1. The Early Years Foundation Stage

2. Aims of session Find out more about the Foundation Stage Curriculum.
Find out more about the Early Years Foundation Stage Profile.
Find out how you can help at home. 2

3. What is the Early Years Foundation Stage ( E.Y.F.S)?
The E.Y.F.S. is the stage of education for children from birth to the end of the Reception year.
It is based on the recognition that children learn best through play and active learning.

4. The importance of play
Play engages children’s bodies, minds and emotions. In playing children can learn to interact with others and be part of a community, to experience and manage feelings, and to be in control and confident about themselves and their abilities. Play can help children to develop these positive dispositions for learning:
• finding an interest
• being willing to explore, experiment and try things out
• knowing how and where to seek help
• being inventive – creating problems, and finding solutions
• being flexible – testing and refining solutions
• being engaged and involved – concentrating, sustaining interest, persevering with a task,
even when it is challenging
• making choices and decisions
• making plans and knowing how to carry them out
• playing and working collaboratively with peers and adults
• managing self, managing others
• developing ‘can-do’ orientations to learning
• being resilient – finding alternative strategies if things don’t always go as planned
• understanding the perspectives and emotions of other people.

5. Areas of learning… The New Foundation Stage Curriculum for 2012
PRIME AREAS
Personal, Social and Emotional Development
Communication and Language
Physical Development
These are crucial for developing children's curiosity and enthusiasm for learning.
Then there are 4 SPECIFIC AREAS
4. Literacy;
5. Mathematics;
6. Understanding the world;
7. Expressive arts and design

6. How? Child initiated Independent adult initiated learning
Individually and in groups
Guided group work
Whole class activities

7. Characterisitcs of learning
Playing and exploring – engagement
Finding out and exploring
Playing with what they know
Being willing to ‘have a go’
Active learning – motivation
Being involved and concentrating
Keeping trying
Enjoying achieving what they set out to do
Creating and thinking critically – thinking
Having their own ideas
Making links
Choosing ways to do things

8. Learning Line Time

9. Engagement The Learning Line Characteristics of Effective Learning
Initiating activities
Trying something new
Having a go
Taking a risk
Acting with other people
Looking for a challenge
Using my senses
Being curious about objects, events and people
Having another go
Engagement
Take a risk
Taking on a role
Trying another way

10. Motivation The Learning Line Characteristics of Effective Learning
Making a plan
Persevering
Having another go
Keeping going
Concentrating
Making decisions
Working carefully
Trying a new way
Feeling proud
Motivation

11. Thinking The Learning Line Characteristics of Effective Learning
Making plans
Finding ways to solve problems
Testing out ideas
Checking how well an activity is going
Making predictions
Thinking of ideas
Finding new ways to do things
Talking about how successful an activity has been
Reviewing my learning
Thinking
Take a risk
Making links
Changing my plans when I need to

12. I Can Problem Solve! Is – not Or- and Some – all If – then
Same – different
Might – maybe
Why-because
Fair – not fair
Before – after
No - later

13. What can you do to help your child’s learning when they begin school?
Sharing books, talking about the pictures
Reading Book, make comments in their reading diary
Read/share books at least 3 times a week
Ongoing-encourage mark making, shopping lists etc.
Encourage children to talk.
Practise counting at any time-climbing the stairs, shopping etc
Play simple board games
Sing number rhymes, nursery rhymes and songs together
Support any homework that comes home, sounds and number work

14. Home Learning
Reading (scheme books, home books, school and public library and other)
‘WOW’ books.
Letters and Sounds weekly.
High frequency words to learn.
Half Term Home learning Challenge.
Name writing (cursive formation)
Letter Join
Class Toy.

15. • Completed final term of the year in which the child reaches age 5
EYFSP
• Completed final term of the year in which the child reaches age 5
• Levels of development assessed against the ELGs
• Exceeding, expected and not yet reached
expected level (emerging)
• Passed to Year 1
• Share with parents and/or carers
Statutory Framework page 11 & 12

16. Communicating with Parents
Parent Consultations once a term.
A full school report once a year.
Marvellous Me!
Targets shared once termly.
WOW books.
Home Link books.
Molly.
Open door policy.

17. Questions ?

18. Stay and Learn!