FOUNDATION STAGE CURRICULUM EVENING INFORMATION

FOUNDATION STAGE CURRICULUM

These are the 6 areas of learning in Foundation Stage:

Personal, Social, Emotional Development

Communication, Language & Literacy (Includes: speaking & listening, reading, writing & phonics)

Problem Solving, Reasoning & Numeracy (Includes: numbers as labels for counting, calculating, shape, space & measure)

Knowledge & Understanding (Includes, RE, Science, History, Geography, & ICT)

Creative Development (Includes, music, dance & art)

Physical Development (Includes, fine and gross motor skills, PE)

FOUNDATION STAGE CURRICULUM EVENING INFORMATION

PHONICS

In our phonics teaching we use Jolly Phonics actions and stories in conjunction

with the Letters and Sounds document.

In school… We…teach phonics daily (10 minute session)

introduce all letters sounds and names

teach correct formation of letters

teach key word and tricky word recognition

Children need to be able to… *differentiate sounds

*rhyme; know about alliteration (mig, mog, mo)

*recognise the sounds of each letter

*blend – listen and blend the sounds to hear the whole word

eg f - ee – t feet

*segment – hear all the sounds in words; robot talking/clapping eg cup c-u-p

ORDER OF SOUNDS

1) s a t p

2) i n m d

3) g o c k (ck)

4) e u r h

5) b f (ff) l (ll) ss

6) j v w x

7) y z (zz) qu

And …

ch oa ear

sh oo air

th ar ure

ng or er

ai ur

ee ow

igh oi

READING

There are 100 key words for Foundation Stage, many of these are tricky

words, are, they, etc

Play games with your child to learn the 100 words – snap, word of the day,

hide words, how many words can they read in 1 minute?

Read these 100 words in sentences and captions and once they can read them,

encourage them to learn how to spell them.

Keep it fun!

Reading scheme… Oxford Reading Tree

Range of genres – fiction, non fiction, poetry

PLEASE RETURN TAKE HOME CARDS WHICH ACCOMPANY OUR

READING BOOKS

Strategies for reading Encourage your child to…

Use phonic knowledge to sound out words – a-n-d, w-e-n-t.

Use picture clues to help decode words they are unsure of.

Read on in the sentence to try and work out unknown words.

Suggestions Ensure that you discuss/ask your child questions about the story to ensure

that they have understood what they have read.

Ask them to predict what the story might be about, using the title.

Relate stories (where possible) to their own experiences eg; ‘Do you

remember when you…’

Ask your child opinions about books – ask them to explain why they

like/disliked a book.

Use the index/contents pages in non fiction books to locate information.

PROBLEM SOLVING, REASONING & NUMERACY

This area of learning has 3 strands:

Numbers as Labels for Counting

Calculating

Shape, Space & Measure

Set out below are examples of objectives for each strand.

NUMBERS AS LABELS FOR COUNTING

(Recognising and writing numbers) *to recognise the number symbols

*to recognise if the number is more than or less than a given number. E.g. is

5 more than or less than 3?

*to recognise the number’s place in the number system

*to be able to describe the place using correct language – before, after, in

between etc

*to use ordinal numbers in the correct context. eg 1st, 2nd…

*to able to write the numeral correctly – especially 2 digit numbers!!

CALCULATING

*to know that the quantity of objects changes when something is added or

taken away

*to understand the language more & less etc

*estimating and checking

*adding 1 more & 1 less, practically & mentally

*adding by combining objects

*subtraction by partitioning objects

*to use a number line to count on and back to add & subtract

*to mentally count on and back to calculate

* to know number bonds (eg the ways to make 10: 9+1, 8+2, 7+3, etc)

SOLVING PROBLEMS

*counting in 2’s, 5’s, 10’s

*sharing

*always encourage children to explain how they found out their answer

*make connection with the way they have solved problems

SHAPE, SPACE & MEASURE

*to begin to recognise simple 2D (flat) & 3D (solid) shapes and name them

*to be aware of shapes around us

*to describe a shape using correct language – sides, points, faces, curved,

straight, solid, flat, etc

*to explore shapes – do they fit together (tessellate – why?)

*to use positional language – in, on, under, next to, behind, inside, outside,

near to etc

*to use and understand directional language

*to use and understand the language of measure - full, empty, long, short, tall,

big, small, wide, thin, narrow, heavy, light etc (er) (est)

*to order by length, width etc

*to use non-standard units to measure

*patterns - copy, continue and create

*to solve problems, involving these concepts