Literacy learning is centred around the text Someone Just Like You. This story supports children in exploring identity, celebrating individuality, and recognising the similarities and differences between people. The book provides a meaningful context for developing both reading and writing skills while also encouraging thoughtful discussions.

In phonics, children continue to consolidate Phase 2 sounds and are introduced to new grapheme–phoneme correspondences. They are beginning to blend and segment sounds with increasing confidence, enabling them to read and spell simple CVC words such as sat, pin, tap, and net. Oral blending activities and opportunities to practise reading simple captions are built into daily sessions.

Writing opportunities are inspired by the story. Children are encouraged to make marks, label illustrations, and attempt short sentences linked to events in the text. With teacher modelling and support, they start to use their phonics knowledge to represent sounds in their writing. Sequencing story events and drawing on personal experiences also help them to develop sentence ideas. Alongside this, handwriting sessions using Penpals support children in forming letters correctly and developing fine motor control.

Development Matters

• Read individual letters by saying the sounds for them.

• Blend sounds into words, so that they can read short words made up of known letter–sound correspondences.

• Read some letter groups that each represent one sound and say the sounds for them.

Key Vocabulary

phoneme, grapheme, blend, segment, read, write

Children in Reception will deepen their understanding of early number concepts while beginning to explore measures, patterns, and spatial awareness. The focus remains on developing secure number sense through practical, hands-on experiences and the use of concrete resources.

The unit begins with consolidating recognition, counting, and representation of numbers to 5. Children work on matching objects to numerals and subitising small quantities, supporting their ability to see numbers in different arrangements. They practise comparing groups of objects, using the language of ‘more than’, ‘fewer than’, and ‘the same as’.

As the weeks progress, children explore simple patterns, such as ABAB sequences, and begin to extend and create their own patterns using everyday objects. Work on measures focuses on comparing and describing length, weight, and capacity through practical activities, helping children to develop mathematical vocabulary in real contexts.

There are also opportunities for children to build on their understanding of positional language and spatial reasoning, for example, by following instructions, describing positions, and exploring shape arrangements. These skills are introduced through playful, interactive activities that make the concepts meaningful and engaging.

Development Matters

• Count objects, actions and sounds.

• Subitise.

• Link the number symbol (numeral) with its cardinal number value.

• Compare numbers.

• Understand the ‘one more than/one less than’ relationship between consecutive numbers.

• Continue, copy and create repeating patterns.

Key Vocabulary

count, numeral, quantity, one more, one less, pattern, repeat

The children are encouraged to notice, compare and talk about similarities and differences in the world around them. They begin by exploring their own families, cultures, and traditions, recognising that while people may share some things in common, they may also have differences that make them unique. Stories, songs, and celebrations provide opportunities to discuss and value diversity within the classroom community.

Children also look at the natural world, observing patterns and changes in their environment. They compare the features of animals, plants, and materials, learning to sort and classify objects according to what is the same and what is different. Practical experiences, such as nature walks, simple experiments, and sensory exploration, help them to develop curiosity, observation skills, and the ability to use descriptive vocabulary.

Technology is used to support their learning, for example, through photos, videos, and interactive activities that allow them to compare people, places, and things in greater depth. The topic builds a foundation for respectful attitudes, critical thinking, and a growing awareness of their place in the wider world.

Development Matters

• Talk about the lives of people around them and their roles in society.

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

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

Key Vocabulary

same, different, compare, similar

In this block, children in Reception will explore a wide range of creative experiences linked to the overarching theme What is the Same and What is Different. They are encouraged to experiment with colour, line, shape, and texture in their artwork, using different media and materials to express their ideas. Opportunities are given to notice similarities and differences in patterns, designs, and styles, and to use these observations as inspiration for their own creations.

Through music, song, and movement, children respond to rhythms and sounds, experimenting with ways of expressing themselves. They begin to use instruments to create simple patterns, keeping a steady beat and exploring contrasts such as loud/quiet and fast/slow. Storytelling, role play, and small-world play provide further opportunities for children to use their imagination, invent narratives, and take on different roles with increasing confidence.

Throughout the block, children are encouraged to talk about what they have made or performed, reflecting on what they like and what they might do differently next time. These experiences help them to develop not only creativity but also confidence, communication skills, and an appreciation for their own work and the work of others.

Development Matters

• Explore, use and refine a variety of artistic effects to express their ideas and feelings.

• Create collaboratively, sharing ideas, resources and skills.

Key Vocabulary

music, dance, repeat, same, pose, paint

Physical Development focuses on both gross motor skills through PE activities and fine motor skills to support early writing. In PE, children participate in structured games and movement sessions that develop balance, coordination, and spatial awareness. They practise running, jumping, hopping, and negotiating space safely, often combining movements into short sequences or games that encourage listening, following instructions, and teamwork.

Fine motor development continues alongside these activities, with children practising skills that strengthen hand muscles and improve control. This includes activities such as cutting, threading, using tweezers, drawing, and forming letters using resources like the Penpals Letter Platter. These activities are essential for early writing, allowing children to gain confidence in holding a pencil and forming letters correctly.

Practical and playful approaches link both gross and fine motor skills, helping children to develop strength, coordination, and confidence in using their bodies and hands effectively.

Development Matters

• Negotiate space and obstacles safely, with consideration for themselves and others.

• Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.

Key Vocabulary

climb, balance, catch, throw, roll

Children learn to recognise and value how people are the same and how they are different. The sessions encourage them to celebrate individuality and diversity, helping them to understand that everyone is special and unique. Through stories, discussions, and circle times, children explore how to be kind, respectful, and inclusive towards others.

Children begin to think about what makes a good friend and how to resolve small conflicts fairly. They learn to talk about their own feelings and experiences, while also listening to and respecting the perspectives of others. This block also introduces early ideas of standing up for themselves and for others in kind and appropriate ways, helping them to build confidence and empathy.

Practical activities, such as role play, group games, and creative tasks, allow children to practise cooperation and celebrate diversity within the classroom community. Jigsaw’s Calm Me time and reflection strategies continue to support their emotional regulation and sense of wellbeing.

Development Matters

• Express their feelings and consider the feelings of others.

• Show resilience and perseverance in the face of challenge.

• See themselves as a valuable individual.

Key Vocabulary

kind, friend, fair, share, respect, feelings

Children continue to develop their speaking, listening and understanding skills across all areas of learning, with Someone Just Like You by Helen Docherty used as a key text to spark meaningful conversations. The story helps children to talk about similarities and differences between themselves and others, encouraging respectful listening and thoughtful responses.

Class discussions and circle times provide opportunities for children to practise taking turns in conversation, ask questions, and express their ideas clearly. Vocabulary from the story is introduced and explored, with children encouraged to use new words in their own speaking and role play. Sharing experiences, making predictions, and retelling events from the story help to strengthen narrative skills and build confidence in using language to explain and describe.

Drama, role play, and small-world activities inspired by the story provide rich opportunities for imaginative language use. These activities also support children in developing empathy, as they take on different characters and perspectives. Across the block, the emphasis is on listening carefully, building vocabulary, and communicating with confidence in both small group and whole class contexts.

Development Matters

• Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
  
  

• Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses, and making use of conjunctions, with modelling and support from their teacher.

Key Vocabulary

listen, share, explain, describe, question, answer

Children explore music through singing, listening, and playing simple percussion instruments. They learn to listen carefully to different sounds, keeping a steady beat and recognising rhythm and pitch. Songs and rhymes are linked to classroom themes such as Someone Just Like You and Celebrating Difference, giving children opportunities to sing together and develop confidence in their voices. They experiment with body percussion, clapping simple rhythms, and exploring fast and slow beats. Music sessions encourage expression, listening, turn-taking, and enjoyment.

Dance is introduced through creative movement activities that allow children to explore how their bodies can move in different ways. They copy and remember simple sequences of actions, such as travelling, jumping, and turning, and begin to create their own movements in response to music. Dance sessions build confidence, coordination, and spatial awareness while also encouraging expression and imagination. Links are made with class texts and PSHE themes, such as celebrating individuality and working together. Children are encouraged to perform short sequences for their peers, helping to develop confidence and communication skills.

All students will take part in a weekly swimming lesson designed to build both confidence and enjoyment in the water. Our programme follows a structured level system that ensures steady progression, tailored to each child’s ability. Children also learn important water safety and personal survival skills. We aim for every child to leave Junior School as a competent, confident swimmer with the skills to participate safely in a range of aquatic environments. 

Dance is introduced through creative movement activities that allow children to explore how their bodies can move in different ways. They copy and remember simple sequences of actions, such as travelling, jumping, and turning, and begin to create their own movements in response to music. Dance sessions build confidence, coordination, and spatial awareness while also encouraging expression and imagination. Links are made with class texts and PSHE themes, such as celebrating individuality and working together. Children are encouraged to perform short sequences for their peers, helping to develop confidence and communication skills.