1. EYFS Curriculum Meeting

2. Staff Badger Class – Mrs McClung Mole Class – Miss Collings
Teaching Assistants – Mrs McHale and Mrs Phillips

3. Structure of EYFS Expressive Arts and Design
Prime Areas Personal, Social and Emotional Communication and Language Physical
Specific Areas Literacy Mathematics Understanding of the World
Expressive Arts and Design

4. Aim of the meeting
Phonics
Reading
Writing
Maths

5. Teaching Phonics

6. How children learn phonics
Pink words, red words, Yellow words, gold words.
High frequency words, tricky words (I, no, go, to, the)

7. Purple sound books Each week we learn four sounds.
New actions will be glued into your child’s phonic books:
Mole class Wednesday ready for Thursday
Badger Class Thursday ready for Friday
There will be an example of the cursive letter formation in yellow or orange pen.
Please encourage your child to practice the letter formation or find a picture of an object with the same initial sound.
In your reading diary there is a sound mat with cursive letter formation.

8. Teaching Reading Early Learning Goal
Children read and understand simple sentences.
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.

9. Home Reading
Your child will share their book with a teacher during the week.
Books will be changed initially twice a week, only if your child has shared their book at home. Although as the year progresses we will change your child’s reading book as we hear them read.
To be a ‘Reading champion’ your child has to share their book four times.
Daily reading at home is the best way to help your child progress. Please ask lots of questions to check their understanding, you will find some examples in your child’s reading diary. Talk about the story before, during and afterwards – discuss the plot, the characters, their feelings and actions, how it makes you feel, predict what will happen and encourage your child to have their own opinions.
Remember to write a comment in your reading diary so we can help support your child in school.

10. Developing early writing
Funky fingers Finger gym
Finger exercises
Squiggle while you wiggle
Dough disco

11. Stages of writing

12. Stages of pencil grip

13. Ways to support early writing at home
Bring in any mark making your child has done at home.
Talk to your children about the marks they make and praise any attempts at mark making.
Practice letter formation in your purple sound book.
When your child has a go at writing e.g. g for gorilla, let your child know they can write and encourage them to have a go at this at home.
Writing the initial sound of a word, or just some sounds within a word is a great start to writing. They will be able to write words more accurately in time.
Help your child practise writing their name.
Make an ‘all about my family’ book with your child where they draw their family members and write their names by them.
Bring in any writing your child has done at home to share with the class, e.g. postcards, cards, addressed envelopes, recipes, till receipts and shopping lists.

14. Maths Number Early Learning Goal
Children count reliably with numbers from one to 20, 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 Early Learning Goal
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare 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.

15. Early Maths skills through play
Your child will begin to:
• know and understand early maths language of measurement, shapes, spaces, positions, early
numbers, order and patterns
• know the sequence of numbers
• begin to understand positional words, e.g. in, on, outside
• show an awareness of time e.g. discuss routines and different times of the day.
• be aware of shapes in their environment
• be aware of 1-to-1 correspondence, develop number sense, especially understanding number symbols, e.g. ‘the fiveness’ of 5 (conservation of number
• acquire new vocabulary
• learn number rhymes and songs, e.g. one, two, buckle my shoe etc.
begin to problem solve through familiar contexts, with meaningful purpose and mathematical complexity.

16. Ways to support early Maths at home
Singing number songs and rhymes.
Completing jigsaw puzzles or playing games like snakes and ladders.
Go on a shape hunt around your house.
Measure who has the biggest hand or see how many foot steps it takes to get from one side of a room to the other.
Handling money when you are shopping and finding out how much objects cost.
Cooking food, weighing the ingredients, comparing weights and seeing who eats it the quickest!
Sorting and counting socks.
Maths has to be ‘hands on’ and fun!

17. With a little bit of practice they soon can!
If your child ever says ‘I can’t’ remind them, that they can’t do it yet!
With a little bit of practice they soon can!

18. This term’s topic is Marvellous Me!
Homework
Phonics book (weekly)
Regular reading (Remember read on 4 different days to be a reading champion)
Initial words (pink, red, yellow, gold)
Word key-rings
Rhyme of the week
Topic related activities (via Tapestry)

19. Remember our ‘Stay and learn’ session
9:30am-10:30am Thursday 29th September

20. School days absent per year School weeks absent per year
Attendance
% Attendance
School days absent per year
School weeks absent per year
94.7% 10 2
89.4% 20 4
84.2% 30
6 (One school term)
78.9% 40 8

21. Any questions?