Iqra Academy LTPYear group : Reception

Autumn 1 Aumtumn 2 Spring 1 Spring 2 Summer 1 Summer 2Topic Rainbow fish – as

settling in weeksOld McDonald had a Farm for initial Literacy and topicBear hunt

Bonfire NightSuper heros and local herosWinter and Christmas

Portside pirates, leading into under the seaChinese New yearLittle Red HenPancakes

Dinosaurs and endangered animalsSt Georges DayEaster

SpringVery Hungry CaterpillarCinderella & weddingsEid

Handa’s surpriseAnd JungleTransition

Core storiesVisits out of school/ visitor sin school

-Introduce to mini- bus trips-Children be visited by key members of school-None go by farm to see animals-Children to be visited by bear and have a picnic-Visit woods for bear hunt-Visit Manningham park for autumn

-Children to have a bonfire in school-Toy shop to look for super hero’s-children to find real life- super hero’s in community ( fire . police, hospital etc)-Visited by nurse, fire brigade- Ogden water to look at signs of winter-Garden centre and St Pauls church for Christmas

- site managers to be real life pirates that visit children-Yeadon park to see boats and look at islands-Manningham park to act our pirates on the ship-supermarkets to look at Chinese foods- visit farm to look at chickens- children to take part in farm to fork initiative at Tesco to see bread being made

-Media museum for culture and knowledge- Predators to visit in school-Cliffe castle to look at bones- Skipton Castle-Royal armouries to look at suits of armour-church visit for Easter

-Visit to park to look at spring- tropical world-Oakwell to do pond dipping and mini beast hunts-woodlands to look at changes in environment since last visit-Visit mosque for Eid

-Take part in national walk for water campaign- children to have a walk to school day and no electric day-culture day, dressing up and trying different- transition to year 1 and introduction to new teachers

Personal, social and emotional development

SC&SA (30-50)• Can select and use activities and resources with help.• Is more outgoing towards unfamiliar people and more confident in new

SC&SA (30-50)Welcomes and values praise for what they have done. Enjoys responsibility of carrying out small tasks.

SC&SA (40-50)• Confident to speak to others about own needs, wants, interests and opinions.• Can describe self in positive terms and talk about

SC&SA (40-50)Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a

SC&SA (40-50)Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a

SC&SA (40-60)They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their

social situations.• Shows confidence in asking adults for help.MF&B (30-50)•Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.• Can usually adapt behaviour to different events, socialsituations and changes in routine.Rela (30-50)Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.Keeps play going by responding to what others are saying or doing.

Confident to talk to other children when playing, and will communicate freely about own home and community.MF&B (30-50)Aware of own feelings, and knows that some actions and words can hurt others’ feelings.Rela (30-50)Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.Keeps play going by responding to what others are saying or doing.

abilities.MF&B ( 40-60)• Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.• Aware of the boundaries set, and of behavioural expectations in the setting.Relationships ( 40-60)• Initiates conversations, attends to and takes account of what others say.• Explains own knowledge and understanding, and asks appropriate questions of others.

familiar group,MF&B ( 40-60)They work as part of a group or class,and understand and follow the rules. They adjust theirbehaviour to different situations, and take changes ofroutine in their stride.Relationships (30-50)Takes steps to resolve conflicts with other children, e.g. finding a compromise.( 40-60)Children play co-operatively, taking turns with others.They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’tneed help.MF&B ( 40-60)Children talk about how they and others show feelings,talk about their own and others’ behaviour, and itsconsequences, and know that some behaviour isunacceptable. They work as part of a group or class,and understand and follow the rules. They adjust theirbehaviour to different situations, and take changes ofroutine in their stride.Relationships ( 40-60)Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to

chosen activities.(Exceeding)They can talk about the plans they have made to carry out activities and what they might change if they were to repeat them.MF&B ( Exceeding)They can listen to each other’s suggestions and plan how to achieve an outcome without adult help. They know when and how to stand up for themselves appropriately.Relationships ( 40-60)They take account of one another’s ideas about how to organise their activity.(exceeding)Children play group games with rules. They understand someone else’s point of view can be different from theirs.

organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

Communication, Language and Listening

Listening and attention (30-50)• Listens to others one to one or in small groups, whenconversation interests them.• Listens to stories with increasing attention and recall.• Joins in with repeated refrains and anticipates key events andphrases in rhymes and stories.• Focusing attention – still listen or do, but can shift own attention.Understanding (30-50)Beginning to understand ‘why’ and ‘how’ questions.Speaking (30-50)Beginning to use more complex

Listening and Attention (30-50)• Is able to follow directions (if not intently focused on own choice of activity).Listens to stories with increasing attention and recall.Understanding (30-50)Responds to simple instructions, e.g. to get or put away an object.• Beginning to understand ‘why’ and ‘how’ questions.Speaking (30-50)Questions why things happen and gives explanations. Asks e.g. who, what, when, how.Uses a range of tenses (e.g. play, playing, will play, played).Builds up vocabulary that

Listening & Attention (40-60)Maintains attention, concentrates and sits quietly during appropriate activity.• Two-channelled attention – can listen and do for short span.Understanding (40-60)Responds to instructions involving a two-part sequence.Understands humour, e.g. nonsense rhymes, jokes.• Listens and responds to ideas expressed by others in conversation or discussion.Speaking (40-60)• Extends vocabulary,

Listening and Attention (ELG)Children listen attentively in a range of situations. They give their attention to what others say and respond appropriately, while engaged in another activity.

Understanding (40-60)Able to follow a story without pictures or props.(ELG)Children follow instructions involving several ideas or actions.

Speaking (40-60)Links statements and sticks to a main theme or intention. (ELG)They use past,

Listening and Attention (ELG)Children show good control and co-ordination in large and small movements.They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.Understanding (ELG)Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.Speaking (ELG)Children express themselves effectively,

Listening and Attention ELGChildren listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.ExceedingCan listen in a larger group, for example, at assembly.Children listen to instructions and follow them accurately, asking for clarification if necessary.Understanding ELGThey answer ‘how’ and ‘why’ questions abouttheir experiences and in response to

sentences to link thoughts (e.g. using and, because).• Can retell a simple past event in correct order (e.g. went down slide, hurt finger).• Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiencesUses a range of tenses (e.g. play, playing, will play, played).• Uses intonation, rhythm and phrasing to make the meaning clear to others.• Uses vocabulary focused on objects and people that are of particular importance to them.• Builds up vocabulary that reflects the breadth of their experiences.

reflects the breadth of their experiences.• Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’

especially by grouping and naming, exploring the meaning and sounds of new words.• Uses language to imagine and recreate roles and experiences in play situations.• Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.• Introduces a storyline or narrative into their play.

present and future forms accurately when talking about events that have happened or are to happen in the future.

showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

stories or events.ExceedingThey can carry out instructions which contain several parts in a sequence.Speaking ELGThey use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.Exceeding They use a range of vocabulary in imaginative ways to add information, express ideas or to explain or justify actions or events.

Physical M&H (30-50)Runs skilfully and

M&H (30-50)Uses one-handed

M&H (40-60)• Shows increasing

M&H (40-60)• Uses simple tools

M&H (40-60)Children show

M&H (40-60)They move

development negotiates space successfully, adjusting speed or direction toavoid obstacles.Draws lines and circles using gross motor movements.Holds pencil between thumb and two fingers, no longer using whole-hand grasp.Can copy some letters, e.g. letters from their name.Health &SC ( 30-50)Understands that equipment and tools have to be used safely.Can usually manage washing and drying hands.Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.

tools and equipment, e.g. makes snips in paper with child scissors.• Holds pencil near point between first two fingers and thumb and uses it with good control.(40-60)Handles tools, objects, construction and malleable materials safely and with increasing control.Travels with confidence and skill around, under, over and through balancing and climbing equipment.Experiments with different ways of moving.Health &SC ( 30-50)• Observes the effects of activity on their bodies.(40-60)Eats a healthy range of foodstuffs and understands need for variety in food.• Usually dry and clean during the day.

control over an object in pushing, patting, throwing, catching or kicking it.Begins to use anti-clockwise movement and retrace vertical lines.• Begins to form recognisable letters.H&SC (40-60)Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.• Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.

to effect changes to materials• Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed..They handle equipment and tools effectively, including pencils for writing.H&SC (40-60)• Shows understanding of how to transport and storeequipment safely.• Practices some appropriate safety measures without direct supervisionChildren know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

good control and co-ordination in large and small movements.They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. H&SC (40-60)Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

confidently in a range of ways, safely negotiating space.(Exceeding)They hold paper in position and use their preferred hand for writing, using a correct pencil grip. They are beginning to be able to write on lines and control letter size.H&SC (Exceeding)Children know about, and can make, healthy choices in relation to healthy eating and exercise.

• Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health

English (reading and writing)

Reading (30-50)• Enjoys rhyming and rhythmic activities.• Shows awareness of rhyme and alliteration.• Recognises rhythm in spoken words.• Listens to and joins in with stories and poems, one-to-one and also in small groups.• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.• Beginning to be aware of the way stories are structured.• Suggests how the story might end.• Listens to stories with increasing attention and recall.• Describes main story settings,

Reading (30-50)• Looks at books independently.• Handles books carefully.• Knows information can be relayed in the form of print.• Holds books the correct way up and turns pages.• Knows that print carries meaning and, in English, is read fromleft to right and top to bottom.Shows interest in illustrations and print in books and print in the environment.• Recognises familiar words and signs such as own name and advertising logos.Writing (30-50)Ascribes meanings to marks that they see in different places.

Reading (40-60)• Continues a rhyming string.• Hears and says the initial sound in words.• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.• Enjoys an increasing range of books.Writing (40-60)• Gives meaning to marks they make as they draw, write and paint.• Begins to break the flow of speech into words.• Continues a rhyming string.

Reading (40-60)Links sounds to letters, naming and sounding the letters of the alphabet.Knows that information can be retrieved from books and computers.(ELG)Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words.They demonstrate understanding when talking with others about what they have read.

Writing (40-60)

Reading (ELG)Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.Writing (ELG)Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others.

Reading ELGChildren read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.ExceedingThey use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary.Writing ELGChildren use their phonic knowledge to write words in ways which match their spoken sounds. They also

events and principal characters.• Recognises familiar words and signs such as own name and advertising logos.Writing• Sometimes gives meaning to marks as they draw and paint

• Hears and says the initial sound in words. (40-6)

• Hears and says the initial sound in words.• Can segment the sounds in simple words and blend them together. meaning, representing some sounds correctly and in sequence.• Writes own name and other things such as labels, captions.• Attempts to write short sentences in meaningful contexts

Links sounds to letters, naming and sounding the letters ofthe alphabet.Writes own name and other things such as labels,captions.• Attempts to write short sentences in meaningful contexts(ELG)Children use their phonic knowledge to write words in ways which match their spoken sounds. They 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.

Some words are spelt correctly and others are phonetically plausible.

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.Exceeding They use key features of narrative in their own writing.

Maths Number and place value- Numbers to 5, 1-3 then 4 then 5Addition and subtraction- sortingNumber and place Value-

Addition and subtraction- Change within five, one more and one lessMeasurement- My dayAddition and subtraction-

Place value- Comparing groups of upto 10Addition and subtraction -Addition to 10, combining two groups to find a whole, numbers

Geometry- exploring Patterns, making simple patterns, exploring more complex patternsNumber and place value-, numbers to 20,

Addition and subtraction- add by counting on, taking away by counting back

comparing groups of identical and on identical objects

numbers to 5, including zero and number bonds to 5Place valuePlace value- Numbers to 10 counting to 6,7,8,9,10.

bonds to 10- ten frame, number bonds to 10 – part -whole modelGeometry- shape and space , spatial awareness, 3D shapes and 3D shapes

counting to 20Multiplication and division – numerical pattern, doubling, halving and sharing, odds and evensMeasurement-length, height and distance, weight, capacity

Knowledge and understanding of the world.

World (30-50)Shows interest in the lives of people who are familiar to them.• Remembers and talks about significant events in their own experience.• Recognises and describes special times or events for family or friends.P&C (30-50)• Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.• Can talk about some of the things they have observed such as plants, animals, natural and found objects.Developing an understanding of growth, decay and changes over time.Tech ( 30-50)Knows how to operate simple equipment, e.g. turns on CD player and

World (30-50)• Shows interest in different occupations and ways of life.• Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.P&C (30-50)Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.• Can talk about some of the things they have observed such as plants, animals, natural and found objects.Shows care and concern for living things and the environmentTech ( 40-60)Completes a simple program on a computer

World (40-60)Looks closely at similarities, differences, patterns and change.P&C (30-50)• Talks about why things happen and how things work.• Shows care and concern for living things and the environment.(40-60)Enjoys joining in with family customs and routines.Tech (40-60)Completes a simple program on a computer.• Uses ICT hardware to interact with age-appropriate computer software.

World (40-60)Children know about similarities and differences in relation to places, objects, materials and living things.They make observations of animals and plants and explain why some things occur, and talk about changes.P&C (40-60)Children talk about past and present events in their own lives and in the lives of family members.They know about similarities and differences between themselves and others, and among families, communities and traditions.Technology (40-60)Children recognise that a range of technology is used in places such as homes and schools.

World (40-60)Children know about similarities and differences in relation to places, objects, materials and living things.They talk about the features of their own immediateenvironment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.P&C (40-60)Children talk about past and present events in their ownlives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and

World (40-60)They talk about the features of their own immediateenvironment and how environments might vary from one another.(exceeding)Children know the difference between past and present events in their own lives and some reasons why people’s lives were different in the past.They understand that different people have different beliefs, attitudes, customs and traditions and why it is importantP&C (40-60). They know that other children don’t always enjoy the same things, and are sensitive to this.(exceeding)Children know that the environment and living things are influenced by human activity. They can

uses remote control.Knows that information can be retrieved from computers

others, and among families, communities and traditions.Technology (40-60)Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes

describe some actions which people in their own community do that helpto maintain the area they live in.Technology (exceeding)Children find out about and use a range of everyday technology.They select appropriate applications that support an identified need – for example in deciding how best to make a record of a special event in their lives, such as a journey on a steam train.

Expressive arts and Design

M&M (30-50)Enjoys joining in with dancing and ring games.• Sings a few familiar songs.• Beginning to move rhythmically.• Imitates movement in response to music.Uses various construction materials.• Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.• Joins construction pieces together to build and balance.

M&M (30-50)Taps out simple repeated rhythms.• Explores and learns how sounds can be changed.• Explores colour and how colours can be changed.• Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.• Beginning to be interested in and describe the texture of things.(40-60)Manipulates materials to achieve a planned

EX M&M (40-60)• Begins to build a repertoire of songs and dances.• Explores the different sounds of instruments.Manipulates materials to achieve a planned effect.• Constructs with a purpose in mind, using a variety ofresources.• Selects appropriate resources and adapts work wherenecessary.• Selects tools and techniques needed to shape, assemble and join materials they

EX M&M (40-60)Uses simple tools and techniques competently andappropriately.. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.Imagination (40-60)Plays cooperatively as part of a group to develop and act out a narrative.Children use what they have learnt about media and

EX M&M (40-60)Children sing songs, make music and dance, andexperiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.Imagination (40-60)Children use what they have learnt about media andmaterials in original ways, thinking about uses and purposes.

EX M&M (40-60)Children sing songs, make music and dance, andexperiment with ways of changing them.(exceeding)Children develop their own ideas through selecting and using materials and working on processes thatinterest them.Imagination (40-60)They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role

• Realises tools can be used for a purpose I (30-50)Uses movement to express feelings.• Creates movement in response to music.• Engages in imaginative role-play based on own first-hand experiences.• Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’

effect.• Constructs with a purpose in mind, using a variety ofresources.I (30-50)Makes up rhythms.• Uses available resources to create props to support role-play.• Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.(40-60)Create simple representations of events, people and objects.

are using.Imagination (40-60)Initiates new combinations of movement and gesture in orderto express and respond to feelings, ideas and experiences.• Chooses particular colours to use for a purpose.• Plays alongside other children who are engaged in the sametheme.

materials in original ways, thinking about uses and purposes.

They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories

play and stories.(exceeding)Children talk about the ideas and processes whichhave led them to make music, designs, images orproducts.

British Values Throughout the year, children will be taught about the British Values which are defined as: • Democracy • Rule of law • Individual liberty • Mutual respect • Tolerance of those of different faiths and beliefs These values are taught explicitly through Personal, Social, Health and Emotional (PSHE), Religious Education (RE) and through circle time. The school also takes opportunities to actively promote British Values through our assemblies and they are reinforced in a variety of ways throughout the school day. 

RE Deep Question: What does special mean to me? 

 Children will learn what the word special means and learn about people, places and objects which are special to them.   Children will begin to learn the importance of their own religion and how it makes them special.  

Deep Question: What is special to us? 

 Children will learn that people, places and objects can be special to more than one person.   They will learn about what is special to them as a collective and how and why they should treat those things with respect.   

Deep Question: How do we show what is special to us? 

 Children will learn what it means to be respectful and tolerant.   They will be taught how to respect what belongs to other people and know the importance of looking after things which are special.  

Children will begin to learn about people, places and objects which are special in their religion and how they should respect those things.  

PE Gymnastic unit 1 and 2

Dance unit 1 and 2

Body Management 1

and 2

Manipulation and co-ordination 1 &

2

Speed,agility and travel unit 1

and 2

Co-operative and solve problems

unit 1 and 2

Core Stories for ReceptionTe

rm 1

Term

2

Term

3

Term

4

Term

5

Term

6