Pupils & Classes
Teacher – Mrs Fitzpatrick
TA- Mrs Campbell, Miss Austen, Miss Edwards
Summer Term 2025:
Communication Language and Literacy
The children in reception have been enjoying our topic on “Castles”. We listened to stories such as ‘Peppa and the Coronation’ and ‘The King’s Underpants’ and read many non-fiction texts too. We also read ‘In the Castle’ focussing on the authors Anna Milbourne and Benji Davis and will be reading ‘The Castle the King Built’ by Rebecca Colby. The children learnt about the different roles that the people who lived and worked in a castle had and learnt some exciting new vocabulary using our Fantastic Lenses.
Maths
In our maths lessons we have been learning number about addition and subtraction through number stories and doubling and halving too. The children have also continued to recall number bonds to 10 and to know about numbers that are odd and even. We investigated sharing and grouping which was lots of fun!
Understanding the World
Through our topic work the children have been thinking a lot about the features of a castle and how they are different to where we live. We had a role play castle in our classroom, where the children could dress up as kings, queens and jesters and we have explored metal helmets and chalices on our investigation table. We are really excited for our trip to Skipton Castle, where we will explore inside the castle. We will also be using beebots to explore maps as part of our learning in computing.
RE
In our RE lessons and worship we have been learning about the values of hope and love. We also talked about how different religions celebrate special times and talked about how Muslims celebrate Eid and Christians celebrate Christmas. We also learnt about how Christians believe God created the world in seven days.
Expressive Art and Design
In our art lessons we have been learning all about collage. We learnt how to prepare materials to be collaged e.g. cutting and tearing them, and we made a collage of a beach using natural materials. We have also been learning a song about a castle, which we will perform in our class assembly.
Personal, social and emotional development
We have also been getting ready for Year 1 with transition activities at playtimes, whole school assembly times and handwriting lessons in our new classroom. We have also been learning to ‘Think Equal’ by reading stories about people from other cultures
Physical development
Our handwriting lessons in Year 1 have continued to support our fine motor skills. In PE lessons we have been focussing on racket sports and using our good eye-hand coordination. We are also going to take part in sports day and will enjoy the opportunity to take part in an obstacle course, as well an egg and spoon race.
| 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)
