1. Weaver Primary School Help Your Child At Home

2. Who’s Who? Mrs Hart Mrs Carter Works - Monday, Tuesday and Wednesday Mrs Legge Works – Thursday and Friday Miss Warhurst Works – Friday on a voluntary basis Mrs Morgan Works – Thursday either morning or afternoon

3. What is the Early Years Foundation Stage? The Early Years Foundation Stage is the period of learning and development from birth to five. The last year of the Foundation Stage is often called the reception year as many children join a school reception class during that time. The Early Years Foundation Stage is the period of learning and development from birth to five. The last year of the Foundation Stage is often called the reception year as many children join a school reception class during that time. Why is it important? It is called the Foundation Stage because it gives children secure foundations for later learning. Childhood is important in itself and we want all children to have enjoyable and satisfying childhood experiences. Early experiences also affect children’s attitudes to learning. They create the basis for later learning, in school and beyond. It is called the Foundation Stage because it gives children secure foundations for later learning. Childhood is important in itself and we want all children to have enjoyable and satisfying childhood experiences. Early experiences also affect children’s attitudes to learning. They create the basis for later learning, in school and beyond.

4. What is my child learning? The Foundation Stage curriculum is divided into prime areas of learning and specific areas of learning. The prime areas begin to develop quickly in response to relationships and experiences, and run through and support learning in all other areas. The prime areas are …

5. Personal, Social and Emotional Development Developing confidence and independence while learning to concentrate and to enjoy sharing as part of a group. Developing confidence and independence while learning to concentrate and to enjoy sharing as part of a group.

6. Communication and Language Communicating with one another and developing skills in talking, listening and understanding.

7. Physical Development Improving control and coordination of their bodies while learning to move and to handle equipment. Health and self-care. Improving control and coordination of their bodies while learning to move and to handle equipment. Health and self-care.

8. The Specific areas include essential skills and knowledge. They grow out of the prime area, and provide important contexts for learning. The specific areas are …

9. Literacy Reading and writing.

10. Mathematics Using ideas about number, quantity, measurement, shape and space.

11. Understanding the World Investigating and beginning to understand the things, places and people around them. Investigating and beginning to understand the things, places and people around them. It also includes technology.

12. Expressive Arts and Design Finding ways to communicate by using colour, shape, sound, texture, movement and stories. Finding ways to communicate by using colour, shape, sound, texture, movement and stories.

13. How will my child learn? All children learn best from experiences that are suitable for their stage of development. Play is key to the way young children learn. Through play your child can develop, for example: All children learn best from experiences that are suitable for their stage of development. Play is key to the way young children learn. Through play your child can develop, for example: The confidence needed for learning; The confidence needed for learning; The social skills needed for personal development; The social skills needed for personal development; The skills needed for writing. The skills needed for writing. In that way your child will become more independent and will be able to tackle simple problems. In that way your child will become more independent and will be able to tackle simple problems. Assessment/Learning Journey/Pink post-it notes. Volunteers in school/CRB check.

15. Reading is fun It is important for children to read every day, and also to have stories read to them. It is important for children to read every day, and also to have stories read to them. Most children enjoy reading with adults at home. Most children enjoy reading with adults at home. Praise, praise, praise! Praise, praise, praise! How do children learn to read? We cannot get into children’s minds and therefore do not actually have a black and white picture of how children learn to read. We cannot get into children’s minds and therefore do not actually have a black and white picture of how children learn to read. We therefore provide children with lots of different skills/strategies to help them become readers. We therefore provide children with lots of different skills/strategies to help them become readers.

16. Reading Strategies 1. Pictures are important – don’t cover them up!

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20. 2. Phonic Knowledge (recognising letter sounds/phonemes) When children start to read they see words as images, with a particular shape and pattern. They tend not to understand that words are made up of letters that correspond with spoken sounds. When children start to read they see words as images, with a particular shape and pattern. They tend not to understand that words are made up of letters that correspond with spoken sounds. Children should be taught to: Hear and identify separate sounds in words. Hear and identify separate sounds in words. Learn letter sounds/phonemes (synthetic phonics), e.g. a, sh, ee, and their written form. Learn letter sounds/phonemes (synthetic phonics), e.g. a, sh, ee, and their written form. Read words by sounding out and blending their separate parts, e.g. c-a-t, fr-o-g. Read words by sounding out and blending their separate parts, e.g. c-a-t, fr-o-g. We cannot read all words phonetically, e.g. what. We cannot read all words phonetically, e.g. what.

21. 3. Word building from known sounds – i.e. splitting up a word into smaller chunks in order to read it. i.e. splitting up a word into smaller chunks in order to read it. E.g. running, chatter 4. Encourage children to re-read text if it does not make sense. If stuck on a word, miss it out and read the rest of the sentence to get clues for meaning. If stuck on a word, miss it out and read the rest of the sentence to get clues for meaning.

22. Reading is everywhere. Environmental print is very important. Reading is everywhere. Environmental print is very important.

24. Handwriting When helping your child with handwriting, it is important to: When helping your child with handwriting, it is important to: Ensure they have the correct pencil grip. Ensure they have the correct pencil grip.

25. Encourage them to develop a good posture. Encourage them to develop a good posture. Tilt their paper slightly. Tilt their paper slightly.

26. Letter formation Starting position – generally top to bottom. Starting position – generally top to bottom. In school we use ‘shape families’ for teaching letter formation. E.g. c, o, a, d, g, q.

27. Teaching writing – in school we: Provide lots of opportunities for developmental/emergent writing in role play areas. Provide lots of opportunities for developmental/emergent writing in role play areas. Value independence in writing. Children see themselves as ‘writers’. Polly’s post box. Value independence in writing. Children see themselves as ‘writers’. Polly’s post box. Teach children that a sentence must make complete sense, it must tell us something, it starts with a capital letter and ends with a full stop. Teach children that a sentence must make complete sense, it must tell us something, it starts with a capital letter and ends with a full stop. Encourage children to use their phonic knowledge to stretch out words and record the sounds they can hear. If a child is unsure of what a letter looks like, we ask them to find it on an alphabet frieze. (One is enclosed in your folder). Encourage children to use their phonic knowledge to stretch out words and record the sounds they can hear. If a child is unsure of what a letter looks like, we ask them to find it on an alphabet frieze. (One is enclosed in your folder). Teach children how to spell common irregular key words, e.g. was, the, said. These are taught as whole words rather than by the phonemic strategy. Teach children how to spell common irregular key words, e.g. was, the, said. These are taught as whole words rather than by the phonemic strategy.

28. How can I encourage writing at home? How can I encourage writing at home? Make and write greetings cards. Make and write greetings cards. Make shopping lists together. Make shopping lists together. Leave notes on the fridge using magnetic letters. Leave notes on the fridge using magnetic letters. Label household items, for example on post-it notes. Label household items, for example on post-it notes. Ensure that when they are writing they are forming each letter correctly. Ensure that when they are writing they are forming each letter correctly. Exercises that involve hand-eye coordination are excellent for improving writing skills. Exercises that involve hand-eye coordination are excellent for improving writing skills.

29. The Gingerbread Man “The fox caught the gingerbread man” “The fox caught the gingerbread man”

30. The Gingerbread Man “The horse could not catch the gingerbread man” “The horse could not catch the gingerbread man”

31. “At my party we played pass the parcel” “At my party we played pass the parcel”

32. “When I was a bridesmaid I threw some confetti. My dress was pink” “When I was a bridesmaid I threw some confetti. My dress was pink”

33. By the end of the Foundation Stage, most children should be able to … By the end of the Foundation Stage, most children should be able to … Read and understand simple sentences. Read and understand simple sentences. Hear and say sounds in words in the order in which they occur. Hear and say sounds in words in the order in which they occur. Link sounds to letters, naming and sounding the letters of the alphabet. Link sounds to letters, naming and sounding the letters of the alphabet. Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed. Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed. Know that print carries meaning and, in English, is read from left to right and top to bottom. Know that print carries meaning and, in English, is read from left to right and top to bottom. Write their own names and other things such as labels and captions and begin to form simple sentences, sometimes using punctuation. Write their own names and other things such as labels and captions and begin to form simple sentences, sometimes using punctuation. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. Attempt writing for various purposes, using features of different forms such as lists, stories and instructions. Attempt writing for various purposes, using features of different forms such as lists, stories and instructions.

34. Mathematics

35. In the Foundation Stage Maths is categorised in the following way: In the Foundation Stage Maths is categorised in the following way: Numbers. Numbers. Shape, space and measure. Shape, space and measure.

36. How can I help my child with mathematics?

37. Feel positive and confident about maths Talk to them about their maths Talk to them about their maths Give encouragement and support at all times Give encouragement and support at all times If they are unsure ask them to tell you what they already know and try to guide them through the next stage If they are unsure ask them to tell you what they already know and try to guide them through the next stage Let them know it’s okay to ask for help; discussing and sharing can be a valuable part of learning Let them know it’s okay to ask for help; discussing and sharing can be a valuable part of learning

38. Practise counting fingers and toes up/down the stairs things that can be moved things that cannot be moved in 2s,5s and 10s through stories, songs and rhymes

39. Recognise numbers onhousesbusescars birthday cards

40. Practise number facts and recalling them quickly board games dominoes playing cards

41. Make links and use the mathematics they learn at school in day-to-day activities setting the table bakingmeasuringcounting using money estimating and calculating time

42. and …… make it FUN!

43. By the end of the Foundation Stage, most children should be able to … By the end of the Foundation Stage, most children should be able to … Count reliably with numbers from 1 to 20. Count reliably with numbers from 1 to 20. Recognise the written numbers 1 to 20. Recognise the written numbers 1 to 20. Place the numbers 1 to 20 in order. Place the numbers 1 to 20 in order. Find 1 more or 1 less than any number from 1 to 20. Find 1 more or 1 less than any number from 1 to 20. Add and subtract two single-digit numbers and count on or back to find the answer. Add and subtract two single-digit numbers and count on or back to find the answer. Solve problems, including doubling, halving and sharing. Solve problems, including doubling, halving and sharing. Use everyday language to talk about size, weight, capacity, position, distance, time and money. Use everyday language to talk about size, weight, capacity, position, distance, time and money. Compare quantities and objects and solve problems. Compare quantities and objects and solve problems. Recognise, create and describe patterns. Recognise, create and describe patterns. Name shapes such as a circle, square, triangle, rectangle, cube, cone and sphere. Name shapes such as a circle, square, triangle, rectangle, cube, cone and sphere. Use mathematical language to describe 2D and 3D shapes. Use mathematical language to describe 2D and 3D shapes.

44. Help Your Child At Home Pack

45. Year R’s Star, Rocket & Planet Shining Star Shining Star Reception Rocket Reception Rocket Sad Planet Sad Planet

46. Learning Platform Learning Platform  Currently being changed  Class page – games, videos, examples of work, Maths Challenges

47. Mathletics Thank you Questions and Evaluation Forms Photograph slide show