Barrs Court School Curriculum Meeting September 2015
Aim of this morning… • To give you an insight into what your child experiences in school on a day to day basis. • To support you with what your child will be bringing home in their book bag! • To answer any other questions you might have.
Meet the team! Miss Miss Miss Miss Miss Miss Miss Miss Miss Mein Mein Harris Har is Duce Duce Cook Dr Drew
The doub e double sided le sided Home-Sc Home-School hool Diary Diary The messa e message side of e side of the diary the diary is a way to communicate between home and school. Please write in anything you need the teacher to know (not about reading). The children give their diary to teacher in the morning, they then initial all comments to show they have been read. Please can you initial our comments to show you have seen them.
The New EYFS curriculum 2012
Areas of Learning and Development Prime Areas Making Relationships Personal, Social and Emotional Development Self‐confidence and self‐awareness Managing feelings and behaviour Physical Development Moving and handling Health and self‐care Listening and Attention Communication and Language Understanding Speaking Specific Areas Literacy Reading Writing Mathematics Numbers Shape, space and measures People and communities Understanding the World The World Technology Expressive Arts and Design Exploring and using media and materials Being Imaginative
Rece ception T ption Topics opics We plan to the interests of the children. • The duration of each topic may vary, depending on the • children. Children explore all the activities we make available to • them. Adult led Maths, literacy, phonics, ICT and PE lessons • are taught within the topic. Continuous provision is planned to link with the topic. • “PLAY!!!!!!” Keep an eye on our website for topic info and photos. •
Christmas!
Making toys in the workshop…
Sleigh building…
Decorating the Christmas tree…
Weighing toys before they get posted… Delivering letters to the correct houses…
Making decorations for the classroom…
Busy time of year for the Post Office workers…
‘Christmas music’ inspired dances …
Exploring fake snow…
Re-creating the Nativity scene…
Performing in our FS2 and KS1 Nativity!
How do w How do we teac teach r h reading a eading at Bar Barrs Cour ourt Sc t School? hool?
Pre-reading skills... • Matching games/lotto/spot the difference (visual discrimination). • Concept that print conveys meaning (environmental text). • Finger/eye following the text when sharing big books. • Talking about illustrations (they help tell the story).
Daily phonics lessons…
The 6 phases Phase 1 – listening to sounds, being able to distinguish between sounds. Usually done in nurseries. Some chn need more phase 1 before learning sounds (phase 2). Phase 2 – Introduction of sounds (see handout). Building of words, reading, writing CVC words. Phase 3 – Introduction of new sounds including digraphs and trigraphs. Phase 4 – all sounds already learnt. Chn consolidate, read polysyllabic words, adjacent consonants. Phase 5 – learn alternative graphemes for the phonemes they already know (‘e’ in he/bed/me/she) Phase 6 – Spelling, doubling letters, dropping letters, impact of tense on spelling.
How do we teach phonics at Barrs Court School?
A typical phase 2 lesson…
We need to practise the sounds we have learnt so far…
Today we are learning the letter Listen to the story to help us learn our new sound..
The children are sitting in the dining room ready for their meal. They talk about which foods they love. Tommy says he loves Spaghetti Bolognaise. “mmmmmmmm.” Maisie says she loves hotdogs! “mmmmmmmmm.” Mum comes in with some roast chicken and they all say “mmmmmmmmmm”. Can you say “mmmmmmmm”?
Can you find the words that start with ‘m’?
Practise writing previously learnt letters on whiteboards or in shaving foam/sand trays/rainbow salt trays.
Go outside to complete a sound hunt… ‘Can you find something starting with…?’
Art and craft activities linked to a newly learnt sound… and tissue Beaded apple paper trees. snakes, printing,
The activities often strengthen fine motor control as well as reinforce previously learnt sounds.
Everyday the children revise/revisit learn something new Apply those skills to carefully planned activities to ensure sticky learning.
Soon they will be able to apply their phonic knowledge in order to...
Hear initial sounds in words Robot talk (orally c‐a‐t segment) Read CVC words (sound out and blend) Spell CVC words
Test Time!!!!!!!!! How many sounds/phonemes are there in the following words? (you can use your handout!!!)
If only it were that simple! Not all words can be sounded out…
Keywords (Plastic CD wallet in book bag) There are 100 keywords (also known as high frequency words) that we aim for the children to be able to read by the end of their reception year. Keywords cut up to play Some keywords can be decoded (sounded out), others games with, Set of keywords helps them to in back of diary. cannot. We call the ones that cannot be decoded ‘tric ‘tricky learn them on Once your child words’. wo sight. knows these we will give them the next set. Feel free Sight r Sight recogniti ecognition helps n helps f fluent r uent reading (not slow ading (not slowed down ed down Oxford to put a note in by so sounding o unding out/b /blending). lending). Reading Tree the diary when Words you feel they are ready to be tested.
The Oxf e Oxford R Reading T eading Tree ee book books tha s that come home come home every da ery day… y…
Oxford Reading Tree Books • All Oxford Reading Tree books have a coloured band on them. The children will be told what colour band to choose and a note will be put in the home school diary, within the ‘reading’ side (not the ‘message’ side!) to keep you up to date. • There are helpful tips about what to talk about in the back of the Oxford Reading Tree books. • When we feel your child is ready to move onto a new band we will put a note in the home-school diary.
Reading a eading at home home Encourage children to… 1. apply phonic knowledge (sound out and blend unknown words) 2. identify keywords within the text (often these cannot be sounded out phonetically) 3. look at the pictures for clues 4. use grammatical awareness
FIVERS FIVERS Reception will be included in the whole school ‘Fivers’ scheme where children are expected to read 5 times a week If the children read 5 times a week their name balloon will be moved on the cloakroom display. This is a f is is a fiver! r! (This includes sharing a book with you if they are too tired to read, just write it in the diary!). If they get 10 fivers they get a certificate. If they get 3 certificates over the school year, they go into a draw for a book token .
Time for questions…
Thanks for listening!
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