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Welcome and Thank You
Our Values
YR and the Integrated Curriculum
Phonics
Reading and ORT Books
Maths in Year R
Why Online Safety is important…
• Going online is becoming more accessible
o Tablets
o Phones
o Xbox, PS and other consoles
o Laptops/Netbooks
• Equip them for the world they are growing up in
• Teaching them how to use this amazing resource
positively
• The threats are ever evolving and increasing
‘Online Safety’ at RIS
• Designated Safeguarding Lead (DSL)
• Online Safety Officer
• New Online Safety teaching strategy
• Online Safety Policy
• Acceptable Usage Policy
Staff
Governors
Volunteers in school
Children (with the parents)
Teaching Online Safety
Lock It Block It
Show It Tell It
How you can help…
• Talk to them
• Know the in’s and out’s of the sites used
• Know what is appropriate….and not.
• Re-inforce the message from school
• Save the evidence
PEGI Rating
PEGI (The Pan-European Game Information age rating system) was established in 2003 to help European parents make informed
choices
Bad Language - Game contains bad language
Discrimination - Game contains depictions of, or material which may encourage, discrimination
Drugs - Game refers to or depicts the use of drugs
Fear - Game may be frightening or scary for young children
Sex - Game depicts nudity and/or sexual behaviour or sexual references
Violence - Game contains depictions of violence
Age Limits
13+ 16+
13+ 13+
13+
7+ 13+
7+ 12+ 3+
Conversation Starters… • Ask your children to tell you about the sites they like to visit and what they
enjoy doing online.
• Ask them about how they stay safe online. What tips do they have for you, and where did they learn them? What is OK and not OK to share?
• Ask them if they know where to go for help, where to find the safety advice, privacy settings and how to report or block on the services they use.
• Encourage them to help. Perhaps they can show you how to do something better online or they might have a friend who would benefit from their help and support.
• Think about how you use the internet as a family. What could you do to get more out of the internet together and further enjoy your lives online?
Great little websites… • Information about Apps and applications:
https://www.net-aware.org.uk/
• Parental Controls:
https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/parental-controls/
• Talking to your child:
https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/talking-your-child-staying-safe-online/
• Parental control software:
http://www.techradar.com/news/the-best-free-parental-control-software
• Mobile phone monitoring
https://www.teensafe.com/
Thunky the Thinking Monkey
Serenity the Spiritual Butterfly
Indie the Independent Tiger
Emilio the Emotional Dolphin
Crafty the Creative Spider
The Interdependent A Team
The Integrated Curriculum
Early Years Foundation Stage – 7 Areas of Learning
EYFS is a rich curriculum, which we deliver in a
creative and inspiring way. Prime and Specific Areas of
Learning.
Personal, Social and Emotional Development
Communication and Language
Physical Development
Mathematics
Literacy
Understanding of the World
Expressive Arts and Design
Characteristics of Effective Learning
Playing and Exploring
Active Learning
Creating and Thinking Critically
The Integrated Curriculum and our Values
Our Integrated Curriculum connects together all seven areas of learning in a meaningful way.
A hook introduces a problem and poses an outcome with
a purpose.
The work throughout the IC builds to that purposeful outcome.
Our Values shape the planning.
Teaching and Learning
IC’s frame the learning with a project
Balance of self initiated play, directed play and supported and independent
focussed work.
Phonics in Year R
Letters and Sounds
• Daily teaching of letters, letter names, the sounds they make and how to write them.
• About 4 letter sounds per week.
• Play games and tasks to build up knowledge of sounds and letters.
• We teach the skills of reading, such as blending, looking at context, thinking about grammar.
• Teach cursive handwriting from the start.
• How to hear and make sounds
• The sounds letters make.
• Actions to help remember the sound
• What the letters look like.
• The letter names.
• How to write the letters.
• How to build or blend the sounds into words.
• How to write words by sounding out.
• Remembering keywords
In Phonics we learn about….
Phase 1
Hearing different sounds, spotting rhymes.
Making sounds, using our voice.
Fun Games to Develop Sound Discrimination Skills and confidence
Phase 2
Learning single letter sounds (phonemes).
Linking the sounds to letter shapes (graphemes).
Blending and segmenting the sounds to read and write words.
Phase 2
Children will learn their first 19 phonemes
Set 1: s a t p Set 2: i n m d
Set 3: g o c k Set 4: ck e u r
Set 5: h b l f ff ll ss
Phonics words Phoneme frame and
sound buttons
c a t
f i sh
. . .
. . _
Phase 3
Learning two letter and three letter phonemes or letter sounds .
Linking the sounds to pairs of letter shapes, the digraphs and trigraphs.
Blending the sounds to make words, spotting digraphs.
Phase 3:
• They will learn another 26 phonemes:
• j, v, w, x, y, z, zz, qu
• ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or,
ur, ow, oi, ear, air, ure, er
• They will use these phonemes (and the ones from Phase 2) to read and spell words:
chip, shop, thin, ring, pain, feet, night,
boat, boot, look, farm, fork, burn,
town, coin, dear, fair, sure
Phase 4
Blending longer words.
Linking the sounds to pairs of letter shapes, the digraph.
Blending all the sounds to make words.
Phase 5
Learning alternative two letter phonemes graphemes.
Linking the sounds to pairs of letter shapes, the
digraph.
Blending the sounds to make words..
Saying the sounds
• Sounds should be articulated clearly and precisely.
http://www.teachfind.com/national-strategies/letter-and-sounds-
%E2%80%93-articulation-phonemes-vowels-and-consonants
Tricky Words
There are many words that cannot be blended or
segmented because they are irregular, such as....
the was said you some
Reading in Year R
•We constantly read and teach reading as book skills, phonics, talking and comprehension.
• Teaching as whole class, small group guided reads and reading tasks and 1-1 reads.
•Key part of the day is shared reading and phonics, play based tasks, handwriting and reading jobs.
Reading in Year R
•.Your child will already have a blue book bag.
•Letters, words to blend and key words will be sent home each week. We will place one or two ORT books in the bag each week.
•The weekly tags and word card will also explain the main reading learning for the week which you can then apply to the letters, words and books that come home.
•Reading journal for you to tick off when you have read with your child..
Sharing ORT Books at Home
•10 minutes when you can, ideally 3 to 4 times a week.
• Comfortable spot
•Repetition!
Explore the front cover. What do you think the story will be about?
Cover part of the title to encourage children to make predictions. What sort of room could it be? The scary room; The shadowy room etc…
Look at the characters faces – how might they be feeling? And why?
Which characters might be appearing in the book?
• Pictures • Reading finger. • Highlight frequently used key words i.e.
was, what etc… • Sounding and blending c a t
cat
When children become stuck!
• Don’t jump in too quickly!
• Thinking time
• Unfamiliar words
• Don’t say ‘No. That’s wrong. but ‘Let’s read it together’ and point to the words as you say them.
• If your child makes a mistake but the sentence continues to make sense i.e.
‘ He went back to his home.’
(instead of house)
Ignore these inaccuracies as this will aid fluency and confidence.
•Ask children if they liked/disliked the story. Why?
•Ask children to find the funny, scary, sad etc… parts of the story.
•Describe favourite characters.
•Recapping events
And finally……..
Together we aim to teach your child not only how to read but to learn to love reading for the sheer pleasure of a good story or poem or finding
out something new!
55
Maths In Year R
Practical, playful, real, talked about and recorded in meaningful ways.
56
Counting, Calculating, Shape and Measure
Saying, counting, and ordering to 5, 10 and 20.
Adding by combining and counting on.
Subtracting by taking away and counting back,
Naming shape.
Practical language of comparing and measuring.
Share and combine sets of equal size.
Maths and Stories
Practical Counting Problem
Goldilocks needs to buy Daddy Bear a new (biggest cup).
How many will each cup hold? Which one will hold the most? Can you add a label?
Can you find all the sets of stars? How can you record
what you find?
The Importance of Counting 5 key principles.
One to One – count each item once.
Stable Order – number order does not change.
Cardinality – the last one, is the set.
Abstraction – you can count anything.
Order Irrelevance – it does not matter the order you count the objects.
How can we help develop mathematical thinking?
•Asking questions that encourage speculation, talking about ideas, and giving reasons.
•Counting real things, exploring boxes of ‘stuff’. Counting practically in real life contexts.
•Saying number names, linking names to numbers, recognising numbers, matching these to sets.
•Sorting objects, counting and labelling sets (of objects and pictures).
•Drawing pictures to represent things, and sets of things.
•Solving practical addition and subtraction problems.
•Recording in multiple ways (pictures, icons, symbols, formal and informal).
Thank you for coming!
