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The Reception Curriculum

During your child's time in Reception Rangers they will follow the Early Years Foundation Stage Curriculum which is play based and centred around the child.  There are three prime areas of learning, these are listed below with what the children will be covering in each:

Personal Social and Emotional Development

 Early Learning Goals

  • Self-Regulation
    • Show an understanding of their own feelings and those of others, and begin to regulate
    their behaviour accordingly.
    • Set and work towards simple goals, being able to wait for what they want and control
    their immediate impulses when appropriate.
    • Give focused attention to what the teacher says, responding appropriately even when
    engaged in activity, and show an ability to follow instructions involving several ideas
    or actions.
    Managing Self
    • Be confident to try new activities and show independence, resilience and perseverance
    in the face of challenge.
    • Explain the reasons for rules, know right from wrong and try to behave accordingly.
    • Manage their own basic hygiene and personal needs, including dressing, going to the
    toilet and understanding the importance of healthy food choices.
    Building Relationships
    • Work and play cooperatively and take turns with others.
    • Form positive attachments to adults and friendships with peers.
    • Show sensitivity to their own and to others’ needs.


Communication and Language

Early Learning Goals

Listening, Attention and Understanding
• 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.
• Make comments about what they have heard and ask questions to clarify their
• Hold conversation when engaged in back-and-forth exchanges with their teacher
and peers.
• Participate in small group, class and one-to-one discussions, offering their own
ideas, using recently introduced vocabulary.
• Offer explanations for why things might happen, making use of recently introduced
vocabulary from stories, non-fiction, rhymes and poems when appropriate.
• Express their ideas and feelings about their experiences using full sentences,
including use of past, present and future tenses and making use of conjunctions,
with modelling and support from their teacher


Physical Development

Early Learning Goals

Gross Motor Skills
• Negotiate space and obstacles safely, with
consideration for themselves and others.
• Demonstrate strength, balance and coordination
when playing.
• Move energetically, such as running, jumping,
dancing, hopping, skipping and climbing.
Fine Motor Skills
• Hold a pencil effectively in preparation for fluent
writing – using the tripod grip in almost all cases.
• Use a range of small tools, including scissors,
paintbrushes and cutlery.
• Begin to show accuracy and care when drawing.

There are also specific areas of learning, these are listed below with what the children will be covering in each:


Early Learning Goals

• Demonstrate understanding of what has been
read to them by retelling stories and narratives
using their own words and recently introduced
• Anticipate (where appropriate) key events
in stories.
• Use and understand recently introduced
vocabulary during discussions about stories, nonfiction, rhymes and poems and during role play.
Word 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.
• Read aloud simple sentences and books that are
consistent with their phonic knowledge, including
some common exception words.
• 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.



Early Learning Goals

• Have a deep understanding of number to 10,
including the composition of each number.
• Subitise (recognise quantities without
counting) up to 5.
• 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.
Numerical Patterns
• 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.
• Explore and represent patterns within
numbers up to 10, including evens and odds,
double facts and how quantities can be
distributed equally.


Understanding of the World

Early Learning Goals

Past and Present
• Talk about the lives of the people around them and their roles in society.
• Know some similarities and differences between things in the past and
now, drawing on their experiences and what has been read in class.
• Understand the past through settings, characters and events encountered
in books read in class and storytelling.
People, Culture and Communities
• Describe their immediate environment using knowledge from observation,
discussion, stories, non-fiction texts and maps.
• Know some similarities and differences between different religious and
cultural communities in this country, drawing on their experiences and what
has been read in class.
• 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.
The Natural World
• Explore the natural world around them, making observations and drawing
pictures of animals and plants.
• 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.
• Understand some important processes and changes in the natural world
around them, including the seasons and changing states of matter.


Expressive Arts and Design

Early Learning Goals

Creating with Materials
• Safely use and explore a variety of
materials, tools and techniques,
experimenting with colour, design,
texture, form and function.
• Share their creations, explaining the
process they have used.
• Make use of props and materials when
role playing characters in narratives
and stories.
Being Imaginative and Expressive
• Invent, adapt and recount narratives
and stories with peers and
their teacher.
• 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.

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