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Shirley Avenue

Gomersal

Cleckheaton

BD19 4NA

# Reception: Autumn 2 Curriculum

### Autumn 2: Weather

#### Create A Spark

Each unit of work will begin with a stimulating activity to inspire curiosity and launch the unit.

#### Steps To Success

• Friendship: Working together to build friendships
• Resilience: How do people/animals cope in different weather conditions?

#### Mathematics

We follow the Early Years Foundation Stage and use the White Rose Maths Hub schemes of work.

National Curriculum Objectives covered throughout the second half of the Autumn term:

Shape, Space and Measure:

• Recognise and name common 2-D shapes [for example, rectangles (including squares), circles and triangles]
• Talk about time, related to parts of the day.

Number:

• Number and place value – numbers to 5
• Comparing quantities of identical objects
• Comparing quantities of non-identical objects
• Addition and subtraction – sorting into groups
• Change within 5 (one more and one less)

#### Understanding The World

The World

Working scientifically:

• I can use observations and ideas to suggest answers to questions.
• I am engaged and curious.
• I can perform simple tests.

EYFS Curriculum Objectives:

• Looks closely at similarities, differences, patterns and change.
• Children know about similarities and differences in relation to places and materials.
• They talk about different aspects of weather types and look at forecasting.

#### RE & SMSC

Key Bible Story: The Nativity Story

Talk to children about how Christians believe that God came to Earth in Human form as Jesus. Discuss The Nativity Story and the characters within it.  Explain that Jesus was not only a baby but he grew up, as we all do.

Spiritual: Which is your favourite weather and why?  How does it make you feel?

Moral: How can we look after our environment; at home, at school and globally?

Social: Why should we work together?

Cultural: What is it like to have a flood? How do we celebrate special events?

• Name some celebrations and talk about how these are celebrated
• Talk about their experiences and feelings connected to celebrations or customs
• Notice what happens and respond to questions about the meanings of religious celebrations

#### WE Schools

Introduce our focus to the children ‘WE create change’.

#### English

Children in Reception class follow Read Write Inc. for the majority of their Literacy lessons.

It will be supported by texts outside of these lessons, such as:

• After the Storm, Nick Butterworth
• Someone Bigger, Jonathan Emmett
• The Blue Balloon, Mick Inkpen
• Aaaaargh Spider, Lydia Monks
• And others.

#### Communication & Language

EYFS curriculum objectives:

• Listens to stories with increasing attention and recall.
• Maintains attention, concentrates and sits quietly during appropriate activity.
• Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes.
• Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.

#### Expressive Arts & Design

Exploring and using media and materials

• Begins to build a repertoire of songs and dances.
• Explores the different sounds of instruments.
• Explores what happens when they mix colours.

Being Imaginative

• Create simple representations of events, people and objects.
• Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
• Introduces a storyline or narrative into their play.

#### Technology

EYFS curriculum objectives:

• Completes a simple program on a computer.
• Uses ICT hardware to interact with age-appropriate computer software

#### PE

• Practice listening skills
• Find a space to work in
• Balancing
• Moving in different ways

#### Enrich Drivers

• Experiences: No specific focus during this half term.
• Preparedness for modern life & independence: Developing independence and being prepared for different weather.
• Wellbeing: Anti-bullying messages and discussions.
• Aspiration & Curiosity: Curiosity about the natural world.