Welcome to class 1
|In class 1 we offer the children lots of opportunities to learn and explore through play within our continually changing provision areas (indoors and outdoors). The children will learn through a mixture of adult led and child initiated learning, both of which are as equally important in a child's development. |
The children are all settling well into their new routine and are already beginning to show us their big personalities. Moving into 'big school' however can be quite daunting and if your child has a few tears in the morning when leaving parents/carers these usually change to big smiles within 5 minutes! We use our reading records and text message service regularly to keep you updated so please make sure you look in these every evening.
Autumn curriculum map
Welcome letter to parents
Curriculum Map 2018/2019 Year 1
This half term our main topic is Nursery Rhymes and All About me
Please click below to find out some of the areas we will be covering
Reading logs will also be used to send home messages and for school to receive messages please make sure reading logs are in school every day and children should place the logs in the basket each morning, located in class 1, this will give me the opportunity to check for messages or pass on messages to parents.
For further information see your child's how to help your child sheet.
We try to ensure that the children have access to outdoors despite the lovely British weather. In order for this to happen, Children should have suitable clothing in school. We ask that wellington boots are kept in school and if possible an old raincoat. Please note, despite us encouraging the children to wear aprons, keep uniform tidy and be independent they do sometimes come home a little dirty. This is always the sign of some great learning happening!
You will be a sked to complete a 'wow moment' sheet each week. This will then be used to contribute to your child's learning journey by telling us about anything special or significant that your child has done during the week. This can vary and can include the following: if your child has completed a swimming grade, read a word, wrote a word or even won a football match this can then be added to your child's learning journey. One 'wow moment' sheet will be handed out on a Friday and should be returned to school no later than the Wednesday of the following week.
(Please see wow moment letter below)
WOW Moments Letter
Class 1's PE lesson will be on a Wednesday afternoon. The children also access physical development opportunities through continuous provision. Children may take their PE kits home with them on a Friday but they need to be returned with them on a Monday ready for the week ahead.
If your child does not have their PE kit in school they will have to use a spare kit from the PE kit box. They will not be allowed to borrow another child's kit. If your child does not have a kit in school a note will be put in their reading diary. We would appreciate it if everyone could double check that all their child's uniform is labelled and that children are encouraged at home to dress and undress independently.
Things to do at Home
There were many examples of how to help your child at home included in a letter sent home (please see letter below). At this stage the most important thing that you can do with your child is read, read, read. We monitor this on a daily basis and will also place reminders and encouragement stickers within children's reading records.
We use both a paper learning journey and an online tool to record observations, photos and assessments. Our tapestry account for this year is currently 'under construction' and therefore new information will be sent home ASAP.
We are often asked in school if we can recommend any apps. Below is a list of apps which we use in school to support learning:
- Pocket Phonics
- Doodle Buddy
- Jolly Phonics
- Toca Boca apps
- Pocket phonics
- Sparkle Paint
- Hickory dickory dock
- Bugs and numbers
- Phonics with letter lilies
- Hairy letters
- Please look at the website for a dinner menu to support children with their choices.
- Check to ensure clothes are all labelled
- Wellington boots to be brought into school
- Reading records should be put into children's bags every evening
- If your child is being collected by an unfamiliar adult, please let a member of staff know.
- We are working our way through the "All About Me" bags. These will be sent home once your child has had the opportunity to share it with the class.
I am really looking forward to getting to know your child throughout the year. If you ever have any queries or concerns, we have open classrooms every Wednesday from 3:15pm-3:40pm.
In the foundation stage there are 7 areas of learning ( 3 prime areas and 4 specific areas):
The prime areas
Communication and language
Listening and attention: 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.
Understanding: children follow instructions involving several ideas or actions. They answer 'how' and 'why' questions about their experiences and in response to stories or events.
Speaking: 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.
Moving and handling: 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.
Health and self-care: 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.
Personal, social and emotional development
Self-confidence and self-awareness: 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.
Managing feelings and behaviour: 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. Making relationships: 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
Reading: 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.
Writing: 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.
Numbers: 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.
Shape, space and measures: 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.
Understanding the world
People and communities: 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.
The world: 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.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design
Exploring and using media and materials: 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.
Being imaginative: 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.