FOUNDATION STAGE CURRICULUM EVENING INFORMATION

FOUNDATION STAGE CURRICULUM These are the 6 areas of learning in Foundation Stage: Personal, Social, Emotional Development Communication, Language & Literacy
(Includes: speaking & listening, reading, writing & phonics)

Problem Solving, Reasoning & Numeracy

(Includes: numbers as labels for counting, calculating, shape, space & measure)

Knowledge & Understanding

(Includes, RE, Science, History, Geography, & ICT)

Creative Development
(Includes, music, dance & art)

Physical Development
(Includes, fine and gross motor skills, PE)

FOUNDATION STAGE CURRICULUM EVENING INFORMATION

PHONICS In our phonics teaching we use Jolly Phonics actions and stories in conjunction with the Letters and Sounds document.

In school
Weteach phonics daily (10 minute session) introduce all letters sounds and names teach correct formation of letters teach key word and tricky word recognition

Children need to be able to

*differentiate sounds *rhyme; know about alliteration (mig, mog, mo) *recognise the sounds of each letter *blend listen and blend the sounds to hear the whole word eg f - ee t feet *segment hear all the sounds in words; robot talking/clapping eg cup c-u-p ORDER OF SOUNDS 1) s a t p 2) i n m d 3) g o c k (ck) 4) e u r h 5) b f (ff) l (ll) ss 6) j v w x 7) y z (zz) qu And ch oa sh oo th ar ng or ai ur ee ow igh oi

ear air ure er

READING There are 100 key words for Foundation Stage, many of these are tricky words, are, they, etc Play games with your child to learn the 100 words snap, word of the day, hide words, how many words can they read in 1 minute? Read these 100 words in sentences and captions and once they can read them, encourage them to learn how to spell them. Keep it fun!

Reading scheme
Oxford Reading Tree Range of genres fiction, non fiction, poetry PLEASE RETURN TAKE HOME CARDS WHICH ACCOMPANY OUR READING BOOKS

Strategies for reading

Encourage your child to Use phonic knowledge to sound out words a-n-d, w-e-n-t. Use picture clues to help decode words they are unsure of. Read on in the sentence to try and work out unknown words.

Suggestions
Ensure that you discuss/ask your child questions about the story to ensure that they have understood what they have read. Ask them to predict what the story might be about, using the title. Relate stories (where possible) to their own experiences eg; Do you remember when you Ask your child opinions about books ask them to explain why they like/disliked a book. Use the index/contents pages in non fiction books to locate information.

PROBLEM SOLVING, REASONING & NUMERACY This area of learning has 3 strands: Numbers as Labels for Counting Calculating Shape, Space & Measure Set out below are examples of objectives for each strand. NUMBERS AS LABELS FOR COUNTING

(Recognising and writing numbers)

*to recognise the number symbols *to recognise if the number is more than or less than a given number. E.g. is 5 more than or less than 3? *to recognise the numbers place in the number system *to be able to describe the place using correct language before, after, in between etc *to use ordinal numbers in the correct context. eg 1st, 2nd *to able to write the numeral correctly especially 2 digit numbers!! CALCULATING *to know that the quantity of objects changes when something is added or taken away *to understand the language more & less etc *estimating and checking *adding 1 more & 1 less, practically & mentally *adding by combining objects *subtraction by partitioning objects *to use a number line to count on and back to add & subtract *to mentally count on and back to calculate * to know number bonds (eg the ways to make 10: 9+1, 8+2, 7+3, etc)

SOLVING PROBLEMS
*counting in 2s, 5s, 10s *sharing *always encourage children to explain how they found out their answer *make connection with the way they have solved problems

SHAPE, SPACE & MEASURE *to begin to recognise simple 2D (flat) & 3D (solid) shapes and name them *to be aware of shapes around us *to describe a shape using correct language sides, points, faces, curved, straight, solid, flat, etc *to explore shapes do they fit together (tessellate why?) *to use positional language in, on, under, next to, behind, inside, outside, near to etc *to use and understand directional language *to use and understand the language of measure - full, empty, long, short, tall, big, small, wide, thin, narrow, heavy, light etc (er) (est) *to order by length, width etc *to use non-standard units to measure *patterns - copy, continue and create *to solve problems, involving these concepts