Early Years information workshop

Early Years Foundation Stage Curriculum 2012 3 Prime Areas Personal, Social and Emotional Development Communication and Language Physical development 4 Specific areas Literacy Mathematics Understanding the World Expressive Arts and Design Notes: The previous eight slides have been samples of the Principles into Practice cards based on the EYFS commitments. The areas of learning and development cards have a different format. This is the first card. There is then one for each area of learning and development. There was great anxiety from many in the early years sector when it was announced that the six areas of learning from the Curriculum Guidance for the Foundation Stage (CGFS) were to be extended to cover birth to five. However, the Birth to Three Matters framework has been incorporated into the six areas and the stepping stones have been reviewed so that practitioners can see how practice from birth through to five and beyond helps children to eventually meet the early learning goals at the end of EYFS. The Foundation Stage Profile (FSP) will become the EYFSP. Practitioners can go on using the FSP as the summative assessment for the end of the Foundation Stage as the early learning goals remain and the profile statements are still valid in EYFS. The aspects of learning and development are familiar from CGFS.

Notes: Showing this card could be a good opportunity to highlight the three important elements of the learning environment. NB: In the Statutory Framework booklet it is stated “Wherever possible, there should be access to an outdoor play area, and this will be the expected norm for providers. In settings where outdoor play space cannot be provided, outings should be planned and taken on a daily basis (unless circumstances make this inappropriate, e.g. unsafe weather conditions).” In the Practice Guidance booklet “Play underpins the delivery of all of the EYFS. Children must have opportunities to play indoors and outdoors. All early years providers must have access to an outdoor play area which can benefit the children. If a setting does not have direct access to an outdoor play area then they must seek to make arrangements for daily opportunities for outdoor play in an appropriate nearby location.”

Specific Area Mathematics Incorporates: *Numbers *Shape, Space and Measure

Numbers Early Learning Goal Count reliably with numbers 1 - 20 Place numbers 1 – 20 in order Say which number is 1 more / less then a given number Add and subtract 2 single digit numbers by counting on/back Solve problems including doubling, halving and sharing

counting in … (times table) Vocabulary add addition take away subtract equals total plus minus lots of share more than less than counting in … (times table)

Shape, Space and Measure Early Learning Goal Use everyday language to talk about size, weight, capacity, position, distance, time, and money Compare quantities and objects to solve problems Recognise, create and describe patterns Know and explore the characteristics of everyday objects and shapes and use mathematical language to describe them

How you can support your child at home: Noticing numbers you pass eg. car registration plates Talking about shapes and numbers in the supermarket Looking at price tags / labels Recording phone numbers Asking your child about what they have done at school Play games such as snakes and ladders Count steps, number of chips on your plate etc Look for patterns in nature

Any questions so far?

Specific Area Literacy Incorporates: *Reading *Writing

Literacy Reading Early Learning Goal Read and understand simple sentences Use phonic knowledge to decode regular words (cat, dog, went) and read them aloud accurately Read some common irregular words (was, the, some) Demonstrate understanding when talking with others about what they have read

Phonics Letters and Sounds Remember: letter names and letter sounds are different http://www.bbc.co.uk/cbeebies/alphablocks/watch/

s a t p i n m d g o c k ck e u r h b f, ff l, ll ss Letter Sounds Your child will be taught the correct phase for their ability. Letter Sounds Letter sound order There are 42 different letter sounds, which are divided into 7 groups. The order in which the letter sounds are taught go from the simplest to the more complex letter sounds. The first group of letters were chosen because you can make more simple, three-letter words than with any other combination of 6 letters. This enables the children to start blending and reading words from the first week. This is hugely motivating for them. Letter names Initially, only the letter sounds are taught, with the letter names coming a few weeks later. This helps to prevent the children getting muddled between the sound and the name. Digraphs The digraphs (where two letters make one sound) are introduced in the fourth group of letter sounds.

Blending Words Blending Words Now the children can try and blend words that use the letter sounds they have been taught. Initially, blending is modelled by the teacher to the whole class. The sounds need to be said quickly. It is easier if the first sound is slightly louder, t-a-p ... ‘tap’. As soon as possible, the children are encouraged to join in as well. Some children find it easy to blend words and others find it difficult. It is a skill that comes with practice. Activity Demonstrate blending with the first word, s-a-t … ‘sat’. Ask everyone to join you in blending the rest of the words quickly. If there is time, ask them to try and think up some more words that can be made from the letter sounds /s, a, t, i, p, n/. It can be a quick competition!

By the end of Reception alternative vowel sounds will be introduced (play) (flame) (rain) (feet) (leaf) (these) (boat) (snow) (bone) Alternative Vowel Sounds Introducing the alternatives Initially, only one way of reading the vowel sounds is taught. So, for example, the /ai/ sound is taught as ‘ai’, as in ‘rain’. There are, of course, other ways of writing the vowel sounds, for example ‘ay’ as in ‘play’ and ‘a-e’, as in flame. Some other examples are on screen. Gradually the children are taught the alternatives as well. This prepares them for the Yellow Level and Green Level of the Jolly Readers. Progression With Jolly Phonics, the children progress in a step-by-step fashion through the various stages. However, some will master these stages faster than others. The important thing is to make sure that the skills ARE mastered. Support from home can make all the difference. Storybooks Once there is knowledge of the alternatives and fluency in the reading then the children are able to read any books that are suitable for their age.

Reading in school and at home Reading books Shared reading record Reading in school and at home Individual books Library books

How can I help at home Play ‘I spy’ and sound games Hear your child read their reading book daily Complete the shared reading record positively Read stories to your child – discuss the story, characters, make predictions and ask questions to ensure understanding

Literacy Writing Early Learning Goal Use phonic knowledge to write words in ways which match their spoken sounds eg, dinosor, strorberi, peepl. Write some irregular common words– was, the, once Write simple sentences which can be read by themselves and others Some words are spelt correctly and others are phonetically plausible

We provide opportunities around the classroom and outdoors to ensure some mark making and writing is done everyday. Writing (identifying sounds in words): the fourth of the 5 basic skills Listening for the sounds in words, as we write, helps us to spell them. (Demonstrate with a simple word. For example, the sounds in the word ‘hat’ are h-a-t. Hold up a finger for each sound.) Writing simple words becomes easy for children when they can hear the sounds in words and know the letters for the sounds. (Demonstrate again, but this time write the letters on a board as you say them … ‘hat’ – h-a-t. Model the letters in the way the children will be taught to write them.) • The aim is to try and give children this skill in the first few weeks. But in their first phonics lesson, they are asked if they can hear just the /s/ sound in given words: Is there a /s/ in sun? Is there a /s/ in dog? Is there a /s/ in mouse? Does the /s/ sound come at the beginning or end of mouse? • Gradually, after the first week, children are taught to hear all the sounds in a word – ‘sun’ is s-u-n. They are encouraged to hold up a finger for each sound. The children who have a naturally good ear quickly develop this skill. Activity: Call out some words, asking everyone to say the sounds to themselves; hold up a finger for each one, then count the sounds. Check the answers, encouraging everyone to do it with you, holding up a finger for each sound and then saying the number, for example, thin is th-i-n: 3 sounds. (Other sample words: sh-e (2 sounds), s-t-ar-t (4 sounds), th-r-ew (3 sounds), b-oo-k-s (4 sounds), sh-ou-t-i-ng (5 sounds).

Pencil Hold and Letter Formation Tripod grip ‘Froggy legs’ movement Pencil Hold Tripod grip The ‘tripod’ type of pencil hold makes it easier for children to write. They need to learn that: The pencil goes between the thumb and the first finger. The next finger stops the pencil falling down. The last two fingers are not needed and should be tucked away. ‘Froggy legs’ movement The movement comes from the knuckles. When the pencil is moved in this way, it looks like ‘froggy legs’! It is helpful to encourage your children to use this pencil hold. (If you have time, get everyone to put their first finger and thumb together in the tripod grip and pretend to write with the ‘froggy legs’ movement.)

How you can support your child at home: Lots of physical ‘balance’ games eg, standing on one leg, throwing and catching etc. Lots of fine motor control activities eg, picking up lentils, smarties, threading pasta etc. Reading stories Play ‘I spy’ games Sound out simple words using phonics Spot words in the real world Encourage them to write Christmas cards, birthday cards, invitations, shopping lists Be a positive role model by allowing your child to see you reading & writing

Homework: Set every Friday Return to school the following Thursday Homework clubs are available at school every Thursday Homework task is stuck into your child’s red book Available on the school website

Handwriting:

The Leuven scales for emotional well being and involvement And finally… Professor Laevers My Profile The Leuven scales for emotional well being and involvement  Dates & times of your parent partnership meeting

Are there any questions? Thank you Are there any questions?