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Phonics -

Prior knowledge : Previous sounds , ch , sh , th, oo,  ar

My turn, ‘or’ your turn ‘or’

Show cards with the or sound. Special friends ‘or’ Fred talk the word.

green cards with the previous sounds they have already done. Fred in your head , then push out the card and children say it together with no sounding out.

Show the cards , children will say what special friends there are in the words and then Fred talk each sound and then blend the word together.

Show some nonsense words with the sound ‘or’

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Physical development – fine motor

Previous knowledge and target achieved:

‘Uses hands to twist, turn and manipulate an object’

New targets:

‘Threads large bead onto a shoelace, rod or wire’

‘Create sausage shapes when rolling play dough’

-Dough disco to increase fine motor skills, children copy movements pinching, rolling, splatting and focus on previous targets.

Continuous provision adults to model expectation.

-Spaghetti in playdough to thread hoops onto spaghetti

-Threading activity using beads to thread onto shoe lace.

-Spaghetti and scissors to practice scissor skills

-Pincers and pom pom’s.

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Science

Learning Outcomes – Children to be able to explain how animals/species develop different traits dependent on the environment in which they live.

Prior Knowledge – Quick recap on the last two lessons regarding what the children have learnt. Children should have prior knowledge on living and non-living things. Children should also be familiar with different types of habitats for example – fish live in water as they gill so that they can breathe.

Key Activites - Children will understand that animals have features (adaptations) that help them survive in specific environments.

Acitivty – Design an animal for a habitat.

Children work individually or in pairs to: (15-20 min)

Choose (or are assigned) a habitat

Create their own made-up animal that is specially adapted to live there

Draw and label its special features (beak, fur, feet, etc.)

Each child or group presents: (5-10min)

Their animal's name

The habitat it lives in

The adaptations it has and how they help it survive

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Intended outcome is to be able to look at a picture and write a descriptive piece on it.  This will be done over two lessons.  They will need prior knowledge of adjectives, similes, metaphors, personification and their senses.

To assess prior knowledge, I will ask what an adjective is and ask for some examples.

First activity is to recognise that including our senses in descriptive writing enhances it.  Going outside with a senses wheel we will pick out one thing at a time and then put in the senses wheel the things we can see, hear, taste, smell and touch.

I will then supply some sentence starters to do with taste, touch, smell, sight and hearing.  We will look at an exam example and come up with sentences together as I model it.  The pupils will then try it themselves with a picture of their choice.

I will then give them a descriptive writing check list, and they will check off what they have already included in their writing.  We will return to this the following lesson and learn how to do the missing aspects.

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Notes: 

Topic: Handwriting – horizontal joins to anticlockwise letters 

Intended outcomes: Pupils will be able to correctly form horizontal joins to anticlockwise letters (e.g., a, c, d, g, o, q). 

Pupils will apply joins fluently in words and short sentences, maintaining legibility, correct sizing, and spacing 

Prior knowledge required: 

Pupils can already form anticlockwise letters correctly in isolation. 

Pupils know how to sit letters on the line. 

Pupils have practised some simple horizontal joins before (e.g., ch, cl). 

Pupils understand basic handwriting posture: pencil grip, paper position, and sitting correctly. 

Sequence of Activities 

1. Starter / Prior Knowledge Check (2–3 mins) 

Quick modelling: Write an anticlockwise letter (a, c, d, g) on the board. 

Ask: “Who can remind me what makes this an anticlockwise letter?” 

Pupils practise writing a line of a, c, d, g in their books. 

Assessment: Teacher scans work for correct starting points and letter orientation. 

2. Teacher Modelling – I Do (5 mins) 

On board/visualiser, model a horizontal join from o to a. 

Talk aloud: “I finish my ‘o’ here, then I take my pen straight across before going round anticlockwise to start my ‘a’.” 

Repeat with 2–3 joins (e.g., co, da, go). 

Assessment: Pupils trace in the air as the teacher demonstrates. 

3. Guided Practice – We Do (5 mins) 

Pupils copy 2–3 joins into books as teacher writes them slowly on the board. 

Prompt with questions: 

“Where do I stop my pen after the first letter?” 

“Do I go up or straight across for the join?” 

Walk around, give quick feedback, and re-model any common mistakes. 

Assessment: Look for joins starting too high/low or breaking letter shape. 

4. Independent Practice – You Do (5–7 mins) 

Pupils practise writing words containing horizontal joins to anticlockwise letters (e.g., coal, goal, coat, road). 

Extension: Write a short sentence: “The goat ran down the road.” 

Assessment: Collect books at the end or live-mark during practice. 

Reflection / Plenary (2–3 mins) 

Success criteria check: Pupils tick off: 
 ✅ Letters start in the right place. 
 ✅ Joins are smooth and horizontal. 
 ✅ Letters are sitting on the line. 
 ✅ Handwriting is legible. 

Quick class share: Pupils hold up books to show one word they’re proud of. 

 

 

 

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Notes:

Drawing club reception class literacy curriculum:

Intended outcomes –

draw the character, setting, and adventure.

Correctly form the letter p

Wrote the magic codes expected

Begin to retrieve the words of the week and their definitions

Key activities –

Each day the words of the week will be repeated and by the end of the week, they will be able to say the definitions of the words with little to no intervention from adults.

Assessment of prior knowledge will be done each day to see what can be recalled about the story and also assessing prior knowledge of drawing skills from the previous weeks the children have been taking part in drawing club, and remembering definitions of more difficult words.

Sequence of activities –

Begin with showing them the story clip

Talk about what we have seen

Discuss our words of the week and their definitions

Model out loud the drawing discussing features etc.

Give the children a magic code to write

Select a group for drawing club and sit with them at the table watching them draw and write the code to demonstrate their understanding of what we have learnt.

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Objectives

• To be able to segment words into the correct syllables and phonemes

• To spell words ending in ‘-cial’ and ‘-tial’

Previous knowledge of syllables and phonemes. Previous knowledge of suffix 'cial' 'tial'

Recap last weeks words and then introduce this weeks new words and check for understanding.

Explain the etymology of a few of the trickier words- explaining where they come from so children can gain a deeper understanding of what they mean.

Ask children to work with a partner to clap out the syllables in each word. Remind children that

/shul/ is one syllable.

Ask children to sort the words depending on the number of syllables. Model breaking one of the words into its syllables. Ask children then to work with a partner/individually to map out the syllables and phonemes of one of the words.

Ask the children what spelling patterns there are for adding the suffixes ‘-cial’ and ‘-tial’ (this is using previous knowledge that is taught in KS1)

Generally, ‘-cial’ follows a vowel whereas ‘-tial’ follows a consonant.

Children to complete the sheet placing the correct words into the sentences- you will then grasp and idea of which children understood the definitions and which children didn’t.

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In this lesson, pupils will explore the stages of life—baby, child, teenager, adult, and elderly—and how people change physically, emotionally, and socially. By the end, pupils should be able to describe life stages, understand that change is natural, and reflect on how needs and experiences differ across life. Prior knowledge of age groups and personal experiences with family members will support learning.

Introduction:
Ask pupils to think about the people around them and how they have changed, e.g., babies, children, and adults. This assesses prior knowledge and encourages noticing physical, emotional, and social changes. Introduce life stages using pictures, simple descriptions, or a timeline, discussing typical changes at each stage. Encourage pupils to give examples from their families or community.

Activity:
Pupils match images or cards of life events to the correct stage (e.g., toddler learning to walk, adult getting their first job). In small groups, they discuss their choices, reinforcing understanding of physical and emotional changes. Pupils then reflect personally by drawing how they have changed and how they might continue to change, considering feelings at different stages.

Consolidation:
Hold a class discussion on how everyone grows differently and the importance of all life stages. Discuss the support people might need at each stage. Finish with a plenary where pupils share three things they learned about life stages and change.

SEND Adaptations:

Provide a person outline for pupils to illustrate themselves at their current age with key features (e.g., walking, teeth, school).

Use a mirror for pupils to observe their growth.

Show a childhood photo for pupils to identify changes over time.

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Mastering number

The children will be focusing on vocabulary and concept of ‘more than’ and ‘fewer than’. They will be using rekenreks to show their understanding of which line has more than and which line has fewer than.

Children will have prior knowledge on number bonds to 10 and the sequence that is spoken to make the bonds.

New vocabulary will be introduced with choral response and the definitions alongside this. Children will be asked to repeat definitions.

Modelled examples will be given in relation to a double decker bus, ‘top deck’ will have more therefore ‘bottom deck’ will have fewer than and vice versa.

The children will be making numbers using prior knowledge of number bonds on each line, for example 5+2=7, 7 beads are pushed over (5 read, 2 white)

Group instructions will be given, e.g 6 on top deck, 7 on bottom deck. Does the top deck have more than or fewer than the bottom deck?

Whiteboards for answers and formative assessment for misconceptions to be recognised.