Reception Medium Term Plan Autumn 1

Me and my Family, Autumn

RE - Being Special Computing – Digital Literacy, Technology
and Me
Celebrations - Autumn/Harvest
Enrichment/Wow moments - Autumn Walk, Pumpkin Soup Celebration
Assembly, Halloween dress up day
Literacy Fiction Non- Fiction Poetry
Quality Texts Our Class is a Family The Seasons (Debbie Nursery Rhymes (Various texts)
(Shannon Olsen) MacKinnon)
My Great Grandpa (Martin The Four Seasons (Melvin
Waddell) Berger)
Hair, it’s a Family Affair Usborne All about Families
(Mylo Freeman)
Happy to be Me (Emma
Dodd)
We’re Going on a Leaf
Hunt (Steve Metzger)
Pumpkin Soup (Helen
Cooper)
Room on the Broom (Julia
Donaldson
Development Planned activities Knowledge - What the
Matters Objectives including general children will know?
practise, quality
interactions and
enabling
environments.
Communication Understand how to listen Role Play – Who will you be? I can describe what good
and language carefully and why listening Hairdresser, listening looks like.
is important Pumpkin Soup - retelling
the story, I can recite at least 5 nursery
Learn new vocabulary Witches lair - potion making
rhymes.
Articulate their ideas and *We have a language rich
thoughts in well-formed environment, practitioners
sentences encourage new vocab and Vocabulary – Mum, dad, step
extend vocabulary with mum, step dad, grandma,
Develop social phrases. every interaction. Grandad, Auntie, Uncle,
*We have daily story/song Cousin.
Engage in story times. time. Autumn – change, leaves,
*New vocabulary is planned pumpkin, acorn, conker,
Listen to and talk about and used by practitioners.
harvest, colour, windy, rain,
stories to build familiarity *New vocabulary is shared
and understanding. with parents
fog, mist, cloud.
*The children have a daily Halloween – potion, cauldron,
Listen carefully to rhymes literacy session broomstick.
and songs, paying *We use helicopter stories
attention to how they to develop the concept of
sound. stories and story language.
Learn rhymes, poems and
songs.

Engage in non-fiction
books.
PSED See themselves as a *Throughout the summer I know that it is important
valuable individual. holidays, teachers send to wash our hands.
videos to the children to
Build constructive and help them to settle into I know how to use the
respectful relationships. school. toilet.
*Our first topic including I can put on my own coat.
Express their feelings texts focuses on
and consider the relationships. I can tell you what our
feelings of others. *We encourage children class rules are and how
to be as independent as they keep us safe.
 Show resilience and they can. “Have a go
perseverance in the yourself and if you still I can play with other children.
face of challenge. can’t do it then we are
happy to help.” I can talk about why my
Manage their own *We have discussions family are special to me.
needs. around snack time
and lunch time -
healthy eating
choices.
*We have discussions
around healthy living
choices including:
washing hands, brushing
teeth, eating and
exercise.
*The children develop
their own class rules with
support.
Physical Revise and refine the Weekly PE session I know how to move safely.
Development fundamental movement
skills they have already *Children have access to I know how to move in
acquired: P.E trolley in outdoor different ways.
-rolling area as well as large
-crawling scale equipment to I know how to use the
-walking develop core strength different equipment in my
-jumping and gross motor control. classroom.
Running *Children have access to
-hopping balance bikes to develop I know how to use the
-skipping core strength. different equipment in the
-climbing *Children take part in outdoor area.
yoga and gross motor
Develop their small sessions each morning. I can use a balance bike.
motor skills so that they *Fine motor skills are
can use a range of tools developed indoors in all I know how to throw, catch
competently, safely and areas. and roll.
confidently. Suggested *Children have access to
tools: pencils for weekly fine motor I can run and jump.
drawing and writing, control activity in
paintbrushes, scissors, continuous provision. Vocabulary – rolling, crawling,
knives, forks and *Children have focused walking, jumping, running,
spoons. hand writing sessions hopping, skipping, climbing,
several times per week. follow, team, share, safely,
Use their core muscle *Children are space, path, travel, listen
strength to achieve a encouraged to use
good posture when cutlery at dinner time. S – Sharing and taking turns.
sitting at a table or *Cutlery as well as Encouraging and supporting
sitting on the floor. various tools are others.
provided in the E – Honesty, fair play,
Further develop the playdough area. confidence and perseverance.
skills they need to T – Decision making,
manage the school day *Children are taught understanding and using
successfully: hand washing skills and rules.
● Lining up and encouraged to be
queuing independent in personal
● Mealtimes hygiene.
● Personal
hygiene

Reading Read individual letters *Children have daily I can orally blend and
by saying the sounds small group letters and segment.
for them. sounds sessions.
*Home reading books I can read individual letters
Read a few common are linked to phonics by saying the sounds for
exception words level, children can them.
matched to the school’s change books daily
 phonic programme. *We use high quality I can read the tricky words
texts to support each that I am taught.
Blend sounds into topic. These texts are
words, so that they can available for children to I can blend sounds to read
read short words made access and revisit in our cvc words.
up of know letter – reading area.
sound correspondence. *The children have a
daily literacy session
*The children have daily
guided reading sessions
*Lowest 20% have
individual daily reading
as well as pupil premium
children.
*Tricky words introduced
are shared with parents
for home learning.
Writing Spell words by *Children are taught to I can orally blend and
identifying the sounds hear initial letter sounds segment.
and then writing the *Children are taught to
sound with letter/s. segment cvc words. I can write my name.
*Children are taught to
write some letter sounds I can write some letter
from memory. sounds from memory.
*Children are taught to
write name. I can write words by
Write cvc labels of family identifying the sounds and
members. then writing the sound with
Write CVC words. letter/s.
Write a caption.
Mathematics Continue, copy *Children will experience I can count with 1:1
and create daily counting to 30 via correspondence.
repeating patterns. registration.
*Daily seasons and days I can represent, compare and
Count actions, of the week. understand the composition
objects and *Sequencing of the of 1,2,3.
sounds. school day.
*Daily Maths session I can compare size, mass and
Compare weight capacity.
and capacity. Number
*Match and sort I can continue, copy and
Compare length. *Compare amounts create patterns
*Represent, compare
Find, Subitise and and composition of Vocabulary - bigger, smaller,
Represent 1, 2 and 3. 1,2,3 taller, shorter, longer,
shorter.
Understand the ‘one Measure, shape and Heavy, light.
more spatial thinking Full, half full, empty.
than/one less than’ *Compare size, mass One more, one less
and capacity .
relationship between
*Explore pattern
consecutive numbers.

Composition of 1, 2 and
3.

Understanding People, Culture and *Children are I can name members of my

the world Communities encouraged to bring in family including mum, dad,
Talk about members of photographs of families step mum, stepdad,
their immediate family to display in the home grandma, grandad, auntie,
and community. corner. uncle, cousin.
*Children learn about
Name and describe different families - single I can talk about similarities
people who are familiar parent families, same and differences between
to them. sex families, extended families.
families.
 *Children recognise I can recognise similarities
similarities and and differences between
differences between myself and others.
themselves and others
including hair colour, eye I can name the body parts
colour. head, face, hair, eyes, nose,
*Children name body mouth, chin, neck, shoulders,
parts through songs: if back, legs, arms, feet, hands.
you’re happy and you
know it and head, I can name and talk about
shoulders, knees and some pets e.g. dog, cat,
toes… rabbit, fish, hamster.
*Children talk about
our pets at home and
at school, drawing
The Natural World pets in our family
Explore the natural portraits. I can talk about the things
world around them. that I see, hear and feel in
the outdoor area.
Describe what they see, *Children complete a
hear and feel whilst daily calendar and I can use the vocabulary -
outside. discuss the weather. forest, tree, grass, flower,
*Children explore the plant, nest.
Understand the effect reception garden and
of changing seasons on I can use the vocabulary hard
observing seasonal
the natural world and soft. Rough and smooth.
changes in the
around them.
Autumn.
I can name the seasons
*Children are
Summer and Autumn.
encouraged to say
what they can see,
I can describe what happens
hear and feel when in
in Autumn - The leaves
the forest and when
change colour and fall from
exploring the various
the trees. The weather gets
outdoor areas.
colder.
*Children explore
natural autumnal
resources in a Tuff Tray,
asking questions and
making/drawing
observations.
*Children go on an
autumn walk to spot the
signs of autumn.
Expressive Arts Explore, use and refine *Children have a creative I can mix my own paint to
and Design a variety of artistic area within continuous create the colour that I need.
effects to express their provision. Within the
ideas and feelings. area the children have I can independently use the
an easel and tables to equipment in the creative
Listen attentively, move work on. Different sized area.
to and talk about paintbrushes and mark
music, expressing their making equipment. I can independently use the
feelings and responses. drawing materials, equipment in the play dough
collage materials and area.
junk modelling materials.
*Children are taught how I can talk about and describe
to hold paint brushes, the work that I produce.
how to print, use
scissors, use pva glue
and are encouraged to
develop skills.
*Children are taught how
to mix their own paint to
the correct colour.
*Children can create or
make anything linked to
our topic.
*Children have a
malleable materials I can listen to music and
area. describe how it makes me
*Children have an open feel.
ended construction area.
We have large scale I can move to music.
building equipment in
the outdoor area
including den building I can sing a few familiar
materials, crates, planks, songs.
gutters, polydron.
*Children can create or I can explore the different
make anything linked to sounds of instruments.
our topic.
I can tap out the beat of a
*We have daily song.
song/nursery rhyme
time.
*We have a weekly
charanga music lesson.
*We have an outdoor
music area