Meet Me eting ng at Gr Grea eat Bar ardfi field eld Pr - PowerPoint PPT Presentation

We Welc lcom ome to th the EY EYFS FS Par aren ents Cur urri ricu culum lum Meet Me eting ng at Gr Grea eat Bar ardfi field eld Pr Primar ary School ol Thursday 3 rd November 2016

EYF EYFS Cur Curriculum. riculum.  Split into 7 ar areas. .  Three Pri rime me Ar Areas  Personal, Social, Emotional Development  Physical Development  Communication and Language  Fou our Speci cific fic Ar Areas as  Literacy  Mathematics  Expressive Arts and Design  Understanding the World

Char arac acterist eristics ics of Eff Effec ective ve Le Lear arning. ng.  Legal Obligation to Report on this.  Children assessed on how they learn.  Split into 3 Areas  Active Learning- Motivation  Playing and Exploring- Engagement  Creating and Thinking Critically- Thinking

Topics  Planned but also follow the children’s interests.  Areas will be enhanced inside and out.  Often planned through stories.  Parents will be informed of the topics but this may change depending on children’s interests.  The day consists of various types of activities. Fine motor skills practise time, number time and maths, chill time ( child initiated learning ), letters and sounds time and reading.

Mathematics  Children will be taught...  Number skills – Counting, ordering, writing, recognising numbers up to 20 and beyond.  Calculation – 1 more, 1 less, simple addition/ subtraction, sharing, counting in 2s, 5,s 10s.  Shape space and measures – Simple time, weighing, 2d/ 3d shapes, measuring height/ length, capacity, time and money  Problem Solving – estimating, using and applying above skills.

What can you do at Home?  Use numbers in all contexts, look at numbers in the environment, in shops, on television.  Give opportunities to use money to help solve simple problems and recognise that it has a purpose.  Count in 1s, 2s,5s and 10s.  Sing and say number rhymes.  Talk about shapes 2D and 3D e.g. peas, fish fingers  Use sand and water trays in the garden  Use children to help pour cold drinks  Use adding and take away vocabulary.

Literacy  Split into Reading and Writing  Phonics is a major part of this .

Letters and Sounds Phonics  We follow the letters and sounds phonics scheme of work.  Children are taught as a whole class then in small groups on a daily basis. They have been focusing on phonological awareness for the first half term as this is the foundation they need to blend and use sounds they will learn later . This included learning about syllables, rhyming, on set and rime and phoneme awareness. From now on they will be taught 4 sounds per week whilst continuing with the phonological awareness skills.  Children are grouped according to their existing phonological awareness knowledge.  They all follow a very systematic approach.  They will bring home a letters and sounds card with all the sounds and words they need to practise. Please bring this to school daily.

Two types of words. 1:  Words that we can sound out (decodable)  Put sound buttons underneath to help sound them out.  s a t p i n m d  Sent home on cards to practise.

Tricky Words 2:  Words that we can’t sound out  Will be sent home to practise.  Help your child to read them, cut them out and make snap games etc. Rapid recall of these words will really help with reading. The order they are introduced is the order of importance. There are 18 essential words they should learn in year R. Any others is a bonus!

What can you do to help?  Practise the sounds at home.  Help your child practise the letter formation in any way you like.  Practice blending sounds together to make words eg s a t sat and segmenting words into their separate sounds for example hot h o t  Learn tricky words.

Reading Books  Will be sent home every week.  Books start with no words and then have some words in. Help your child to follow the text from left to right with their finger and point out letter sounds they know.  Talk about the story and what is happening in the pictures. This is always more interesting than the text at this stage. Enjoyment and story language is the most important thing at this stage.  Write in your child’s Reading Record to let us know how child is getting on or any successes you may have experienced.

Writing  Children start writing by making marks on a paper, some of which they can explain.  Once they start to grasp the concept of letters, they will experiment with writing them, usually they will want to write their name first.  Children who have started to segment and blend sounds, will use this to help them with writing,  Emergent writing is the first form of writing. This is such an important stage. Your child will start to hear sounds and write the sounds they hear. Eg for snowman they may write ‘ sm ’. This is brilliant and all attempts at writing should be valued.

Paper Learning Journeys  A record of your child's learning development throughout the year.  Photographs and Observations form the important part of Assessment.  Track development over the year.

WOW Slips Wow ! Name Date  Parental contributions to Learning Journeys are essential.  Tell us about anything amazing that your child does at home eg. swum their first width, got dressed by themselves, slept a whole night in their own bed. etc

EYFS Assessment  Children are assessed formally at the End of The Year Against the 17 Early Learning Goals.  Emerging, Expected, Exceeding.  Most children will be within the very broad expected band. If your child is emerging it may be that they are summer born and not ready to achieve the learning goals (the bands do not take into consideration a child’s age ). You will be made aware of any concerns we have before you receive the report. A very small percentage of children will achieve exceeding if they are judged to be working way beyond what is expected for their age. Although these assessments are a legal requirement what is more important to us is your child’s attitude to learning and mind set at school. These are the skills that will help them to be successful in the future.  Throughout the Year children are continually judged against the Early Years Outcomes.

An Any Qu Ques estions? tions?