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Kings Hill School Primary & Nursery

Inspired to believe, Inspired to achieve

 

Reception

Welcome to Reception at Kings Hill School. Our classes are called Lion Cubs and Tiger Cubs.

Welcome to Tiger Cubs!

Our teacher is Miss Hampton e.hampton@kings-hill.kent.sch.uk. Our teaching assistants are Mrs Fouracre, Mrs Murphy and Miss Jamison.

 

 

 Welcome to Lion Cubs!

Our teacher is Mrs Baldock. Our teaching assistants are Mrs Montgomery, Mrs Gasson,   Mrs Ankers and Mrs Casburn. 

 

 

Spring Term 2024

Welcome to Reception! We are looking forward to starting your learning journey with you. 

For more information on our remote learning offer for those working from home, please click here

 

Below is an overview of the learning that will take place this term

English Key Text: Room on the Room, The Highway Rat, Old Bear, Pesky Plastic

Comprehension, word reading and writing: 

  • Blend sounds into words, so that they can read words made up of known letter-sound correspondences.
  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
  • Anticipate (where appropriate) key events in stories.
  • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.
  • Say a sound for each letter in the alphabet
  • Read words consistent with their phonic knowledge by sound-blending.
  • Write recognisable letters, most of which are correctly formed.

 

Communication and Language: Listening, Attention and Understanding and Speaking. 

  • Ask questions to find out more and to check they understand what has been said to them. Develop social phrases Engage in story times.
  • Make comments about what they have heard and ask questions to clarify their understanding.
  • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

 

Maths: Number and Numerical pattern 

  • To explore number patterns to 20
  • To match pictures to numerals
  • To use a ten frames to fill beyond 20
  • To begin to understand and use vocabulary for estimating
  • To use a ten frame to subtract
  • To order numerals to 20
  • To match shapes and models

 

Understanding the World

  • Understand the key features of the lifecycle of plants and animals
  • Identify some of the plants and animals in a familiar habitat
  • Describe the characteristics of some plants and animals (grow, change)
  • Name some sources of food.
  • Sequence events in chronological order (‘my day’, making a sandwich, lifecycles)
  • Know that Britain has had a king or queen for many years
  • About the life of someone famous who lived in the past
  • I know London is the capital city of England.
  • I can create shapes and text on a screen.
  • I can tell you about different kinds of information such as pictures, video, text and sound.

 

 

Personal, Social and Emotional Development: Being me in the world. 

  • Know what the word ‘healthy’ means
  • Know some things that they need to do to keep healthy
  • Know the names for some parts of their body
  • Know when and how to wash their hands properly
  • Know how to say no to strangers
  • Know that they need to exercise to keep healthy
  • Know how to help themselves go to sleep and that sleep is good for them
  • Know what to do if they get lost

  

 Expressive Arts and Design:

  • 2D representations are flat and 3D are solid
  • 3D representations can be created using malleable materials, junk modelling
  • Using different materials to express ideas
  • know where food comes from
  • know that recipes are instructions for making food
  • Understand that different instruments make different sounds and group them accordingly

   

Physical Development:  

  • Negotiates obstacles when walking and running to include; lines, cones, hoops, etc. by adjusting speed and/or direction.
  • Explores jumping far and landing on feet with some control.
  • Jumps on and off lines, in and out of hoops showing some control.

 PE will take place on Wednesdays. Could children please come to school dressed in their PE kit with earrings taken out on this day. 

 

Click here to see the reading, writing and maths expectations in Reception  

Curriculum Map

Term 1 Curriculum Map

Term 2 Curriculum Map

Term 3 Curriculum Map

Term 4 Curriculum Map

Term 5 Curriculum Map

Term 6 Curriculum Map

 

Class Timetables

Tiger Cub Class Timetable

Lion Cub Class Timetable  

Reading and Writing in Reception

By the end of the Reception year children should be able to read and understand simple sentences through the teaching of reading with phonically decodable books.. They can use their phonic knowledge to decode regular words and read them aloud accurately. They can also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Children should also be able to use their phonic knowledge to write words in ways which match their spoken sounds. They can also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Mathematics in Reception

By the end of Reception children should be able to count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. When using quantities and objects, they can add and subtract two single-digit numbers and count on or back to find the answer. They can solve problems, including doubling, halving and sharing.

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. 

Outdoor Learning in EYFS

The outdoors is a place where children can continue to learn by doing. They carry on building on the knowledge, skills and understanding that they have already acquired to make sense of the world around them. They are active learners, seeking information and continuing to question and explore. Being outdoors provides a focus for different types of experiences which support young children’s growing sense of confidence and autonomy. This is enhanced by the enjoyment of new challenges, such as seeking and finding treasure on a treasure hunt. Their enthusiasm to participate in outdoor experiences is expanded as their social and communication skills develop and they seek out and enjoy the company of adults and other children.    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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