Reception Curriculum at St Joan of Arc

The Early Years Foundation Stage Curriculum

Teaching methods in Reception at SJA Maths

Literacy

Things we will talk about…

Prime Areas

Personal Social and Emotional Development

Making relationships

Self confidence and self awareness

Managing feelings and behaviour

Physical Development Moving and handling

Health and Self care

Communication and Language Listening and attention

Understanding

Speaking

EYFS Curriculum

EYFS Curriculum

Specific Areas

Literacy Reading

Writing

Mathematics Numbers

Shape, space and measure

Understanding the World People and communities

The world

Technology

Expressive Arts and Design

Exploring and using media and materials

Being imaginative

For more Information: www.education.gov.uk/schools/teachingandl

earning/curriculum/a0068102/early-years-foundation-stage-eyfs

Characteristics of Effective Learning

Playing and Exploring

Active Learning

Creating and thinking

critically

How we do it at SJA!

Maths

Writing world

Play

ICT

Role play

Creative area

Construction Site

Outside play

Children’s independent play

Resources available

for children

to choose!

Through careful observation we put things in place to develop children’s learning in the

context of their interests.

"The important thing is not to stop questioning. Curiosity has its own

reason for existing." Albert Einstein

Planned whole class carpet sessions

Planned using the EYFS curriculum objectives Story telling

Based on a theme identified in the medium term planning or children’s emerging interests.

Incorporation of a wide range of resources, promoting active learning and the use of ICT.

Encourage co-operation, team work, problem solving and playful activity.

Adult Directed activities

Adult’s support and questioning teaches and

extends learning.

Incorporate children’s interests

Based on child’s

individual needs

Are fun!

Maths in Reception

By the end of the year…

• Count reliably from 1 to 20 (with

1:1 correspondence). • Place numbers in order 1 to 20. • Say which is one more and one

less. • Adding and subtracting using

two single digit numbers. • Count on or back to find an

answer.

Number

• Talk about: weight, size, capacity, position, distance, time and money.

• Compare quantities and objects to solve problems.

• Recognise, create and describe patterns.

• Describe objects and shapes using mathematical language.

Shape, space and measure

Maths in our environment

Concept of counting relies on 1:1 correspondence. Questions such as ‘How do you know that?’ will prompt children to

explain their understanding of concepts and improve problem solving.

Modelling vocabulary Practical situations, in context for all skills. Addition and subtraction development. Recording and representation in forms other than numerals.

Key Strategies

Common issues…and some strategies that we try!

Issue… …Possible solutions?!

Counting…but not in order Exposure to number songs and counting in a range of contexts

Counting…but not each item Slow counting, moving objects or pointing to items.

Numeral formation fun! Number rhymes to teach correct formation (Orientation will come with increased exposure)

Multiples of ten Hundred square pattern in the tens column.

Teens number troubles Over emphasising the teen part of each word when counting.

Less than/subtraction confusion! Practice counting back only once children can confidently count forward!

“If you want your children to be intelligent, read them fairy tales.

If you want them to be more intelligent, read them more fairy

tales.” Albert Einstein

Literacy

By the end of the year…

• Read and

understand simple sentences

• Decode regular words and read them aloud

• Able to read some common words

• Discuss what they have read

Reading

• Use phonics knowledge to write cvc words

• Write irregular common words e.g “the”

• Write simple sentences e.g “A cat is fat.”

• Spelling of some words is correct or phonetically plausible. “Ov = off

Writing

• Respond with relevant comments and questions

• Pay attention • Follow instructions • Answer questions • Express themselves

effectively • Use past, present

and future tenses • Develop their own

narratives.

Communication

Story time Puppet/role play Environmental print Shared reading using big books/internet resources Library time once a week Choosing books every morning 1:1 Reading Guided Reading High Frequency Words

Reading at school

Reading at home

“Parent’s involvement in their child’s reading has been found to be the most important determinant of language and emergent literacy”

(Bus, Van Ijzendoornn & Pellgrini, 1995, in Early Reading Connects, DfCSF,2008).

Developing a reading culture at home and school.

…Nurturing a love of Reading in Reception

Four stories a day! Enjoy the whole experience.

Adults to model reading and talk about stories (bring the stories to life)

Try not to let children worry about getting it right every time. Praise children for sounding out words and recognising words from

their word tubs.

Most importantly… Reading should be fun!

Ways to further support your child:

Try not to dwell too much on phonics when reading – make sure that your child is enjoying the story and not put under pressure!

Sounds around us! Look for letters and sounds in the environment –

make it into a ‘sound hunt’ – more fun than treasure?!

Rhymes and raps! Make up some crazy rhymes with words that sound the same as well as using the more traditional rhymes!

Sound out talk! Talk to your child in segmented words throughout the

day – ie. We are going to the p-ar-k! See if they can blend your talk together!

Independent writing for a range of purposes Encouraging emergent writing and mark making! Shared writing Adult directed Writing tasks Encouraging phonetic sounding out of words Letter formation High frequency words Support at home

Writing at school

I’m writing a shopping list!

What is RWI?

A reading and writing programme, which is based on the teaching of synthetic phonics.

Aims to get children reading fast, by having a secure phonic knowledge and being able to read and spell words.

Links phonics, reading, spelling, handwriting and writing.

Set 1: m a s d t i n p g o c k u b f e l h sh r j v y w th z ch qu x ng nk Set 2: ay ee igh ow oo oo ar or

air ir ou oy

Speed Sounds Pronounced without ‘er’ on the end.

All Reception children have started work on learning the Set 1 Sounds i.e - the sounds of each letter of the alphabet as well as the digraphs th, ch, sh, qu, ng, nk.

They have 3 sessions a week at the moment, building up to 4.

www.youtube.com/watch?v=I1_zmnnZ6_Q

Set 1 Speed Sounds

Set 1 Sounds are learnt in batches. At the end of each batch, a ‘Word Time!’ lesson is taught.

The idea of ‘Wordtime!’ is for the children to learn to blend sounds to read words.

‘Fred Talk’ is the RWI term for ‘sounding out’. Fred is a toy frog who ‘helps’ with our learning about phonics! He speaks using pure sounds.

The children ‘Fred Talk’ a word until they are able to read the word. Magnetic letters may be used for this in class.

http://www.youtube.com/watch?v=sNSSU1O3KU8 (Start at 14:29)

Wordtime!

RWI

Main points to note at the moment: •Children are learning to say ‘pure sounds’ •The focus is on the sound a letter makes, not its name in the alphabet. •Each letter has a rhyme to aid formation •Blending is encouraged from the beginning – ‘Word time!’ section at the end of every batch of sounds. •‘Fred Fingers’ are used to assist the sounding out and blending process!

For more information on phonics:

Pure sound demonstration: To hear the sounds please use the Read Write Inc link on the DESS website. You will find it in Pupil Zone/Weblinks/Foundation Stage. You tube – Sounds of the English Phonetic code - synthetic phonics wmv. By phonicbooks Introducing a speed sound: You tube – Read Write Inc. Phonics lesson www.youtube.com/watch?v=I1_zmnnZ6_Q Sounding out cvc words: http://www.youtube.com/watch?v=sNSSU1O3KU8 (Start at 14:29) RWI Website A range of clips for all aspects of the program are available on www.ruthmiskinliteracy.com/video.aspx

Questions?

"Learn from yesterday, live for today, hope for tomorrow.

The important thing is to not stop questioning.“

Albert Einstein

We look forward to a happy partnership in your child's first year at school and beyond.

Thank you

Useful website: www.foundationyears.org.uk