Welcome to the Early Years Foundation Stage Curriculum Meeting 2017

1. Welcome to the Early Years Foundation Stage Curriculum Meeting 2017

2. The Reception Team Class Teachers Mrs Gemma Powell Miss Katie Sadler TA’s (Teaching Assistants) Mrs Anette Peake (Wrens) Mrs Karen Webb (Owls) Mrs Amy Pomfrey Mrs Annalise Whittle Mrs Stovell

3. What is the Early Years Foundation Stage? It is for children aged 0-5 and covers the years from birth to the end of the Early Years Foundation Stage.

4. The Curriculum • Offers a range of experiences, allowing the children to make their own discoveries • Encourages independence • Ensures that children are active in their learning through play and first hand experiences

5. Early Learning Goals • Set out what most children are expected to achieve by the end of the Early Years Foundation Stage • There are 7 areas of learning made up of 3 prime areas and 4 specific areas of learning • Children will receive Emerging, Expected or Exceeding against each ELG

6. The three prime areas are: • Personal, Social & Emotional development (PSED) • Communication & Language (C&L) • Physical Development (PD)

7. Specific areas of learning • Mathematics (M) • Expressive Arts & Design (EA&D) • Literacy – Reading, Writing (R, W) • Understanding the World (UW)

8. Characteristics of Learning • Characteristics of Effective Learning • The ways in which the child engages with other people and their environment. • Playing and exploring • Active learning • Thinking critically

9. Topics and the children’s interests

10. Learning Through Play The Classroom Environment Set up so that the children can access the seven areas (Personal and Social, Physical Development, Communication and Language, Literacy, Mathematics, Expressive Art and Design, and Understanding the World) during their play.

11. Active learning and thinking through play PSED – Sharing and taking turns. Understanding the world– Developing interest in different occupations and ways of life Communication and language – communicating with others Literacy– Exploring letter sounds Mathematics– Learning about numbers and counting

12. A balance between adult –led and child initiated activities

13. Learning Themes

14. Literacy • Readingand Writing • Phonics • Mark Making • Speaking and listening • Language and communication • Understanding

15. Phonics at a glance • Identifying sounds in spoken words • Recognising the common spellings of each phoneme. • Blending phonemes into words for reading. • Segmenting words into phonemes for spelling. The We use a synthetic scheme called ‘Letters and Sounds’ alongside ‘Jolly Phonics’ and ‘Phonics play’ as our teaching resource.

16. Saying the sounds correctly with your child is extremely important • The way we say sound may well be different from when you were at school • We say the shortest form of the sounds • A phoneme you hear • A grapheme you see A word always has the same number of phonemes and graphemes!

17. The 44 phonemes

18. Blending Recognising the letter sounds in a written word, for example c-u-p and merging or ‘blending’ them in the order in which they are written to pronounce the word ‘cup’ Segmenting ‘Chopping Up’ the word to spell it out The opposite of blending Identifying the individual sounds in a spoken word (e.g. h-i-m , s-t-or-k) and writing down letters for each sound (phoneme) to form the word him and stork

19. Reading at Redland We like the children to read at home and at school regularly. It would be great if you could read with your child at least 3 times a week – any more times would be a bonus and greatly beneficial to your child’s progress. Please write in the reading record book every time you read with your child at home.

20. Foundation Stage Maths Consists of two parts Number Shape, space and measure

21. Number • Number rhymes • Represent numbers using fingers, marks on paper • Match numeral to quantity • Compare quantities • Recognise numerals 0-10 then 10-20 • Count objects, actions and sounds up to 10, then 20 • Estimate how many objects are in a group and check • Find the total number of objects in two groups • Find one more and one less from a group of objects • Use the vocabulary involved in adding and subtracting • Add and subtract two single digit numbers • Use marks to record calculations • Count on and back from any number between 0 and 20 • Solve problems involving doubling, halving and sharing

22. Shape, Space and Measure • Shows awareness of similarities of shapes in the environment • Shows an interest in shapes in the environment • Uses positional language e.g. behind, next to, in between • Begins to use mathematical names for 3D and 2D shapes • Describe shapes using the terms curve, straight, side, corners, edges, faces • Selects a particular named shape • Use everyday language related to time • Orders two or three items by size, length, height, weight capacity • Uses familiar objects and common shapes to create patterns and build models • Begins to use everyday language related to money • Orders and sequences familiar events • Measures short periods of time in simple ways

23. Assessment Baseline AssessmentWe baseline all the children when they come into school. This along with their transition records from their previous settings give us an idea of where your child is starting from. End of Year Assessment At the end of the school year each child’s level of development must be assessed against the early learning goals. These reflect what most children are expected to have achieved by the end of their Reception year. Emerging, expected or exceeding judgements against 17 aspects across all 7 Areas of Learning and Development Descriptive comment on how well your child is developing in the Characteristics of Effective Learning

24. Daily Routine 8.35am: Doors open and children come in. 10.30 – 10:45am: Morning break and healthy snack (provided by parents or children can buy tuck from the kitchen) 12.00-1pm: Lunch 2:30pm: Afternoon snack (provided by school) 3.00pm: Home time Use a visual timetable.

25. Snacks, Water bottles and Toys • Please ensure that your child’s water bottle is clearly named (ONLY WATER) • Snack must be a healthy choice. • Tuck money needs to be in a labelled envelope or purse. • No toys –There will opportunities for children to bring in and share their toys and games throughout the year.

26. How to support your child at home • Encouraging independence • Talking and socialising • Physical play • Early reading and writing • Early numeracy • Understanding the world • Creativity

27. Things to do at home • Daily reading/sounds/ spellings • Board games • Counting games and songs • Music- to hear and repeat rhythm • Word play- ‘I spy’ • Talk to your child • Cooking • Writing shopping lists • Sounding out words. ‘Put on your r- e -d coat’ • Physical development – climbing, riding bikes, upper body activities to assist with pencil control • Fine motor activities. • Messy play • Cutting • Practise getting dressed. • Practise using cutlery. • PRAISE AND ENCOURAGEMENT!!

28. A few reminders: • Please help your child by naming all items of clothing and water bottles etc. • Encourage your child to be independent. • Read at least 3 times a week and write in the reading record book. • Notice board – weekly themes for learning, termly topic web, wow slips and letters. • Don’t forget that every Friday we invite parents in to share children’s learning until 9.15am.

29. Thank you for coming! Any Questions?