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Welcome to Rainbow Explorers 2018
Today we want to:
• Tell you about the EYFS curriculum and
how it is taught
• Discuss settling into Rainbows
• Rainbow routines and the session
• Look at other things we have planned and
any other suggestions from you.
• Ask for your feedback
The EYFS - what is it? A curriculum for birth to 5 years
Key features:
statutory- welfare – safeguarding/food hygiene/key
person/British values
non –statutory ‘Development Matters’
Characteristics of Effective Learning – how learn
Areas of Learning – subjects and objectives
It is DEVELOPMENTAL
Characteristics of Effective Learning
How are the children learning?
Playing and Exploring – engagement
(explore/know/have a go)
Active Learning – motivation
(concentrate/try/achieve)
Creating and thinking critically –
thinking (ideas/links/choose)
Areas of Learning 3 Prime Areas: Personal, Social and Emotional Development:
developing relationships, managing feelings and
behaviour, self confidence and self esteem
Communication and Language: listening & attention,
speaking, understanding
Physical Development – moving and handling
(gross and fine motor skills, health and self care)
CROSS CURRICULAR
4 Specific Areas: Understanding of the World – Technology, communities, the world
Expressive Arts and Design – imaginative & exploring media
Mathematics – number, shape, space &measure
Literacy – reading and writing
OUR DISPLAY BOARDS REFLECT THESE AREAS
Example of Development Matters Statement
from EYFS
• PSED – Making Relationships
• 22-36 Months
• Seeks out others to share experiences.
• • Shows affection and concern for people who are special to
• them.
• May form a special friendship with another child.
• 30-50 months
• Can play in a group, extending and elaborating play ideas,
• e.g. building up a role-play activity with other children.
• • Initiates play, offering cues to peers to join them.
• • Keeps play going by responding to what others are saying
• or doing.
• • Demonstrates friendly behaviour, initiating conversations
• and forming good relationships with peers and familiar
• adults.
• 40-60 months
• Initiates conversations, attends to and takes account of what others say.
• Then early learning goal, then onto National Curriculum
• You will see that we reference these on the observations we put on TAPESTRY – emerging, developing, securing.
Tracking Progress * Development - individual rate
* Baseline – old setting, your comments, our
observations
* Track progress using development matters
statements/ C of EL /record data
*Record their progress on Tapestry and in
Learning Journeys (copies of work products)
Your contribution vital and appreciated: tapestry, home learning, speaking to key
person
Tapestry Registering – all those registered should have activation e
mail to set your password.
Every child has their own page which will be used to track
progress from nursery to the end of reception.
What do we put on there?
Wow moments – achievements (linked to EYFS)
Focus child – will have more that week
Sometimes we put on their photos of events so you can
see how much fun your child has had doing something.
How can you use it?
Look at it with your child so you can discuss what they have been learning
Upload home learning or things your child has done – event/using IT for
us to discuss with your child
How are things going? - how
does it relate to the EYFS? • Very well! Lots of change: new Key Persons, new
environment, new routines, new children to get to know
• Thanks for working with us – settling in,
• Reassure if ever we have concerns we contact you.
• Let us know if you have any concerns, changes at
home etc.
Personal, Social and Emotional Development key focus
How do we 'teach'?.
Key things are:
* The learning environment –in/out
encouraging independence. Forest school.
* Planning in the moment – children’s choice. Learning
through play based opportunities based on their interests
* Quality of interaction – how we take your child's
learning further, following the child's lead and developing
– sustained shared thinking.
* Key Person and whole group times: short focused
planned teaching objective.
British Values How do we teach these?
The Rule of Law: class rules, listening
to each other, good manners, sharing,
tidy
Democracy: choosing where to play,
choosing snack/story/songs
Mutual Respect and Tolerance: learning about all cultures
and religions
Individual Liberty: developing independence, relationships,
resolving conflict, working through emotions.
Our Routines
• Self register with name card (children please)
• Come in and settle quickly by becoming
engaged – focus on independent play.
• Snack – cafe style
• Group time – in key person groups
• Whole group carpet time –
Small Group (work) Time
• A short adult focused task with their Key Person
Will have objective from EYFS
Story Telling School
We are a story telling school.
Each term we have a focus book
Term 1 Little Red Hen
Read different versions, children help to tell the
story, use props and story maps.
HELICOPTER STORIES
Snack Time • Invaluable time where lots of skills are developed:
- hygiene (hands), not to put eaten food back on plate...
- what is healthy to eat,
-independence – pouring drinks, own bowl/cup, using tweezers, tidying up
-social: opportunity to talk about what done today, what they are looking forward to etc
Eating habits – we will let you know if not eating, encourage them to try everything,
50p monthly donation so we can buy things to enhance the fruit provided with a focus on encouraging independence. - eg spreading cheese spread – long term help prepare for school dinners..
Cooking fund - bread Christmas cakes
Carpet Times
• Short, whole group carpet time before end
of session
• Singing
• Sharing news
• PSE time – JIGSAW – a mindful approach
to PSED
• Fridays – Rainbow bear
Behaviour Management
Encourage positive behaviour
Song/Fingerprint contract
School rules too We deal with unwanted behaviour through discussion with the child,
may be a 'thinking' time out,
You will be informed of any unwanted behaviour, please reinforce at home
We do use stickers sometimes
(mainly for toilet training)
Lots of verbal praise.
What are we learning?
• You can find out from:
• Your child – what we plan is based around their interests and needs
• Talk to your child’s key person
• Take Home Learning
• Curriculum Overview
• Tapestry
• FUN, ENJOYABLE, EXCITING, - 3 and 4!
Things we have planned:
* Tapestry Workshop – needed?
* Mathematics workshop
* Phonics workshop
* Getting ready to write workshop
* Christmas – singalong and party
* Trips – seeing Father Christmas
* Any other thoughts?