Foundation Stage Curriculum Expectations Presentation
1. Welcome to
Our Foundation Stage
Curriculum Evening
Inspire learning, Ignite curiosity
Monday 20th January 2020
2. Aims
To help you to understand how the
curriculum develops throughout the
Reception Year.
To understand how we teach in order to
cover the requirements of the curriculum.
To identify the key ways in which you can
help your child at home and in school.
3. Within the theme of Learning and
Development there are seven areas. All
areas are connected to one another and are
equally important.
1. Personal, Social and Emotional Development
2. Communication & Language
3. Physical Development
4. Literacy
5. Mathematics
6. Understanding The World
7. Expressive Arts and Design
4. Personal, Social and Emotional Development
The children will be learning to:
• Listen to their friends’ ideas and use their ideas in
their play;
• Consider each others feelings and how to help
each other;
• Explain their own needs;
• Talk to each other about how they feel;
• Resolve different opinions when playing together.
5. How can you help?
• Talk to children about their likes and dislikes and
how they might be similar and different to your
own.
• When reading stories, talk about how the different
characters feel.
• Encourage children to share and take turns with
things at home.
6. Communication and Language
The children will be learning to:
Listen to other people in a wide variety of situations
Follow instructions of growing length, where they
have to do to or more things
Talk confidently and clearly
Answer questions and ask questions of their own.
Make up their own stories
Enjoy listening to stories, songs and poems
7. How can you help?
• Play ‘treasure’ hunt games where children have to
listen carefully to clues in order to find the next
object.
• Encourage your child to predict what might
happen next in a story.
• Engage in an imaginary story with your children.
8. Physical Development
The children will be learning to:
dress and undress – pe kits and now outdoor
clothes too!
throw, catch, roll and kick balls and bean bags
become more accurate with scissors
use a pencil effectively to form letters accurately in
cursive script.
10. How can you help?
• Play with your child outdoors giving them
opportunities to move and explore in different
ways
• Ask your child to get dressed independently and
organise the clothes they have removed!
• Encourage craft activities and let your child’s
imagination take the lead!
11. Mathematics
The children will be learning to:
Recognise and order numbers to 20
Find one more or one less than a given number
Add and subtract sets of objects
Double and halve numbers
Compare objects by length, weight and capacity
Recognise some coins
Make patterns
Name some 2D and 3D shapes
12.
13. How can you help?
• Find and cut out numbers in magazines – can you
make a number line?
• Counting, adding and subtracting anything and
everything
• Comparing the sizes and weights of things in your
kitchen cupboards!
• Pay for little things in the shop using coins
• Go on a shape walk
14. Literacy
The children will be learning to:
• Read simple sentences made up of regular words
and tricky keywords.
• Talk about characters in a story and key events in
a story
• Write the sounds they can hear in regular words
• Write some keywords
• Write short sentences that other people can read
16. Recap phonics
Phonics is the step up to word recognition – the
automatic reading of all words is the ultimate goal
Synthetic phonics breaks up words into the
smallest unit of sounds –phonemes
Children are taught the letters - graphemes- that
represent the phonemes. This is called phoneme-
grapheme correspondence
Children can then use this knowledge to ‘de-code’
new words that they hear and see. This is the first
important step in learning to read.
Children also learn that not all words can be
sounded out. We call them tricky words!
17. Daily phonics lesson – 20 minutes
At school we follow the ‘Letters and Sounds’
programme using Jolly Phonics
Letters and Sounds breaks the teaching of
phonics into 6 phases:
◦ Phase 1-4 in Reception
◦ Phase 4 -5 in Year 1
◦ Phase 5-6 in Year 2
Each Phase differs in terms of length and skills
taught
In Reception we focus on securing all children in
phase 2 - 4 to prepare them for Year 1
Daily Phonics
18. Phase 3
• Pure sounds
• Grapheme recognition and recall of 27 sounds
• Blending and segmenting of CVC words
containing these graphemes
Sounds learnt in Phase 3
j v w x
y z zz qu
sh ch th ng
ai ee oo oo
igh oa ar or
ur ow oi ear
air ure er
21. Blending
Blending is a skill that is needed for reading
Children need to be able to say the separate sounds
in a word
They then blend them together to read the whole
word
rain
23. Segmenting
Segmenting is a skill that is needed for spelling
Children need to be able to hear a whole word
They then need to say every sound that they hear
qu ee n
26. Reading at School
All children bring home a reading book to share at
home. This is changed on a Monday, Wednesday
and Friday.
Please write in the reading record book every time
you read with your child.
Your child will continue to work on guided reading
activities at school. They will complete activities
with different adults over the week to work on
blending skills, comprehension, instant recall of
both tricky words and high frequency words
(keywords) and developing
a love of books!
27. Keywords
A mixture of tricky words (common exception
words) and high frequency words
All our books are colour banded. For each colour
band we provide a list of key words which are to be
read by sight.
Pink 16
Red 20
Yellow 20
Blue 24
Green 20
By the end of Reception we aim for children to
have learned 56 consecutive keywords by sight
(Pink, Red, Yellow)
28. • Share pleasure in reading a book that you enjoy
together. Talk about the characters
• Read books from school together at a time when
your child has the best focus
• Play keyword games together to build the instant
recall of these words
https://www.themeasuredmom.com/25-low-prep-
sight-word-activities/
• Encourage your child to identify print in the world
around them!
How can you help your
child to read at home?
32. Writing at school
The children all write as part of their daily
phonics session. They write words that contain
the graphemes that they have already covered.
Children are beginning to write simple
sentences to describe stories or pictures in
guided group sessions.
Children are given writing opportunities in play
learning.
33. How can you help your
child to write at home?
• Magnetic letters to make words
• Write letters/postcards to family members or
friends
• Let them write with a variety of materials, pencils,
crayons, chalk
• Create stories together – let your imagination go
wild!
34. Understanding the World
The children will be learning to:
find out about the world around them, asking
questions about it.
find differences and similarities.
know about everyday technology and learn what it is
used for
find out about past events in their lives and their
families' lives
find out about different cultures, beliefs and
occupations.
35. How can you help?
• Talk about special events in your family such as
holidays, birthdays, weddings and celebrations
• Take a trip to a park and look at the plants,
insects and animals
• Explore different weather conditions and talk
about seasonal changes in the world
• Go on a technology treasure hunt at home. Talk
about how these things work and how to use
them safely
37. Expressive Arts & Design
The children will explore:
colours and textures
making and creating things using different media
imaginative play
making music, dancing and singing
38. How can you help?
• Try some different creative activities using a
variety of different materials such as; making
musical instruments, collage activities and mixing
colourings to create pictures.
• Encourage children to sing their favourite songs
and listen to music.
• Use toys or puppets to create stories together
• Set up a pretend shop, restaurant, hairdresser or
classroom! Create stories together.
39. Assessment at the end of
the year in EYFS
• At the end of the year we assess the children
against the early learning goals as emerging,
expected or exceeding. This is what you will
receive in your end of year report.
• Children are defined as having reached a good
level of development at the end of the EYFS if they
have achieved at least the expected level in:
• personal, social and emotional development
• physical development
• communication and language
• mathematics
• literacy
