Reception | St Mary's Enfield

Image result for WELCOME TO RECEPTION

Dear Parents,

Welcome to the Summer Term. The adults who will be working with your child are Mrs Rowley, Mrs Purdue Mrs Dojaki and Mr Brailsford.

We will regularly keep you updated on their progress but if you have any problems or concerns please do not hesitate to let us know.

Welcome to the Summer term. Our R.E focus this term is To the Ends of the Earth and Dialogue and Encounter. The other faith we are learning about is Islam. Our focus this term will be Animals and Mini-beasts. We will have the opportunity to observe the changes of a caterpillar to a butterfly when the caterpillars arrive. We will learn about different animals and gather information using non- fiction books. The children will learn about the saint George’s day. In Maths we will be learning about numbers to 20 and beyond. Adding, taking away, doubling and sharing. We will be comparing similarities and differences between life in this country and life in another country when we read Handa’s Noisy Night and looking at similarities and differences between toys from the past when we read the book Peepo.

Listening, Attention and Understanding

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
Hold conversations with adults and friends.

Speaking

Participate in small group, class and one-to-one discussions, offering own ideas and using recently introduced vocabulary.
Express ideas and feelings about experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Comprehension

Demonstrate understanding of what has been read by retelling stories and narratives using own words and recently introduced vocabulary.
Anticipate – where appropriate – key events in stories.
Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

Word Reading

Say a sound for each letter in the alphabet and at least 10 diagraphs
Read words consistent with their phonic knowledge by sound-blending.
Read aloud simple sentences and books that are consistent with their phonic knowledge, including some tricky words.

Writing:

Write recognisable letters, most of which are correctly formed.
Spell words by identifying sounds in them and representing the sounds with a letter or letters.
Write simple phrases and sentences that can be read by others.

White Rose Maths

We continue to use the White Rose Maths scheme.

To 20 and beyond. Building numbers beyond 10. Counting patterns beyond 10. Spatial reasoning.

First Then Now. Adding more. Taking away. Spatial Reasoning (2).

Find my pattern. Doubling. Sharing and grouping. Even and odd. Spatial awareness (3).

On the move. Patterns and relationships. Spatial Reasoning (4).

Our R.E focus this term is To the Ends of the Earth and Dialogue and Encounter.

The other faith we are learning about is Islam.

Creating with Materials

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Share their creations, explaining the process they have used.
Make use of props and materials when role playing characters in narratives and stories.

Being Imaginative and Expressive

Invent, adapt and recount narratives and stories with peers and their teacher.
Sing a range of well-known nursery rhymes and songs.
Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.

Gross Motor Skills

The children will have the opportunity to explore and have a go at:

Negotiate space and obstacles safely, with consideration for themselves and others.
Demonstrate strength, balance and coordination when playing.
Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Fine Motor Skills

Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.
Use a range of small tools, including scissors, paintbrushes and cutlery.
Begin to show accuracy and care when drawing.

Health and self-care:

Know and talk about the different factors that support overall health and wellbeing:

Regular physical activity
Healthy heating
Tooth brushing
Sensible amounts of ‘screen time’
Having a good sleep routine
Being a safe pedestrian

Past and Present

Talk about the lives of the people around them and their roles in society. Learn about Saint George’s day.
Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. Read Peepo. Look at artefacts from the story and compare with present day objects.
Understand the past through settings, characters and events encountered in books read in class and storytelling.

People, Culture and Communities:

Describe immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. Learn about Islam.
Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, nonfiction texts and (when appropriate) maps. Read Handa’s Noisy Night. Compare Handa’s village to Ponders End.

The Natural World:

Explore the natural world around them, making observations and drawing pictures of animals and plants. Observe the caterpillars. Notice the changes that occur. Plant tomatoes and observe growth. Name parts of the tomato plant.
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. Handa’s Noisy Night. What are the main differences between Handa’s village and Ponders End?
Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. Focus on Summer.

Technology:

Opportunities to use different types of technology like remote control cars, a tablet or computer. Use Purple Mash. Begin to learn to save work.

Personal, Social and Emotional Development:

Self-Regulation:

Show an understanding of own feelings and those of others, and begin to regulate their behaviour accordingly.

Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.

Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self:

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.

Explain the reasons for rules, know right from wrong and try to behave accordingly.

Manage own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Building Relationships:

Work and play cooperatively and take turns with others.

Form positive attachments to adults and friendships with peers.

Show sensitivity to their own and to others’ needs.

Edward De Bono

We continue to use Edward De Bono's six thinking hats to help us to organise our thinking and process or ideas. There are 6 hats and each has a different colour and so a different use or meaning. When children answer questions in class, each question will have a different colour hat attached to it. The diagram below shows you in better detail how we use them. Ask your children what hats they have used in their learning today!

Habits of Mind

The Habits of Mind are a collection of 16 thinking dispositions designed to help children develop their critical and creative thinking skills. Every week children are taught to use a different ‘habit of mind’ to help with their thinking and apply this to their work.

Visual Maps

The children are now using visual tools in all areas of their learning. These tools help the children map out their ideas and organize their thinking.