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Parent View - Give Ofsted your view on your child's school

 

Class 1

 

Reading is at the heart of our curriculum. We will use key texts to support teaching of all areas of learning.

Please find below a list of key texts we will be using in the Autumn term.

These texts serve as a starting point for some of our learning but we take a flexible approach to planning and follow the children's interests, although we will endeavor to link a key text to this interest whenever possible.

 
Autumn key texts:
  • Starting School (Janet & Allan Ahlberg)
  • The Big Book of Feelings
  • Wash Your Hands! (Tony Ross)
  • Brown Bear, Brown Bear (Eric Carle)
  • The Squirrels Who Squabbled (Rachel Bright)
  • Rosie Walk (Pat Hutchins)
  • Diwali - Festivals Around The World (The Secret Book Company)
  • The Very Helpful Hedgehog (Rosie Wellesley)
  • World Nursery Rhyme Week
  • The Nativity Story

 

Homework

Please click here to see Class 1 homework

 

Gallery

Please click here to see Class 1 gallery

 

Parents as partners

For information as to how you as parents and carers can support your child and their learning in the Early Years Foundation Stage please see Parents as Partners

 

Curriculum Overview for the Early Years Foundation Stage

 

This information below provides parents and carers some more information about the Early Years Foundation Stage (EYFS) and the expected outcomes the children will progress towards throughout Reception. This is achieved through a mixture of adult-led focus groups and play based activities that are child or adult initiated. The characteristics of effective learning underpin the Early Years Outcomes and helps to promote the children to become lifelong learners.

Prime Areas of Learning

Personal, Social and Emotional

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 other children’s needs and feelings, and form positive relationships with adults and other children.

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 difference situations, and take changes of routine in their stride.

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.

Physical Development

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 eating 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.

Specific Areas of Learning

Literacy

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.

Mathematics

Numbers

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.

Shape, Space and Measure

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 uses in places such as home and schools. They select and use technology for particular purpose.

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.

Characteristics of Effective Learning

Playing and Exploring (Engagement)

Finding out and exploring

  • Showing curiosity about objects, events and people.
  • Using senses to explore the world around them.
  • Engaging in open-ended activity.
  • Showing particular interests.

Playing with what they know

  • Pretending objects are things from their experience.
  • Representing their experiences in play.
  • Taking on a role in their play.
  • Acting out experiences with other people.

Being willing to ‘have a go’

  • Initiating activities.
  • Seeking challenge.
  • Showing a ‘can do’ attitude.
  • Taking a risk, engaging in new experiences, and learning by trial and error.

Active Learning (Motivation)

Being involved and concentrating

  • Maintaining focus on their activity for a period of time.
  • Showing high levels of energy and fascination.
  • Not easily distracted.
  • Paying attention to details.

Keeping on trying

  • Persisting with an activity when challenges occur.
  • Showing a belief that more effort or a different approach will pay off.
  • Bouncing back after difficulties.

Enjoying achieving what they set out to do

  • Showing satisfaction in meeting their own goals
  • Being proud of how they accomplished something- not just the end result.
  • Enjoying meeting challenges for their own sake rather than external rewards or praise.

Creating and Thinking Critically (Thinking)

Having their own ideas

  • Thinking of ideas.
  • Finding ways to solve problems.
  • Finding new ways to do things.

Making links

  • Making links and noticing patterns in their experience.
  • Making predictions.
  • Testing their ideas.
  • Developing ideas of grouping, sequence, cause and effect.

Choosing ways to do things

  • Planning, making decisions about how to approach a task, solve a problem and reach a goal.
  • Checking how well their activities are going.
  • Changing strategy as needed.
  • Reviewing how well the approach worked.

 

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