Welcome to Class F’s Page – Spring 2024
We hope you have all enjoyed a lovely Christmas break however and whoever you spent it with! We hope all your children are all ready to see/meet all their friends whether they are returning as Reception, Nursery or starting their journey with us! Within our setting we continue to have a big focus on learning through play and small group focus sessions to deepen understanding. All our leaning is practical based allowing children to use concrete objects to explore and expand their knowledge. At Langtree we encourage all our children to develop their skills to build relationships and become responsible, independent, resilient, collaborative and reflective in all they do. Our children are encouraged to accept mistakes as part of their learning journey and thrive when challenged. In Class F we use our ‘Characteristics of Effective Learning’ Dinosaurs to highlight this to the children and encourage them to think about skills they are demonstrating during their learning; that being ‘Playing and Exploring’, ‘Creating and thinking critically’ and ‘Active learning’. There will be a focus on one of these Characteristics each term, and a relevant leaflet will be sent home.
This term we have the Class theme of ‘Space’ in Spring 1 and ‘Dinosaurs and Animals’ in Spring 2, whereby we will be exploring our ‘wider world’. These topics shape the curriculum we provide for the children’s learning and development and are introduced at the beginning of the Term for children to contribute any questions they may want to learn about linked to this.
Class F will be exploring this theme through ‘Space‘ (Looking at our planet, Where do we live (Earth), What planets are in our solar system, how natural phenomenon such as ‘craters’ are formed, and the concept of day and night) and ‘Dinosaurs and Animals' (What it means for an animal to be Extinct/Endangered, What animals live in different habitats/climates, Nocturnal/Diurnal animals, and exploring animals coming out of ‘hibernation’ in Spring ). We will use a range of rich Fiction texts to create our own adapted story (using story mapping as a support), explore how narratives are formed such as ‘who, what, where’, and investigate how to write non-fiction fact reports. As well as learning about holidays such as Chinese New Year, we will also celebrate the Shrove Tuesday, Valentine’s Day and Easter as part of our learning of different cultures and religions .
OUR EYFS STATUTORY FRAMEWORK
From September 2021, all early years providers in England must follow the new early years foundation stage (EYFS) framework 2021 , Development Matters Non-Statutory Guidance 2021 and Non-Statutory Birthto5matters
The key aims of the reforms are to:
o improve child outcomes at age 5, particularly in early language and literacy, especially for disadvantaged children; and
o reduce workload, such as unnecessary paperwork, so that practitioners can spend more time interacting with the children in their care.
As a school we will continue to use the Little Bug Club Phonics Teaching and Learning programme to support progress in reading and writing skills. All children will be encouraged to hold their pencil using the correct grip when mark making, and children will be shown how to form their letters correctly where appropriate. We will also support their development of reading by focusing on their skills for developing inference (predicting, clarifying, questioning, summarising), such as ‘how a character might be feeling or why a character may have carried out a particular action’. We provide a variety of reading opportunities every day in school and would appreciate your continued support reading with your child as often as possible. This can be through hearing your child read the books we send home, using and sharing books from the library or simply reading stories to them.
Nursery: This term we will continue to focus on Phase 1 phonics by encouraging children to begin to think about initial sounds within words and introducing the relevant ‘grapheme’ to match this if appropriate. We will continue to use ‘robot talking’ to support the children to practice their listening skills in order for them to begin to aurally segment/blend independently as the year progresses.
Reception: We will continue learning our Phase 3 sounds this term, at a slower pace due to the nature of the final sets being ‘digraphs’ and ‘trigraphs’, along with revisiting any sounds the group are unsure of. We will be encouraging children to visually and aurally recognise where different sounds may be located within a word to support them with segmenting and spelling independently – a vital skill as they progress to Year 1 too. Within our phonics sessions we will continue to guide the children on spotting ‘digraphs/trigraphs’ and ‘irregular/tricky words’ to support fluent reading.
Our aim is to provide your child with a deep conceptual understanding of mathematical concepts and to build a sense of enjoyment, awe and wonder for the subject.
Nursery: This term, after exploring and ensuring that the counting principles have been consolidated, we will begin to investigate the numbers 1-6 in depth. We will think about the ‘twoness of two’ and its relationship to other numbers, using the NCTEM approved Numberblocks to support this. This term we will be focusing on embedding key mathematical vocabulary such as ‘one more.. one less’ and the different representations/resources that can be used to show a given number - such as tens frames, numberlines and part-part whole models. In doing so we will be following the clear concrete-pictural-abstract model, whilst focusing on key concepts such as ‘subitising’, ‘numeral meanings’, and ‘comparison’. The latter the NCTEM state will help the children to develop their own mental number line which represents the relative value of numbers, i.e. how much bigger or smaller they are than each other.
NCTEM: We use the NCTEM to support the planning of our maths lessons and the Progression documents for Comparison (https://www.ncetm.org.uk/media/wvqgcfqm/typical-progression-comparison.pdf), and Counting (https://www.ncetm.org.uk/media/zpujdwv4/typical-progression-cardinality-and-counting.pdf) can be found here.
Reception: This term we will initially begin to focus on pattern, such as AB, ABB, ABC, ABBC patterns and how we can create our own following these rules. Seeking and exploring patterns is at the heart of mathematics and provides children with the foundations to support algebraic thinking as they progress throughout their school journey. We will encourage the children to observe, experiment and use language to describe their thinking (particularly using partner talk) to enhance this. As the year progresses these skills will support the children in their understanding of patterns within number, such as the staircase patterns (going up in ones or twos). Within Spring 2 we will use the NCTEM progression documents as a support to begin to explore depth Shape, space and measure in more depth. We will focus on both spatial and shape awareness through practical examples, and investigating the relationship (similarities/differences) between the properties of 2D and 3D shapes. Furthermore, we will look at measuring time, length, capacity, and weight with the focus on encouraging the children to consider what language, understanding or resources may be needed within different contexts of ‘measure’ – such as a stop watch being needed for a race, or scales for baking.
NCTEM: We use the NCTEM to support the planning of our maths lessons and the Progression documents forPattern - https://www.ncetm.org.uk/classroom-resources/ey-pattern/ , Shape and Space - https://www.ncetm.org.uk/classroom-resources/ey-shape-and-space/ and Measures - https://www.ncetm.org.uk/classroom-resources/ey-measures/ can be found here.
This year we will continue to have ‘big’ P.E, on Thursday afternoons for Spring Term- P.E. kits will be changed into in Class for lessons during this period.
We continue to have a trolley for drinks in the classroom and will encourage your children to drink water often. Drink bottles can be refilled from water resources that we have in school.
We aim to capture some ‘WOW’ moments of the children’s learning through photographs which we will share with you (parents/carers) via Tapestry, as they not only provide a record of their learning, but they are a fantastic memory of how your child spends their time in school. Along with other evidence from school and home, this provides us with a picture of your ‘unique child’ and how we can best facilitate their learning styles and interests.
Please post observations to Tapestry for any ‘WOW’ moments in your child’s learning at home too, as we also love to share these together in Class F!
Research has shown that Homework teaches children vital skills such as the developing independence, resilience and self-discipline. It also encourages children to take initiative and responsibility for completing a task. In Class F, in addition to reading together, there will sometimes be activities to support your child’s learning development at home which will be sent out on a Tuesday. This will allow you as parents/carers to have an active role in you children’s education and help you to evaluate their progress in partnership with the school.
‘Cultural Capital’ in Class F starts from a position of celebrating your children as ‘unique’ individuals. We aim to help and support the members of Class F to build the confidence and communication skills that are needed so that they can speak up for themselves and grasp the opportunities that await them. In addition, we appreciate and celebrate the cultural environment of our school in a rural setting in the South West of England but also plan for other experiences by celebrating festivals from other religions to teach about tolerance and diversity, preparing your children to be future citizens of England. This Term we will be looking at Chinese New Year, and Easter for example.
The happiness of the children in Class F is of upmost importance to us and we want every child in our class to feel safe, happy and secure. If you ever have any worries, questions or concerns, please do no hesitate to make an appointment to see us or call the office to speak to us. We will always work with you to ensure the happiness and well-being of your child.
Miss Sophie Batstone (Class Teachers), Miss Jenny Symons (Class Teacher),
Miss Clare Heard (Early Years Practitioner), Miss Weeks (Early Years Practitioner), Miss Steph Bagley (Early Years Practitioner).