1. EYFS Parents Curriculum Meeting 26 th September 2014

2. EYFS Curriculum.  Split into 7 areas.  Three Prime Areas  Personal, Social, Emotional Development  Physical Development  Communication and Language  Four Specific Areas  Literacy  Mathematics  Expressive Arts and Design  Understanding the World

10. Characteristics of Effective Learning.  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

14. Topics  Planned following the children’s interests  Areas will be enhanced.  Planning through Story  Parents will be informed of the topics  Range of Activities, enhancing the classroom and Adult Led Tasks.

15. 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.

16. What we do in School Daily activities to support the development of number skill - Labels and signs around the classroom and school - Practical activities e.g. puppets. (Ten in a Bed), pegs and boards, threading beads. - Cookery - weighing, estimating, shape, quantity, language. - Outdoor Learning area to support learning objectives and extend their Child Initiated Play - Board games, puzzles, Lotto. - Shape and sorting activities Digit Dance- Number Formation

17. What can you do at Home?  What can you do to help?  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.

18. Literacy  Split into Reading and Writing  Phonics is a Major Part of this.

19. Read, Write Inc Phonics  We follow the ‘Read, Write, Inc’ phonics scheme of work.  Children are taught in small groups on a daily basis, they are taught a new sound everyday.  Children are grouped according to their existing phonic knowledge  They are reassessed every 6 weeks  They all follow a systematic approach  Reception children for up to 30 minutes

20. Structure of The Lesson Start with the introduction of a sound Hear and say sound Read and say sound Recap previously learned speed sounds Write new sound Word time – blending and segmenting using Fred Talk Fred Fingers for spelling

21. Green Words  Words that we can sound out  Have sound buttons underneath to help  S-a-t, p-i-n.  Sent home on Word Sheets, help child to read them

22. Red Words  Words that we cant sound out  Tricky words  Will be sent home on Word Sheets  Help child to read them

23. What can you do to help?  Practice the Sound at Home  Help your child do the letter formation practice  Practice Blending and segmenting for example can you s-i-t down.

24. What we do in School  Daily activities to support the development of reading skills  - Book areas in classrooms allowing children to explore and enjoy investigating books.  - Modelling reading, encouraging children to engage with the book, (recognising letters / sounds or words, questioning, big books).  -Labels and signs around the classroom and school  - Use of computers and listening stations

25. Reading Books  Will be sent home every week  Child will be allocated a Day  Books start with no words and then have some words in  Oxford Reading Tree- tricky words  Read Write Inc- Phonetically decodable words. Story books and non fiction are the next step and these will develop the children’s sight vocabulary and their understanding of the text. These books will help the children’s confidence to really grow.  Write in Reading Record to let us know how child is finding the story.

26. What you can do to help  Provide your child with a regular quality reading time and make it important for both of you.  Visit the library or bookshop regularly to give them a variety of books to look at/ be read to them.  Sing or say nursery rhymes regularly.  Allow your child to learn to read at their own speed. -Especially with younger children, think how they learned to crawl, walk and talk at different speeds to peers, reading is the same.  Don’t worry if it takes them time to learn to read!  We will start sending home reading books once a week. It is important that you sign your child's book.

27. 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, e.g. Rhyming books.  Emergent writing is the first form of writing. Research has shown that children will hear the first consonant in a word, then the last consonant, and finally the middle sound.

28. Writing- What we Do in School  Read Write Inc sessions introduce a new sound everyday each sound is linked to a phrase that helps them to remember how to form each sound.  Emergent writing in independent work – role play, writing corners, drawing, tracing…  White boards for both focused and child initiated activities, allowing they to explore trying letter without fear of getting it wrong.  Big movements – Water painting, chalking, painting etc. to develop their muscles ready for writing.  Opportunities to try writing for different purposes e.g. little books, labelling, writing about own activities, cards.  Squiggle While you Wriggle and Dough Disco

29. Writing- What you can do to help  Use your RWI speed sound cards, to help children know correct formation of lower case letters. If children are forming letters incorrectly praise their attempts, and show them the correct way.  Give children opportunities to explore with mark making and writing, e.g. writing shopping lists, making books, postcards to grandparents, diaries, scrapbooks etc. Please feel free to bring them into show!  Find things they are interested in to inspire them to want to act out characters and stories and then write about them e.g. super heroes, princesses, fairytales.

30. Learning Journals  A record of your childs learning development throughout the year.  Photographs and Observations form the important part of Assessment  Track development over the year.

31. WOW Slips  Parents contribution to Learning Journals  Very important that these get filled in and sent to school  Anything amazing that your child has done at home

32. EYFS Assessment  Children are assessed formally at the End of The Year Against the 17 Early Learning Goals.  Emerging, Expected, Exceeding.  Throughout the Year children are judged against Development Matters and the Early Years Outcomes document.  Children assessed as Emerging Developing, Secure against the Age Band

33. Target Sheets  Will be sent out every Half Term.  Will give your child targets to work towards, picked up from Adult Led Activities and Observations.  Child Friendly Language

34. Any Questions?