1. Early Years Curriculum at Tiverton
September 2014

2. Things we will talk about…
The Early Years Foundation Stage Curriculum
Teaching methods in Early years
Maths
Literacy
How parents can get involved
10 minutes!

3. The whole child in Early Years Foundation Stage Curriculum

4. The Effective Characteristics of Learning
How children learn.
Creating and
Playing and Exploring
Active Learning
Thinking Critically
Engagement
Finding out and exploring
Join in with open ended activities
Take part in make believe and pretend
Engage in role play
Being willing to have ago
Motivation
Being involved and concentrating
Keep trying when challenges occur.
Enjoying achieving what they set to do
Having own ideas
Find ways to solve problems
Choosing ways to do things
Making links

5. Playing and exploring - engagement
Pretending to be medical practitioners
Experimenting with milk, food colouring and washing up liquid.
Exploring artefacts linked to animals
Exploring different sounds of instruments and having a go.
Newly hatched ducklings

6. Active learning - motivation
Reading to other children on ‘TV’
Drawing stories together
Having fun learning about 3D shapes
Making words
Learning about money
Reading to each other

7. Creating and thinking critically - thinking
Reading clues: treasure hunt
How to measure the lengths?
Interviewing people in the local café.
Actively learning about 2 D shapes
Shape fashion show
Making the scale balance

8. When all the elements of effective learning happen, children progress well in all areas of their learning and development.
These children laugh at the programme they are watching on their TV in their living room.
They are engaged and have confidence to have a go at different activities
They have motivation to learn and explore; they keep trying until they achieve what they set out to do.
Engaged and motivated children develop many ideas, make links between different areas of learning. They have confidence to experiment and find their own way of solving a problem.

9. How we do it at Tiverton Play Writing world Role play Maths area ICT
Creative area
Construction Site
Outside play
Independent access to all resources in workshop areas. Children are encouraged to play, explore, learn actively and think critically whilst accessing the curriculum through their play and learning activities.
Opportunities and resources put in place based on children’s emerging interests to enhance learning.

10. Children’s independent play
Resources available for children to choose!
A wide range of resources across the classroom to stimulate interest.
Children naturally explore when they are playing. The adults role is to observe to see what children are doing independently then intervene with questioning, modelling and support to extend learning forward.

11. Through careful observation we put things in place to develop children’s learning in the context of their interests.

12. Adult Directed activities
Adult’s support and questioning teaches and extends learning.
Adult Directed activities
Are fun!
Incorporate children’s interests
Based on child’s individual needs
Small group /1 :1. Differentiated weekly/daily objectives. Assessment notes. Through all of these strategies, teachers assess children according to the EYFS curriculum assessment criteria. Across 64 assessment scales children are deemed as achieving at an Emergent – expected – exceeding level at the end of Reception.

13. Progress in writing Pretend writing
Children observe what adults do and experiment in their play
Children begin to use letter shapes. At first letters do not have correlation to the sounds in words that children write.
At the end of Reception class children are expected to write sentences with some words spelled correctly and others phonetically correct.
When children begin to hear sounds in words they begin to represent them in their writing.

14. “Its fun writing words on the walls”
Writing at school
Independent writing for a range of purposes
Encouraging emergent writing and mark making!
Shared writing
Adult directed Writing tasks
Encouraging phonetic sounding out of words
Letter formation
High frequency words
Support at home
“Its fun writing words on the walls”

15. Children progress best if they are read stories at home regularly.
Progress in reading
Children progress best if they are read stories at home regularly.
Children use story books to retell stories they know, they use pictures to make a story of their own.
Children begin to decode simple regular words (c-a-t) and they also beginning to use their knowledge of High Frequency words that they learn in Reception Class. It is important to encourage your child to find / decode words in stories you read together.
At the end of Reception Class children are expected to read simple sentences and understand what they are reading. It is important to talk to the child about the story they read to see if they understood what they read.

16. Progress in maths - numbers
Children recite numbers in order to 10. They learn to do this through songs and games.
Children compare groups of objects.
Children count out up to 10 objects from a larger group.
Children add 2 groups of objects.
Children work with numbers to 20. They record their problem solving and explain what they are doing.

17. Shape, Space and Measure
Children learn about flat and solid shapes.
They use everyday language relating to money and time.
They learn about pattern and sequence.
They explore lengths, height, weight and capacity.

18. Parental / Carers Involvement
You are your child’s first teacher
We have an open door policy. You are always welcome to come and help with different activities.

19. Parental / Carers Involvement
Special books - Please take your child’s Special Book home once a week.
You can add something for your child’s show & tell on his or her Focused Day. Share with us your family customs and traditions.
Please share with us information about your child’s development and special days and events.

20. Parental / carers involvement
We are planning to have Curriculum Open Workshops when parents observe teachers in different curriculum areas and then discuss what they observe with the teachers.
We would like to have support from you to assess your child’s learning and development. Please tell us what your child does at home. We can learn from each other.
Please help us on trips. We can’t go without your support.