Pupils & Classes
Teacher – Mrs Fitzpatrick
TA- Mrs Campbell, Miss Austen, Miss Edwards
Spring Term 2025:
Communication Language and Literacy
The children in reception have been enjoying our topic ‘plants and growing’. They listened to stories such as Jack and the Jellybean Stalk by Rachel Mortimer, The Enormous Turnip and Oliver’s Fruit Salad. The children learned lots of new exciting words and retold the stories. Reception also celebrated World Book Day by dressing up as people who inspire us. This half term the children have also been learning the key features of having a two-way conversation, such as eye contact, turn-taking and making comments such as “that’s so interesting” and “please continue”.
Maths
This half term the children in Reception have done some great work learning about numbers to 10. They know lots of different number facts and have explored the composition of numbers to 10. The children are also starting to know some number bonds and to be able to compare numbers, as well as learning about how whole numbers can be separated in to parts. They have also been looking at the features of 3D shapes, as well as copying and completing some repeating patterns.
Understanding the World
The children have explored plants and growing through science investigation. We looked for signs of spring in our playground such as blossom, buds, insects and daffodils. The children have explored seeds inside of fruit and looked at beans and bulbs as well. They planted their own beans and cress seeds to see how they grow.
RE
We have also been enjoying and retelling New Testament stories from the Bible and thinking about special messages within these parables. They have learnt about the events of Holy week, re-enacted Palm Sunday and the Last Supper and learned all about the importance of Easter.
Expressive Art and Design
Our focus this half term has been on printing. The children used this skill to create rainbow fish by printing scales with celery and made their own mono-prints using cotton buds to carve out a patterned design before printing it onto paper. The children also worked with our artist in residence-Hugh. They used their new skills to create some fantastic watercolour prints. In our music lessons, the children enjoyed playing instruments to the tunes of nursery rhymes.
Personal, social and emotional development
Reception have continued to Think Equal by reading books and taking part in lessons to help support their social and emotional learning.
Physical development
During this half term we have been doing gymnastics. The children have been working on their balance, coordination, jumping, skipping, running and overall fitness. The children have all been very engaged in the lessons and enjoyed using the equipment.
| TOPIC NAMES |
Understanding the World |
EAD (Expressive Arts and Design |
PSED |
RE |
Physical Development |
Literacy (Reading and Writing) |
Maths |
| Reception
SPRING
Growing (Fruit and Veg) ART24,29
ICT ARTICLE 17 |
SPR 1: Our World and Beyond (Space)
ART 3, 29, 13,24,27
SPR 2: Growing |
Textiles- Spr 1
Printing – Spr 2
Music Express- Beyond the Stars and Our Growing World (pitch and rhythm)
Role play-Toy shop/museum, garden centre, Jack and the Beanstalk
Additional- SEE RECEPTION CURRICULUM DOC |
Think Equal
SPR 1: Faisal’s not himself: recognising boys and girls should express their emotions Biyu the Brave Pea: Understanding empathy Thabo and the Trees: Taking responsibility for environment See Learning C: Exploring sensations See Learning C: Help now! Regulating the body Passing Clouds: Strategies to help manage feelings
SPR 2: Yoshi is different: Showing empathy towards others Nisha and the Tiger: Showing compassion and empathy for others Francisco’s family: Unique familiesSee Learning D: Help now! Regulating the body Zelda goes on holiday: Demonstrating compassionThe Monster in the Smoke: Speaking out when things are unfair
Additional- SEE NURSERY CURRICULUM DOC. |
EXPRESSING: Which places are special and why?
Easter
Holi (Hindu festival)
Values- Forgiveness, compassion and Love |
Gross Motor Skills
▪ Continue to refine the fundamental movement skills they have already acquired: – rolling – crawling – walking – jumping – running – hopping – skipping – climbing ▪ Begin to progress towards a more fluent style of moving, with developing control and grace ▪ Develop overall body-strength, balance, co-ordination and agility. ▪ Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor ▪ Combine different movements with ease and fluency ▪ Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group ▪ Further develop and refine a range of ball skills including: passing, batting and aiming Fine Motor Skills ▪ Develop small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons ▪ Begin to develop the foundations of handwriting style which is fast, accurate and efficient, consolidating: – Effective pencil grip – Correct letter formation (see Writing) |
Reading: Comprehension / Word Reading
▪ Begin to use and understand some recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play… fiction, non-fiction àRetell story in small world / role play (in correct sequence) …beginning, middle, end àTake on role of character using some story language àTalk about likes and dislikes of texts, rhymes and poems àChoose a book and begin to explain why …because ▪ Begin to anticipate – where appropriate – some key events in stories …predict / prediction ▪ Re-read books to build up their confidence in word reading, their fluency and their understanding and enjoyment ▪ Continue to develop P1 phonological awareness, focusing on àOral blending and segmenting ▪ Say the sound for: àEach letter of the alphabet àDouble letters □ ss □ ll □ zz □ ck □ ff àConsonant digraphs □ sh □ ch □ th, □ ng …digraph ▪ Begin to read words consistent with their phonic knowledge àMid P3 □ CVC words ▪ Read some common exception words matched to the school’s phonic programme he, she, me, be, we, was (plus see Autumn words) ▪ Read simple phrases / sentences àApply P2-3, i.e. sets 1-7 + consonant digraphs ▪ Read red guided reading books aligned to phonic knowledge Writing: ▪ Form most lower-case and capital letter correctly ▪ Spell words by identifying the sounds and then writing the sound with letter/s, using taught GPCs – CVC words ▪ Write captions/phrases and begin to write simple sentences using known GPCs …sentence, full stop, capital letter à Include word spacing àOrally rehearse caption of sentence before writing ▪ Re-read what they have written to make sure it makes sense ▪ Begin to write a variety of □ fiction and non-fiction sentences / captions |
Introducing zero,
Comparing numbers to 5 Composition of 4 & 5 Compare Mass and capacity- Full and Empty, Hold most, least, heavier, lighter than. Numbers- 6, 7 & 8, Making pairs and combining 2 groups Length & Height- longer, shorter, taller, breadth- narrower, wider. Time- Sequencing Comparing 9 and 10, number bonds to 10. 3D shape and pattern- ABB, AAB, AABB, AABBB.
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Homework Leaflet-Homework leaflet
Class newsletter Reception Summer 1 2025
Reception Topicweb Summer 2025 (1)
