Summer Term Curriculum Overview

Reception Summer Curriculum Overview 2020

This term will be a very different kind of Summer term but we hope that you enjoy all of our online learning through Tapestry.

We will link our learning to a range of high-quality texts and authors which are chosen from Pie Corbett’s reading spine and the CLPE core books list. These are recognised providers of essential and classic texts to support literacy and language development, whilst capturing children’s imaginations.

Throughout this term, we will be covering the Early Learning Goals from the Early Years Foundation Stage Profile. These are curriculum goals that children are expected to achieve by the end of the academic year. When posting an activity on Tapestry, we will clearly refer to the Early Learning Goal (ELG) that it applies to. The goals will be covered through daily phonics activities. We will begin with Phase 3 and then move onto Phase 4. We will strike a balance between both Literacy and Maths activities. Some activities will be strongly linked to another area of the curriculum such as Understanding the World (UW) or Expressive Arts and Design but will also have a literacy or Maths focus.

Personal, Social, Emotional Development (PSED)

Children are confident to try new activities set online, and say why they like some activities more than others. They will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Communication and Language (CL)

Children listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Children follow instructions involving several steps. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. Children express themselves effectively.

They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical Development (PD)

Children show good control and move confidently in a range of ways, safely negotiating space. They handle scissors and other tools effectively, including pencils for writing. Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Literacy (L)

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some tricky words (words that cannot be sounded out) such as the, to, go and she. They show their understanding when talking with others about what they have read.  when writing, children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some tricky words (word that cannot be sounded out). They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. E.g. Beanstalk – Beenstork.

Mathematics (M)

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 (E.G. 6-4=) and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Children use 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.

Understanding the World (UW)

Children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive Arts and Design (EAD)

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

If your child is confident with the skills in these goals then please see the link below which outlines the ‘Exceeding’ statements from the Early Years Foundation Stage Profile 2020 handbook.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/858652/EYFSP_Handbook_2020v5.pdf

Thank you for your continued support, Miss Miller and Ms Connolly

 

Covid – 19

Friday 3rd April 2020 – Religious Education Home Learning

As Holy Week commences with Palm Sunday (5th April), the following documents will give you some suggestions on things you could try at home to remember Jesus and this special time in the Catholic church. In each document, you will see ideas for both younger and older children, however please feel free to pick and choose from whichever you wish.

Easter Activities

R.E Home Learning – Easter in Matthew’s Gospel

Please click the link below for a suggested Daily Timetable while the school is closed.

Home Learning Daily Timetable

Reception Home Learning

• EYFS-Home-Learning-Pack
• EYFS-Mathematics-Shape-Space-and-Measure-Ordering-by-Length-or-Height
• EYFS-Mathematics-Shape-Space-Measure-Positional-Language
• EYFS-Provision-Enhancement-All-About-the-Numbers-1-to-5

Spring Term Curriculum Overview

Reception Spring Curriculum Overview 2020

Dear Parents and Carers,

Welcome back to all our parents and children after the Christmas break. We trust you are well rested and ready for an exciting term ahead! We have lots of exciting activities planned for this term. Our Curriculum Overview will keep you updated on what your child will be learning.  Our topic for the Spring term will be linked to the children’s interests which could differ between classes.

Communication and Language:  The children are encouraged to discuss their news and stories and share opinions in front of the class to develop their speaking and listening skills. We will continue with show and tell sessions developing children’s confidence speaking in front of a group.

Literacy: Children will develop their reading and writing skills in guided group work. Having completed phase 2 of Letters and Sounds, children will move onto phase 3 sounds. High frequency words and a word bank will be sent home and children will be encouraged to use these in their writing and reading. Please remember to read with your child daily as this is vital to their reading development.

Mathematics: The children will have opportunities to become confident in understanding, using, reading and writing numbers to twenty and beyond. They will also be introduced to 3D shapes and measures including capacity and weight. Children will also continue to investigate addition, subtraction and begin counting in 2s.

Understanding the World:  We will continue to look closely at similarities, differences, patterns and change in the environment. Children will use a range of technology to support learning across the curriculum.

Expressive Arts and Design: We will focus on the development of the child’s imagination, creativity and their ability to explore, express and share ideas through music, singing, drawing, painting, dancing and imaginative play. Children will design and make different types of models using a range of media and tools.

Physical Development: The children will undertake floor and apparatus work to develop their sense of space and balance. They will also be provided with a range of activities to develop their fine motor skills which are essential for writing. Children will continue to have daily access to our fantastic outdoor area to further develop both their gross and fine motor skills.

Personal, Social & Emotional Development: Children will take part in regular circle times where we discuss topics related to our Religious Education and school expectations. The free flow into our wonderful indoor and outdoor spaces will encourage PSED skills as children are expected to be independent in their transitions changing into wellies and muddy buddies and turn taking skills are essential for cooperative learning and play in our setting.

Please remember that this is a brief overview of the plans for the term and if you have any questions, please do not hesitate to contact us.

Many thanks,

Ms Connolly and Miss Miller