YR Curriculum Information Meeting

2014

Aiming High, Achieving Together

At Merton Infant School, everyone will:Feel good about

themselves, others and their world

RESPECT

Work well together

COLLABORATION

Know how to learn

INDEPENDENCE

Want to learn

MOTIVATION

Be confident to learn

CHALLENGE

Experience success

Challenge

Learner

Collaboration

Independence Motivation

Curriculum Model

EARLY YEARS FOUNDATION STAGE (EYFS) CURRICULUM

Area of Learning & Development Aspect (17 Early Learning Goals)PRIME AREAS  Personal, Social & Emotional Development

Making relationshipsSelf-confidence and self-awarenessManaging feelings and behaviour

Physical Development Moving & HandlingHealth and self-care

Communication & Language Listening & AttentionUnderstandingSpeaking

SPECIFIC AREAS  Literacy Reading

WritingMaths Numbers

Shape. Space & MeasureUnderstanding the World People and communities

The WorldTechnology

Expressive Arts & Design Exploring and using media and materialsBeing imaginative

EYFS Expectations

• 17 Early Learning Goals highlight the skills, knowledge and understanding needed which link to each of the 3 prime areas and 4 specific areas (from birth to 5 years)

• EYFS guidance, called Development Matter, states key milestones at key age bands in months – 22-36 months, 30-50 months, 40 – 60+ months, Early Learning Goals

• At the beginning of YR, staff assess children in each age band as Entering, or Developing or Secure in each area of learning.

• At the end of YR, staff determine whether children meet the Early Learning Goals (ELGs) in each area of learning as:

• EXPECTED - Meeting age related expectations• EMERGING - Below expected age related expectations• EXCEEDING - Above expected age related expectations

Topics

The highly stimulating, innovative and exciting curriculum enthuses and motivates pupils especially well and is exceptionally well tailored to meet the individual pupils’ needs. OFSTED Jan 2011

•Half-termly topics are chosen to stimulate their interest and meet their developmental needs.

•Topics will drive their learning and objectives set will match the key areas of learning.

•Active learning opportunities and outdoor learning will be prominent throughout the day, whatever the weather.

•Each area of learning and development must be implemented through planned, purposeful exploration through a mix of adult-led and child initiated learning.

Assessment

• Staff assess every day – e.g. observations, set tasks and feedback by adults.

• Targets are set per term in Phonics, Reading, Writing and Maths and monitored half termly. They will be shared with you at Parents’ Evening in October and February.

• Children requiring additional support will be placed on the school’s Intervention Register and an Individual Education Plan (IEP) is devised and shared with parents.

• On occasions, children may be withdrawn from class with a Learning Support Assistant (LSA) or the Inclusion Manager for specific progammes.

• We refer and access external agency support - e.g. Health, Speech and Language (SALT), Occupational Therapy (OT), Child and Mental Health Service (CAMHS), Education Psychologist (EP), Primary Behaviour Support.

PhonicsWhat is phonics?•Phonics is a way of teaching children to read quickly and skilfully.

They are taught how to:•recognise the sounds that each individual letter makes

– Single letter sounds

•Identify the sounds that different combinations of letters make and blend these sounds together to right to make a word.

– Digraph ‘sh’ - Trigraph ‘igh’ split vowel - digraph slide

•Children can then use this knowledge to ‘de-code’ new words that they hear or see.

PhonicsWhy phonics?•Research shows that when phonics is taught in a structured way starting with the easiest sounds and progressing through to the most complex it is the most effective way of teaching young children to read. S A T P I N (Jolly Phonics)

•Almost all children who receive good teaching of phonics will learn the skills they need to tackle new words.

•They can then go on to read any kind of text fluently and confidently, and to read for enjoyment.

PhonicsYear 1 Phonics Screen

•Your child will sit with a teacher and will be asked to read 40 words aloud.

•The check normally takes just a few minutes to complete and there is no time limit.

•The results will be given to you in your child’s report at the end of Yr1

Literacy• Our curriculum is designed to be engaging

and purposeful.

• Our Literacy topics are designed with a purpose and audience.

– Pirates of Popley– At the Farm

HandwritingAt Merton Infant School we teach the children to write in the cursive style from Year R

abc

ReadingAt Merton we use a variety of methods to teach reading.Chunking

- When looking at a long word, look for smaller words within the word. (about)

- Break the word apart using the "chunks".

Words to make words (compound words)- sandwich – playtime – lunchbox - bedroom

Phonics- sounding out

Looking at the picture for clues

Reading words in context

ReadingOur expectation is that parents will read with their child every night to enable the best progress throughout the year.

•An adult at school will hear your child read at least twice a week.

•The pink / blue reading diary is where both teachers and parents can comment about reading

•Targets are at the back of the books

ReadingReading books will be changed twice a week

We use the Oxford Reading Tree book bands

We also have:

•Phonic reading books•Non-fiction books•Story sacks•Picture books