1. EYFS PARENT WORKSHOP
9TH DECEMBER 2016

2. AGENDA EARLY YEARS FOUNDATION STAGE ASSESSMENT MATHEMATICS LITERACY
PERSONAL, SOCIAL AND EMOTIONAL

3. WHAT IS THE EYFS? Birth through to Christmas Year 1
PRIME AREAS- communication and language (listening and attention, understanding and speaking), physical (moving and handling, health and self care, , personal social and emotional (self confidence and self awareness, managing feelings and behaviour, making relationship)
SPECIFIC AREAS- literacy (reading and writing), mathematics (numbers, shape space and measures), understanding of the world (people and communities, the world, technology), expressive arts and design (exploring and using media and materials, being imaginative)
CHARACTERISTICSOF EFFECTIVE LERNING- playing and exploring, active learning, creating and thinking critically

4. ASSESSMENT BASELINE OBSERVATIONS
PLANNING CYCLE- observation (describe), assessment (decide), planning (what next)
ENDOF YEAR
EARLY LEANRING GOALS
CHARACTERISTCS OF LEARNING

5. MATHEMATICS WHAT THEY NEED TO KNOW HOW WE TEACH THIS
WHAT YOU CAN DO TO HELP

6. 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. 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.

7. LITERACY
WHAT THEY NEED TO KNOW
HOW WE TEACH THIS
HOW YOU CAN HELP

8. 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. 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.

9. What can I do at home to help?
Read, read, read!
Read to your child as often as you can
Read in a comfortable and quiet place
Have a bedtime routine that involves a story
Model the habits of a good reader
Before reading, talk about what the book is about
Talk about reading and why you like reading
Share a book together –Hear them read as often as you can
Read and recognise tricky words within the story
Create a good reading environment

10. What can I do at home to help?
Give them time to decode the word
Ensure children have access to a range of reading materials: books, poems, magazines and leaflets
Take up everyday opportunities when you are out and about
Visit the library and give books as presents
Capture their interests – if they want to read a comic, let them!

11. Pause, Prompt and Praise
Pause to help them work out the new words
Prompt by using some of the techniques mentioned
Praise them for trying whether they are right or wrong
It is important to use as many clues as possible to help your child when they encounter difficulty.

12. My child is a great reader! Can I still help them?
Yes! As children develop their reading skills they may want to read in their heads. When they do become fluent readers, you should not insist on too much reading aloud but there are still many things that you can do. Use the questioning to develop their comprehension to challenge them further!

13. No matter what I do, my child doesn’t want to read!
Read to your child as much as possible
Don’t make an issue out of it
Paired reading
Make it fun!
Organise a treasure hunt around the house on a rainy day. Give your child a list of things that they can find in the house and see how quickly they can collect all the items.

14. PERSONAL, SOCIAL AND EMOTIONAL
WHAT THEY NEED TO KNOW
HOW WE TEACH THIS
HOW YOU CAN HELP

15. Personal, social and emotional
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. 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. 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.

16. SECRET LIFE OF 4 YEAR OLDS CLIP

17. ANY QUESTIONS?