Foundation Stage 2

Foundation Stage 2 (Reception)

Foundation Stage Long-Term Plan

Excellence and Enjoyment in Education for Everyone.

Our curriculum runs on a two-year cycle, with an odd year and an even year. Reception topics alternate in the same way, so the Foundation Stage leads straight into the two-year rhythm children follow in Key Stage 1 and Key Stage 2. Choose a year below to see that plan.

Even yearTaught in 2026–27 and 2028–29Being taught this year Odd yearTaught in 2025–26 and 2027–28

On a phone or tablet, scroll each table sideways to see every half-term.

Even year plan

ReceptionCelebrations; Christmas & Festivals; Wonderful Worksop; How Things Grow

How the year is delivered

Topic	Celebrations	Christmas & Festivals	Wonderful Worksop		How Things Grow
	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Our Big Question	Who am I, and are we all the same?	What do we celebrate, and why in different ways?	What is our local area like, and who helps us?		How do living things grow and change?
Core Texts	Goldilocks & the Three Bears · harvest & autumn texts · celebration stories	The Nativity Story · Diwali & festival texts · celebration non-fiction	Local-area non-fiction · maps & landmark texts · people who help us		Life-cycle & growing non-fiction · seed-to-flower texts · minibeast books
Hook	Eastfield Farm pumpkin picking	Clumber Park visit	Walk into town		Farm visit & planting
Enrichment & Experiences	Harvest market; Bonfire Night	Nativity performance; Diwali; Remembrance	Fire service visit; local walk & landmarks		Planting and growing; caring for living things
How the magic happens	The year opens by celebrating who we are. Children see themselves as valued individuals, learn the names of family and friends, and settle into the rhythms of the school day. Pumpkin picking at Eastfield Farm and a harvest market bring the season indoors, while Goldilocks anchors early phonics and retelling. Daily stories, singing and play build the vocabulary and relationships that everything else grows from.	Autumn deepens into a term of light and celebration. Bonfire Night, Diwali and Christmas invite children to notice that people hold different beliefs and mark special times in different ways. A visit to Clumber Park and the Nativity performance give shared, memorable experiences, and the sequence of the Nativity story supports early reading, ordering and confident talk about the past.	Spring turns outward to our own town. Children explore Worksop — its landmarks, map and the people who help us — through a walk into town and a visit from the fire service. Positional and directional language, maps and aerial photographs bring geography to life, while children describe routes, recount visits and take pride in belonging to their community. Reading and writing grow through captions, labels and real purposes.		Summer is all about growth and change. Children plant, observe and care for living things, following a plant from seed to flower and learning that animals have young that grow into adults. A farm visit and planting make the science tangible. As they notice how they too have grown since they were babies, children talk about their achievements and next steps — ready to move on with confidence and curiosity.

Every unit is launched with a hook to spark curiosity and brought to life through daily stories, singing, Talk for Writing retelling, purposeful role play and enabling continuous provision — indoors and out. Adults follow the children’s interests, turning first-hand experiences and visits into the knowledge, vocabulary and love of learning set out below.

What children will know and remember

Topic

Celebrations

Christmas & Festivals

Wonderful Worksop

How Things Grow

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Key Question

Who am I, and are we all the same?

What do we celebrate, and why do people celebrate in different ways?

What is our local area like?

Who helps us in our community?

What do plants need to grow?

How do living things grow and change?

PSED

Myself & Others

To know that I am a valuable individual.
To know the names of the members of my immediate family (mum, dad, brother, sister, grandma, grandad).
To know that we are the same in some ways and different in others.
To know that friends are kind, share and take turns.
To know how to manage the school day: lining up, queueing and mealtimes.

DM See themselves as a valuable individual. Build constructive and respectful relationships.

Celebrating Together

To know that some places are special to members of our community.
To know that people have different beliefs and celebrate in different ways.
To know that celebrations bring families and communities together.
To know that Remembrance Day is a time to think about others.
To know how to express my feelings and consider the feelings of others.

DM Recognise that people have different beliefs and celebrate special times in different ways.

Belonging to Worksop

To know that I belong to a family, a school and a community.
To know that people have different jobs and roles in our community.
To know how to build constructive and respectful relationships.
To know how to manage transitions and routines independently.

DM Build constructive and respectful relationships. Manage their own routines independently.

People Who Help Us

To know that people who help us keep us safe (e.g. firefighters, police, doctors, teachers).
To know how to ask for help when I need it.
To know how to take turns and share with others.
To know how to talk about the people who are special to me.

DM Think about the perspectives of others. Know that people who help us keep us safe.

Caring for Living Things

To know that living things need care to grow well.
To know how to take responsibility for a living thing.
To know how to work as part of a group and share resources.
To know how to keep myself safe when gardening or handling living things.

DM Manage their own needs. Take responsibility and show care for living things.

Growing & Moving On

To know that I have grown and changed since I was a baby.
To know how to talk about my achievements and next steps.
To know what will be the same and different in Year 1.
To know how to persevere when a task is challenging.

DM Show resilience and perseverance. Talk about their achievements and next steps.

Communication & Language

Talking About Me

To know the vocabulary for parts of the face and body.
To know words to describe similarities and differences.
To know how to talk about the lives of the people around me.
To know how to listen and respond in a small group.
To know how to answer a question in a full sentence.

DM Learn and use new vocabulary. Articulate ideas in well-formed sentences.

Retelling & Recounting

To know the vocabulary of celebration: festival, light, special, tradition.
To know how to retell a familiar story in the right order.
To know how to use a story map to support retelling.
To know how to ask a question to find something out.
To know how to use new vocabulary in my play.

DM Retell a story once familiar with the text. Use a story map to support retelling.

Describing Our Place

To know positional and directional language: left, right, next to, in front.
To know the vocabulary of place: town, village, city, landmark.
To know how to describe a route I have walked.
To know how to talk about what I saw on a visit.

DM Describe events in some detail. Use talk to organise thinking and describe a route.

Talking About Our Community

To know the names of people who help us and the jobs they do.
To know how to take turns in a conversation.
To know how to ask a question to find something out.
To know how to use new vocabulary in my play.

DM Ask questions to find out more. Take turns in conversation, listening to others.

Talking About Growth

To know the vocabulary of growth: seed, sprout, root, stem, leaf, flower.
To know how to describe what I observe over time.
To know how to explain why something has happened using 'because'.
To know how to share an idea with the whole class.

DM Learn new vocabulary. Describe what they observe, connecting ideas using ‘because’.

Explaining Change

To know how to talk about a life cycle in sequence.
To know the vocabulary of change: grow, hatch, change, adult, young.
To know how to describe how I have changed.
To know how to answer a 'why' question in a full sentence.

DM Describe a life cycle in sequence. Express their ideas in full sentences.

Reading & Phonics

Sounds & Stories

To know that print carries meaning and is read left to right.
To know the Phase 2 grapheme-phoneme correspondences taught so far.
To know how to orally blend and segment simple words.
To know the story of Goldilocks and the Three Bears.
To know that a book has a front cover, a title and an author.

DM Read individual letters by saying the sounds for them. Blend sounds into words.

Blending to Read

To know the Phase 3 grapheme-phoneme correspondences taught so far.
To know how to blend sounds to read a short word.
To know how to read the tricky words taught so far.
To know the sequence of the Nativity story.
To know that non-fiction books give us information.

DM Blend sounds to read short words made of known GPCs. Read some tricky words.

Reading for Meaning

To know how to read a caption and a simple sentence.
To know that a map key uses symbols to show features.
To know how to find information in a non-fiction book.
To know how to reread to check my reading makes sense.

DM Read simple sentences with known GPCs. Find information in non-fiction, using a map key.

Reading & Answering

To know how to read simple sentences with growing accuracy.
To know how to answer a question about a text I have read.
To know the tricky words taught so far.
To know how to talk about what a non-fiction book tells us.

DM Read some common exception words. Make sense of what they have read.

Reading About Growth

To know how to read simple sentences with growing fluency.
To know how to use labels and diagrams to find information.
To know how to find information in a non-fiction book about plants and animals.
To know how to reread to check meaning.

DM Re-read to build fluency. Use labels and diagrams to find information.

Reading with Fluency

To know the tricky words needed for the Reception year.
To know how to retell a text in my own words.
To know how to talk about my favourite part of a book and why.
To know how to choose a book I will enjoy and say why.

DM Read aloud simple sentences consistent with phonic knowledge (ELG: Word Reading).

Writing

Marks & My Name

To know that my name begins with a capital letter.
To know how to hold a pencil with a comfortable grip.
To know how to form the letters in my name.
To know that my marks and drawings carry meaning.
To know how to use core muscle strength for a good writing posture.

DM Form lower-case letters. Give meaning to the marks they make.

Words & Labels

To know how to write a label using the sounds I know.
To know how to form lower-case letters correctly.
To know how to write a simple message or greeting.
To know that a letter is written to a particular person.
To know how to hear and record initial and final sounds.

DM Spell words by identifying sounds and writing the sound with letter/s.

Captions & Sentences

To know that a sentence begins with a capital letter and ends with a full stop.
To know how to write a caption for a photograph or drawing.
To know how to use finger spaces between words.
To know how to label a simple map.

DM Write short sentences with a capital letter and full stop. Re-read to check.

Writing About Our Place

To know how to write a simple sentence independently.
To know how to write a label or sign for a purpose.
To know how to hear and record initial, medial and final sounds.
To know how to reread my writing to check it makes sense.

DM Write short sentences with known sound–letter correspondences for a purpose.

Writing to Inform

To know how to label a diagram of a plant or animal.
To know how to write instructions in order.
To know how to write a caption to record what I observe.
To know how to use the sounds I know to spell words.

DM Write labels and captions. Spell words by identifying the sounds.

Writing for a Purpose

To know how to sequence two or more sentences.
To know how to write for a real reader and purpose.
To know how to check my sentence has a capital letter and full stop.
To know how to read my writing back to an adult or a friend.

DM Write simple phrases and sentences that can be read by others (ELG: Writing).

Mathematics

Sorting & Comparing

To know how to match and sort objects by one attribute.
To know how to compare objects by size, length, weight and capacity.
To know the counting sequence to five.
To know that the last number counted tells us how many.
To know how to subitise amounts to three.

DM Count objects, actions and sounds. Subitise. Compare quantities.

Number & Shape

To know the numerals 1 to 5 and match them to an amount.
To know the names and properties of circles and triangles.
To know that 2D shapes can be round, straight, flat or have corners.
To know how to make and continue a repeating pattern.
To know how to compare two amounts using more and fewer.

DM Link the numeral with its cardinal value. Continue and create repeating patterns.

Measure & Position

To know positional language: on, under, behind, next to, between.
To know how to describe a route using directional language.
To know how to compare and order objects by length and height.
To know the numerals to ten and match them to an amount.

DM Compare length, weight and capacity. Describe position using directional language.

Number & Pattern

To know the days of the week in order.
To know how to make and continue a repeating pattern.
To know how to compare two amounts using more and fewer.
To know how to count reliably beyond ten.

DM Continue, copy and create repeating patterns. Compare quantities; count beyond ten.

Composition & Bonds

To know the composition of numbers to five.
To know the number bonds to five.
To know how to count beyond ten.
To know how to subitise amounts to three.

DM Explore the composition of numbers to 10. Recall number bonds to 5. Subitise.

Recording & Pattern

To know how to compare and record amounts using a simple tally or pictogram.
To know how to talk about a pattern I have made.
To know how to solve a real problem using what I know about number.
To know how to compare capacity and weight.

DM Represent and compare amounts. Compare capacity and weight.

Understanding the World

Me & My Community

To know the names of the people who are familiar to me (family, friends, teachers and people who help us).
To know that people have different roles in our community.
To know that autumn is a season and that seasons change.
To know that food is grown on a farm and harvested.
To know that a pumpkin grows from a seed.

DM Talk about members of their immediate family and community. Understand changing seasons.

Beliefs & Celebrations

To know that Bonfire Night, Diwali and Christmas are celebrations.
To know that Diwali is the festival of light.
To know the main characters in the Nativity story.
To know that some animals hibernate in winter.
To know that a letter is posted and delivered by the postal service.

DM Recognise that people have different beliefs and celebrate special times in different ways.

Wonderful Worksop

To know that Worksop is a town in Nottinghamshire, England.
To know some landmarks and features of my local area (e.g. Worksop Priory, the canal, the Market Place, Clumber Park).
To know that an aerial photograph shows a place from above.
To know that a map shows where places are.

DM Draw information from a simple map. Describe their immediate environment using observation.

People Who Help Us

To know that people have different jobs and roles in our community (e.g. firefighter, doctor, shopkeeper, refuse collector).
To know how people who help us keep us safe.
To know that some places in the world are very different from Worksop.
To know how to describe my immediate environment using observation.

DM Recognise some environments differ from the one they live in. Know people who help us.

Plants & Growing

To know that plants need water, light and warmth to grow.
To know the parts of a plant: root, stem, leaf and flower.
To know the life cycle of a plant from seed to flower.
To know how to care for a growing plant.

DM Explore the natural world. Understand the key features of the life cycle of a plant.

Animals & Change

To know that animals have young that grow into adults (e.g. lamb, chick, foal, kitten).
To know the life cycle of a familiar animal (e.g. butterfly or frog).
To know that spring and summer bring changes to the natural world.
To know that I have grown and changed since I was a baby.

DM Understand the life cycle of an animal. Understand the effect of changing seasons.

Expressive Arts & Design

Self-Portraits & Harvest

To know how to mix paint to match my hair and eye colour.
To know that a self-portrait is a picture of myself.
To know how to use collage materials to make a picture.
To know the words of our harvest songs.
To know how to keep a steady beat when singing.

DM Explore, use and refine artistic effects. Sing, matching pitch and following the melody.

Making & Performing

To know how to join materials to make a decoration.
To know how to use a running stitch to join fabric.
To know how to print a repeating pattern.
To know the songs for our Nativity performance.
To know that performing means sharing my work with an audience.

DM Return to and build on previous learning. Perform songs, rhymes and poems.

Building & Modelling

To know how to build a model of a building in my local area.
To know how to choose materials that suit my purpose.
To know how to draw what I can see on a visit.
To know how to use small-world resources to retell a journey.

DM Safely use and explore materials, tools and techniques. Share and explain the process.

Making & Representing

To know how to represent a landmark in a picture or model.
To know how to use colour and shape to represent my local area.
To know how to talk about what I have made and what I would change.
To know how to join materials in different ways.

DM Explore colour, shape and materials to represent ideas. Refine their work.

Observing & Creating

To know how to draw carefully from close observation.
To know how to use natural materials to make a picture or sculpture.
To know how to mix secondary colours from primary colours (red + yellow = orange, blue + yellow = green, red + blue = purple).
To know how to use instruments to represent sounds in nature.

DM Draw with detail from observation. Explore colour-mixing. Explore music making.

Performing & Evaluating

To know how to sing a song from memory as part of a group.
To know how to develop a storyline in my pretend play.
To know how to evaluate my finished work.
To know how to share my creation and explain the process I used.

DM Develop storylines in pretend play. Perform with others and evaluate their work (ELG).

Physical Development

Strength & Control

To know how to sit with a good posture at a table and on the floor.
To know how to use dough to build hand and finger strength.
To know how to use one-handed tools such as scissors safely.
To know how to move safely around the classroom and outdoors.
To know how to manage my own coat, shoes and belongings.

DM Use core muscle strength for good posture. Develop small motor skills to use tools safely.

Marks & Movement

To know how to make large marks with chalk, paint and water.
To know how to form letters using taught patterns.
To know how to move to music with control.
To know how to travel using different parts of my body.
To know how to stop and start safely on a signal.

DM Develop small motor skills. Combine different movements with ease and fluency.

Coordination & Community

To know how to walk safely as part of a group in the community.
To know how to balance and change direction with control.
To know how to use a comfortable and effective pencil grip.
To know how to move safely around obstacles.

DM Develop co-ordination and balance. Hold a pencil with a comfortable, effective grip.

Ball Skills & Independence

To know how to throw and catch a large ball.
To know how to manage my own personal hygiene.
To know how to travel using different parts of my body.
To know how to move to music with control.

DM Develop ball skills. Manage their own personal hygiene.

Agility & Gardening

To know how to jump and land safely.
To know how to use tools and equipment for gardening safely.
To know how to move with control at speed.
To know how to handle small tools with growing precision.

DM Develop body strength, balance, co-ordination and agility. Use small tools with precision.

Fluency & Teamwork

To know how to write with a fluent and comfortable grip.
To know how to play cooperatively in a team game.
To know how to take part in a race and follow the rules.
To know why exercise and healthy food keep my body well.

DM Hold a pencil effectively for fluent writing. Know factors that support overall health (ELG).

Each ‘To know’ statement is an end-point for assessment (maximum five per unit). The DM anchor in each cell cites the Development Matters (2021) Reception outcome or Early Learning Goal the unit works towards, so coverage can be cross-referenced as the KS1–KS2 sheets carry National Curriculum links.

Autumn is split across two half-terms for the harvest and Christmas cycles; Wonderful Worksop and How Things Grow each run across a full term and are shown as two half-term units so the sheet aligns with the six-half-term structure used across school.

Statements map to the Development Matters Reception bands and the Early Learning Goals, with Year 1 National Curriculum links carried in the MTPs. Characteristics of Effective Learning are assessed continuously through observation.

Odd year plan

ReceptionPeople Around Us; Amazing Animals; Secret Woodland

How the year is delivered

Topic	People Around Us		Amazing Animals		Secret Woodland
	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Our Big Question	Who am I, and are we all the same?		How do animals grow, and how do we care for them?		What lives in the woodland, and how do I get ready for Year 1?
Core Texts	Goldilocks & the Three Bears · The Enormous Turnip · Farmer Duck · Pumpkin Soup · Hovis the Hedgehog · Ava’s Poppy · The Leaf Thief · The Christmas Story		Oh Dear! · On the Farm · The Little Red Hen · The Ugly Five · Chinese New Year & Easter texts		The Gruffalo · Robin Hood · Gozzle · Little Red Riding Hood · Oliver’s Fruit Salad
Hook	Pumpkin Farm & Harvest Festival		School farm visit & newborn lambs		Sherwood Pines woodland trip
Enrichment & Experiences	Harvest celebration; Remembrance; Nativity performance		Cannon Hall Farm; Chinese New Year & Easter celebrations		Sports Day; Transition Day; Festival Week
How the magic happens	Reception begins with belonging. Children arrive knowing they are valued individuals within a class, a school and a community, and the autumn term builds the relationships, routines and shared vocabulary that hold a happy classroom together. Harvest and a trip to the pumpkin farm root learning in the season; Remembrance and the Nativity open up why people gather and remember. Familiar tales like Goldilocks anchor early phonics and retelling, while daily story time, singing and purposeful play turn new words into confident talk.		Spring brings animals to life. A visit to the school farm and newborn lambs, and a trip to Cannon Hall Farm, let children meet the creatures they are learning to name, group and care for. Non-fiction sits alongside The Little Red Hen and On the Farm as children compare texts, explain ‘because’ and follow a life cycle from egg to hen. Chinese New Year and Easter widen their sense of how new life and belief are celebrated around the world, while number, pattern and early sentences grow through hands-on enquiry.		Summer heads outdoors into the woodland. A trip to Sherwood Pines makes The Gruffalo and the legend of Robin Hood real underfoot, and children become artists and storytellers — describing what they see, using an author’s language and performing to an audience. As fluency in reading and writing takes hold, the focus turns to readiness: perseverance, independence and healthy choices. Sports Day, Festival Week and Transition Day celebrate all they have become before the step up to Year 1.

What children will know and remember

Topic

People Around Us

Amazing Animals

Secret Woodland

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Key Question

Who am I, and are we all the same?

What do we celebrate in autumn and winter, and why?

What is a farm, and can you keep all animals as pets?

How do baby animals grow, and how do people celebrate new life?

What lives in the woodland, and can anyone be an artist?

Who were the people of Sherwood Forest, and how do I get ready for Year 1?

PSED

Myself & My Family

To know that I am a valuable individual.
To know who lives in my house and who is in my family.
To know that we are the same in some ways and different in others.
To know how to manage the school day: lining up, queueing and mealtimes.
To know how to build constructive and respectful relationships.

DM See themselves as a valuable individual. Manage their own needs.

Remembering Together

To know that some places are special to members of our community.
To know that people have different beliefs and celebrate in different ways.
To know that Remembrance Day is a time to think about others.
To know some similarities and differences between the past and now.
To know how to express my feelings and consider the feelings of others.

DM Recognise that people have different beliefs and celebrate special times in different ways.

Caring for Animals

To know that animals depend on people to care for them.
To know that not all animals can be kept as pets.
To know how to behave safely and respectfully around animals.
To know how to work as part of a group and share resources.
To know how to follow the rules that keep us safe on a visit.

DM Build constructive and respectful relationships. Express their feelings and consider the feelings of others.

Families & Celebrations

To know that families celebrate special times in different ways.
To know that Chinese New Year and Easter are important to different communities.
To know why we celebrate Mother’s Day.
To know how to talk about the people who are special to me.
To know how to take turns and listen to the views of others.

DM Think about the perspectives of others. Recognise that people celebrate in different ways.

Confidence & Independence

To know that I can try something new even when it feels difficult.
To know how to explain the choices I have made in my work.
To know how to keep myself safe on a woodland visit.
To know how to play cooperatively with a shared purpose.
To know how to persevere when a task is challenging.

DM Show resilience and perseverance in the face of challenge. Manage their own needs.

Moving On

To know the reasons for rules and to know right from wrong.
To know how to manage my own basic hygiene and personal needs.
To know why healthy food choices matter.
To know what will be the same and what will be different in Year 1.
To know how to talk about what I am proud of this year.

DM Know and talk about factors that support their overall health and wellbeing. See themselves as a valuable individual.

Communication & Language

Talking About Me

To know the vocabulary for parts of the face and body.
To know words to describe similarities and differences.
To know the names for the members of my family (mum, dad, brother, sister, grandma, grandad).
To know how to answer a question in a full sentence.
To know how to listen and respond in a small group.

DM Learn and use new vocabulary. Articulate their ideas and thoughts in well-formed sentences.

Talking About Celebrations

To know the vocabulary of celebration: bonfire, firework, poppy, nativity.
To know how to retell a familiar story in the right order.
To know how to use new vocabulary in my play.
To know how to ask a question to find something out.
To know how to describe what I can see, hear and smell.

DM Learn new vocabulary and use it through the day. Retell a story once familiar with the text.

Naming & Describing

To know the names of common farm animals and their young (cow/calf, pig/piglet, sheep/lamb, hen/chick, horse/foal).
To know the vocabulary for animal features: beak, hooves, fur, feathers, mane.
To know how to describe an animal using two or more features.
To know how to explain a process in order using first, next, then, finally.
To know how to talk about what I noticed on a visit.

DM Describe events in some detail. Use new vocabulary in different contexts.

Comparing & Explaining

To know the words we use to compare: same, different, similar.
To know how to explain why something happens using ‘because’.
To know the vocabulary of celebration in other cultures.
To know how to contribute to a class discussion.
To know how to describe an animal’s habitat.

DM Use talk to work out problems and organise thinking, linking ideas using connectives such as ‘because’.

Describing the Woodland

To know the vocabulary of the woodland: trees, path, logs, pinecones, nature.
To know how to describe a character using the author’s language.
To know how to use props and materials when role playing a character.
To know how to share my creations and explain the process I used.
To know how to describe a route using directional language.

DM Learn rhymes, poems and songs. Engage in story times, using and embellishing new vocabulary.

Storytelling & Performing

To know how to anticipate key events in a story.
To know how to retell a story in my own words.
To know how to use recently introduced vocabulary in discussion.
To know how to perform to an audience with a clear voice.
To know how to give a reason for my opinion.

DM Retell the story once they have developed a deep familiarity with the text. Express ideas in full sentences.

Reading & Phonics

Sounds & Stories

To know that print carries meaning and is read left to right.
To know the Phase 2 grapheme-phoneme correspondences taught so far.
To know how to orally blend and segment simple words.
To know the story of Goldilocks and the Three Bears.
To know that a book has a front cover, a title and an author.

DM Read individual letters by saying the sounds for them. Blend sounds into words.

Blending to Read

To know the Phase 3 grapheme-phoneme correspondences taught so far.
To know how to blend sounds to read a short word.
To know how to read the tricky words taught so far.
To know the sequence of the Nativity story.
To know that stories can tell us about the past.

DM Blend sounds into words, reading short words made up of known GPCs. Read some tricky words.

Reading for Meaning

To know how to read a caption and a simple sentence.
To know the story of The Little Red Hen.
To know how to find information in a non-fiction book about animals.
To know how to answer a question about a text I have read.
To know how to reread to check my reading makes sense.

DM Read simple phrases and sentences made up of words with known GPCs. Show understanding of what they read.

Reading & Comparing

To know how to read simple sentences with growing accuracy.
To know how to compare two texts on the same subject.
To know that labels and diagrams give us information.
To know the Easter story.
To know how to talk about my favourite part of a book and why.

DM Read a few common exception words. Make sense of what they have read.

Traditional Tales

To know the story of The Gruffalo and its characters.
To know how to read simple sentences with growing fluency.
To know the tricky words needed for the Reception year.
To know that an illustrator draws the pictures in a book.
To know how to use a map and a checklist to find information.

DM Re-read books to build fluency and confidence. Anticipate key events in stories.

Reading with Fluency

To know the traditional tale of Little Red Riding Hood.
To know the legend of Robin Hood and Sherwood Forest.
To know how to read a short text fluently and with expression.
To know how to demonstrate understanding by retelling.
To know how to choose a book I will enjoy and say why.

DM Read aloud simple sentences and books consistent with their phonic knowledge (ELG: Word Reading).

Writing

Marks & My Name

To know that my name begins with a capital letter.
To know how to hold a pencil with a comfortable grip.
To know how to form the letters in my name.
To know that my marks and drawings carry meaning.
To know how to label a picture using the sounds I know.

DM Form lower-case letters. Give meaning to the marks they make.

Words & Messages

To know how to form lower-case letters correctly.
To know how to write a label and a short caption.
To know that a letter is written to a particular person.
To know how to hear and record initial and final sounds.
To know how to sequence simple instructions.

DM Spell words by identifying sounds and writing the sound with letter/s. Form lower-case letters correctly.

Labels & Instructions

To know that a sentence begins with a capital letter and ends with a full stop.
To know how to use finger spaces between words.
To know how to label the features of an animal.
To know how to write instructions in the right order.
To know how to reread my writing to check it makes sense.

DM Write short sentences with words with known sound–letter correspondences. Re-read what they have written.

Sentence Writing

To know how to write a simple sentence independently.
To know how to write two sentences that go together.
To know how to write a card or message for a real reader.
To know how to use the sounds I know to spell unfamiliar words.
To know how to check my sentence has a capital letter and a full stop.

DM Write short sentences using a capital letter and full stop. Spell words by identifying the sounds.

Writing About What I See

To know how to write a sentence about something I have observed.
To know how to label a diagram of a character or a place.
To know how to write a list for a purpose.
To know how to retell a story in three sentences.
To know how to add detail to a sentence using an adjective.

DM Write simple phrases and sentences that can be read by others (ELG: Writing).

Writing for Year 1

To know how to write several sentences that make sense together.
To know how to spell the tricky words taught this year.
To know how to form all lower-case and capital letters correctly.
To know how to write a recount of something I have done.
To know how to read my writing back to an adult or a friend.

DM Write recognisable letters, most correctly formed; write sentences that can be read by others (ELG: Writing).

Mathematics

Sorting & Comparing

To know how to match and sort objects by one attribute.
To know how to compare objects by size, length and weight.
To know the counting sequence to five.
To know that the last number counted tells us how many.
To know how to subitise amounts to three.

DM Count objects, actions and sounds. Subitise. Compare quantities.

Number & Shape

To know the numerals 1 to 5 and match them to an amount.
To know the names and properties of circles and triangles.
To know that 2D shapes can be round, straight, flat or have corners.
To know how to make and continue a repeating pattern.
To know how to compare two amounts using more and fewer.

DM Link the numeral with its cardinal value. Continue, copy and create repeating patterns. Manipulate shapes.

Counting & Composition

To know the composition of numbers to five.
To know the number bonds to five.
To know how to count reliably beyond ten.
To know how to compare and order three amounts.
To know how to record an amount using a picture or tally.

DM Explore the composition of numbers to 10. Automatically recall number bonds to 5.

Pattern & Position

To know positional language: on, under, behind, next to, between.
To know how to describe and continue a pattern.
To know how to compare and order objects by length and height.
To know the days of the week in order.
To know how to talk about a pattern I have made.

DM Continue, copy and create repeating patterns. Compare length, weight and capacity.

Numbers to 20

To know the numbers to twenty and their order.
To know what doubling and halving mean.
To know which numbers are odd and which are even.
To know how to compose and decompose a shape from smaller shapes.
To know how to explain a numerical pattern I have spotted.

DM Count beyond ten. Explore patterns within numbers up to 10, including odds, evens and doubles.

Measure & Time

To know how to measure length and height using cubes or a ruler.
To know how to compare capacity and weight.
To know the sequence of the day: morning, afternoon, evening.
To know how to read o’clock times.
To know how to use what I know about number to solve a problem.

DM Compare length, weight and capacity. Begin to tell the time and sequence daily events.

Understanding the World

Me & My Community

To know the names of the people who are familiar to me (family, friends, teachers and people who help us).
To know that people have different roles and jobs in our community.
To know that autumn is a season and that seasons change.
To know that food is grown on a farm and harvested.
To know the life cycle of a pumpkin from seed to fruit.

DM Talk about members of their immediate family and community. Understand the effect of changing seasons.

Celebrations & Remembering

To know that Bonfire Night and Remembrance Day are important events.
To know why we wear a poppy in November.
To know that some animals hibernate in winter.
To know that a letter is posted and delivered by the postal service.
To know the main characters in the Nativity story.

DM Comment on images of familiar situations in the past. Recognise people celebrate special times in different ways.

On the Farm

To know the names of common farm animals and where they live (cow, pig, sheep, hen, horse, goat).
To know that animals can be grouped by their features.
To know where bread comes from and how it is made.
To know the life cycle of a hen.
To know that wild animals live in habitats different from a farm.

DM Explore the natural world around them. Understand the key features of the life cycle of an animal.

New Life & Beliefs

To know that baby animals grow into adults and are not always alike.
To know that Chinese New Year is celebrated in China and around the world.
To know that Easter is an important Christian festival.
To know that people in different countries live in different ways.
To know that spring brings changes to the natural world.

DM Recognise that people have different beliefs and celebrate in different ways. Understand a plant/animal life cycle.

The Woodland

To know the names of the animals that live in a woodland (deer, fox, owl, squirrel, badger, hedgehog).
To know how to describe my immediate environment using observation and maps.
To know that Sherwood Pines is a woodland in Nottinghamshire.
To know some similarities and differences between the woodland and our school grounds.
To know what we need to take with us on a trip and why.

DM Draw information from a simple map. Describe what they see, hear and feel whilst outside.

Sherwood & Summer

To know that Robin Hood is a legend connected to Sherwood Forest.
To know that the Major Oak is a famous local landmark.
To know how to understand the past through stories and characters.
To know that summer follows spring and how the season changes.
To know why brushing my teeth and eating well keep me healthy.

DM Comment on familiar situations in the past. Recognise some environments differ from the one they live in.

Expressive Arts & Design

Self-Portraits & Harvest

To know how to mix paint to match my hair and eye colour.
To know that a self-portrait is a picture of myself.
To know how to use collage materials to make a picture.
To know the words of our harvest songs.
To know how to keep a steady beat when singing.

DM Explore, use and refine artistic effects. Sing in a group, matching pitch and following the melody.

Making & Performing

To know how to join materials to make a decoration.
To know how to use a running stitch to join fabric.
To know how to print a repeating pattern using 2D shapes.
To know the songs for our Nativity performance.
To know that performing means sharing my work with an audience.

DM Return to and build on previous learning, refining ideas. Perform songs, rhymes and poems.

Modelling the Farm

To know how to build a model of a farm building.
To know how to choose materials that suit my purpose.
To know how to draw an animal from close observation.
To know how to use small-world resources to retell a story.
To know the sounds that different animals make.

DM Safely use and explore a variety of materials, tools and techniques. Share creations, explaining the process.

Colour & Celebration

To know how to mix secondary colours from primary colours (red + yellow = orange, blue + yellow = green, red + blue = purple).
To know how to make a card or gift for someone special.
To know how to use pattern and colour to represent a celebration.
To know how to move and dance to music from another culture.
To know how to talk about what I have made and what I would change.

DM Explore colour and colour-mixing. Explore and engage in music making and dance.

Artists & the Woodland

To know that an artist makes pictures and that anyone can be an artist.
To know that a landscape is a picture of a place.
To know how to use thick and fine brushstrokes for different effects.
To know how to use natural materials to make a picture or sculpture.
To know that instruments can represent different animals.

DM Create collaboratively, sharing ideas, resources and skills. Use props and materials when role playing.

Performing & Celebrating

To know how to use props and costume when role playing a character.
To know how to design and make a product for a purpose.
To know how to sing a song from memory as part of a group.
To know how to evaluate my finished work.
To know how to share my creation and explain the process I used.

DM Perform songs, rhymes, poems and stories with others (ELG). Evaluate and refine their work.

Physical Development

Strength & Control

To know how to sit with a good posture at a table and on the floor.
To know how to use dough to build hand and finger strength.
To know how to use one-handed tools such as scissors safely.
To know how to move safely around the classroom and outdoors.
To know how to manage my own coat, shoes and belongings.

DM Use core muscle strength for a good posture. Develop small motor skills to use tools safely.

Marks & Movement

To know how to make large marks with chalk, paint and water.
To know how to form letters using taught patterns.
To know how to move to music with control.
To know how to travel using different parts of my body.
To know how to stop and start safely on a signal.

DM Develop small motor skills. Combine different movements with ease and fluency.

Handling & Coordination

To know how to use a comfortable and effective pencil grip.
To know how to use kitchen tools safely when cooking.
To know how to balance and change direction with control.
To know how to throw and catch a large ball.
To know how to wash my hands properly before handling food.

DM Develop overall body strength, co-ordination, balance and agility. Use small tools competently.

Agility & Care

To know how to jump and land safely.
To know how to move with control at speed.
To know how to handle small tools with growing precision.
To know how to manage my own personal hygiene.
To know why exercise keeps my body and mind well.

DM Develop body-strength, balance, co-ordination and agility. Know factors that support their health.

Outdoors & Teamwork

To know how to walk safely as part of a group in the community.
To know how to move safely over uneven woodland ground.
To know how to use natural materials and tools safely.
To know how to play cooperatively in a team game.
To know how to take part in a race and follow the rules.

DM Negotiate space and obstacles safely. Move energetically in a range of ways (ELG: Gross Motor).

Fluency & Independence

To know how to write with a fluent and comfortable grip.
To know how to dress and undress independently.
To know how to use a knife and fork correctly.
To know how to take part in an athletics event with control.
To know why healthy food choices help my body grow.

DM Hold a pencil effectively for fluent writing. Manage the school day successfully (ELG: Fine Motor).

Each topic runs across a full term; the two half-term units within it are shown separately so the sheet aligns with the KS1 and KS2 long-term plans.

RE: in Reception, RE is woven through the areas of learning rather than given its own row, as the Agreed Syllabus for RE in Nottingham City and Nottinghamshire 2026–2031 expects. In this cycle the Reception syllabus titles are met through: F5 belonging and F2 special people — People Around Us (Autumn 1); F4 special times — Harvest, Remembrance and the Nativity (Autumn 2), Chinese New Year and Easter (Spring 2); F1 special stories — the Christmas Story and Easter texts; F3 special places — PSED Autumn 2 (places special to our community); F6 our wonderful world — Amazing Animals and Secret Woodland. Computing is not a Reception subject; the NCCE curriculum starts in Year 1.

Sparken Hill Academy

Foundation Stage 2