where next?. end of year expectations by the end of the reception year the children will reach the...

Download Where Next?. End of Year Expectations By the end of the Reception year the children will reach the end of the Early Years Foundation Stage (0-5 years)

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  • Slide 1
  • Where Next?
  • Slide 2
  • End of Year Expectations By the end of the Reception year the children will reach the end of the Early Years Foundation Stage (0-5 years). Early Learning Goals The level the children are expected to achieve.
  • Slide 3
  • Areas of Development Prime Areas: Communication and Language Personal, Social and Emotional Development Physical Development Literacy Maths Specific Areas: Understanding the World Expressive Arts and Design See the ELG link on the website under Learning tab, Foundation Stage Curriculum. http://www.jeavonswood.cambs.sch.uk/fscurriculum.php http://www.jeavonswood.cambs.sch.uk/fscurriculum.php
  • Slide 4
  • Literacy Letters and Sounds The expectation is that all children will be secure in at Phase 3 by the end of the year. Resources: School website Learning tab, Foundation Stage Curriculum http://www.jeavonswood.cambs.sch.uk/fscurric ulum.php http://www.jeavonswood.cambs.sch.uk/fscurric ulum.php Reading Records for tricky and HFW for each phase detailed in the stickers and in the front list. My Tricky Letters and Sounds Word Mat
  • Slide 5
  • High frequency words Tip: You can also find the HFW in the front and back of the reading record. Check out the stickers put in weekly which tell you the phonemes and words we are doing weekly.
  • Slide 6
  • Literacy Reading Early Learning Goal 1. Children read and understand simple sentences. 2. They use phonic knowledge to decode regular words and read them aloud accurately. 3. They also read some common irregular words. (We call these tricky words) 4. They demonstrate understanding when talking with others about what they have read. Ideally, by the end of the summer term the children should be reading yellow schemed books or above.
  • Slide 7
  • Literacy Writing Early Learning Goal: 1.Children use their phonic knowledge to write words in ways which match their spoken sounds. 2.They also write some irregular common words. 3.They write simple sentences independently which can be read by themselves and others. 4.Some words are spelt correctly and others are phonetically plausible. E.g. elefant.
  • Slide 8
  • Writers Toolkit
  • Slide 9
  • Maths Number: Early Learning Goal: 1.Children count reliably with numbers from 1 to 20 and place them in order. 2.Say which number is one more or less than a given number. 3.Add and subtract two single digit numbers and count on or back to find the answer. 4.Solve problems using doubling, halving and sharing.
  • Slide 10
  • Maths Shape, Space and Measure Early Learning Goal: 1.Use everyday language to talk about size, weight, capacity, position, distance, time and money. 2.To compare quantities and objects and to solve problems using these. 3.Recognise, create and describe patterns. 4.Explore characteristics of everyday objects and shapes using mathematical language to describe them.
  • Slide 11
  • Vocabulary SSM See National Strategy document Reception Mathematical Vocabulary. A 4 sided shape is known as a quadrilatera l Corners are also called vertices All 2D shapes have sides
  • Slide 12
  • Vocabulary SSM faces corners edges point
  • Slide 13
  • How can you help? Children should be reading daily, including practising their tricky words for the appropriate phase. Children should be writing regularly using cursive handwriting (using the handwriting sheet that was sent at parents evening). Children need several opportunities to write sentences which include the features on the writers toolkit. Children should be recognising, ordering and counting numbers to 20 in practical ways. They should be solving a number of addition, subtraction, doubling, halving and sharing problems. Children should be able to spot 2D and 3D shapes in their environment and talk about them using mathematical language detailed in the slide previous.

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