Welcome back to the Summer Term in Reception Class R Venus!
It's hard to believe we are embarking on the the third and final term of this academic year! It really is speeding by.
During the autumn and spring terms the children enjoyed all sorts of exciting and challenging learning opportunities. We went on several trips locally including a visit to the local library for stories and an introduction to borrowing books, we had a morning at Pizza Express where we made our own pizzas, learnt about the ingredients and watched the chef at work, recently we visited Celtic Harmony Camp to learn about life in the past and to try our hand at making art with natural objects and resources. In addition we had visits from local author Alice Hemming, Dr Katie, BMX champion Mike Mullen and of course the chicks! With all these wonderful opportunities and experiences no wonder the children have been full of inspiration and ideas in their learning! We have some exciting things in store for the summer term too, but I don't want to spoil the surprises!
The children made a great start and have gone from strength to strength in their learning. As they have grown in confidence we have increased the adult led activities and the children are enjoying daily phonics in small groups consolidating their knowledge of Phase 2 and 3 and practising how to use this in order to read and write independently, small group maths activities and literacy. In addition they visit the school library every Thursday.
During the coming term the children will be developing their garden by planting and caring for a variety of plants including vegetables and fruit. They will be observing growth and change first hand not only in the garden but through our tadpoles which, once they have fully developed into frogs, will be released back into the pond. Also they will have some caterpillars to observe as they grow and change too.
In Reception we do not follow a topic based structure, rather we follow the children's interests and fascinations to ensure high levels of engagement and involvement. The practitioners working with the children respond and facilitate children's learning and development by using strategies that allow children to take their 'next steps' at the time, or in the moment.
As you will see from the document below there are seven areas of learning within the Early Years:
Alongside these and vitally important are the Characteristics of Effective Learning. The unique child reaches out to relate to people and things through the Characteristics of Effective Learning.
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This information is taken from the Department for Education Document 'Statutory framework for the early years foundation stage'.
The Early Learning Goals
The Prime Areas
children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
The Specific Areas
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.
children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
children count reliably with numbers from 1 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.
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.
children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.