St James Catholic
Primary School
In the loving peace, justice and joy of Jesus, we achieve.
Reception
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RECEPTION |
Autumn 1 Ruby’s Worry by Tom Percival
Autumn 1 Oh No, George! by Chris Haughton |
Autumn 2 Blue Penguin Petr Horáček
Autumn 2 Gruffalo Julia Donaldson
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Spring 1 Augustus and his smile
Spring 1 What the ladybird heard By Julia Donaldson
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Spring 2 Jack and the beanstalk
Spring 2 Gigantic Turnip by Aleksei Tolstoy and Niamh Sharkey |
Summer 1 Cinderella
Summer 1 Stanley’s Stick By John Hegley and Neal Layton |
Summer 2 Bog Baby
Summer 2 Yucky Worms by Vivian French and Jessica Ahlberg |
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Literary Form |
Contemporary fiction
Contemporary fiction
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Picture Book focusing on themes of identifying and belonging.
Rhyming story that involves trickery |
Fiction
Picture book with rhyming pattern |
Traditional Tale
Traditional Tale |
Traditional tale fantasy
Picture book with poetic language |
Fiction Story
Non- fiction |
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Link to Main EYFSP Area of Learning |
PSED: Asking for help
Understanding the World: Pets
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PSED – Exploring the theme of making friends UW- understanding where Antartica is in the world and what the weather is like.
UW- Links to homes/habitats How is the Gruffalo’s home different to Antartica. PSED – Exploring what is like to feel scared and how we can be brave. |
UW- Animals and their habitats PSED- Explore what it feels like when you are happy. What things make you happy?
UW – Animals and their habitats Farm animals |
UW – Growing and changing, lifecycles
Physical Development: Healthy Diet and Exercise |
UW: Kings and Queens
Design and Technology: Stick toys |
UW: How to care and look after our world.
Understanding the World: Observing Minibeasts |
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PSED & Human Theme |
What makes me worried
Making good decisions |
Making friends
Emotions, feeling scared, being brave |
Emotional responses to issues
Working together |
Being helpful |
Playing Cooperatively |
Looking after our world and protecting nature
Protecting nature |
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Phonics and Early Reading: Experience, Knowledge, Skills and Strategies |
Voice sounds – emotional expression Teaching the Basic Code in context Opportunity for Complex Code: ‘y’ at end of words like Ruby, worry Developing fluency through high frequency words Developing inference Reading illustration Reading own writing
Nursery rhymes: Hickory Dickory Dock, How much is that Doggy in the window Playing with sounds Body percussion and instrumental sounds Book-based game |
Sound discrimination Opportunities to explore language Use and application of phonics phase 2/3 Rhyme and rhythm Reading own writing
Gruffalo song Rhyming word snap Rhythm and Rhyme Reading illustration Reading own writing Opportunities for VC and CVC writing |
Character viewpoint Respond to illustration Use and application of phonics phase 3 Reading own writing High frequency words phase 3 Non -fiction research
Vocalising animal sounds Singing farm songs Words as tags – maps Reading own mapmaking and role-play writing outcomes
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Vocalising animal sounds Drawing on repeated refrain and patterning to re-read Words as tags – matching text and illustration Reading and following simple recipe cards
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Rhythm and rhyme Alliteration and assonance Teaching the Basic Code in context Consonant cluster: ‘st’ Lifting meaning through performance reading Developing inference Reading illustration Reading own writing |
Read and understand simple sentences Use phonic knowledge to decode regular words and read them aloud accurately Read some common irregular words Demonstrate understanding when talking with others about what they have read. Use phonic knowledge to write words in ways which match their spoken sounds; Write some irregular common words. Rhythm and Rhyme Spider songs Rhyming couplets Onset and rime Using supportive illustrations to predict Lifting print through performance reading Words as tags |
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EYFS Communication and Language (40-60+ months) |
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Language Competency: through reading, talk and writing |
Simple narrative voice Past tense consistency and conjunctions in telling personal stories Language related to size and comparison
Dialogue Exclamations and questions Instructional language, including modal verbs Book talk
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Questions why things happen and gives explanations. Asks e.g. who, what, when, how. Use phonic knowledge to write words in ways which match their spoken sounds
Book Talk Repeated refrains
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Book talk Responding to illustration Word collection Visualising Role on the wall Shared writing Writing in role
Past tense narrative Precise language using prepositions and adverbials Book talk |
Past tense patterned narrative Lists and ordinal language Book talk
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Poetic voice and language Present tense, including progressive Expanded noun phrases Language related to size and comparuison |
Reading aloud and rereading Responding to illustration Book talk Role Play and Drama Visualising
Explanation text Technical, descriptive and positional language Book talk |
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Physical Development |
Gross motor: active play and moving bodies in different ways Fine motor: make pom-pom worries
Dog show enactment Tidying up mess Paper collage Mark-making involved in drawing different kinds of dogs |
Fine motor – Painting pebbles to make penguins Gross Motor – penguin movement igloo role play
Making representations of the animals from the story using googly eyes and crafts. Gross Motor – Make the movement of the animals in the story whilst travelling around the outdoor area. |
Animal actions Re-enacting and hatching plans around a large- scale farmyard Doing a farmer’s work: using tools that develop gross motor skills and those that strengthen hand and finger muscles and co-ordination
Animal actions Re-enacting and hatching plans around a large scale farmyard Doing a farmer’s work: using tools that develop gross motor skills and those that strengthen hand and finger muscles and co-ordination |
Investigate pushing and pulling in the setting. Sorting and sowing seeds Using gardening tools that develop gross motor skills and those that strengthen hand and finger muscles and co-ordination |
Making stick toys, sculptures and towers Active play with sticks Climbing trees Playing ‘Capture the Flag’ |
Encourage the children to move like a bog baby-jumping up and down, floating on their backs, slapping their wings…Can they make their bodies ‘soft as jelly’, like he ‘had no bones’? Play In and Out the Dusty Bluebells
Spider actions Sweeping and dusting ceilings Spider web creation Finger rhymes Performance reading actions |
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Extended Writing Outcome |
Personal narrative
Letters and messages
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Caption Writing Information writing Letters of advice Songs Speech and thought bubbles
Thinking and writing questions Lists CVC wiring for a recipe for a Gruffalo pie. |
Writing about feelings Non -fiction research writing Re telling
Instructions |
Care labels and signage |
Instructions for a stick game |
Class book Caption writing Shared journal
Information Booklet |
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Reading for Pleasure text |
Mine Selfish Crocodile Dogger Owl Babies Silly Billy I will never ever eat a tomato
Hairy Mc Clairy Charlie and Lola I can train your dog Shaggy Dog and the terrible itch Perfect Pug |
Jack Frost Betty and the Yeti Lost and found Penguin Polar Bear Polar Bear I love you sleepy head
Gruffaio’s child Titch Snow bears child Big bear little brother |
The great goat chase There’s a lion in my cornflakes The pigs knickers Little farmer Jo The tiger skin rug Farmer Duck Titus’s Troublesome tooth
The very lazy ladybird Max and bird Rosie’s Walk |
Frog and a very special day Frog and the stranger I am a frog Oi frog The trouble with tadpoles Growing frogs
The case of the missing caterpillar Cora Caterpillar
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Superworm Don’t Poke a worm till it wiggles Diary of a worm |