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St. Anthony’s Reception
Thursday 12th September 2013
Information Evening for Parents
Reception Classes
Otters and Seals
Teachers
Olivia Brown, Sophie Haines, Daisy Beckett
Teaching Assistant
Rebecca Addison
Other teachers
Karl (Head of Music - Music), Joe (Music),
Rachel (French), Jessica (singing),
Dana (Head of Junior House), Karen (Learning Support).
Characteristics of Effective
Learning
Aspect
Creating and thinking critically – thinking
Having their own ideas
Making links
Choosing ways to do things, learning for their interests
Providing the opportunities for children to communicate thoughts, ideas and
feelings.
Finding out and exploring
Playing and Exploring – engagement
Playing with what they know
Being willing to ‘have a go’
Working at length and in depth.
Active Learning – motivation
Being involved and concentrating
Keep trying
Enjoying achieving what they set
out to do. Independent learners!
Early Years Foundation Stage
Curriculum
There are 4 themes
Early Years Foundation Stage
This has been revised for the new academic year
• 7 Areas of learning altogether
• 3 Prime areas - that run throughout
ages 0-5
• 4 Specific areas - that are
introduced when professional
judgements deem them to be
developmentally applicable
Early Learning Goals (ELGs)
• Establish expectations for most
children to reach by the end of
Reception.
• Provide a basis for planning with a
balance of focus-activities and planned
activities which children can go to
independently.
Personal, Social and Emotional
Development (PSED)
PRIME AREA
Making relationships
•Children play co-operatively, taking turns with others.
•They take account of one another’s ideas and think about how to organise their activities.
•They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Self-confidence and self-awareness
•Children are confident to try new activities, and say why they like some activities more than others.
•They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for
their chosen activities.
•They say when they do or don’t need help.
Managing feelings and behaviour
•Children talk about how they and others show feelings, talk about their own and others’
behaviour, and its consequences, and know that some behaviour is unacceptable.
• They work as part of a group or class, and understand and follow the rules. They adjust their
behaviour to different situations
Personal, Social and Emotional
Development (PSED)
Emotional Development:
• Understand what is right, what is
wrong, and why.
• Consider the consequences of their
words and actions for themselves and
others.
• Have a developing awareness of their
own needs, views and feelings and be
sensitive to others.
Personal, Social and Emotional
Development (PSED)
Emotional Development:
• Understand what is right, what is
wrong, and why.
• Consider the consequences of their
words and actions for themselves and
others.
• Have a developing awareness of their
own needs, views and feelings and be
sensitive to others.
Communication and Language (CL)
PRIME AREA
Listening and attention
•
Children listen attentively in a range of situations.
•
They 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.
Understanding
•
Children follow instructions involving several ideas or actions.
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They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking
•
Children express themselves effectively, showing awareness of listeners’ needs.
•
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)
PRIME AREA
Moving and Handling
•
Children show good control and co-ordination in large and small movements.
•
They move confidently in a range of ways, safely negotiating space.
•
They handle equipment and tools effectively, including pencils for writing.
Health and self-care
•
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
SPECIFIC AREA
Reading
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Children read and understand simple sentences.
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They use phonic knowledge to decode regular words and read them aloud accurately. They also read some
common irregular words.
•
They demonstrate understanding when talking with others about what they have read.
Writing
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Children use their phonic knowledge to write words in ways which match their spoken sounds.
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They also write some irregular common words.
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They write simple sentences which can be read by themselves and others. Some words are
spelt correctly and others are phonetically plausible.
Mathematics
SPECIFIC AREA
Numbers
•
Children count reliably with numbers from one to twenty, 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 and count on or back to find the
answer.
•
They solve problems, including doubling, halving and sharing.
Shape, space and measure
•
Children use everyday language to talk about size, weight, capacity, position, distance,
time and money, to compare quantities and objects and to solve problems.
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They recognise, create and describe patterns.
•
They explore characteristics of everyday objects and shapes and use mathematical
language to describe them.
Understanding of the World (UoW)
SPECIFIC AREA
People and communities
•
Children talk about past and present events in their own lives and in the lives of family members.
•
They know that other children don’t always enjoy the same things, and are sensitive to this.
•
They know about similarities and differences between themselves and others, and among families, communities
and traditions.
The world
•
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.
Technology
•
Children recognise that a range of technology is used in places such as homes and schools.
•
They select and use technology for particular purposes.
Knowledge and
of the World (KUW)
Knowledge and
of the World (KUW)
Knowledge and
of the World (KUW)
Expressive Arts and Design (EAD)
SPECIFIC AREA
Exploring and using media and materials
•
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.
Being imaginative
•
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.
Settling In
• A few tears and tiredness are expected (parents and teachers
as much as children!).
• Settling in takes time: the boys have all been fantastic.
• From next Monday, please leave the boys at the door and we
will make sure they are settled.
• Reception boys should arrive from 08:30
and can be picked up at 15:15
• 15:30 - boys with older brothers can be
picked up at 15:30
ALL CHILDREN HAVE WOBBLES; ALL
CHILDREN WILL SETTLE!
WE PROMISE!
Our Vision for Reception and the First
Term
• Happy, engaged little boys who are excited to
come to school.
• A varied curriculum, delivered in a way that is
personalised to your child.
• A close relationship and understanding
between ourselves and you: we need and
want to work together to ensure your child
receives the best possible start at St.
Anthony’s and in their school career.
School and Home Learning
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15 minute Phonics input everyday (2 sounds introduced per week).
Each Friday, these sounds and a tricky word will be sent home: keep
these at home and practise gently.
20 minute Maths input 3 times a week. A number of the week will be
sent home on Fridays: please focus on the formation, and talk about
this number with your child.
2 Music sessions
1 French session
2 P.E Sessions after half term – focusing on Fine and Gross motor
skills, like skipping, threading beads, balancing.
1 R.E session
ICT available throughout the week through the use of iPads,
Laptops, IWB, Digital Cameras and programmable toys as
well as 1 focused I.C.T session.
Lots of free play on carefully selected activities that are chosen
to encourage learning through play. These will be both self initiated and teacher lead.
Observations and Focus-Learning
• We observe and work closely with all children throughout the
term, but we have certain children who we work more closely
with on certain days. We use all our observations to plan
focus-activities to extend your child’s learning.
• Every term, we will send home a form for you to complete
about your son and his current interests at home. We will use
this information to inform our planning. For example, if he is
interested in trains, then we may set up a Maths activity that
involves counting or adding trains together.
• We will put all of your son’s favourite pieces of
work into his Learning Journey. If you would like to look
through this book with your son, please do make an
appointment. (It is best to do this towards the end of a half
term as this is when it has more work in it!)
Key person
• A key person is a named member of staff
who a child has more contact with than
other adults. This adult shows a special
interest in the child through close personal
interaction day to day.
• A key person should help a child to
become familiar with the provision
and to feel confident within it.
What you don’t see!!!
• Although some of your boys are a bit tearful and coy
in the mornings, just look what happens once you
have left!
• We are having a lot of fun learning through play!
• Just look…