Welcome to our Curriculum Meeting October 2015

Aims for Tonight Share with you how we work with your children to support their achievements and become independent learners. Help you to feel comfortable about supporting your child whilst they are learning to read. Share with you some ideas about how to support your child as they start to use phonics. Give you an opportunity to discuss how to support your child’s learning from home.

A typical day  8.50 Welcome children/self registration. Clever hands activities  9.20 Teacher directed input & small group activity.  9.50 Plan, do, review.  Snack time.  Wake up and shake up.  Phonics.  Story time/rhyme time/getting ready for lunch  Lunch  1pm maths workshop  1.30 Child initiated Learning  2.45 Story  3pm Home

How my child will be learning Baseline Early Years Framework Planning Teacher Directed tasks modelling skills and designed to meet the needs of the Framework Scaffolding Child Initiated learning opportunities matching activities to your child’s unique needs. The curriculum is designed to be really flexible so that the whole team can follow individual needs and interests.

7 key areas of Learning Communication and language Physical development Personal, social and emotional development Literacy Mathematics Understanding the world Expressive arts and design All are extremely important and inter-linked. Broad and balanced = Best

Teaching Reading in School New sound taught daily (pure sounds) picture prompts e.g. “Maisie mountain, mountain” Say the sound and find in words Practice sounds already taught Write the sound Blending e.g. p-a-n (orally -Fred talk) Assisted blending Blending and segmenting

To start to read… Say the sound that is represented by each letter/or group. Blend sounds to be able to read it e.g. mmmm-u-n-ch = munch! Pronunciation is key! ‘mmmmm’ ‘muh’

English sounds do not match letters! ‘a’ has several different sounds Ant (a) Apron (ay) Father (ar) CONFUSED!!

Teaching reading comprehension Reading comprehension is the act of understanding what you are reading – critical in developing A LOVE OF READING!. It is as intentional, active, interactive process that occurs before, during, and after we read. This needs modelling, so talk, talk and talk!

There are 2 strands to comprehension Vocabulary knowledge – understanding unfamiliar words. Text comprehension – putting everything together to develop an overall understanding of what is trying to be said.

Love it / know it = Talk it through first Model = Point to the words Identify sounds = Using initial sounds Context = Use the picture clues Decode = Let your child segment and blend for themselves

Use imagination! Imagination – love it, enjoy it, use it and capture it. Re-read! Memory plays a large part in learning to read. Rhyme, rhythm and repetition! Clues to help reading success!

More than just words Characters Setting Blurb First then

c a t

huff

chain

Teaching Writing in School Please add cursive example Good evening! Writedance Making mark-making fun and successful Using music and movement Using language to support

Make writing fun – lots of different pens and crayons (letter to Father Christmas!) Invest in lining paper and taking paper to the play. Draw tracks to write in. Model writing yourself!

Teaching Mathematics The Early Learning Goal for Number: “Children count reliably with numbers from 1 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.”

Children count reliably with numbers from 1 to 20. More than just rote counting! Accurate counting 1-1 correspondence. Know one more or one less than a given number. Children use ‘manipulatives’ to handle amounts and gain an understanding of ‘few’ and ‘lots’! Add and subtract two single-digit numbers Children learn to count on or back to find the answer. Introduce children to the vocabulary and symbols.

Teaching Mathematics Early Learning Goal for Shape, Space and Measure: “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.”

We talk about size, weight, capacity, position, distance, time and money to compare quantities and objects to solve problems. We use cooking and science as opportunities to teach vocabulary. The children discuss what is happening as they play. We help the children to ‘think out loud’ when problem solving.

Encourage your child to count the things they see. Play games that involve counting. Read environmental numbers when out and about. Encourage children to record what they have done – drawing/tallying/numerals. Count when going up/down the stairs – 1:1 correspondence. Model maths for a purpose. Help children understand maths vocabulary.

Using creativity to lead learning (recognise, create and describe) We allow children the space to be creative. We use talk to assess skills, knowledge and understanding. We scaffold with the vocabulary to help development of explanation.

Linking learning to deepen understanding Asking questions Modelling Noticing detail Applying information to new situations Praise, praise, praise!!