Bredbury Green Primary School

Curriculum Overview – Year Reception


Autumn Term


Spring Term


Summer Term


Sticky Knowledge Weeks

Wb 6.9.23 – Core

Wb 11.12.23 – Wider Curriculum

Wb 18.3.24 – Wider Curriculum

Wb 24.6.24 – Wider Curriculum


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Overaching Theme

All About Me!



Winter Wonderland

Festivals and Celebrations

When I Grow Up…

Who Lives Where?

Growth and Change

Once Upon a Time…

Special Celebrations

Starting School

Harvest Festival



Bonfire Night

Remembrance Day

Anti-Bullying Week


Chinese New Year

Valentine’s Day

Well-being Week


Pancake Day

Mother’s Day


World Book Day

St George’s Day

Eid-al Fitr

World Earth Day

Keeping Safe Week

Father’s Day

Transition to Year 1

Main Texts, as a Stimulus:


The Colour Monster


All Kinds of People



Room on a Broom


Jack Frost

Topsy & Tim Go to the Hosptial


Topsy & Tim meet the Firefighters

Handas Surprise


The Rainbow Fish




Sam Plants a Sunflower

You Choose


Pirates Love Underpants

Supplementary Texts:


Texts and themes may change due to the children’s interests.






Leaf Man

Stick Man


Little Glow


The Christmas Story

Cops & Robbers


The Jolly Postman


When we grow up

The Gruffalo


The Ugly Five


The Three Little Pigs

Jack and the Jelly Bean Stalk


The Hungry Caterpillar





The Gingerbread man


Pigs Might Fly

Small World Area


Dolls House


Potions & Spells


December: Winter Wonderland


Small World Village Scene

Under the Sea



Farm (Outside)



Enchanted Forest



Pirates & Princesses


Example of various vocabulary that will be taught throughout the year.


Family, mum, dad, sister, brother, auntie, uncle, cousin, grandma, grandpa


Autumn, leaves, conkers, harvest, red, orange, crispy, spiky, leaf fall, seasons, tree, tractor, pine cones, squirrels, hedgehog, hibernation


Fire, lights, fire safety, emergency


Frosty, winter, snowy, hibernating, cold, white, icy, Non-fiction, Antarctica, Earth, waddle, krill, swimming, hatch, freezing, miserable, feathers, huddle, slippery, flippers, beaks, South Pole,



Christmas, nativity, Jesus, Mary, Joseph, stable, Bethlehem, Myrrh, Frankincense, Gold, angel, shepherd, kings


Festivals of light, Diwali, Eid, Halloween, Bonfire Night, Birthdays, Christmas


Rangoli patterns, mehndi, diva lamps, Rama, Sita






People who help us, jobs, police officers, firefighters, doctors, nurses, vets, teachers, postman/lady, chef, waiter, baker, dentist



Officer, robber, arrest, walkie talkie, radio, badge, stranger


Doctors & Nurses

Paramedic, stethoscope, bandages, heartbeat, hospital



Chinese New Year, dragon, zodiac, chopsticks, lanterns

Woodlands, Farm, Jungle, Zoo, Arctic, Ocean, Desert


Various animals e.g.

Hedgehog, badger, horse, sheep, monkey, tiger, penguin, polar bear, star fish, octopus, camel, rattle snake


Spring, daffodils, buds, blossom, growth 


Gruffalo, descriptions, terrible, tusks, teeth, poisonous, scariest,



Pancakes, Pancake Day, Easter


Grow, seeds, plant, stem, leaves, roots, shoots, petals, sunflowers, soil


Life cycles, butterflies, caterpillars, chrysalis, eggs



St George, Flag, king, queen, knight, England, country


Eid-al Fitr, Ramadan, moon, sharing (giving)


Story, Traditional Tales, fairy tale, setting, character, story map, description


fairy, princess, prince, good, evil, king, queen, giant, bears


bean stalk, forest, castle, under the sea, house,


Once upon a time, In the end, happily ever after, first, second, next, then, finally  

Progression of Skills


This document shows when fundamental skills are introduced throughout Reception. Please note, that many skills are on-going and continually practised through the year to ensure the children are secure and can utilise them independently. Within this document we have included statements from Development Matters 2021, focusing on the Three-and Four-year olds age band and the Children in Reception age band. However, we also cater and plan for children who are working within the birth to three band or children who start school already with many skills established. We understand and acknowledge that children develop at their own rate and have different starting points.


Personal, Social and Emotional Development

Rules, routines, boundaries and high expectations will continually be a focus for the children, during their time in Reception. They will be reinforced continually and built upon throughout the year.

  • Settling in, learning and following classroom and school rules
  • Making friends, building relationships and how to solve problems when they occur.
  • Identifying our feelings, using words such as: ‘happy’, ‘sad’, ‘angry’
  • Begins to manage their own personal needs, including using a knife and fork independently.
  • Begin to take turns, with support from an adult and independently.
  • Join in a growing range of activities.
  • Express their feelings and consider the feelings of others.
  • Anti-bullying week –how we can be kind?
  • Me and My Family – Who lives with me?
  • Playing with one or more other children, extending and elaborating play ideas.
  • Increasingly follow rules, understanding why they are important.
  • Continue to build constructive and respectful relationships.
  • Select and use activities and resources, with help when needed.
  • Manage their own personal needs
  • Identify and moderate their own feelings socially and emotionally.
  • Show confidence in new social situations
  • Follows instructions with several steps or actions.


  • An understanding of their own feelings and regulates behaviour appropriately. (ELG)
  • Give focused attention. (ELG)
  • Shows independence, resilience and perseverance in the face of a challenge. (ELG)
  • Manages basic hygiene and understands the importance of healthy food choices. (ELG)
  • Talk with others to solve conflicts. Think about the perspective of others.
  • Work and play cooperatively.
  • See themselves as a valuable individual
  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses. (ELG)
  • Transition to Year 1

Physical Development

Fine Motor

In Reception, the children have daily opportunities for Fine Motor Development, through the participation in activities, such as: threading, cutting, playdough, peg boards etc. Children who are identified as having poor fine motor skills, are targeted daily.


Gross Motor

In Reception, the children have daily, free-flow access to our Outside Provision, no matter what the weather. Our Outside Environment is set-up and designed to help develop the children’s gross motor skills, for example: climbing and balancing equipment, water area, sand area, wheel barrows, brushes, throwing and catching equipment etc. In addition to this, the children have access to the ‘Track’ at lunchtimes, where they can utilise balance bikes, pedal bikes and scooters. The children also have a weekly PE lesson, delivered by either the Class Teacher or Manchester United.

  • Walk, jump, run and crawl with increasing control
  • Develop the skills they need to manage the day successfully e.g. lining up, queuing etc.
  • Manage personal hygiene.
  • Exploring different ways of moving
  • Balance Bikes and Scooters
  • Ball Skills – Throwing and catching
  • Go up steps and stairs, or climb up apparatus, using alternate feet.
  • Skip, hop, stand on one leg and hold a pose for a game.
  • Use large movements to wave flags, paint and make marks
  • Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills (3 and 4-year olds)
  • Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips (3 and 4-year olds)
  • Use one-handed tools and equipment, for example, making snips in paper with scissors (3 and 4-year olds)
  • Use a comfortable grip with good control when holding pens and pencils (3 and 4-year olds)










  • Revise and refine the fundamental movement skills they have already acquired: rolling, crawling, walking, jumping, running, hopping, skipping, climbing (Children in Reception)
  • Further develop the skills they need to manage the school day successfully: - lining up and queuing – mealtimes (Children in Reception)
  • Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons (Children in Reception)
  • Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
  • Confidently use a range of large and small apparatus indoors and outdoors, alone or in a group.
  • Develop overall body-strength, balance, coordination and agility.
  • Develop the foundations of a handwriting style which is fast, accurate and efficient (Children in Reception)
  • Demonstrate strength, balance and coordination when playing (ELG)
  • Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases (ELG)
  • Use a range of small tools, including scissors, paintbrushes and cutlery (ELG)
  • Develop confidence, competence, precision and accuracy when engaging in activities that involve a ball.
  • Develop the overall body strength, coordination, balance and agility needed to engage successfully with future physical education sessions, including: gymnastics, sport and swimming
  • Begin to show accuracy and care when drawing. (ELG)



Communication and Language

Communication and Language is developed throughout the year, through high quality interactions, daily group discussions, circle times, stories, singing and SALT interventions.

  • Introduce carpet routines and rules to promote good listening
  • Understand how to listen carefully and why listening is important.
  • Promoting and modelling active listening skills
  • Listen carefully to a variety of texts.
  • Listening, responding and retelling stories. Answering who, what, where, when questions.
  • Listening and Attention Games – Silly soup, listening bingo, alliteration, rhyming etc
  • Following instructions
  • Learn and use new vocabulary.
  • Start conversations with adults / peers
  • Encourage children to talk about their own experiences
  • Ask questions to find out more and to check they understand what has been said to them.
  • Engage in fiction and non-fiction texts.
  • Describe some events in detail.
  • Engage at story time.
  • Using a wider range of vocabulary.
  • Use talk to help work out problems and organise thinking and activities.
  • Enjoy listening to longer stories.
  • Express their ideas and feelings about their experiences using full sentences, including the use of past, present and future tenses and making use of conjunctions. (ELG)
  • Articulate their ideas and thoughts in well-formed sentences.


  • Learn and use new vocabulary in different contexts.
  • Listen attentively and respond to what they hear with relevant questions. (ELG)
  • Connect one idea or action to another using a range of connectives.
  • Make comments about what they have heard and ask questions to clarify understanding. (ELG)
  • Learn and use new vocabulary in different contexts.
  • Offer explanations for why things might happen. (ELG)
  • Hold conversations in back and forth exchanges with adults and peers. (ELG)



  • Joining in with nursery rhymes and songs, and showing an interest in stories.
  • Phonological awareness of the initial sounds in words, rhyming, alliteration, syllable clapping.
  • Name recognition
  • Hear and say initial sounds
  • Begin to orally blend cvc words (Fred Talk)
  • Sequencing and retelling familiar fiction and non-fiction texts.
  • Read individual letters (set 1) by saying the sounds for them, in line with RWI.
  • Blend sounds into words, so they can read cvc words.
  • Begin to read cvc words



  • Read a few ‘red’ tricky words, in line with RWI.
  • Begin to recognise set 2 ‘special friends’, in line with RWI.
  • Reception Library and Mystery Reader
  • Engage in extended conversations about stories, learning new vocabulary.
  • Read simple words, phrases and sentences, containing some ‘red’ tricky words
  • Be able to answer simple questions about the text they have read
  • Develop fluency and speed




  • Re-read books to build up their confidence in word reading, their fluency and their understanding and enjoyment.
  • Re-read what they have written, to check it makes sense.
  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary (ELG)
  • Use and understand recently introduced vocabulary during discussions about stories, nonfiction, rhymes and poems and during role play (ELG)
  • Read words consistent with their phonic knowledge by sound-blending (ELG)
  • Write simple phrases and sentences that can be read by others (ELG)
  • Write recognisable letters, most of which are correctly formed (ELG)




  • Experimenting with mark-making and writing patterns, in a range of mediums.
  • Begin to develop a dominant hand and work towards the tripod grip.
  • Children will start to give meaning to marks they make.
  • Letter formation of RWI Set 1 Sounds.
  • Write initial sounds.
  • Name writing
  • Beginning to write cvc words


  • Continuing to practice letter formation.
  • Writing ‘red tricky words’, such as: I, me, the, to, my
  • Writing cvc words independently
  • Labelling and writing lists.
  • Introduce writing simple sentences, with capital letters, finger spaces and a full stop.
  • Writing instructions e.g. Jam Sandwiches, Crispy Cakes
  • Descriptive writing e.g. fact files


  • Independent writing books and challenges.
  • Writing instructions and lists e.g. How to plant a sunflower seed
  • Writing character descriptions
  • Forming lower-case and capital letters correctly
  • Story writing – beginning, middle and end
  • Writing sentences that can be read by others. (ELG)
  • Spell words by identifying sounds in them and representing the sounds with a letter. (ELG)




At Bredbury Green, we follow ‘Success for All - FFT’, which is a systematic phonics scheme.

The planning is divided into weeks or ‘Steps’ of the programme, with each Step covering a select number of GPCs. See the Scope and Sequence section of the Programme Guide for more details. During Term 1, children will learn on average three or four new GPCs per week, with the final day of the week being reserved for review and consolidation. Starting in Term 2, children begin to learn vowel digraphs at a pace of one per week. During Term 3, children continue to learn vowel digraphs along with common alternative spellings. The year concludes with three weeks of review to consolidate all Reception level content in preparation for Year 1. To support both teachers and children, the phonics lessons follow a consistent daily structure with clear timing goals for each activity. This consistent approach enables lessons to be taught with pace as everybody understands the routine and what is expected. Each lesson lasts 25 minutes and follows the same basic sequence each day: • Review of Previously Taught GPCs (10 minutes) • Teach, Practise and Apply New GPC (15 minutes)



  • Counting, subitising and representing numbers within 5.
  • Exposing children to different representations e.g. Numicon, counters, dice patterns etc.
  • Develop 1:1 correspondence, when counting.
  • Matching numerals to quantities 0-5
  • Comparing quantities and sets, using the language of comparison e.g. ‘more than’ and ‘fewer than’.
  • One more or one less
  • Begin to count beyond 5. Explore the cardinality of 5, linking this to dice patterns and 5 fingers on one hand etc.
  • Number formation practice. 
  • Counting and matching numerals to quantities 1-10
  • Exploring composition of numbers within 5 e.g. making 5 in different ways
  • Introduction to part-part whole models


  • Continue to develop the skills of subitising and counting.
  • Counting to 10 and beyond.
  • Exploring the composition of numbers with 10 e.g. making 10 in different ways
  • Introduce addition and subtraction number sentences.
  • Ordering numbers on a Number Line and with Numicon.
  • Counting to 15 and beyond (when ready).
  • Matching numerals and quantities within 1-15.
  • Introduce and practise number bonds to 10.
  • Number formation practice.
  • Introduce the concept of doubling within 10.
  • Verbally count beyond 20, recognising the pattern of the counting system. (ELG)
  • Expose the children to a 100 square.
  • Matching numerals and quantities within 1-20.
  • Representing tricky ‘teen’ numbers.
  • 2D and 3D shapes
  • Compose and decompose shapes, so children can recognise a shape can have other shapes within it.
  • Verbally count beyond 20 and recognise the pattern of the counting system.
  • Automatically recall number bonds for numbers 0-5 and some to 10. (ELG)
  • Simple measurements e.g. Length, weight and capacity.
  • Subitise up to 5. (ELG)
  • Explore odd and even numbers.

Understanding the World

  • Begin to make sense of their own life-story and family’s history (3 and 4-year olds)
  • Talk about members of their immediate family (Children in Reception)
  • Talk about what they see, using a wide vocabulary (3 and 4-year olds)
  • Recognise the differences between themselves and their friends
  • Recognise that people have different beliefs and celebrate special times in different ways (Children in Reception)
  • Talk about signs of Autumn and the weather
  • Understand the effect of changing seasons on the natural world around them (Children in Reception)
  • Describe what they see, hear and feel whilst outside (Children in Reception)
  • Talk about how people celebrate Christmas
  • Talk about the features of different celebrations for different faiths
  • Find and name the Arctic and Antarctic on a map / globe


  • Show interest in different occupations (3 and 4-year-olds)
  • Talk about why something melts and freezes. Observe these changes.
  • Exploring floating and sinking.
  • Make observations of the animals that live in different habitats
  • Discussions about animals in the past (e.g. dinosaurs)
  • Find out about how Chinese New Year is celebrated
  • Explore the natural world around them (Children in Reception)
  • Recognise some environments that are different to the one in which they live (Children in Reception)
  • Talk about signs of Spring and the weather
  • Plant seeds and care for growing plants (3 and 4-year-olds)
  • Understand the key features of the life cycle of a plants and animals (3 and 4-year-olds)
  • Explore the natural world around them, making observations and drawing pictures of animals and plants (ELG)
  • Talk about how we can care for plants and animals where we live.
  • Know the names of the parts of a plant. Talk about how a plant grows.
  • Understand the past through settings, characters and events encountered in books read in class and storytelling (e.g. Castles, Kings, Queens, Knights) (ELG)
  • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps (ELG)
  • Compare and contrast characters from stories, including figures from the past
  • Draw information from a simple map



Stockport Agreed Syllabus


  • Make sense of their physical world and their community, e.g. on visits to places of worship, or by meeting members of religious communities

• Listen to a broad selection of stories, non-fiction, rhymes and poems to foster understanding of our culturally, socially and ecologically diverse world.

• Extend their knowledge and familiarity with words that support understanding of religion and belief

 • Talk about the lives of people around them, understanding characters and events from stories.

• Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read and experienced in class.

• Explore the natural world around them making observations of animals and plants, environments and seasons, making space for responses of joy, wonder, awe and questioning.


Key Question


Which stories are special and why?


• talk about some religious stories using new vocabulary • recognise some religious words, e.g. about God, holy books or places of worship • identify some of their own feelings in the stories they hear • identify a sacred text e.g. Bible, Qur’an • talk about what Jesus teaches about keeping promises and say why keeping promises is a good thing to do • hold conversations about what Jesus teaches about saying ‘thank you’, and why it is good to thank and be thanked • know some similarities and differences between relig


Key Question


Which times are special and why?


• give examples of special occasions and suggest features of a good celebration • recall simple stories connected with Christmas / Easter and a festival from another faith • say why Christmas / Easter and a festival from another faith is a special time for Christians / members of the other faith • use new vocabulary to identify some similarities and differences between religious communities in Britain • respond imaginatively and expressively to what happens at their favourite times.


Key Question


Which people are special and why?


• talk about people who are special to them • hold conversations about what makes their family and friends special to them • identify some of the qualities of a good friend • reflect on the question ‘Am I a good friend?’ • recall and talk about stories of Jesus as a friend to others using new vocabulary • recall stories about special people in other religions and talk about what we can learn from them • know some similarities and differences between religious communities in Britain


Key Question


Which places are special and why?


• talk about somewhere that is special to themselves, saying why • know some similarities and differences between religious communities in Britain • be aware that some religious people have places which have special meaning for them • hold conversations about the things that are special and valued in a place of worship • identify some significant features of sacred places using recently acquired vocabulary • recognise two different places of worship using new vocabulary • get to know and use appropriate words to talk imaginatively and expressively about their thoughts and feelings when visiting a church.

Key Question


Where do we belong?


• re-tell religious stories making connections with personal experiences • share and record occasions when things have happened in their lives that made them feel special • use new vocabulary to recall and name simply what happens at a traditional Christian infant baptism and dedication • respond imaginatively and expressively to stories about new babies • take additional opportunities for learning if you have children from religions other than Christianity in your setting so that children can use new vocabulary to describe ceremonies that welcome new babies • recall simply what happens when a baby is welcomed into a religion other than Christianity.



Key Question


What is soecia about our world and why?


• talk about things they find interesting, puzzling or wonderful and also about their own experiences and feelings about the world • re-tell stories about creation and nature, talking about what they say about the world, God, human beings • respond imaginatively and expressively to the beauty and delight of the natural world • think about the wonders of the natural world, expressing ideas and feelings • express ideas about how to look after animals and plants • talk about what people do to mess up the world and what they do to look after it.

Expressive Arts and Design

  • Show different emotions in their drawings and paintings, like happiness, sadness, fear etc (3 and 4-year-olds)
  • Draw with increasing complexity and detail, such as representing a face with a circle and including details (3 and 4-year-olds)
  • Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses etc (3 and 4-year-olds)
  • Join in and sing a range of familiar songs
  • Independent self-portraits and modelled self-portraits
  • Family Pictures
  • To use a range of materials and resources, to make things.
  • Begin to move in response to music
  • Take part in simple pretend play, using an object to represent something else even though they are not similar (3 and 4-year-olds)
  • Explore a variety of construction materials and make a plan for what they want to make
  • Bonfire Night chalk pictures
  • Rangoli Rice patterns
  • Remembrance Day Craft e.g. Poppies
  • Christmas decorations and Christmas Cards
  • Christmas sing-a-long performance
  • Sing a range of well-known nursery rhymes and songs.


  • Develop storylines in their pretend play (Children in Reception)
  • Sing in a group or on their own, increasingly matching the pitch and following the melody (Children in Reception)
  • Children to select the tools and techniques, they need to assemble materials that they are using
  • Chinese New Year crafts e.g. Chinese Lanterns
  • Create collaboratively, sharing ideas, resources and skills (Children in Reception)
  • Mother’s Day Crafts and Cards
  • Easter Crafts
  • Create collaboratively, sharing ideas, resources and skills.


  • Explore colour and colour-mixing (3 and 4-year-olds)
  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function (ELG)
  • Sharing their creations, explaining the process they have used
  • Mixing primary colours 
  • Mixing light and dark shades
  • Invent, adapt and recount narratives and stories with peers and their teacher (ELG)
  • Safely use and explore a variety of materials, tools and techniques.



Enrichment Opportunities






© Copyright 2019–2024 Bredbury Green Primary School

Education Learning Trust. Registered address: Hawthorn Road, Gatley, Cheadle, Cheshire, SK8 4NB. A charitable company limited by guarantee registered in England and Wales (company number: 09142319)

School & College Websites by Schudio