Welcome Parents

Curriculum Evening Reception 2012-2013

Educational Excellence

Our School motivates and enables all pupils to become reflective, articulate and independent thinkers, laying solid foundations for their

future learning, vocation and self-fulfilment. The broad and challenging curriculum focuses on core skills and subjects, and is distinctive in its

values-based approach to the humanities and its emphasis on the

artistic and spiritual realms.

Character Formation

The School acknowledges that personal virtue, responsibility and a wholesome sense of identity underpin success in all

endeavours, material and spiritual. It nurtures conduct consistent

with the universal virtues of respect, integrity, humility, courage,

empathy, gratitude and self-restraint.

Spiritual Insight

Rooted in the teaching of Chaitanya, our School promotes an inclusive, accessible approach to

spirituality. It aims at a personal, loving and spontaneous reciprocation with the divine (Krishna). Self-

discovery is supported through song, mantra meditation, service to humanity, contemplative prayer

and the study of exemplary role models. This prepares all students to make lasting contributions to

society as loyal, responsible and broad-minded citizens. Children and young people from all

backgrounds will be involved in daily collective worship that encourages and values different spiritual

paths. Our School celebrates the respective life-journeys of children and young people in their

different routes to the divine.

Meet the Reception Team

Miss P Chandarana : EYFS Co-ordinator and Class teacher (Swans Class) Mrs K Gohel : Teaching Assistant Mrs P Patel : Class teacher (Peacocks Class) Mrs S Patel : Teaching Assistant

Peacocks Class

Mrs P Patel

+ Mrs S Patel

Swans Class

Miss P Chandarana

+ Mrs K Gohel

The Reception team

The Curriculum  During the Reception year your

child will be working within

statutory framework for the Early

Years Foundation Stage (2012).

This framework is mandatory for

all early years providers so it is

followed nationally by all

reception classes.

The Curriculum  There are seven areas of learning and development in the Early

Years Foundation Stage. All areas of learning and development are

important and inter-connected:

  Personal, Social and Emotional development

  Communication and language

  Physical Development

  Literacy

  Mathematics

  Understanding the world

  Expressive arts and design

The Curriculum  

  Personal, Social and Emotional

development

  Communication and language

  Physical Development

  Literacy

  Mathematics

  Understanding the world

  Expressive arts and design

Learning through ‘play’

Learn through play The EYFS guidance states that while playing, children ‘can try things out, solve problems and be creative, and can take risks and use trial and error to find things out.’ All these take place during PLAY

Einstein… •  Albert Einstein said, ‘Imagination is more

important than knowledge!’ So if children are to grow up as creative thinkers, they need abundant opportunity to immerse themselves in imaginative play.

•  Einstein also said, ‘I am neither very clever nor especially gifted. I am only very, very curious’!

Open-ended play: children determine: -what to do -how to do it -what to use

Children have no fear of ‘doing it wrong’

Simple materials support open ended play, children’s imagination determines what

each material represents

So the simpler the playing the more versatile it is…

unstructured

Child-initiated play

Focused learning

Highly structured

Play without adult support

Adult support for an enabling environment, and sensitive

interaction

Adult-directed, little or no play

Adult guided, playful and

experimental activities

short video clip:

Early Years Foundation Stage: Children play at

being in a builder's yard h#p://www.youtube.com/watch?v=S_mwqo7UMEA  

 

•  Are the children playing and exploring? •  Are the children engaged in active learning? •  Are the children creating and thinking

critically? •  What is the role of the adult here?

Literacy (Reading

and Writing)

Letters and Sounds

•  We are following – Letters and Sounds (PNS, 2007) •  Makes strong links with the EYFS •  Phases 1-6 •  Currently we are on phase 2 •  Revisit & Review->Teach->Practise->Apply->

Assess •  ‘tricky words’/HFW – Some of these, may not be

phonetically decodeable, they need to be memorised

•  Phonics work shops – watch this space!

Reading  -­‐  the  simple  view  of  reading  diagram:  

Reading books and Reading Record

•  Oxford Reading Tree Scheme

•  Read daily for 10-15 minutes – in an enjoyable way – e.g. taking turns

•  Visit library – Range of fiction and non-fiction texts.

•  Comment on reading record and sign – e.g. ………..

Writing •  The confidence children gain in play

supports their latent literacy skills. Since children imitate adults, they naturally include mark making in role play. Writing e m e r g e s w h e n c h i l d r e n a r e developmentally ready.

•  If children are pressed to write before they are ready, they may feel frustrated or insecure; but if they are ready, writing is an adventure. We must take our cues from them.

Mathematics

What does mathematics look like in the Early Years?

Number Shape, Space and Measure Recognise, count, order and write numerals 1-20

Talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

One more/one less Add/subtract Recognise, create and

describe patterns

Solve problems Use mathematical language to describe objects and shapes

Doubling/halving/sharing

Numicon

www.numicon.com

Assessment •  Continuous and ongoing – share

examples of recording sheets •  Post-it notes •  Learning journey – example

•  Parent contributions! ‘Did you know slips’ - handout

Home learning •  You will get a home learning task once

every fortnight – this will be ‘active learning’ therefore very practical.

E.g. …

•  So what can you do in the mean time?

Partnership with parents

Your role…

As parents and carers, you are your

child’s first teachers. You have a

powerful influence on your child’s early

learning.

Children with English as an Additional Language (EAL)

•  Bilingualism is an asset •  Children need to develop strong foundations in the

language that is dominant in their home environment

•  “Insistence on an English-only approach to language learning in the home or school is likely to result in a fragmented development, where the child is denied the opportunity to develop proficiency in either language” (PNS, 2007)

•  If we do not communicate to a child in their ‘home language’ we will in fact be ‘hindering their learning’ (PNS, 2007)

Children with Special Educational Needs and

Disabilities (SEND) •  The four areas of need are: Communication and

Interaction Difficulties, Cognition and Learning Difficulties, Behaviour, Emotional and Social Development Difficulties and Sensory and/or Physical Difficulties

•  If there is a cause for concern you will be contacted

•  We will work together to achieve the best outcome for the individual child

Gifted and Talented Children In every school there are pupils with a range of abilities. Gifted and Talented (G&T) learners are defined as those children and young people with one or more abilities developed to a level significantly ahead of their year group (DCSF, May 2008)

Here we will: Open ended learning tasks – that appropriately challenge them and allow them to use their higher level thinking skills. It is not merely an extension!

Early Years Outcomes for Reception 2011-2012

ps 6+ Area of learning (EYFS) Krishna

Avanti National

Personal, Social and emotional Development (PSED) 100%

87%

Communication, Language and Literacy (CLL) 100%

77%

Problem Solving, Reasoning and Numeracy (PSRN) 100%

84.3%

Creative Development (CD) 100%

83%

Physical Development (PD) 100%

91%

Knowledge and Understanding of the World (KUW) 100%

84%

Source: DFE (2012)

Checklist/Reminders   Label EVERYTHING please   Water bottle   Dropping off and independence   Spare clothes   PE Kit – bring on Mon and Take on Fri   Keychain on book bag – easily identified   Attendance and Punctuality   Jewellery and nail polish   Summer – footwear (no open toes)/sun

protection and hat (no glasses)

Please remember… Open door Policy Come and approach the class teacher The Reception team MUST ALWAYS be your first point of contact Raising Concerns Quickly So concerns don’t escalate into complaints (end of the day or written note) Confidentiality with Adults and Pupils

References

Thank you for coming •  Hand outs •  Browse, mingle and questions

•  Please help yourself to nibbles!