Reception Curriculum Evening by Schudio

CURRICULUM PRESENTATION

EARLY YEARS FOUNDATION STAGE

Communication and Language

• Listening,Attention and Understanding

• Speaking

Personal, Social and Emotional Development

• Self-Regulation

• Managing Self

• Building Relationships

Physical Development

• Gross Motor Skills

• Fine Motor Skills

Literacy

• Comprehension

• Word Reading

• Writing Mathematics

• Number

• Numerical Patterns

Understanding the World

• Past and Present

• People Culture and Communities

• The Natural World

Expressive Arts and Design

• Creating with Materials

• Being Imaginative and Expressive

A TYPICAL DAY IN RECEPTION …

DEAR time and Register

After the children have put their belongings away on a morning they start DEAR time (Drop Everything and Read).The children choose a book to read and explore for pleasure. This could be on their own, with a friend, small group or with an adult. During this time we take the register and the children choose their lunch options for the day.

A TYPICAL DAY IN RECEPTION …

English

The children are currently taking part in daily ‘Drawing Club sessions.The session is based upon a weekly book.We begin the session by focussing on the book and look at some of the vocabulary they may encounter. We then draw a picture and write a special code.

Maths

Daily maths sessions consist of a whole class directed teaching input after which the children are involved in directed activities aimed to consolidate their learning. Teachers work with all the children during this time, typically in small groups.

Phonics

The children also take part in a phonics session focussing on letter sounds, blending (to read) and segmenting (to spell)

A TYPICAL DAY IN RECEPTION …

Lunch Time

• The children have either a school dinner or packed lunch in the main hall.

• The children sit on tables withYear 6 who model and support the children

• Staff are also in the hall and support the children

• After this the children spend the rest of their lunchtime in the Reception outdoor area with our lunchtime supervisors who liaise closely with the Reception staff.

A TYPICAL DAY IN RECEPTION …

Weather Massage

• After lunchtime, the children take part in Weather Massage which promotes positive touch and teaches the children, from an early age, that they are allowed to say ‘no’ and how to respond to it positively.

A TYPICAL DAY IN RECEPTION …

Challenge Time

Challenge Time provides the children with the opportunity to choose their own learning activities; within a carefully planned range.The children are able to build upon the skills which have been taught during the directed teaching sessions.

During this session adults are involved in supporting the children and helping to move their learning on as well as carrying out observational assessments which in turn inform future practice.

A TYPICAL DAY IN RECEPTION …

During the week the children access a broad range of activities within the curriculum offer including Phonics, Music, PE and Circle Time.

Phonics

LITTLE WANDLE LETTERS AND SOUNDS REVISED

Our school has chosen Little Wandle Letters and Sounds Revised as our Systematic Synthetic Phonics (SSP) programme to teach early reading and spelling.

PHONICS IS:

making connections between the sounds of our spoken words and the letters that are used to write them down.

TERMINOLOGY

Phoneme Grapheme

Blend

Segment

Digraph

Trigraph

THIS TERM WE ARE TEACHING PHASE 2

• These are the first group of letters and sounds your child will learn.

• We start teaching from week 2 of Reception.

• The lessons are fun, interactive, engaging and have been designed to gradually build over time.

WE TEACH PHASE 2 IN THIS ORDER

LET’S SAY THE PHASE 2 SOUNDS

BLENDING TO READ WORDS

TRICKY WORDS

• These words have unusual spellings e.g. he, the, was.

• They are taught in a systematic way.

• Children are now learning to read the Phase 2 tricky words: is, I, the, put, pull, full, as, and, has, his, her, go, no, to, into, she, push, he, of, we, me, be.

READING TRICKY WORDS

OUR PROGRESSION

HOW WE MAKE LEARNING STICK

Reading and spelling

SPELLING

• Your child will be taught how to spell simple words, using the graphemes they have been taught.

• They will practise the correct formation of letters.They will also have handwriting lessons.

HOW DO WE TEACH SPELLING?

• Say the word.

• Segment the sounds.

• Count the sounds.

• Write them down.

HOW DO WE PRACTISE READING IN BOOKS?

Reading practice sessions are:

• timetabled three times a week to develop fluency. We focus on decoding (sounding out), prosody (reading with expression) and comprehension.

• taught by a trained member of staff

• taught in small groups

HOW DO WE FIND THE RIGHT BOOK FOR YOUR CHILD?

Reading at home

BOOKS GOING HOME

LISTENING TO YOUR CHILD READ THEIR PHONICS BOOK

• Your child should be able to read their book without your help.

• They might sound out words and blend them before they read them fluently.

• If they can’t read a word, read it to them.

• Talk about the book and celebrate their success.

READING A WORDLESS BOOKS

Wordless books are invaluable as they teach reading behaviours and early reading skills to children who are not blending – yet!

• Talk about the pictures.

• Point to the images in the circles and find them on the page.

• Encourage your child to make links from the book to their experiences.

READ TO YOUR CHILD

The shared book is forYOU to read:

• Make the story sound as exciting as you can by changing your voice.

• Talk with your child as much as you can:

o Introduce new and exciting language.

o Encourage your child to use new vocabulary.

o Make up sentences together.

o Find different words to use.

o Describe things you see.

SUPPORTING YOUR CHILD WITH PHONICS

THE MOST IMPORTANT THING YOU CAN DO IS READ WITH YOUR CHILD

Reading a book and chatting had a positive impact a year later on children’s ability to…

• understand words and sentences

• use a wide range of vocabulary

• develop listening comprehension skills.

The amount of books children were exposed to by age 6 was a positive predictor of their reading ability two years later.

Parental involvement in the development of children’s reading skills: A five-year longitudinal study (2002) Senechal, M. and Lefvre, J

One of the greatest gifts adults can give is to read to children

Carl

Sagan

MATHS

We provide a mathematically rich curriculum that embeds mathematical thinking and talk. We teach one focussed Maths session per day followed by small group adult led activities. Maths is also a focus within our continuous provision providing the children with the opportunity to develop and extend their learning.

Within our Maths curriculum we develop the children’s understanding of number, shape, measure and spatial thinking. Key mathematical concepts are revisited and developed throughout the year.

MATHS

We use stories, songs and rhymes to support and develop the children’s understanding.

NUMBER

The focus is on building up the numbers slowly, so children gain a deep understanding of them and how they are composed. However, this does not mean children should not be counting and discussing larger numbers.

NUMBER

We want to develop the children’s sense of number so that they understand the number rather than just recognise the numeral.

We use many different objects and pictures to show that numbers can be represented in lots of different ways.

NUMBER

We focus on the 5 counting principles:

1.The one-to-one principle.

2.The stable-order principle.

3.The cardinal principle.

4.The abstraction principle.

5.The order-irrelevance principle.

NUMBER

1. The one-to-one principle

This involves children assigning one number name to each object that is being counted. Children need to ensure that they count each object only once, ensuring they have counted every object.

NUMBER

2.The stable-order principle.

Children understand that, when counting, the numbers have to be said in a certain order.

3.The cardinal principal Children understand that the number name assigned to the final object in a group is the total number of objects in that group.When asked how many the children should be able to recall the final number rather than having to count the group again.

NUMBER

4.The abstraction principle.

This involves children understanding that anything can be counted, including things that cannot be touched, such as sounds and movements e.g. jumps.

We encourage abstraction on a daily basis by counting claps or clicks.

We also count imaginary objects in our heads to encourage counting on. This involves the children visualising objects.

NUMBER

5.The order-irrelevance principle.

This involves children understanding that the order in which we count a group of objects is irrelevant.There will still be the same number.

We encourage the children to count objects, left to right, right to left, top to bottom and bottom to top.

NUMBER

Subitising

Subitising refers to instantly recognising the number of objects or items in a group without needing to count them.

This also supports the children to develop an understanding of what each number looks like, and what it is made up of.

NUMICON

Numicon is a great resource –

• We use Numicon to match corresponding numerals to the correct plates

• Finding the matching pair

• Counting accurately

• Ordering plates from smallest to biggest and biggest to smallest

• Finding one more and one less

• Making number bonds of different numbers to 10

MATHS

Reasoning

Reasoning in Maths helps children to be able to explain their thinking, therefore making it easier for them to understand what is happening in the Maths they are doing. It helps them to think about how to solve a problem, explain how they solved it and to think about what they could do differently.

For example ...

• Spotting incorrect maths 1, 2, 3, 5, 4, 6, 7, 8, 9, 10

• Explaining how we know something or how we worked it out