Welcome to F2!
The class teacher in F2 is Ms Sales, she works alongside Mrs Davies (in all day, every day), Miss Kirkham (in during the mornings) and Mrs Farmer (in during the afternoon), as well as Mrs Farthing who is the EYFS Lead.
The importance of play
Play underpins the EYFS. It also underpins learning and all aspects of children’s development. Through play, children develop language skills, their emotions and creativity, social and intellectual skills. For most children their play is natural and spontaneous although some children may need extra help from adults. Play takes place indoors and outdoors and it is in these different environments that children explore and discover their immediate world. It is here they practice new ideas and skills, they take risks, show imagination and solve problems on their own or with others. The role that adults have is crucial. Adults provide time and space and appropriate resources. These might include clothes, boxes, buckets, old blankets that will inspire play and fire children’s imaginations. They observe play and join in when invited, watching and listening before intervening. They value play and provide safe but challenging environments that support and extend learning and development. This may mean your child comes home with signs of play on their clothes.
Time to learn
In the EYFS learning is split into 3 prime areas and 4 specific areas. Here are the areas of learning we cover, and how you can support us:
Personal, Social and Emotional Development – Take me to the park and encourage me to play with new friends. Encourage me to share with my friends and family. On the way to school or the park ask me what we can see, or what we are going to do when we get to our final destination. Let me help with simple jobs. Talk to me about keeping safe crossing the road, playing on computer games, mobile phones or tablets. Encourage me to label how I am feeling and explore that with me.
Communication and Language – you can help me by playing treasure hunt games where I have to listen to your next instruction to find the clue. When we are sharing a story ask me what I think will happen next, or my opinion on the story. Use different voices when you are reading me a story, like a squeaky voice for a mouse and a loud voice for a giant. Make up silly rhymes with me where we use that all start with the same letter like: the alligator ate an apple among amigos; or that rhyme like: cat, bat, hat. Play ‘I spy’ with me.
Physical Development – Play games with me like football, catch or frisby, encourage me to throw balls in to boxes, hoops or bowls. Encourage me to do up my own buttons and zips. Encourage me to try lots of new foods, we could make fruit kebabs, vegetable faces or healthy pizzas together. Dance with me when we hear our favourite songs.
Literacy – make and play games with me that use letters and words. Play games where you use a robot voice and I have to push the sounds back together, for example; ‘Can you h-o-p? Can you s-i-t down? Can you r-u-n to the fence?’ Let me help you write cards and shopping lists. Encourage me to draw, paint and write. Help me make number plates for my cars or name labels for my toys. Show me what it looks like when my grownups read and write.
Mathematics – Ask me to help you with the shopping by getting you set amounts of fruit or vegetable, or count the eggs to check they are ok. Play games like snap, bingo, snakes and ladders or frustration. Sing number songs that count forwards and backwards like 1,2,3,4,5 once I caught a fish alive or 10 in a bed. Let me sort the socks to find the matching pairs. Let me order the shoes from biggest to smallest. Encourage me to help you bake cakes, make sandwiches or mix cold drinks. Let me make patterns with socks, fruit or buttons. Give me instructions for an obstacle course like ‘Jump over the big cushion, crawl under the small chair, run next the long sofa’.
Understanding of the World – Let me help you find things in the shop. Talk to me about our family and our traditions, making photo books where I can write about special times we have had together. Look at maps with me, draw a map of how we get from home to school, or to our friends and families houses. Make roads with me for my cars, houses for my toys or a station for my trains. Let me help you look after the plants, pets and family members. Talk to me about the different plants and animals we see – I might not know all the names of common animals yet.
Expressive Arts and Design – Encourage me to play dress up and play imaginary games (you might want to play too, its lots of fun!) Give me paper, glue, scissors, crayons and paints so I can create castles, monsters, princesses and cards. Encourage me to sing my favorite songs and dance to my favorite music. Play pretend with stories we read together, like ‘We are going on a Bear hunt.’
We teach a daily phonics session following the Letters and Sounds program, using the jolly phonics scheme to help us learn the sounds and actions for each sound (a,a,a, ants on my armhttps://www.youtube.com/watch?v=COJdn6sbbsk) as well as Ruth Miskin rhymes to help us write our letters (down the dinosaurs neck, over his body and to its feet), moving through each phonic phase over the course of the year. We then move onto securing the skills, aiming for greater depth and understanding, securing this in reading and writing activities. We break words up to phonemes (sounds) and use our fingers to help us read the words. We also use our phoneme fingers to write the words. Phonics helps teach children to read and write with confidence. It is important we use pure sounds when teaching phonics. https://youtu.be/BqhXUW_v-1s
We teach a daily maths session following the Nottingham City Mastery approach. This involves looking at one numeral for 2 weeks and learning about its cardinality (where it goes in a number line), its composition (the different ways of making the numeral) and comparison (numbers that are bigger than it, or smaller than it). We also teach Shape, Space and measure twice a week.
A few reminders...
Our PE is on a Wednesday. Please make sure that your child has their PE kit in a bag on their peg on a Wednesday. The PE kit should include black jogging bottoms, leggings or black shorts and a plain white t-shirt.
Spare clothes need to always be available for your child on their peg. This should include: pants, socks, trousers or skirts and t-shirts. All of your child’s clothing should have their name or initials clearly written on.
A Water bottle with your child’s name on, freshly filled with water should be available every day.
Name Tags should be clearly written on all children’s clothing so they can be easily returned to you when lost.
Tapestry is updated regularly so please check for updates on your child’s learning.
Velcro or slip on shoes should be warn until your child can tie their own laces.
Seasonally appropriate clothes should always be avaliable for your child, for example a thick coat with scarf, hat and glove for the winter, a water proof coat for spring and autumn, summer hat and sunglasses in the summer. If your child does not come to school with these they may not be allowed to play outside.