Mr Avis
assisted by Denise, Jemma, Natalie,
Rosemary, Stacey, Joyce & Mohammed
CURRICULUM
OVERVIEW
Click here for Reception overview
WRITING
We’ll be using stories linked to our theme to inspire our writing. We’re now focusing on using the sounds we know to help us spell: ‘sounding out’ words.
Of course, using the correct pencil grip is still important and we can see the benefits for those who are consistently using it.
Correct pencil grip video: https://www.youtube.com/watch?v=UPg9qpq6Hhg
WELCOME TO RECEPTION!
We are excited to welcome your children back to school. The summer term is all about making the most of the weather and feeling increasingly confident at school. We’ll focus on maintaining friendships and having lots of fun.
Our aim is to help every child feel happy, confident and curious as they continue their time in Reception.
MATHS
Summer
Counting On to Add, Counting Forwards and Backwards, Counting to 20, Doubling, Halving and Sharing, Odds and Evens, Mass, Volume and Capacity, Money, Data, All, Word Problems
SHARED READING
Texts related to ‘Come Outside!’
Here is a list of some of the texts we will be exploring during our shared reading sessions this term:
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This is the Ship that Jack Built – traditional cumulative tale
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Clean Up! – environment and responsibility
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Luna Loves Gardening – gardening and outdoor life
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The Tiny Seed – plant growth and life cycle
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Oliver’s Vegetables – food and seasons
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Seasons Come and Seasons Go – direct seasonal focus
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Tad – frog life cycle
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The Very Hungry Caterpillar – butterfly life cycle
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Aghh Spider! – minibeast focus
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Mad About Minibeasts – nonfiction-style overview
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Farmyard Hullabaloo – animals on the farm
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The Bad-Tempered Ladybird – minibeast and time link
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Owl Babies – nocturnal animals
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What the Ladybird Heard – farmyard/nature setting
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Down on the Farm – farming life
RECOMMENDED READS
Click here for Reception book list
IDEAS FOR HOME
We know families are always looking for simple ways to support learning at home. Below are some easy, playful ideas you might like to try. They are completely optional, but they can make everyday moments fun opportunities for maths and reading.
Parent Tips: Supporting Maths at Home
• Show numbers on fingers in different ways, for example, 4 could be 3 and 1, or 2 and 2.
• Count everyday objects: socks, apples, cars on the road, steps up to bed.
• Play “What’s missing?”: line up 3 or 4 toys, hide one, and see if your child can work out which has gone.
• Make numbers with food: “Two halves make one whole grape.”
• Build and break: make a tower of 5 blocks, then knock some off: “We had 5, now 2 have fallen, how many are left?”
• Spot numbers in the world: on doors, buses and signs.
Parent Tips: Helping with Reading
Books are a brilliant way to build your child’s language skills. At this stage, your child may well be able to read their school reading book with confidence. Please encourage them and aim to have them read this every day. A little and often approach helps to develop confidence.
When it comes to other books from home or the library, the most important thing is talking together about what you read, rather than focusing on sounding out or blending many words (however, if you’re child is keen don’t stop them). We want children to love books. If we insist they read words in every single book we pick up, reading becomes effortful and less appealing.
• Talk in full sentences. Encourage your child to answer in complete sentences when talking about a story.
• Rephrase gently: if your child says something in a short or slightly muddled way, repeat it back in a fuller sentence so they can learn from your example.
• Ask open questions: try “What do you think will happen next?” or “Why do you think the character feels like that?”
• Make connections: link the story to your child’s own life: “This reminds me of when we went to the park. What did you do there?”
• Enjoy the book together: let your child turn the pages, look closely at the pictures and retell the story in their own words.
THEME
Summer Theme: ‘Come Outside!’
History: Adventures Through Time
Comparing and contrasting people from the past and now by looking at photographs, listening to their stories and learning about their achievements.
Geography: Outdoor Adventures
Using the senses to explore and describe the natural world around them whilst outside; understanding the effect of the changing seasons (e.g. plants and weather).
PE
Our PE day is: Wednesday
On this day, children should come to school wearing PE kit and do not need school uniform.
PE kit is as follows:
-plain white t-shirt or polo top
-navy blue jogging bottoms, leggings or shorts (no logos)
-school navy blue jumper or cardigan
-suitable trainers for PE
At Boutcher, we follow the ‘Real PE’ approach. Real PE is a unique, child-centred approach that engages and challenges children in their PE lessons. It focuses on the development of agility, balance and coordination, healthy competition and cooperative learning. Real PE focuses on six key cogs, these are: Creative, Cognitive, Health and Fitness, Personal, Physical and Social.
In the summer term, we will be working through the ‘Physical’ cog in our weekly PE lessons where we will be developing our ability to send and receive, and our ability to react and respond. In the second half of the term, we will move onto the ‘Health and Fitness’ cog, where we will develop our agility (through ball chasing) and our static balances.
PSHE
At Boutcher School, we teach Personal, Social, Health Education (PSHE) and relationships as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity.
We use the Jigsaw Programme which offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area.
Summer 1: Relationships (Family life, friendships, solving friendship problems and dealing with bullying)
Summer 2: Changing Me (Bodies, respecting my body, growing up, fun and fears, celebrations).
R.E.
Over this term, we will explore the following questions:
Summer 1: What makes something Special?
Summer 2: What makes our world wonderful and how should we care for it?
PHONICS
We follow the Little Wandle Letters & Sounds programme.
Phase 4 Graphemes (summer 1)
Short vowels with adjacent consonants
• CVCC CCVC CCVCC CCCVC CCCVCC
• longer words and compound words
• words ending in suffixes:
–ing, –ed /t/, –ed /id/ /ed/, –est
Phase 4 graphemes (summer 2)
Phase 3 long vowel graphemes with adjacent consonants
• CVCC CCVC CCCVC CCV CCVCC
• words ending in suffixes:
–ing, –ed /t/, –ed /id/ /ed/, –ed /d/ –er, –est
• longer words