Learning in the Early Years Foundation Stage

1. Learning in the Early Years Foundation Stage September 2017

2. Aim of the Evening • Early Years Foundation Stage Curriculum (EYFS) • EYFS Profile • Phonics • Reading and writing • Maths • Tapestry • General Information

3. How do young children learn? • Young children learn from everything they do. • They are naturally curious; they want to explore and discover. • Children learn through play. • Play is children’s work.

4. Characteristics of effective learning • Playing and Exploring – engagement • Active Learning – motivation • Creating and Thinking Critically - thinking

5. Principles of the EYFS Curriculum • A unique child • Positive relationships • Enabling environments • Learning and development

6. The Early Years CurriculumThe Three Prime Areas of Learning • Personal, social and emotional development • Communication and language • Physical development

7. Four further areas • Mathematics • Literacy • Understanding the World • Expressive Arts and Design

8. What does a school day look like? • Self registration (choosing lunch) • Exploring and learning • Reading • Whole class session • Adult guided activities • Child initiated learning • Phonics

9. And then… • Lunch in the hall • Playtime after lunch • Handwriting and busy fingers • More adult guided activities and child initiated learning • Story time • Home time

10. We teach a daily phonics lesson following the Letters and Sounds scheme. Children are taught to say, read and write sounds. We learn to hear sounds, rhyme and alliteration; the basic skills needed before learning to read and write. We learn the letter sounds andalso the letter name. We teach children to say the pure sound.

11. There are 6 phases within Letters and Sounds Phases 1-4 are taught in Reception • Some words you may hear: • Phoneme • Grapheme • Digraph • Trigraph • We ensure the teaching and learning of each letter and sound is made fun and interactive

12. We teach the children to use their sound knowledge to read simple words(sound blending) m-a-t mat sh-o-p shop We teach children to use their fingers to help spell words (segmenting). We touch each finger as we say each sound. c-a-t cat k-i-ng king

13. Tricky Words Along side our phased phonic teaching we teach the children ‘tricky words’ which cannot be easily decoded. For example: the, to, go, all, was, you, are, they These are fed into our phonics planning for the children to learn by sight.

14. How you can help at home • Encourage your child to teach you the sounds they have been taught • Find the letters to match the sounds when you are reading together • Find objects in the house that start with certain sounds

15. Reading • Children read with an adult at least once a week. https://www.youtube.com/watch?v=Orb6xXPPBKo • Messages and children’s progress can be recorded in the purple message book. • Children will bring home high frequency words for you to practise together at home (these will include some of the tricky words taught in phonics).

16. How you can help at home • Share a variety of books with your child • Listen to your child ‘read’ regularly • Join a library • Read to your child exposing them to more complex language • Practise reading key words

17. Writing • We encourage lots of gross and fine motor movements to improve pencil control • Writing is closely linked to phonics • We use an interactive handwriting scheme – Penpals

18. How you can help at home • Encourage your child to have a go using the sounds they have learnt through phonics • Exercising muscles e.g. monkey bars, climbing frames, wheelbarrow races, pegging, squeezing sponges, bead threading

19. Mathematics • Fun • Active • Thematic • Purposeful • Successful

20. Developing number strategies • Counting • Counting objects reliably • Using mathematical language • Practical addition and subtraction

21. Other aspects of mathematical development • 2D/3D shape • Repeating patterns • Measures- non standard units • Comparing quantities • Problem solving

22. How you can help at home • Use real money • Use time vocabulary • Play board games • Use mathematical language • Continue to spot numbers in the environment

23. Assessment • Using the Early Learning Goals, an assessment of your child’s progress is made throughout the year • These assessments are based on observations and information gathered • In June, the assessments results are reported to yourselves, Year 1 teachers and County

24. How can Parents Help? • Share information about what your child can do during parent interviews and messages in the purple book • Also use the purple book to comment on how children have responded to reading at home • Comment on your child’s attainments at home on Tapestry • Encourage independence and a love of learning

25. Tapestry • Comment on observations made in school • Add your own observations of your child’s learning at home

26. General Information • Pupil Premium Funding • SCL • Foster independence • Named clothes • Reward system • Special time • Book bags • Wellies, rain coats and sunhats • Long hair tied back • Named clothes