words. R3c• Can segment the sounds in simple words decode regular words and read them aloud R2d• Listens to and joins in with stories and poems, one- and blend them together and knows which accurately. They also read some common to-one and also in small groups. R2e• Joins in with repeated refrains and anticipates key letters represent some of them. irregular words. They demonstrate events and phrases in rhymes and stories. R3d• Links sounds to letters, naming and understanding when talking with others R2f• Beginning to be aware of the way stories are sounding the letters of the alphabet. about what they have read. structured. R3d• Begins to read words and simple R2g• Suggests how the story might end. sentences. R2h• Listens to stories with increasing attention and R3e• Uses vocabulary and forms of speech that recall. are increasingly influenced by their experiences R2i• Describes main story settings, events and principal of books. characters. R2j• Shows interest in illustrations and print in books R3f• Enjoys an increasing range of books. and print in the environment. R3g• Knows that information can be retrieved R2k• Recognises familiar words and signs such as own from books and computers. name and advertising logos. R2l• Looks at books independently. R2m• Handles books carefully. R2n• Knows information can be relayed in the form of print. R2o• Holds books the correct way up and turns pages. R2p• Knows that print carries meaning and, in English, is read from left to right and top to bottom.

Writing W2a• Sometimes gives meaning to marks as they W3a• Gives meaning to marks they make as they W ELG: Children use their phonic knowledge draw and paint. draw, write and paint. to write words in ways which match their W2b• Ascribes meanings to marks that they see in W3b• Begins to break the flow of speech into spoken sounds. They also write some different places. words. irregular common words. They write simple W3c• Continues a rhyming string. sentences which can be read by themselves W3d• Hears and says the initial sound in words. and others. Some words are spelt correctly W3e• Can segment the sounds in simple words and others are phonetically plausible. and blend them together. W3f• Links sounds to letters, naming and sounding the letters of the alphabet. W3g• Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. W3h• Writes own name and other things such as labels, captions. W3i• Attempts to write short sentences in meaningful contexts. Foundation Stage Long Term Overview – Mathematics Year: Class: Reception Differentiated Learning Intentions Possible Lines of Direction 30-50 months. 40-60 months. ELGs. Numbers N2a• Uses some number names and number N3a• Recognise some numerals of personal significance. N ELGL: Children count reliably with language spontaneously. N3b• Recognises numerals 1 to 5. numbers from one to 20, place them N2b• Uses some number names accurately in N3c• Counts up to three or four objects by saying one in order and say which number is one number name for each item. play. N3d• Counts actions or objects which cannot be moved. more or one less than a given number. N2c• Recites numbers in order to 10. N3e• Counts objects to 10, and beginning to count beyond Using quantities and objects, they add N2d• Knows that numbers identify how many 10. and subtract two single-digit numbers objects are in a set. N3f• Counts out up to six objects from a larger group. and count on or back to find the N2e• Beginning to represent numbers using N3g• Selects the correct numeral to represent 1 to 5, then 1 answer. They solve problems, fingers, marks on paper or pictures. to 10 objects. including doubling, halving and N2f• Sometimes matches numeral and N3h• Counts an irregular arrangement of up to ten objects. sharing. N3i• Estimates how many objects they can see and checks by quantity correctly. counting them. N2g• Shows curiosity about numbers by N3j• Uses the language of ‘more’ and ‘fewer’ to compare two offering comments or asking questions. sets of objects. N2h• Compares two groups of objects, saying N3k• Finds the total number of items in two groups by when they have the same number. counting all of them. N2i• Shows an interest in number problems. N3l• Says the number that is one more than a given number. N2j• Separates a group of three or four N3m• Finds one more or one less from a group of up to five objects in different ways, beginning to objects, then ten objects. N3n• In practical activities and discussion, beginning to use recognise that the total is still the same. the vocabulary involved in adding and subtracting. N2k• Shows an interest in numerals in the N3o• Records, using marks that they can interpret and environment. explain. N2l• Shows an interest in representing N3p• Begins to identify own mathematical problems based numbers. on own interests and fascinations. N2m• Realises not only objects, but anything can be counted, including steps, claps or jumps.

Shape, Space and Measure SSM2a• Shows an interest in shape and space SSM3a• Beginning to use mathematical names for ‘solid’ 3D SSM ELG: Children use everyday by playing with shapes or making shapes and ‘flat’ 2D shapes, and mathematical terms to language to talk about size, weight, arrangements with objects. describe shapes. capacity, position, distance, time and SSM2b• Shows awareness of similarities of SSM3b• Selects a particular named shape. money to compare quantities and shapes in the environment. SSM3c• Can describe their relative position such as ‘behind’ objects and to solve problems. SSM2c• Uses positional language. or ‘next to’. They recognise, create and describe SSM3d• Orders two or three items by length or height. SSM2d• Shows interest in shape by sustained SSM3e• Orders two items by weight or capacity. patterns. They explore characteristics construction activity or by talking about SSM3f• Uses familiar objects and common shapes to create of everyday objects and shapes and shapes or arrangements. and recreate patterns and build models. use mathematical language to SSM2e• Shows interest in shapes in the SSM3g• Uses everyday language related to time. describe them. environment. SSM3h• Beginning to use everyday language related to SSM2f• Uses shapes appropriately for tasks. money. SSM2g• Beginning to talk about the shapes of SSM3i• Orders and sequences familiar events. everyday objects, e.g. ‘round’ and ‘tall’. SSM3j• Measures short periods of time in simple ways. Foundation Stage Long Term Overview – Understanding the World Year : Class: Reception Differentiated Learning Intentions Possible Lines of Direction 30-50 months. 40-60 months. ELGs. People and Communities PC 2a Shows interest in the lives of people who are PC 3a Enjoys joining in with family PC ELG: Children talk about past and present familiar to them. customs and routines. events in their own lives and in the lives of PC2b• Remembers and talks about significant events in family members. They know that other their own experience. children don’t always enjoy the same things, PC2c• Recognises and describes special times or events and are sensitive to this. They know about for family or friends. similarities and differences between PC2d• Shows interest in different occupations and ways themselves and others, and among families, of life. communities and traditions. PC2e• Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

The World TW2a• Comments and asks questions about aspects of TW3a Looks closely at similarities, TW ELG: Children know about similarities and their familiar world such as the place where they live or differences, patterns and change. differences in relation to places, objects, the natural world. materials and living things. TW2b• Can talk about some of the things they have They talk about the features of their own observed such as plants, animals, natural and found immediate environment and how objects. environments might vary from one another. TW2c• Talks about why things happen and how things They make observations of animals and plants work. and explain why some things occur, and talk TW2d• Developing an understanding of growth, decay about changes. and changes over time. TW2e• Shows care and concern for living things and the environment.

Technology T2a• Knows how to operate simple equipment, e.g. T3a• Completes a simple program on a T ELG: Children recognise that a range of turns on CD player and uses remote control. computer. technology is used in places such as homes T2b• Shows an interest in technological toys with knobs T3b• Uses ICT hardware to interact with and schools. They select and use technology or pulleys, or real objects such as cameras or mobile age-appropriate computer software. for particular purposes. phones. T2c• Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. T2d• Knows that information can be retrieved from computers. Foundation Stage Long Term Overview – Expressive Arts and Design Year: Class: Reception Differentiated Learning Intentions Possible Lines of Direction 30-50 months. 40-60 months. ELGs. Exploring Media and Materials. MM2a• Enjoys joining in with dancing and ring MM3a Begins to build a repertoire of songs and MM ELG: Children sing songs, make games. dances. music and dance, and experiment with MM2b• Sings a few familiar songs. MM3b• Explores the different sounds of instruments. ways of changing them. They safely MM2c• Beginning to move rhythmically. MM3c• Explores what happens when they mix use and explore a variety of materials, MM2d• Imitates movement in response to colours. tools and techniques, experimenting music. MM3d• Experiments to create different textures. with colour, design, texture, form and MM2e• Taps out simple repeated rhythms. MM3e• Understands that different media can be function. MM2f• Explores and learns how sounds can combined to create new effects. be changed. MM3f• Manipulates materials to achieve a planned MM2g• Explores colour and how colours can effect. be changed. MM3g• Constructs with a purpose in mind, using a MM2h• Understands that they can use lines to variety of resources. enclose a space, and then begin to use these MM3h• Uses simple tools and techniques competently shapes to represent objects. and appropriately. MM2i• Beginning to be interested in and MM3i• Selects appropriate resources and adapts work describe the texture of things. where necessary. MM2j• Uses various construction materials. MM3j• Selects tools and techniques needed to shape, MM2k• Beginning to construct, stacking assemble and join materials they are using. blocks vertically and horizontally, making enclosures and creating spaces. MM2l• Joins construction pieces together to build and balance. MM2m• Realises tools can be used for a purpose.

Being Imaginative BI ELG: Children use what they have learnt about media and materials in BI2a• Developing preferences for forms of BI3a• Create simple representations of events, people original ways, thinking about uses and expression. and objects. purposes. They represent their own BI2b• Uses movement to express feelings. BI3b• Initiates new combinations of movement and ideas, thoughts BI2c• Creates movement in response to music. gesture in order to express and respond to feelings, and feelings through design and BI2d• Sings to self and makes up simple songs. ideas and experiences. technology, art, music, dance, role BI2e• Makes up rhythms. BI3c• Chooses particular colours to use for a purpose. play and stories. BI2f• Notices what adults do, imitating what is BI3d• Introduces a storyline or narrative into their observed and then doing it spontaneously play. when the adult is not there. BI3e• Plays alongside other children who are engaged BI2g• Engages in imaginative role-play based in the same theme. on own first-hand experiences. BI3f• Plays cooperatively as part of a group to develop BI2h• Builds stories around toys, e.g. farm and act out a narrative. animals needing rescue from an armchair ‘cliff’. BI2i• Uses available resources to create props to support role-play. BI2j• Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words. Characteristics of Effective Learning A Unique Child: Positive Relationships: Enabling Environments: observing how a child is learning what adults could do what adults could provide Playing Finding out and exploring Play with children. Encourage them to explore, and show your own interest in discovering new things. Provide stimulating resources which are accessible and open-ended so and • CELP1 Showing curiosity about objects, events and people • Help children as needed to do what they are trying to do, without taking over or directing. they can be used, moved and combined in a variety of ways. Exploring • CELP2 Using senses to explore the world around them • Join in play sensitively, fitting in with children’s ideas. • Make sure resources are relevant to children’s interests. Engagement • CELP3 Engaging in open-ended activity • Model pretending an object is something else, and help develop roles and stories. • Arrange flexible indoor and outdoor space and resources where • CEL4 Showing particular interests • Encourage children to try new activities and to judge risks for themselves. Be sure to support children can explore, build, move and role play. Playing with what they know children’s confidence with words and body language. • Help children concentrate by limiting noise, and making spaces visually • CELP5 Pretending objects are things from their experience • Pay attention to how children engage in activities the challenges faced, the effort, thought, learning calm and orderly. • CELP6 Representing their experiences in play and enjoyment. Talk more about the process than products. • Plan first-hand experiences and challenges appropriate to the • CELP7 Taking on a role in their play • Talk about how you and the children get better at things through effort and practice, and what we all development of the children. • CELP8 Acting out experiences with other people can learn when things go wrong. • Ensure children have uninterrupted time to play and explore Being willing to ‘have a go’ • CELP9 Initiating activities • CELP10 Seeking challenge • CELP11 Showing a ‘can do’ attitude • CELP12 Taking a risk, engaging in new experiences, and learning by trial and error

Active Being involved and concentrating Support children to choose their activities – what they want to do and how they will do it. Children will become more deeply involved when you provide something Learning •CELA1 Maintaining focus on their activity for a period of time • Stimulate children’s interest through shared attention, and calm over-stimulated children. that is new and unusual for them to explore, especially when it is linked Motivation • CELA2 Showing high levels of energy, fascination • Help children to become aware of their own goals, make plans, and to review their own progress and to their interests. • CELA3 Not easily distracted successes. Describe what you see them trying to do, and encourage children to talk about their own • Notice what arouses children’s curiosity, looking for signs of deep • CELA4 Paying attention to details processes and successes. involvement to identify learning that is intrinsically motivated. Keeping on trying • Be specific when you praise, especially noting effort such as how the child concentrates, tries • Ensure children have time and freedom to become deeply involved in • CELA5 Persisting with activity when challenges occur different approaches, persists, solves problems, and has new ideas. activities. • CELA6 Showing a belief that more effort or a different approach • Encourage children to learn together and from each other. • Children can maintain focus on things that interest them over a period will pay off • Children develop their own motivations when you give reasons and talk about learning, rather than of time. Help them to keep ideas in mind by talking over photographs of • CELA7 Bouncing back after difficulties just directing. their previous activities. Enjoying achieving what they set out to do • Keep significant activities out instead of routinely tidying them away. • CELA8 Showing satisfaction in meeting their own goals • Make space and time for all children to contribute. • CELA9 Being proud of how they accomplished something – not just the end result • CELA10 Enjoying meeting challenges for their own sake rather than external rewards or praise Creating Having their own ideas Use the language of thinking and learning: think, know, remember, forget, idea, makes sense, plan, In planning activities, ask yourself: Is this an opportunity for and • CELC1 Thinking of ideas learn, find out, confused, figure out, trying to do. children to find their own ways to represent and develop their Thinking • CELC2 Finding ways to solve problems • Model being a thinker, showing that you don’t always know, are curious and sometimes puzzled, and own ideas? Avoid children just reproducing someone else’s Critically • CELC3 Finding new ways to do things can think and find out. ideas. thinking Making links • Encourage open-ended thinking by not settling on the first ideas: What else is possible? • CELC4 Making links and noticing patterns in their experience • Always respect children’s efforts and ideas, so they feel safe to take a risk with a new idea. • Build in opportunities for children to play with materials • CELC5 Making predictions • Talking aloud helps children to think and control what they do. Model self-talk, describing your before using them in planned tasks. • CELC6 Testing their ideas actions in play. • Play is a key opportunity for children to think creatively and • CELC7 Developing ideas of grouping, sequences, cause and effect • Give children time to talk and think. flexibly, solve problems and link ideas. Establish the enabling Choosing ways to do things • Value questions, talk, and many possible responses, without rushing toward answers too quickly. conditions for rich play: space, time, flexible resources, choice, • CELC8 Planning, making decisions about how to approach a task, • Support children’s interests over time, reminding them of previous approaches and encouraging control, warm and supportive relationships. solve a problem and reach a goal them to make connections between their experiences. • Recognisable and predictable routines help children to predict • CELC9 Checking how well their activities are going • Model the creative process, showing your thinking about some of the many possible ways forward. • CELC10 Changing strategy as needed • Sustained shared thinking helps children to explore ideas and make links. Follow children’s lead in and make connections in their experiences. • CELC11 Reviewing how well the approach worked conversation, and think about things together. • Routines can be flexible, while still basically orderly. • Encourage children to describe problems they encounter, and to suggest ways to solve the problem. • Plan linked experiences that follow the ideas children are • Show and talk about strategies – how to do things – including problem-solving, thinking and learning. really thinking about. • Give feedback and help children to review their own progress and learning. Talk with children about • Use mind-maps to represent thinking together. what they are doing, how they plan to do it, what worked well and what they would change next time. • Develop a learning community which focuses on how and not • Model the plan-do-review process yourself. just what we are learning. Reception Theme Overview

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Settling – class rules Halloween & Bonfire Winter Spring & Easter Mini beasts Superheroes & expectations Night

Ourselves Diwali Fairy tales Pirates Summer Autumn & Harvest Christmas

This represents an overview of intended experiences linked to what we believe the children would enjoy & what they may be interested in. Planning will be based primarily around areas of Continuous Provision supplemented with adult directed activities to extend the children’s understanding of new and unfamiliar concepts and to model new skills. This plan is a working document and may be adapted in accordance to the needs & interests of the children. Reception Long Term Maths Overview

AUTUMN SPRING SUMMER

Counting, Number and place Counting, number and place Counting, number and place Counting, number and place Counting, number and place Counting, number and place value value value value value value Pattern Making and 2D One more/less Addition and subtraction (Multiples of 2,5,10) Estimation Doubling/halving Shapes Position Measuring language Addition and subtraction Money Measuring and recording Capacity Weighing language Time Distance and direction 3D shapes Sharing Patterns and symmetry Literacy Long Term Overview

AUTUMN SPRING SUMMER e

m Settling – class rules Halloween & Bonfire Winter Spring & Easter Mini beasts Superheroes e h

T & expectations Night

Ourselves Christmas Diwali Fairy tales Pirates Summer Autumn & Harvest s

k Letter formation n i L

Labels g n

i Lists t i

r Captions Consolidation and increasing

W Character descriptions independent writing & Letters writing stamina Diaries Instructions Story writing Non-fiction Settings Readi Daily Phonics sessions ng Guided Reading