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Owl

Owl class long term planning

Welcome to Owl Class!

 

Mrs Green is the class teacher, Mrs Manning and Mrs Cunningham are the Teaching Assistants.

 

In Reception we adhere to the Early Years Foundation Profile which is a statutory framework published by the Department for Education. This sets the standards for the development and learning of children up to the age of five years, through seven areas of learning.

  • Communication & language
  • Personal, social and emotional development
  • Physical development
  • Mathematics
  • Literacy
  • Understanding of the world
  • Expressive art and design.

We believe providing a planned, well-organised and stimulating learning environment inside and outside the classroom enhances children's learning.

The day consists of discrete teaching, teacher-led learning and child-initiated activities.  The children will have the opportunity to develop skills of concentration and perseverance.

 

Through child-initiated purposeful activities the children will be able to apply their learning, be encouraged to explore, to be challenged, to take risks, make decisions, solve problems and initiate collaborative work.

 

Our theme for the year is Journeys.  Throughout the year some of our journeys take us down to the wood, around the world, up the beanstalk and under the sea.

Parents and carers are invited to come in and experience learning with the children through 'share' sessions, which focus on Phonics, Maths and Art.

 

 

Do you have any ideas for this page? Why not let your Teacher know!

 

Have you seen the Kids’ Zone? Play games and visit some cool websites. You can vote for your favourites.

Picture 1 Pegging out socks to make a repeating pattern
Picture 2 The Christmas post office is busy.
Picture 3
Picture 4 Blindfold walk.
Picture 5 Trusting your partner
Picture 6 Mud pie for tea!
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Picture 10 Cooking owl biscuits.
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Picture 16 Problem solving
Picture 17 Exploring the ice
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Picture 19

The Early Learning Goals

Children work towards the early learning goals in Owl class and will be assessed in the summer term against the criteria listed below.

 

Prime areas

 

Communication and language

Listening and attention: 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. They give their attention to what others say and respond appropriately, while engaged in another activity.

Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

 

Physical development

Moving and handling: 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, including pencils for writing.

Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own 11

basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

 

Personal, social and emotional development

Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. 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. They say when they do or don’t need help.

Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

 

The specific areas

 

Literacy

Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

 

Mathematics

Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore 12

characteristics of everyday objects and shapes and use mathematical language to describe them.

 

Understanding the world

People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world: 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.

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

 

Expressive arts and design

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

 

 

In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

 

Each child’s level of development must be assessed against the early learning goals and each child will be deemed to be either meeting expected levels of development, exceeding expected levels, or not yet reaching expected levels (‘emerging’). This is the EYFS Profile.

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