1. October 2015

2.  Early Years Foundation Stage Curriculum (EYFS)  EYFS Profile  Phonics  Reading  Maths  General Information

4.  Playing and Exploring – engagement  Active Learning – motivation  Creating and Thinking Critically - thinking

5.  A unique child  Positive relationships  Enabling environments  Learning and development

6.  Personal, social and emotional development.  Communication and language.  Physical development.

7.  Mathematics  Literacy  Understanding the World  Expressive Arts and Design

8.  Self registration (choosing lunch)  Exploring and learning  Reading/Big Book  Whole class session  Adult guided activities  Child initiated learning  Phonics

9.  Lunch in the hall  Playtime after lunch  Handwriting and busy fingers  More adult guided activities and child initiated learning  Story time  Home time

10.  Using the Early Learning Goals an assessment of your child’s progress is made throughout the year.  These assessments are based on observations and information gathered.  The assessments results are, in June, reported to yourselves, Year 1 teachers and County.

11.  Share information about what your child can do during parent interviews and through ‘WOW’ stickers.  Comment on what your child can do in your purple message book.  Comment on how children have responded to reading at home.  Encourage independence and a love of learning.

12.  In Reception we teach a daily phonics lesson following the Letters and Sounds scheme where children are taught to say, read and write sounds.  The children are currently learning to hear different sounds, rhyme and alliteration. These form the basic skills needed before learning to read and write.  We focus on teaching the children the name of a letter and to say the sound the letter makes.  We teach children to say the pure sound, without adding ‘uh ’!

13.  There are 6 phases within Letters and Sounds. Phases 1-4 are taught in Reception.  Some words you may hear: ◦ Phoneme ◦ Grapheme ◦ Digraph ◦ Trigraph  We ensure the teaching and learning of each letter and sound is made fun and interactive.

14.  We teach the children to use their sound knowledge to read simple words. (sound blend) m-a-tmat sh-o-pshop  We teach children to use their fingers to help spell words. We touch each finger as we say each sound. c-a-tcat k-i-ngking

15. Along side our phased phonic teaching we teach the children ‘tricky words’ which cannot be easily decoded. For example: the, to, go, all, was, you, are, they These are fed into our phonics planning for the children to learn by sight.

16.  Encourage your child to teach you the sounds they have been taught.  Find the letters to match the sounds when you are reading together.  Find objects in the house that start with certain sounds.

17.  Children read with an adult at least once a week.  Messages and children’s progress can be recorded in the purple message book.  Children will bring home high frequency words for you to practise together at home (these will include some of the tricky words taught in phonics).

18.  Share a variety of books with your child.  Listen to your child ‘read’ regularly.  Join a library.  Read to your child exposing them to more complex language.  Practise reading key words.

19.  We encourage lots of gross and fine motor movements to improve pencil control.  Writing is closely linked to phonics.  We use an interactive handwriting scheme – Penpals.

20.  Encourage your child to have a go using the sounds they have learnt through phonics.  Exercising muscles e.g. monkey bars, climbing frames, wheelbarrow races, pegging, squeezing sponges, bead threading

21.  Fun  Active  Thematic  Purposeful  Successful

22.  Counting  Counting objects reliably  Using mathematical language  Practical addition and subtraction.

23.  2D/3D shape.  Repeating patterns.  Measures- non standard units.  Comparing quantities.  Problem solving.

24.  Use real money  Use time vocabulary  Play board games  Use mathematical language  Continue to spot numbers in the environment.

25.  Foster independence.  Named clothes.  Reward system.  Book bags.  Wellies, rain coats and sunhats.  Long hair tied back.  Named clothes.