Learning Today for Tomorrow

Reception Class

Welcome to Edison  - Reception Class!

We base our learning on the children's interests. This year we have channeled our learning through;

* Changes around us

*Celebrations 

*Post office and people who help us.

*Fairy tales

*Cafes.

We look forward to seeing where we head next!

Kind Regards

Mrs Walton-Wallace and Mrs Tracey

Latest updates from Reception

5 months 4 days ago

 

Dear Parents/Carers,

I hope that you enjoyed the fabulous weather over the Easter break. Thank you to all those who supported the 3d shape learning challenge. It was wonderful for them to share their learning and thank you for your patience with the shape song!

The curriculum information shows what we will be doing over the next two terms, however as things evolve or the children’s interests change I will keep you updated.

 

I had not expected the traditional tales to run as long as it did, but the children came up with such great ideas; the 3 bears cottage evolving into the giant’s castle and finally, just before the holiday, changing once more in Red Riding Hood’s café. This will allow us to explore healthy eating, menu making, money and reward posters just for starters.

 

As the weather improved at the end of term and as this continues we will be spending more time outside. The children have started to create a dino-land and bug hotel as well planting our vegetables, whilst keeping a diary of them. Listening to what they would like to do means that we will be squeezing in topics on mini-beasts, superheroes and possibly the seaside too! Once our café is quieter, we will create a human home and a mini beast investigation den, which will be supported by our trip on May 2nd to Wilderness Woods, where we will be story-telling, using the big mud kitchen, creating a mud shop, mini beats hunting and identifying, mini shelter building and risk taking!

 

We were very excited to get our new learning rug and some fantastic crates for building outside. The crates have already been put to good use as dragons, a bus, an aeroplane, stairs, camps, bridges and a way to solve problems (get things down that are high up, when you have a short teacher!) What will they come up with next?

 

I will keep you posted on how I will support their transition into Year 1, including after half term them coming in the big gate (I will be in the playground) and how they will order their own lunch. I will also be offering  a handwriting workshop , which will be in Year 1 classroom, so they and you can have a look, as well as story times in their too. I cannot believe I am talking about Year 1 for them, but know that they will be ready to take on their next challenge in 2 terms time – after all they are learning heroes!

 

Thank you for your support.                             

Mrs Walton-Wallace  

 

Thank you for the extra support with resources

We could really do with spare soil, plants, bottle tops, clean junk modelling, ribbon, old cards, sticks(straightones that are about 20cm long) shells and small logs . Thank you.

 

HOME LEARNING CHALLENGE #2    (We will be opening our own fruit stall to support our money and healthy eating learning)

Explore coins with your children – what do they look like? What numbers are on them and what does this mean? Can they order them by value? How could they use them? Play shops with them? Can they make up simple amounts with them?

The children can record this however they like or simply note in the diary what you have done with them by Friday 28th April.

 

The following currciulum information shows all the early learning goals but the highlighted areas will be our focus and with * items being of extra support or extension.

Literacy

 

Writing

*writes labels independently.                                    

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.

*Can spell some words with more than one syllable and red words, plus use the features of a story in their writing.

** write and use the word ‘because’.

Reading time.

Every child will continue to be issued with their weekly book to share, discuss, predict and question about. Please keep these in their school bag so that we can change them and read with them too.

The library bar code and reading cloud log in will be in their contact books so that they can get books out with you and once a week with us.This will normally take place on a Thursday afternoon. Please keep these also in their bags for changing.

Some children will be sent home ‘red’ or high frequency words. These words are common and can not always be F-R-E-D talked. Please play games with them and when they know them , simply leave a note in the contact book. We will work with them and send home the next set.  During Reception they will write them too so it would be great if they could take  this opportunity at home too.

 

* –to segment and blend cvc words e.g c-a-t, cat.                              

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.

FLUENCY and inference

** - reading words with more than one syllable in and red words, plus describe the events in a story.

Mathematics

Numbers

*Recognises numerals and counts correct number of objects to match (1-10)                                                    

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.

*Combining groups of 2,5,10 to solve problems. To use estimation.

 

Shape Space and Measures       

*To name 2d shapes.

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.

*3d shapes description  and  estimate  measurement, time and mass.                                                                                                                                           

Communication and Language

Listening and Attention   

*–maintain attention and repeat back what has been heard.   

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.

**–sustained concentration in assembly.

 

Understanding 

* – to respond appropriately to the conversation.                    

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

** – express views of characters in the story.

 

Speaking

* –to speak in full, complete sentences.

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.

**- express possibilities and justify their reasoning.

Physical Development

Moving and Handling         

* – jumps off things appropriately and improve fine motor accuaracy.             

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.

** – To be able to skip and write on the lines as well as control letter size.

 

Health and Self-care

* – to be able to attend to personal hygiene without reminders and carry equipment safely.        

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. 

**- discuss and justify healthy choices and fasten buttons or laces.

 

 

          Communication and Language

Listening and Attention   

* –maintain attention and repeat back what has been heard.   

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.

** –sustained concentration in assembly.

 

Understanding 

*– to respond appropriately to the conversation.                    

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

** – express views of characters in the story.

 

Speaking

* –to speak in full, complete sentences.

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.

**- express possibilities and justify their reasoning.

Expressive arts and design

Exploring media and materials.

* – To experiment with colour mixing.

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.

** – To do and justify combinations and changes.

 

Being Imaginative

*– To act out a story .                        

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.

 

** – To talk about the processes which led them to make what they have and recognising the strengths in someone else’s work as well as their own.

 

5 months 4 days ago

Dear Parents/Carers,

I hope that you enjoyed the fabulous weather over the Easter break. Thank you to all those who supported the 3d shape learning challenge. It was wonderful for them to share their learning and thank you for your patience with the shape song!

The curriculum information shows what we will be doing over the next two terms, however as things evolve or the children’s interests change I will keep you updated.

 

I had not expected the traditional tales to run as long as it did, but the children came up with such great ideas; the 3 bears cottage evolving into the giant’s castle and finally, just before the holiday, changing once more in Red Riding Hood’s café. This will allow us to explore healthy eating, menu making, money and reward posters just for starters.

 

As the weather improved at the end of term and as this continues we will be spending more time outside. The children have started to create a dino-land and bug hotel as well planting our vegetables, whilst keeping a diary of them. Listening to what they would like to do means that we will be squeezing in topics on mini-beasts, superheroes and possibly the seaside too! Once our café is quieter, we will create a human home and a mini beast investigation den, which will be supported by our trip on May 2nd to Wilderness Woods, where we will be story-telling, using the big mud kitchen, creating a mud shop, mini beats hunting and identifying, mini shelter building and risk taking!

 

We were very excited to get our new learning rug and some fantastic crates for building outside. The crates have already been put to good use as dragons, a bus, an aeroplane, stairs, camps, bridges and a way to solve problems (get things down that are high up, when you have a short teacher!) What will they come up with next?

 

I will keep you posted on how I will support their transition into Year 1, including after half term them coming in the big gate (I will be in the playground) and how they will order their own lunch. I will also be offering  a handwriting workshop , which will be in Year 1 classroom, so they and you can have a look, as well as story times in their too. I cannot believe I am talking about Year 1 for them, but know that they will be ready to take on their next challenge in 2 terms time – after all they are learning heroes!

 

Thank you for your support.                             

 

Mrs Walton-Wallace