early years parent time november 2016 - amazon s3 · 2017-02-09 · up, pulls up own trousers, and...

Oliver Goldsmith Primary School

“Inspiring a love of learning”

Early Years

Parent Time

23rd November 2016



Introductions & Housekeeping…

• Mr Simmons - Headteacher• Miss Dean – Deputy Headteacher• Mrs Miller-Henry – EYFS Leader, Nursery Teacher• Evacuation if alarm sounds (not planned)



IntroductionToday we will look at….

• The Early Years Curriculum (Development Matters)• End of year expectations in Nursery and Reception• Teaching strategies we use in school• How you can support your child at home• Exploring resources



Prime Areas1. Personal, Social and Emotional Development

• Making relationships• Self-confidence and self-awareness• Managing feelings and behaviour

2. Physical Development • Moving and handling• Health and self-care

3. Communication and Language • Listening and attention• Understanding• Speaking

Specific areas4. Literacy

• Reading• Writing

5. Mathematics • Numbers• Shape, space and measure

6. Understanding the World • People and communities• The world• Technology

7. Expressive Arts and Design • Exploring and using media and materials• Being imaginative

Development Matters



End of Nursery End of Reception

Making relationships• Can play in a group, initiate and sustain play by

responding to others.• Demonstrates friendly behaviour, initiating conversations

and forming good relationships with peers and adults.Self confidence and Self Awareness• Can select and use activities asking for help if needed.• Enjoys carrying out small tasks and praise.• Communicates with children and unfamiliar people,

showing confidence in new social situations.Managing feelings and behaviour• Aware of own feelings, knowing actions/words can hurt

others’ feelings.• Can take turns and share resources.• Can tolerate delay and understand wishes may not always

be met.• Can usually adapt behaviour to changes in routine.

Making relationships• Children play co-operatively, taking turns with others. • They take account of one another’s ideas.• They show sensitivity to others’ feelings, and form

positive relationships with adults and other children.Self confidence and Self Awareness• Children are confident to try new activities.• They are confident to speak about ideas, choosing the

resources they need for activities. • They say when they do or don’t need help.Managing feelings and behaviour• Children talk about feelings, their own and others’

behaviour, 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




Listening and Attention• Listens to others one to one or in small groups.• Listens to stories with increasing attention and recall.• Joins in with repeated phrases.• Is focusing attention.• Is able to follow directions.Understanding • Understands use of objects (e.g. “What do we use to cutthings?’)• Shows understanding of prepositions such as ‘under’, ‘on

top’, ‘behind’.• Responds to simple instructions.• Beginning to understand ‘why’ and ‘how’ questions.Speaking• Uses more complex sentences (e.g. using and, because).• Can retell a simple past event in correct order.• Recalls experiences, using who, what, when, how.• Uses a range of tenses (e.g. play, playing, played).• Uses pretend talk e,g, ‘This box is my castle.’

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.• 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. • 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.

Communication and Language




Moving and Handling• Moves freely with pleasure and confidence in a range of ways, such as slithering, running, jumping, skipping, sliding and hopping.• Mounts stairs, steps or climbing equipment using alternate feet.• Walks downstairs, two feet to each step while carrying a small object.• Runs skilfully and negotiates space, adjusting speed or direction.• Can stand momentarily on one foot when shown.• Can catch a large ball.• Draws lines and circles using gross motor movements.• Uses one-handed tools and equipment.• Holds pencil between thumb and two fingers and uses it with good control.• Can copy some letters, e.g. letters from their name.

Health and Self Care• Can tell adults when hungry or tired.• Observes the effects of activity on their bodies.• Understands that equipment and tools have to be used safely.• Can attend to toileting needs most of the time themselves.• Can usually manage washing and drying hands.• Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper.

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 physicalexercise, 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.

Physical Development




Reading• Recognises rhythm in spoken words.• Listens to and joins in with stories, one-to-one and also in small groups.• Listens to stories with increasing attention and recall.• Describes main story settings, events and principal characters.• Shows interest in illustrations and print in books and print in the environment.• Looks at books independently and handles books carefully and correctly.

Writing• Sometimes gives meaning to marks as they draw and paint.• Ascribes meanings to marks that they see in different places.

Reading• Children read and understand simple sentences.• They use phonic knowledge to decode regular words and read them aloud accurately (video). • They demonstrate understanding when talking with others about what they have read.

Writing• Children use their phonic knowledge to write wordsin ways which match their spoken sounds. • They also write some irregular common words. • They write simple sentences which can be read by themselves and others. • Some words are spelt correctly and others arephonetically plausible.

Literacy Reading & Writing

https://www.youtube.com/watch?v=BqhXUW_v-1s&feature=youtu.be



Reading

Strategies we use in school in Reception

• One of the main strategies we use is Phonics- 20 minutes daily.• Children are assessed and put into groups- we will read with the children.• Initially start simple, best to be secure and gain confidence- talk about

book, pictures and print.• Looking at pictures- gain an understanding of what text could possibly

be.• Use initial letters to guess words.• Making sense of text – punctuation, full stops, capitals, speech marks,

exclamation marks.



Writing

Strategies we use in school in Reception

• We encourage the children to hold mark making tools correctly.• Using scissors to make snips with paper and follow lines when cutting.• The children will develop their handwriting using a handwriting book.• This applies in many activities- painting, holding pieces in a puzzle,

making marks in the sand. • Using children’s interests and a purpose for writing – writing labels,

captions, postcards, lists, letters. (Role play- hospital)



Literacy Writing in Nursery – what you can do at home



’ It’s your medicine, you have to take it everyday. You will feel better!’

‘ Get well soon Mum!’

Literacy Writing in Nursery



Literacy Writing in Reception




Number• Uses some number names accurately in play and recites numbers in order to 10.• Knows that numbers identify how many objects are in a set.• Beginning to represent numbers using fingers, marks or pictures.• Sometimes matches numeral and quantity correctly.• Separates a group of three or four objects in different ways,beginning to recognise that the total is still the same.• Realises not only objects, but anything can be counted,including steps, claps or jumps.

Shape, Space and Measures •Shows an interest in shape and space by playing with shapesor making arrangements with objects.• Shows awareness of similarities of shapes in the environment.• Uses positional language.• Uses shapes appropriately for tasks.• Beginning to talk about the shapes of everyday objects,e.g. ‘round’ and ‘tall’.

Number• Children count reliably with numbers from one to 20,place them in order and say which number is one moreor 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 Measures • Children use everyday language to talk about size,weight, capacity, position, distance, time and money tocompare 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.

Maths Number and Shape, Space and Measures



Maths

Strategies we use in school

• Practical activities-magnetic numbers, objects, shapes, clocks, balancing scales, cubes, rulers, metre sticks, different sized containers for capacity.

• Putting maths into an everyday context- counting how many children are lining up, during register time, counting in 2’s, blast off, number formation, whiteboards, chalks.



Maths in Nursery – what you can do at home



Maths in Reception



How you can support your child at home (maths)

• Sorting things out and putting things away, e.g. shopping, toys, cutlery, and clothes. • Talk about which things go together, match pairs of socks, shoes, gloves & count

them!• Comparing objects according to size, weight or capacity, e.g. the longest spoon, the

lightest shopping bag, the cup which holds the most, the shortest person, the widest hand, the bottle which is half full.

• Talking about time, referring to the clock at different times throughout the day.• Play games – cards, dominoes, snap, snakes and ladders




People and Communities• Shows interest in the lives of people who are familiar to them.• Remembers and talks about significant events in their own lives.• Knows some of the things that make them unique, and cantalk about some of the similarities and differences between people.

The world• Comments and asks questions about the world such as the place where they live or the natural world.• Can talk about some of the things they have observed such as plants, animals, natural and found objects.• Talks about why things happen and how things work.• Developing an understanding of growth, decay and changes • Shows care and concern for living things and the environment.

Technology• Knows how to operate simple equipment• Shows an interest in technological toys or cameras or phones.• Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.• Knows that information can be retrieved from computers

People and Communities• Children talk about past and present events in their ownlives 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 inplaces such as homes and schools.• They select and use technology for particular purposes.

Understanding the World - People and Communities, The World & Technology



Understanding the WorldPeople and Communities, The World & Technology




Exploring and Using Media• Enjoys joining in with dancing and sings familiar songs.• Taps out simple repeated rhythms.• Explores and learns how sounds can be changed.• Beginning to describe the texture of things.• Beginning to construct, stacking blocks vertically andhorizontally, making enclosures and creating spaces.

Being Imaginative.• Uses movement to express feelings.• Sings to self and makes up simple songs• Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.• Engages in imaginative role-play and create props to support role-play.• Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.

Exploring and Using Media• Children sing songs, make music and dance, andexperiment 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 andmaterials in original ways, thinking about uses andpurposes. • They represent their own ideas, thoughtsand feelings through design and technology, art, music,dance, role play and stories.

Expressive Arts & Design - Exploring and Using Media & Being Imaginative



Expressive Arts & Design - Exploring and Using Media & Being Imaginative



Thank you!

Thank you for your time today. Do you have any questions?

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We hope you found it useful and interesting.

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early years parent time november 2016 - amazon s3 · 2017-02-09 · up, pulls up own trousers, and...

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