Presentation for parents on the curriculum for the Early Years

1. Welcome to FoundationWelcome to Foundation
StageStage
Parents Meeting
1st
October 2018

2. AimsAims
To help you to understand the curriculum
that your child will be covering in FS.
To understand how we teach in order to
cover the requirements of the curriculum.
To identify the key ways in which you can
help your child at home and in school.

3. ““The earliest years in a child’s life areThe earliest years in a child’s life are
absolutely critical. A child’s future choices,absolutely critical. A child’s future choices,
attainment, wellbeing, happiness andattainment, wellbeing, happiness and
resilience are profoundly affected by theresilience are profoundly affected by the
quality of the guidance, love and care theyquality of the guidance, love and care they
receive during these first years.”receive during these first years.”
Dame Claire TickellDame Claire Tickell

4. What is the Early YearsWhat is the Early Years
Foundation Stage?Foundation Stage?
The Early Years Foundation Stage
(E.Y.F.S.) is a statutory framework for
the education of children from birth to
the end of the Reception year.
It is based on the recognition that
children learn best through play and
active learning.

5. The E.Y.F.S. is basedThe E.Y.F.S. is based
on 4 themes.on 4 themes.
1 A Unique Child
2 Positive Relationships
3 Enabling Environments
4 Learning and Development

6. 1. A Unique Child1. A Unique Child
Understand and observe each child’s
development and learning, assess
progress, plan for next steps
Support children to develop a positive
sense of their own identity and culture
Identify any need for additional
support
Keep children safe
Value and respect all children and
families equally

7. 2. Positive Relationships2. Positive Relationships
Sensitive and responsive to the
children’s needs, feelings and
interests
Consistent in setting clear boundaries
Support them to build of their
relationships
Foster a sense of belonging

8. 3. Enabling Environments3. Enabling Environments
Stimulating resources relevant to all
the children's cultures and
communities
Support the children in taking risks
and to explore
Provide rich learning opportunities
through play and playful teaching

9. 4. Learning and Development4. Learning and Development
Provide challenging, playful
opportunities across the prime and
specific areas of learning and
development.
Foster the characteristics of learning
◦ Playing and exploring
◦ Active learning
◦ Creating and thinking critically

10. Within the theme of Learning andWithin the theme of Learning and
Development there are seven areas. AllDevelopment there are seven areas. All
areas are connected to one another and areareas are connected to one another and are
equally important.equally important.
1. Personal, Social and Emotional Development
2. Communication & Language
3. Physical Development
4. Literacy
5. Mathematics
6. Understanding The World
7. Expressive Arts and Design

11. Personal, Social and Emotional DevelopmentPersonal, Social and Emotional Development
The children will be learning to:
• become self-confident;
• take an interest in things;
• know what their own needs are;
• dress and undress independently;
• become independent;

12. How can you help?How can you help?
• You can help by encouraging your child to
be more independent e.g. wash their
hands, put on and fasten their coats,
dressing & undressing, toileting
independently
• Playing games which encourage sharing
and turn taking will help your child to build
their social skills.
• Letting children join in with everyday
activities - washing up, cooking, shopping,
helping in the garden...

13. Communication and LanguageCommunication and Language
The children will be learning to:
 talk confidently and clearly
 understand different elements of language
(understanding questions, prepositions and following
instructions)
 develop their spoken language
 build listening and attention skills
 enjoy listening to stories, songs and poems

14. How can you help?How can you help?
• Reading books (stories, information books,
newspapers, magazines, comics etc)
• Encouraging your child to join in and talk
about books.
• Singing songs and nursery rhymes.
• Taking time to listen to them talking
about things they’ve done and answering
their questions-encourage them to listen to
you!

15. Physical DevelopmentPhysical Development
The children will be learning to:
move confidently
control their body
handle equipment safely

16. How can you help?How can you help?
• Give children time to run, jump, climb and
play outdoors
• Encourage children in activities such as
building, drawing, threading beads,
or filling and emptying containers in the
water – all of which develop manipulative
skills.
• Play dough-children love it and it is great
for strengthening muscles in their arms
and hands

17. MathematicsMathematics
The children will be learning to:
 Count reliably
 develop an understanding of maths through
stories, songs, games and imaginative play
(adding, subtracting)
 become comfortable with numbers and with
ideas such as 'heavier than' or 'bigger’.
 Use every day language related to money and
time.
 understand concepts such as ‘sharing’, ‘doubling’
and ‘halving’.
 be aware of shapes and space.

18. How can you help?How can you help?
• Talk about the shapes you can see in your
environment
• Comparing the sizes and weight of items
• Pointing out numbers all around
• Singing counting songs and rhymes
• Counting, adding and subtracting anything
and everything - socks, cars, shopping,
cutlery, fingers and toes!

19. Discuss and have a go!Discuss and have a go!
What activities could you do
at home?
Which area of mathematics
would it support?

20. LiteracyLiteracy
The children will be learning to:
• hear and say sounds, and link them to the
alphabet
• Understand rhyme and alliteration
• Become interested in books and handle books
correctly
• read and write familiar words
• write simple sentences
• learn to use a pencil effectively (Tommy thumb,
Peter pointer and Toby tall)
• Cursive script – every lower case letter will
eventually start and finish on the line.
• In Reception we don’t do the lead ins but we do the lead outs
• In Year 1 children will be taught the full cursive formation (with lead
ins)
• In Year 2 children start to join

21. How can you help?How can you help?
• Modelling correct letter formation and
pencil grip
• Model writing in lower case
• Point to different words when you are out and
about eg. Road signs, shop names, labels in
shops. Can they tell you the initial sound? Can
they help you read it?
• Model sounding simple words out when you are
writing. Encourage them to help you!
• Practising key words

22. Tommy Thumb, Tommy Thumb, where are you?
Here I am, here I am. How do you do?
Peter Pointer, Peter Pointer, where are you?
Here I am, here I am. How do you do?
Toby Tall, Toby Tall, where are you?
Here I am, here I am. How do you do?
Ruby Ring, Ruby Ring, where are you?
Here I am, here I am. How do you do?
Sally Small, Sally Small, where are you?
Here I am, here I am. How do you do?

23. Pencil gripPencil grip
1 2
3 4

24. Discuss and have a go!Discuss and have a go!
What activities could you do at home?
Which area of literacy would it support?

25. Understanding the WorldUnderstanding the World
The children will:
 find out about the world around them, asking
questions about it.
 find differences and similarities.
 know about everyday technology and learn what it is
used for
 find out about past events in their lives and their
families' lives
 find out about different cultures, beliefs and
occupations.

26. How can you help?How can you help?
• Talk with your child about the places they go and
things they see in the world around them
• Explore the natural environment (in your garden
or the park will do!)
• Answering and asking questions - what if…? Why
do you think…? How did you…?
• Talking about special times and events
• Embrace other cultures and religions and talk
about the similarities and differences
• If possible let them have access to technology,
CD players, computers etc

27. Expressive Arts & DesignExpressive Arts & Design
The children will explore:
 colours and textures
 making and creating things using different media
 imaginative play
 making music, dancing and singing

28. How can you help?How can you help?
• Talk with your child about their imaginative
play and join in if possible!
• Encourage them to be creative in their
thinking and use of materials
• Talk about the texture and colour of things
e.g. “How do you make purple?”, “How
does this pinecone feel?”
• Make up silly songs and music using
different household objects

29. TopicsTopics
We currently have topics in mind for
the year BUT
◦ Who knows where the children might lead
us?

30. Our TopicsOur Topics
Autumn Term
◦ 1st
half ~ All about Me – This is our house
◦ 2nd
half ~ People who help us and Christmas – The
Little Red Hen
Spring Term
◦ 1st
half ~ Space – Whatever Next
- 2nd
half ~ Out of Africa – Handa’s Surprise
Summer Term
◦ 1st
half ~ If you go down to the woods - The
Gruffallo
◦ 2nd
half ~ Whole School Topic

31. Different ways your childrenDifferent ways your children
learn in EYFSlearn in EYFS
Teacher led circle time
Funky fingers
Writing workshops
Focus activities
Continuous provision
Topic guided provision

32. A typical morning in FS…A typical morning in FS…
 8.45 – 8:55 Come in, coats & bags, reading corner
 8.55-9:00 Register
 9.00-9.15 Teacher focus input
 9.15-9.25 Funky fingers
 9.25-10:20 Play learning-indoor and outdoor
 10:20-10:35 Worship
 10:35-10:50 Snack
 10:50-11.10 Phonics
 11.10-11.45 Play learning-indoor and outdoor
 11.45-12:00 Circle time-what have you been
learning?
INTEGRATION During play learning the Ants and Bees are
mixed and are taught by all members of the Foundation
Stage Team.

33. A typical afternoon in FS…A typical afternoon in FS…
 1:15-1:20 Register
 1:20-1:35 Teacher focus input
 1:35-2:45 Play learning-indoor and outdoor
Teachers and Teaching assistants read
with the children

34. Funky fingers
Now it’s your turn...

35. The first few weeks
We will find out what the children
already know and can do
and use this information to help us develop our
curriculum and personalise it to each child.
Each child has their own folder “My Learning Journey”
where we keep evidence of their learning and samples
of work or photographs of what they have been doing.
We value any contribution that
you would like to make.
You will be invited to discuss
how your child has settled in
and their progress so far at
the parents evening in October

36. Assessment throughout the
year in EYFS
• We have four assessment points throughout the
year: start of year, Autumn II, Spring II, Summer II
• Throughout the year we assess the children in all
areas of the EYFS framework
• We do this by observing the children, writing
observation for their learning journeys and
carrying out focus activities
• We do this by looking at the objectives on
Development Matters and we assess whether the
children are entering, developing or secure at 30-
50 months or 40-60 months

37. Assessment at the end of
the year in EYFS
• At the end of the year we assess the children
against the early learning goals (ELGs) as
emerging, expected or exceeding. This is what
you will receive in your end of year report.
• Children are defined as having reached a good
level of development(GLD) at the end of the
EYFS if they have achieved at least the expected
level in: the early learning goals in the prime
areas of learning (personal, social and emotional
development; physical development; and
communication and language) and the early
learning goals in the specific areas of
mathematics and literacy.

38. WOW moments
Or wowmoments@marlow-infant.bucks.sch.uk

39. Thank you for coming
Any questions?