 Share the ethos of Gwyn Jones Primary School  Learn more about the curriculum your child will follow  Information about RML

Vision Statement

   Teachers Janita Arif Jolene Easedale Tanzella Tariq

EARLY YEARS Practitioners

Elliot Brown Maryam Choudhry / Cheryl Coles Zarkar Aktar Angela Chalon Tenika Parker

Welcome to Gwyn Jones Foundation Stage

Today’s Meeting •To give you an overview of the Revised Early Years Foundation Stage (EYFS) and its curriculum l •To find out how the school day is organised.

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.

It is developed around 4 themes that underpin the EYFS

1. A unique Child- Observe what a child is learning 2. Positive Relationships- What adults can do 3. Enabling Environments- What adults could provide 4. Learning and Developing- Children’s achievements through the above

The New Foundation Stage Curriculum for 2012 PRIME AREAS 1. Personal, Social and Emotional Development 2. Communication and Language 3. 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

 Become self-confident and self aware;  Making and building relationships  Know what their own needs are;  Dress and undress independently;  Become independent  Manage feelings and behavior - tell the difference between right and wrong.

  Encourages children to develop conversational skills in situations  Will help children to develop listening and concentration skills.

       Supports children’s healthy development.

Provides opportunities for using a range of large and small equipment.

Helps them to develop a sense of space around themselves and others.

Encourages balance.

Develops practical skills such as dressing, undressing etc Handling equipment and tools effectively including pencils for writing.

Fine motor skills

   Reading- Continue a rhyming string link sounds and letters Segment sounds in words and blend them Read words and simple sentences   Writing- Encourages children to develop pencil control and to begin to make marks on paper.

Communicate meaning through clearly identifiable letters Write for a wide range of purpose- name, labels

    Programme designed to get children reading and writing quickly.

Learn sounds, how to sound‐blend, letter formation and spelling Books encourage sound‐blending and because they cover sounds quickly children can access more texts Children remember a lot of what they are taught when they talk about it.”

 A Systematic Approach  Sounding and blending words  Reading words  Reading text  Comprehension

      Organisation of the Scheme • Half and hour a day, 25 minutes for Reception • Small groupings with children working with others of a very similar ability • Group by reading ability following assessments • Progress of children is overseen by a manager

Hear it Say it Read it Write it

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Cu a tur

       Fred Talk • Talking in sounds so children realise words are made of sounds • Play games with it • Litter the day with Fred talk • Only use single syllable words e.g. cat • Don’t use plurals e.g. hens • Only use it for words at the end of a sentence

      Partner Work • Key aspect in the Ruth Miskin phonics programme • Stay with the same partner for half a term • Working partnership • Develop praise words and stop and check words to use with partners, as a whole class

Reading and Writing  • Reading and writing activities are built into weekly lesson plans  • Children are taught to read and form letters first  • Writing progress is structured and steady so that children feel they are achieving and remain motivated

          Reading Activities 1. Practise reading Speed Sounds 2. Read Green and Red challenge words 3. Listen to the introduction 4. Discuss vocabulary check 5. Read the story (or Ditty) 6. Re‐read story and discuss questions 7. Read with fluency and expression 8. Answer the questions to read and answer 9. Practise reading speed words

          Writing Activities 1. Play Fred rhythms for spelling 2. Play Fred fingers for spelling 3. Carry out spelling check 4. Take a spelling test 5. Hold a sentence 6. Build a sentence 7. Edit for spelling/punctuation 8. Write a composition 9. Write a guided composition

  Ourselves Core books to support topic  Celebrations

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Number

Helps children to count up to ten and beyond.

  Supports children's understanding of numbers

Shape, space and measure

Encourages the use of mathematical words such as greater, smaller, heavier, lighter, more, less etc Develops skills in comparing and sorting objects.

Supports children’s understanding of shape and size including 2D and 3D shapes.

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     People and communities- Helps children to gain an understanding of their world Encourages them to look at changes over time (History) Encourages them to explore, observe and investigate their environment (Science) Helps to develop designing and making skills (DT) Will give your children the opportunity to understand and use information and communication technology and understand how it is used in homes and schools (ICT).

     Inspires children to explore colour and colour changes.

Helps them to explore a variety of materials, tools and techniques Experiment with colour, design, and textures Develops an interest in music, singing, music-making and dancing.

Develops confidence and imagination.

         8.50 Welcome and self register.

9.10 Welcome period for parents ends 9.10- 10.15 Literacy directed adult initiated group work and self directed play 10:30 -11.20 Numeracy directed group work and self directed play 11.20 get ready for lunch - tidy up and song 11:30-12:30 Lunch 12:30 - Registration/ maths songs or story 1.20-2.45 Learning Challenge Curriculum/KUW/Creative 2.45 Tidy away, story and Home Time @3.10 .

  Children have a structured music session with Mrs Ellis our music coordinator each week. Children learn songs and use musical instruments as part of the classroom curriculum

        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 and songs together

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Please ensure that names are in EVERYTHING!!!

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Send coats EVERYDAY

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Sensible shoes and no jewellery

There can be a lot to remember in the first few days, but please do not worry as your child will quickly be teaching you the routines!

All clothing named!

Book bag everyday Water bottle Fruit is available throughout the school day Lunch boxes or hot school dinner

 Please let us know if someone different is collecting your child!

• • • • Medical Any sickness, diarrhoea, must be followed by at least 24 hours absence.

Head lice are common! Please check regularly and treat as recommended.

Any absence requires a telephone call to the school office by 9:15am Any prescribed medication can only be administered by prior arrangement with the school office 

   All letters and school information is sent via parentmail. All payments are made via parentmail. Please make sure you have signed up – the office have your individual registration log in details.

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

Useful website: www.foundationyears.org.uk