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Welcome to Class 1. Early Years Foundation Stage Personal Social Emotional Development – Making relationships – Self-confidence and self-awareness – Managing.

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Presentation on theme: "Welcome to Class 1. Early Years Foundation Stage Personal Social Emotional Development – Making relationships – Self-confidence and self-awareness – Managing."— Presentation transcript:

1 Welcome to Class 1

2 Early Years Foundation Stage Personal Social Emotional Development – Making relationships – Self-confidence and self-awareness – Managing feels and behaviour Communication and Language – Listening and attention – Understanding – Speaking Physical Development – Moving and handling – Health and self-care Literacy – Reading – Writing Mathematics – Number – Shape, space and measure Understanding the World – People and communities – The world – Technology Expressive Arts and Design – Exploring and using media and materials – Being imaginative PRIME AREAS SPECIFIC AREAS

3 Personal, Social and Emotional Development- Making Relationships Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. Sharing and cooperating – Modelling appropriate behaviour – Sharing stories (Recommended reads- Rainbow Fish, The Selfish Crocodile) – Turn taking games – Managing sharing-name cards. Getting to know each other – Circle times – What do we like about each other? – What is a kind thing to say? Encouraging children to play with a wide range of friends.

4 Personal, Social and Emotional Development- Self-Confidence and Self-Awareness Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Finding opportunities to celebrate children’s successes and interests within a familiar group. – WOW Wall – Show and tell Valuing children’s interests – using within the curriculum Encouraging children to tell adults when they need help or have any concerns. Self awareness- what do I like that other children might not like?

5 Personal, Social and Emotional Development- Managing Feelings and Behaviour Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride. Sharing – Applying what they know in their independent learning Reward system – Beans in the jar – Weekly treat – Stickers – Negative behaviour- missing minute of busy learning Visual timetable – Children are aware of expectations during different periods of the day Tidy up time!

6 Communication and Language- Listening and Attention Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Short, sharp 10 minute inputs – Active, involving participation Showing concentration in various contexts – Adult-led activities – Adult-initiated – Child-led – Child-initiated Phase 1- continuing from nursery/preschool provision – Sound discrimination – Body percussion – Rhythm and rhyme – Alliteration – Voice sounds – Oral blending and segmenting Listening skills, putting hand up.

7 Communication and Language- Understanding Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. Developing understanding – Following instructions, becoming more complex Leap into life Encouraging children to be inquisitive – Questions during show and tell – Reading understanding story comprehension skills Reading Menu

8 Communication and Language- Speaking Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. Speaking and listening activities – Show and tell – Drama – Daily speaking and listening session as year progresses Storytelling Phonics Sticking to main theme or intention throughout speech- using full sentences. Role play- developing vocabulary – Greengrocers – Three Bears Cottage – Three Little Pigs Building Site SPAG- modelling correct grammar

9 Physical Development- Moving and Handling Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Leap into Life – Functional movement Fundamental movement skills – Aesthetic movement Incorporating body awareness and response to stimuli – Manipulative skills Working with equipment and small apparatus Coordinating movements – Movement concepts Decision making- how, where and why to move Directional awareness Finger gym – Play dough – Pegs and boards – Tweezers – Writing on easels – Writing lying down – Modelling correct pencil grip Independent access to Creative Area, cutting, sticking See fine motor skills/scissor cutting leaflets

10 Physical Development- Health and Self-Care Children know the importance for good health or physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. Discussing importance of exercise – Opportunities in Leap into Life, heart beat, out of breath- body awareness Snack time – Fruit- why do we only have fruit? Healthy eating workshops as year progresses Changing for PE independently Cookery – Healthy/unhealthy – Three Bears Porridge!

11 Literacy- Reading Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Love of reading- Book corner Encouraging wide range of texts Magazines Fiction/non-fiction Comprehension- reading menu Pictoral clues Front cover, back cover, title, author, illustrator, blurb, etc. Reading at home- liaison books


13 Phonics Phase 1 in nursery/preschool & Autumn Term Phase 2- introducing sounds – Shortest simplest letter sounds – Beginning to blend/segment sounds together- CVC words – HFW words/tricky words by sight- key rings on book bags. – Capital letters – Sounds are not taught alphabetically, s, a, t, p, i, n, m, d, g, o, c, k, ck Phase 3 – More sounds, HFW and tricky words – Beginning to blend/segment longer, multisyllabic words Phase 4 – More HFW and tricky words – Blending/segmenting adjacent consonants Home – Reading books- sent home shortly. Reading Menu – Phonics Books- letter formation practise. Reference of covered sounds. – HFW/Tricky word cards on book bags- learnt by sight

14 Phonics Vocabulary Phoneme – The smallest unit of sound (44 of these) Grapheme – A way of writing down phoneme Digraph (2 letters 1 sound) – A grapheme containing 2 letters that make 1 sound Consonant digraph- sh Vowel digraph- ai Blending – Looking at a written word, working out which phoneme each grapheme represents Segmenting – Hearing a word, splitting it into phonemes and recording graphemes High Frequency Word – Common word, to be learnt by sight- mum, dad, in, at – Tricky word, non-decodable- no, go, to, the

15 Literacy- Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Mark making – Various opportunities throughout classroom Role play Writing for a purpose Formation – Finger gym activities- fine motor skills/manual dexterity – Independent access to these activities daily Exciting contexts, letters, posters, etc. Practise holding sentence in head before writing. – Composition/transcription

16 Mathematics- Number Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single- digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Reciting number ALWAYS from zero. Reciting from given number- understanding of number. Counting objects from a larger group. Daily counting routines 100 day party. Counting how many children Number stories- Hungry Caterpillar. Recognising and writing numerals Numbers in the environment

17 Mathematics- Shape, Space and Measures Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. EVERYDAY LANGUAGE Weight- greengrocers role play- heavier/lighter Size- bigger/smaller, taller/shorter, wider/thinner (3 Bears Cottage) Capacity- full/half full/empty- Baking! Time- day structure, week, month, year, etc (The Rabbit Problem) Money- greengrocers role play Shape 2D- circle, square, rectangle, triangle 3D- sphere, cube, cone

18 Understanding the World- People and Communities Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. Festivals Talking about home life Similarities and differences Take home bear for weekend- sign up sheet Show and tell

19 Understanding the World- The World Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Discussing world around us Comparative language This leaf is crunchier because it’s been on the ground longer! Outdoor learning Forest schools Beanstalks Perfume making

20 Understanding the World- Technology Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Age appropriate software Phonics games – Interactive whiteboard Ebooks

21 Expressive Arts and Design- Exploring and Using Media and Materials Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Creative Area- DONATIONS WELCOME Independent access to Creative Area Fine motor skills Encouraging imagination Music/dance Wednesday afternoon- music Leap into Life- music/dance

22 Expressive Arts and Design- Being Imaginative Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. Role play- vocabulary Greengrocers 3 Bears Cottage 3 Little Pigs Building Site

23 Assessment Observations – Teacher – TA – PARENT VOICE WOW slips Any INDEPENDENT work/photos from home Weekly focus children – Letter sent home Evidence collected in Learning Journeys

24 School day MondayTuesdayWednesdayThursdayFriday 8.50-9.00 R E G I S T R A T I O N / V I S U A L T I M E T A B L E 9.00-9.30 Helper board Assembly Phonics Circle time 9.30-10.00 Leap Into Life Phonics Leap Into Life HW- HFW key rings, phonics books. Storytelling/Weekend Writing Storytelling/ Maths ICT Suite 10.00-10.15Leap Into Life 10.15-10.30 G R E E N G R O C E R S 10.30-10.50 B R E A K 10.50-12.00 Storytelling/Weekend Writing Cookery/ Quiet Space Storytelling/ Maths ICT SuiteReading/Assessments 12.00-1.00 L U N C H 1.00-2.00UTW/Art HW- Reading/ Assessments PPA Maths HW- Reading/ Assessments KS1 Assembly Reception/Y1 Golden time 2.00-3.10 Reception- Forest Schools Year 1- Library/PE Year 1- Forest Schools French Speaking

25 Website Information, photos

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