Year R Yearly Overview – Broad Heath Primary School

Term	CL	PSED	Physical Development	Literacy	Mathematics	UW	EAD	Wow opportunities
Autumn 1 This is Me	To engage in story times To listen to and talk about stories Understand how to listen carefully and why listening is important To talk about myself and my physical features	See themselves as a valuable individual Build constructive and respectful relationships Express their feelings and consider the feelings of others Manage own needs *To understand who I am	Develop skills needed to manage the school day successfully Revise and refine the fundamental movement skills already acquired: rolling, crawling, walking, jumping, running, hopping, skipping, climbing *To develop fine and gross motor skills	Writing To write some letters accurately To write some or all of my name Reading To recognise words with the same initial sound To read individual letters by saying the sounds for them	Count objects, actions and sounds Subitise *Continue, copy and create repeating patterns	Talk about members of immediate family and community Name and describe people who are familiar to them Understand what the word ‘family’ means To know that we are all part of a school family	Explore, use and refine a variety of artistic effects to express their ideas and feelings Create collaboratively, sharing ideas, resources and skills To create self-portraits To identify facial features and represent these artistically	Effective transition into Reception Well Being Day Exploring my new school surroundings
Autumn 2 Fantastic Lights	Learn new vocabulary Ask questions to find out more Learn rhymes, poems and stories Use new vocabulary *To discuss celebrations that happen within our own lives	Show resilience and perseverance in the face if challenge Identify and moderate their own feelings socially and emotionally Think about the perspective of others Manage own needs *Showing respect for other cultures and beliefs	Revise and refine the fundamental movement skills already acquired: rolling, crawling, walking, jumping, running, hopping, skipping, climbing Progress towards a more fluent style of moving, with developing control and grace. *Develop small motor skills to use a range of tools competently.	Writing To form recognisable letters To be able to ‘write’ in different styles eg letters, invitations, cards etc Reading To read individual letters by saying the sounds for them To orally be able to blend sounds into words.	Link the number symbol with its cardinal number value. Count beyond 10 Compare numbers Select, rotate and manipulate shapes to develop spatial reasoning skills	Comment on images of familiar situations in the past Compare and contrast characters from stores, including figures from the past Understand that some places are special to members of their community Recognise that people have different beliefs and celebrate special times in different ways	Sing in a group, increasingly matching the pitch and following the melody Develop storylines in pretend play	Trip to Hatton Country Farm and trip to see Santa. Well Being Day. Nativity performance.
Spring 1 Favourite Stories	To connect one idea or action to another using a range of connectives Describe events in some detail Develop social phrases Retell the story, developing a deep familiarity with the text.	Know and talk about the different factors that support their overall health and wellbeing To empathise with characters from a story explaining how they may be feeling *To compare different characters from stories commenting on their personal attributes.	Develop overall body strength, co-ordination, balance and agility Use core muscle strength to achieve a good posture when sitting Combine different movements with easy and fluency Develop the foundations of a handwriting style	Writing Spell words by identifying the sounds and writing them To form letters correctly Begin to write all the sounds that can be heard in CVC words Reading Read a few common exception words *Read some letter groups	Understand the one more/one less relationship between consecutive numbers Explore the composition of numbers to 10 *Compare length, weight and capacity	Draw information from a simple map To compare our local environment to those in stories *Identifying animals that can fly and those that can not	Return to and build on their previous learning, refining ideas Listen attentively, move to and talk about music, expressing own feelings and responses *Use a range of tools and materials to work creatively.	Character Day (dressing up) Well Being Day
Spring 2 People Who Help Us	Engage in non-fiction books Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary. *Ask how and why questions to develop a deeper understanding	Know and talk about the different factors that support their overall health and wellbeing To appreciate those people in our community who help us	Confidently and safely use a range of large and small apparatus indoors and outdoors. Develop overall body-strength, balance, co-ordination and agility Further develop and refine a range of ball skills Further refine fine and gross motor skills	Writing To form upper- and lower-case letters correctly To begin to write a simple caption Reading To blend sounds into words To make a prediction about a story	Automatically recall number bonds for numbers 0-5 and some to 10. Compose and decompose shapes	Recognise some environments that are different to the ones in which they live To identify people in our local community who help us and develop an understanding of how they do this	Watch and talk about dance and performance art, expressing own feelings and responses Explore and engage in music making and dance *Work collaboratively to create art pieces	Visits from: Police Firefighters Doctors Teachers Walk to local area to meet local shop keepers. Well Being Day World Book Day
Summer 1 Living and Growing	Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. To talk about what they can see happening *Engage in non-fiction texts	Work and play cooperatively and take turns with others Explain the reasons for rules, know right from wrong and try to behave accordingly. *To show respect and care for living things	Use a range of small tools, including scissors, paintbrushes and cutlery. Begin to show accuracy and care when drawing. Negotiate space and obstacles safely, with consideration for themselves and others. Demonstrate strength, balance and coordination when playing.	Writing Write recognisable letters, most of which are correctly formed. Spell words by identifying sounds in them and representing the sounds with a letter or letters. Reading Say a sound for each letter in the alphabet and at least 10 digraphs. Read words consistent with their phonic knowledge by sound-blending.	Have a deep understanding of number to 10, including the composition of each number. Subitise (recognise quantities without counting) up to 5. *Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.	Understand the effect of changing seasons on the natural world around them Describe what they see, hear and feel whilst outside Explore the natural world around them, making observations and drawing pictures of animals and plants. Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.	Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Sing a range of well-known nursery rhymes and songs. *Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music	Trip to Coombe Abbey Country Farm. Well Being Day.
Summer 2 Journeys	Asking how and why questions to develop a deeper understanding. Engaging in non-fiction texts. *Using talk to communicate personal journeys they have been on.	Understanding the personal journey they are on as they prepare to move into Year 1. Explaining own feelings and understanding the feelings of others. *Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.	Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases. Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.	Writing Write recognisable letters, most of which are correctly formed. Spell words by identifying sounds in them and representing the sounds with a letter or letters. Write simple phrases and sentences that can be read by others. Reading Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.	Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts. Verbally count beyond 20, recognising the pattern of the counting system. *Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.	Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.	Make use of props and materials when role playing characters in narratives and stories. Invent, adapt and recount narratives and stories with peers and their teacher. *Work collaboratively using a range of artistic resources.	Trip to the Transport Museum. Well Being Day.

Term	CL	PSED	Physical Development	Literacy	Mathematics	UW	EAD	Wow opportunities
Autumn 1 This is Me	To engage in story times To listen to and talk about stories Understand how to listen carefully and why listening is important To talk about myself and my physical features	See themselves as a valuable individual Build constructive and respectful relationships Express their feelings and consider the feelings of others Manage own needs *To understand who I am	Develop skills needed to manage the school day successfully Revise and refine the fundamental movement skills already acquired: rolling, crawling, walking, jumping, running, hopping, skipping, climbing *To develop fine and gross motor skills	Writing To write some letters accurately To write some or all of my name Reading To recognise words with the same initial sound To read individual letters by saying the sounds for them	Count objects, actions and sounds Subitise *Continue, copy and create repeating patterns	Talk about members of immediate family and community Name and describe people who are familiar to them Understand what the word ‘family’ means To know that we are all part of a school family	Explore, use and refine a variety of artistic effects to express their ideas and feelings Create collaboratively, sharing ideas, resources and skills To create self-portraits To identify facial features and represent these artistically	Effective transition into Reception Well Being Day Exploring my new school surroundings
Autumn 2 Fantastic Lights	Learn new vocabulary Ask questions to find out more Learn rhymes, poems and stories Use new vocabulary *To discuss celebrations that happen within our own lives	Show resilience and perseverance in the face if challenge Identify and moderate their own feelings socially and emotionally Think about the perspective of others Manage own needs *Showing respect for other cultures and beliefs	Revise and refine the fundamental movement skills already acquired: rolling, crawling, walking, jumping, running, hopping, skipping, climbing Progress towards a more fluent style of moving, with developing control and grace. *Develop small motor skills to use a range of tools competently.	Writing To form recognisable letters To be able to ‘write’ in different styles eg letters, invitations, cards etc Reading To read individual letters by saying the sounds for them To orally be able to blend sounds into words.	Link the number symbol with its cardinal number value. Count beyond 10 Compare numbers Select, rotate and manipulate shapes to develop spatial reasoning skills	Comment on images of familiar situations in the past Compare and contrast characters from stores, including figures from the past Understand that some places are special to members of their community Recognise that people have different beliefs and celebrate special times in different ways	Sing in a group, increasingly matching the pitch and following the melody Develop storylines in pretend play	Trip to Hatton Country Farm and trip to see Santa. Well Being Day. Nativity performance.
Spring 1 Favourite Stories	To connect one idea or action to another using a range of connectives Describe events in some detail Develop social phrases Retell the story, developing a deep familiarity with the text.	Know and talk about the different factors that support their overall health and wellbeing To empathise with characters from a story explaining how they may be feeling *To compare different characters from stories commenting on their personal attributes.	Develop overall body strength, co-ordination, balance and agility Use core muscle strength to achieve a good posture when sitting Combine different movements with easy and fluency Develop the foundations of a handwriting style	Writing Spell words by identifying the sounds and writing them To form letters correctly Begin to write all the sounds that can be heard in CVC words Reading Read a few common exception words *Read some letter groups	Understand the one more/one less relationship between consecutive numbers Explore the composition of numbers to 10 *Compare length, weight and capacity	Draw information from a simple map To compare our local environment to those in stories *Identifying animals that can fly and those that can not	Return to and build on their previous learning, refining ideas Listen attentively, move to and talk about music, expressing own feelings and responses *Use a range of tools and materials to work creatively.	Character Day (dressing up) Well Being Day
Spring 2 People Who Help Us	Engage in non-fiction books Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary. *Ask how and why questions to develop a deeper understanding	Know and talk about the different factors that support their overall health and wellbeing To appreciate those people in our community who help us	Confidently and safely use a range of large and small apparatus indoors and outdoors. Develop overall body-strength, balance, co-ordination and agility Further develop and refine a range of ball skills Further refine fine and gross motor skills	Writing To form upper- and lower-case letters correctly To begin to write a simple caption Reading To blend sounds into words To make a prediction about a story	Automatically recall number bonds for numbers 0-5 and some to 10. Compose and decompose shapes	Recognise some environments that are different to the ones in which they live To identify people in our local community who help us and develop an understanding of how they do this	Watch and talk about dance and performance art, expressing own feelings and responses Explore and engage in music making and dance *Work collaboratively to create art pieces	Visits from: Police Firefighters Doctors Teachers Walk to local area to meet local shop keepers. Well Being Day World Book Day
Summer 1 Living and Growing	Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. To talk about what they can see happening *Engage in non-fiction texts	Work and play cooperatively and take turns with others Explain the reasons for rules, know right from wrong and try to behave accordingly. *To show respect and care for living things	Use a range of small tools, including scissors, paintbrushes and cutlery. Begin to show accuracy and care when drawing. Negotiate space and obstacles safely, with consideration for themselves and others. Demonstrate strength, balance and coordination when playing.	Writing Write recognisable letters, most of which are correctly formed. Spell words by identifying sounds in them and representing the sounds with a letter or letters. Reading Say a sound for each letter in the alphabet and at least 10 digraphs. Read words consistent with their phonic knowledge by sound-blending.	Have a deep understanding of number to 10, including the composition of each number. Subitise (recognise quantities without counting) up to 5. *Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.	Understand the effect of changing seasons on the natural world around them Describe what they see, hear and feel whilst outside Explore the natural world around them, making observations and drawing pictures of animals and plants. Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.	Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Sing a range of well-known nursery rhymes and songs. *Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music	Trip to Coombe Abbey Country Farm. Well Being Day.
Summer 2 Journeys	Asking how and why questions to develop a deeper understanding. Engaging in non-fiction texts. *Using talk to communicate personal journeys they have been on.	Understanding the personal journey they are on as they prepare to move into Year 1. Explaining own feelings and understanding the feelings of others. *Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.	Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases. Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.	Writing Write recognisable letters, most of which are correctly formed. Spell words by identifying sounds in them and representing the sounds with a letter or letters. Write simple phrases and sentences that can be read by others. Reading Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.	Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts. Verbally count beyond 20, recognising the pattern of the counting system. *Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.	Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.	Make use of props and materials when role playing characters in narratives and stories. Invent, adapt and recount narratives and stories with peers and their teacher. *Work collaboratively using a range of artistic resources.	Trip to the Transport Museum. Well Being Day.