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Sarum Class

 

Welcome To Sarum Class

Hello and a warm welcome to St Barnabas School, our school community and our Reception Class Sarum! On behalf of the Staff, Governors, children and parents, it gives me great pleasure to welcome you and your family to our school community. In Sarum class you will find our Reception Class. 

Information about learning in the Early Years

 Remember to keep your home learning sessions short and fun with lots of positive praise and encouragement.  In Early Years children learn a lot through their play and so do also look at the ways you can support your children's learning when they are playing games with you or helping with tasks such as cooking.

 

The Prime Areas of Learning -

(Communication and Language, Physical Development, Personal, Social and Emotional Development)

These areas of learning are the most important part of children's learning in reception.  With these skills they can build on their ability to learn in all the other areas.  In class they are continually woven throughout the children's day.  They are best achieved through play and interaction with parents or other children.  The activity grid provided for home learning includes activities to support this vital area of learning.

Maths

In school we follow a maths mastery approach where we spend time ensuring children have a really sound understanding of maths concepts that will prepare them for maths in their daily life but also so they have a good foundation to build on in year 1.  We follow a scheme called White Rose Maths which have produced video lessons for home learning.  There is a lesson for every day of the week and it is matched to the learning we are doing in class. Concepts are introduced simply and with an attached sheet containing ideas for follow up work.

It is important to note that much learning in maths is done as practically as possible so try and make sure you watch the video with your child so you can then build on it in your every day activities.  

For those who wish to do some extra, there will be some additional worksheets that you can give your children to do.  But these are entirely optional and for you to do if you feel your child is enjoying maths and would enjoy doing more.

Phonics and Reading

Reading books have been sent home to support daily reading.  This will provide some opportunity to read their own phonic level book.  Below are some other activities that will help your child practice important skills linked to reading and phonics. Daily activities at home should be:

1. Read to your child as often as possible with.  Being read to is one of the most significant ways you can support your child.

2. Practice the sounds from the speedy sounds booklet.  Check which sounds they do not know and practice these again.

3. If your child can blend sounds then read the 'Ditty Sheets' available in the 'additional resources' section above. 

4. Encourage your child to write the sounds using the correct formation. The sheets in 'additional resources' show you the rhymes we use to help children remember how to write them correctly.

5. Read and re-read their own reading book.

6. Choose an activity from PHONICS GAMES grid to support understanding of sounds.

7. Use 'Fred Talk' to encourage your child to blend every day words eg "Can you get your b-a-g?"  These give opportunities to practice blending in context and are very useful at re-enforcing this skill.  We do this at school throughout the day.

The Early Years Foundation Stage

(EYFS) curriculum guidance details objectives and milestones for different points throughout children's development. It consists of 7 areas of learning.

 

PRIME AREAS

•Communication and Language

•Personal, Social and Emotional Development

•Physical Development

SPECIFIC AREAS

•Literacy

•Mathematics

•Understanding the World

•Expressive Arts and Design

 

As well as these prime and specific areas children are also supported to develop Characteristics of Effective Learning. These determine what kind of learner your child will become. 

 

Do they enjoy what they set out to do?

Are they willing to have a go?

Do they find new ways to do things?

Can they be involved and concentrate? 

Do they have their own ideas?

Can they choose ways to do things?

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