Welcome to Class 1

Early Years Foundation Stage• Personal Social Emotional Development

– Making relationships– Self-confidence and self-awareness– Managing feels and behaviour

• Communication and Language– Listening and attention– Understanding– Speaking

• Physical Development– Moving and handling– Health and self-care

• Literacy– Reading– Writing

• Mathematics– Number– Shape, space and measure

• Understanding the World– People and communities– The world– Technology

• Expressive Arts and Design– Exploring and using media and materials– Being imaginative

PRIME AREAS

SPECIFIC AREAS

Personal, Social and Emotional Development- Making RelationshipsChildren 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.

• Sharing and cooperating– Modelling appropriate behaviour– Sharing stories (Recommended reads-

Rainbow Fish, The Selfish Crocodile)– Turn taking games– Managing sharing-name cards.

• Getting to know each other – Circle times– What do we like about each other?– What is a kind thing to say?

• Encouraging children to play with a wide range of friends.

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.• Finding opportunities to celebrate

children’s successes and interests within a familiar group.– WOW Wall– Show and tell

• Valuing children’s interests– using within the curriculum

• Encouraging children to tell adults when they need help or have any concerns.

• Self awareness- what do I like that other children might not like?

Personal, Social and Emotional Development- 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.

• Sharing– Applying what they know in their

independent learning

• Reward system– Beans in the jar– Weekly treat– Stickers– Negative behaviour- missing minute of

busy learning

• Visual timetable– Children are aware of expectations during

different periods of the day

• Tidy up time!

Communication and Language- Listening and AttentionChildren 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.

• Short, sharp 10 minute inputs– Active, involving participation

• Showing concentration in various contexts– Adult-led activities– Adult-initiated– Child-led– Child-initiated

• Phase 1- continuing from nursery/preschool provision– Sound discrimination– Body percussion– Rhythm and rhyme– Alliteration– Voice sounds– Oral blending and segmenting

• Listening skills, putting hand up.

Communication and Language- UnderstandingChildren follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in

response to stories or events.• Developing understanding

– Following instructions, becoming more complex• Leap into life

• Encouraging children to be inquisitive– Questions during show and tell – Reading

• understanding story• comprehension skills• Reading Menu

Communication and Language- SpeakingChildren 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.• Speaking and listening activities

– Show and tell– Drama– Daily speaking and listening session as

year progresses

• Storytelling• Phonics• Sticking to main theme or intention

throughout speech- using full sentences.

• Role play- developing vocabulary– Greengrocers– Three Bears Cottage– Three Little Pigs Building Site

• SPAG- modelling correct grammar

Physical Development- Moving and HandlingChildren 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.• Leap into Life

– Functional movement• Fundamental movement skills

– Aesthetic movement• Incorporating body awareness and response to stimuli

– Manipulative skills• Working with equipment and small apparatus• Coordinating movements

– Movement concepts• Decision making- how, where and why to move• Directional awareness

• Finger gym– Play dough– Pegs and boards– Tweezers– Writing on easels– Writing lying down– Modelling correct pencil grip

• Independent access to Creative Area, cutting, sticking

• See fine motor skills/scissor cutting leaflets

Physical Development- Health and Self-CareChildren know the importance for good health or 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.• Discussing importance of exercise

– Opportunities in Leap into Life, heart beat, out of breath- body awareness

• Snack time– Fruit- why do we only have fruit?

• Healthy eating workshops as year progresses

• Changing for PE independently• Cookery

– Healthy/unhealthy– Three Bears Porridge!

Literacy- ReadingChildren 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.• Love of reading- Book corner• Encouraging wide range of

texts• Magazines• Fiction/non-fiction

• Comprehension- reading menu• Pictoral clues• Front cover, back cover,

title, author, illustrator, blurb, etc.

• Reading at home- liaison books

Phonics • Phase 1 in nursery/preschool & Autumn Term• Phase 2- introducing sounds

– Shortest simplest letter sounds– Beginning to blend/segment sounds together- CVC

words– HFW words/tricky words by sight- key rings on book

bags.– Capital letters– Sounds are not taught alphabetically, s, a, t, p, i, n, m,

d, g, o, c, k, ck

• Phase 3– More sounds, HFW and tricky words– Beginning to blend/segment longer, multisyllabic

words

• Phase 4– More HFW and tricky words– Blending/segmenting adjacent consonants

• Home– Reading books- sent home shortly. Reading Menu– Phonics Books- letter formation practise. Reference of

covered sounds.– HFW/Tricky word cards on book bags- learnt by sight

Phonics Vocabulary• Phoneme

– The smallest unit of sound (44 of these)• Grapheme

– A way of writing down phoneme• Digraph (2 letters 1 sound)

– A grapheme containing 2 letters that make 1 sound• Consonant digraph- sh• Vowel digraph- ai

• Blending– Looking at a written word, working out which phoneme each grapheme

represents• Segmenting

– Hearing a word, splitting it into phonemes and recording graphemes• High Frequency Word

– Common word, to be learnt by sight- mum, dad, in, at– Tricky word, non-decodable- no, go, to, the

Literacy- WritingChildren 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.

• Mark making– Various opportunities throughout

classroom• Role play• Writing for a purpose

• Formation– Finger gym activities- fine motor

skills/manual dexterity– Independent access to these activities

daily

• Exciting contexts, letters, posters, etc.

• Practise holding sentence in head before writing. – Composition/transcription

Mathematics- NumberChildren 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.• Reciting number ALWAYS from

zero.• Reciting from given number-

understanding of number.• Counting objects from a larger

group.• Daily counting routines

• 100 day party.• Counting how many children

• Number stories- Hungry Caterpillar.

• Recognising and writing numerals• Numbers in the environment

Mathematics- Shape, Space and MeasuresChildren 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.• EVERYDAY LANGUAGE

• Weight- greengrocers role play- heavier/lighter

• Size- bigger/smaller, taller/shorter, wider/thinner (3 Bears Cottage)

• Capacity- full/half full/empty- Baking!

• Time- day structure, week, month, year, etc (The Rabbit Problem)

• Money- greengrocers role play• Shape

• 2D- circle, square, rectangle, triangle

• 3D- sphere, cube, cone

Understanding the World- People and CommunitiesChildren 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.

• Festivals• Talking about home life

• Similarities and differences • Take home bear for weekend- sign up

sheet• Show and tell

Understanding the World- The WorldChildren 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.

• Discussing world around us

• Comparative language • This leaf is

crunchier because it’s been on the ground longer!

• Outdoor learning• Forest schools

• Beanstalks• Perfume making

Understanding the World- TechnologyChildren recognise that a range of technology is used in places such as

homes and schools. They select and use technology for particular purposes.

• Age appropriate software• Phonics games

– Phonicsplay.co.uk

• Interactive whiteboard• Ebooks

Expressive Arts and Design- Exploring and Using Media and MaterialsChildren 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.

• Creative Area- DONATIONS WELCOME

• Independent access to Creative Area• Fine motor skills• Encouraging imagination

• Music/dance• Wednesday afternoon- music• Leap into Life- music/dance

Expressive Arts and Design- Being ImaginativeChildren 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.• Role play- vocabulary

• Greengrocers• 3 Bears Cottage• 3 Little Pigs Building Site

Assessment• Observations– Teacher– TA– PARENT VOICE• WOW slips• Any INDEPENDENT work/photos from home

• Weekly focus children– Letter sent home

• Evidence collected in Learning Journeys

School dayMonday Tuesday Wednesday Thursday Friday

8.50-9.00 R E G I S T R A T I O N / V I S U A L T I M E T A B L E

9.00-9.30Helper board

Assembly Assembly Phonics PhonicsCircle time

9.30-10.00 Leap Into Life Phonics Phonics Leap Into LifeLeap Into Life

HW- HFW key rings, phonics books.

Storytelling/Weekend Writing

Storytelling/ Maths ICT Suite10.00-10.15 Leap Into Life Leap Into Life

10.15-10.30 G R E E N G R O C E R S

10.30-10.50 B R E A K

10.50-12.00 Storytelling/Weekend Writing

Cookery/ Quiet Space

Storytelling/ Maths Storytelling/Maths Storytelling/

Maths ICT Suite Reading/Assessments

12.00-1.00 L U N C H

1.00-2.00 UTW/Art UTW/ArtHW- Reading/ Assessments

PPAMaths

HW- Reading/ Assessments

KS1 Assembly

Reception/Y1 Golden time

2.00-3.10Reception- Forest

SchoolsYear 1- Library/PE

Year 1- Forest Schools French Speaking

Website

• Information, photos

• tomtaylor@harrowbarrow.cornwall.sch.uk

http://www.harrowbarrow.cornwall.sch.uk/class-1/