Maple Class Curriculum Letter
Spring Term 2019
Happy New Year! I hope you have all had a relaxing Christmas break. During the Autumn term the children settled well into school, getting to know class routines and each other! Over the next term we will continue to support the children in building relationships with their classmates and have lots of fun learning new skills.
Our topic focus for the 1st half term is, “Traditional Tales”, then in the 2nd half term our topic focus will be, “Animals”. Please see the reverse of this letter for the key learning intentions the children will be working on for each area of the EYFS curriculum this term.
Book bags and Home Reading books
Please ensure book bags (with books!) are brought into school every day. If your child is confident with their phonics sounds and blending sounds to read words, we will be beginning to send home books that the children can attempt to read themselves. Please continue to share these books together, discussing what is happening in the story and predicting what will happen next as well as practicing your child’s word decoding skills. We will continue to send home letter sounds and key words for your child to practise at home.
Homework will consist of a half termly challenge sheet where the children can choose an activity to complete each week. The activities will be linked to our class topic and will give the children the opportunity to practice the knowledge and skills they are developing in school. Homework folders will be collected in on Wednesday each week.
Please return your child’s PE Kit to school as soon as possible. Our PE session is on a Friday morning. Please ensure earrings are removed ready for our PE session and all long hair is tied back.
Forest schools, outdoor play and our muddy kitchen
We will continue to use our outdoor classroom and visit forest school whatever the weather. If you took your child’s forest school kit home over the Christmas holidays, please can you return it to school as soon as possible. Our Forest Schools session will take place on a Thursday morning and as the weather is cold at the moment you may want to include an extra jumper or fleece jacket to go under their waterproof coat.
Please provide your child with a named water bottle. This can be left in school and we will refill it with fresh water each day. They will then be sent home on a Friday for a thorough wash over the weekend.
Thank you for your continued support.
Mrs Marsland, Miss Bailey and Mrs Wigginton
|Communication and Language||– Children 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.
– Able to follow a story without pictures or props.
– They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
– Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
– Introduces a storyline or narrative into their play.
– They develop their own narratives and explanations by connecting ideas or events.
|Physical Development||– Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
– Uses simple tools to effect changes to materials.
– Handles tools, objects, construction and malleable materials safely and with increasing control.
– Children 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.
– Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.
|Personal, Social and Emotional Development (including RE)||– Explains own knowledge and understanding, and asks appropriate questions of others.
– They show sensitivity to others’ needs and feelings, and form positive relationships.
– Confident to speak to others about own needs, wants, interests and opinions.
– 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.
– Children talk about how they and others show feelings, talk about their own and others’ behaviour.
|Literacy||– Begins to read words and simple sentences.
– Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
– Knows that information can be retrieved from books and computers.
– Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately.
– Writes own name and other things such as labels, captions.
– Attempts to write short sentences in meaningful contexts.
– Children use their phonic knowledge to write words in ways which match their spoken sounds.
– They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
|Mathematics||– Counts objects to 10, and beginning to count beyond 10.
– Finds the total number of items in two groups by counting all of them.
– Children 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.
– Uses familiar objects and common shapes to create and recreate patterns and build models.
– Beginning to use everyday language related to money.
– Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
|Understanding of the World||– Children talk about past and present events in their own lives and in the lives of family members.
– They know about similarities and differences between themselves and others, and among families, communities and traditions.
– Looks closely at similarities, differences, patterns and change.
– Children 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.
– They select and use technology for particular purposes.
|Expressive Arts and Design||– Begins to build a repertoire of songs and dances.
– Explores the different sounds of instruments.
– Experiments to create different textures.
– Manipulates materials to achieve a planned effect.
– Constructs with a purpose in mind, using a variety of resources.
– They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
– Create simple representations of events, people and objects.
– Plays co-operatively as part of a group to develop and act out a narrative.