EYFS

Welcome to Beatrix Potter Class!

Beatrix Potter with a border collie dog sitting
Peter rabbit drawing with lots of vegetables

 

OUR CLASS LEARNING ENVIRONMENT FOR THIS TERM

OUR OUTSIDE CLASS LEARNING ENVIRONMENT FOR THIS TERM

What can you do at home to help? 

  • Tapestry App: through Tapestry, you will have the opportunity to view your child’s learning at school. We would really love parents to also upload observations from home, so that we can have a holistic approach towards your child’s learning journey. 
  • Homework: Children will be given a homework menu with a selection of challenges to have a go at. It would be wonderful if you can support the children with this and share their work on Tapestry once complete. 
  • Reading: We would encourage the children to read for at least 10 minutes a day. This can be a mixture of their school reading book, books/comics that they already have at home. Once your child has read please record this in their reading log so that we can celebrate this with them. 
  • PE will be taught on a Wednesday. Please make sure your child comes into school in their PE kit.

Transdisciplinary Theme

Module 1Module 2Module 3Module 4Module 5Module 6
Who We AreSharing the PlanetHow the World WorksHow we organise ourselvesWhere we are in place and timeHow we express ourselves
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Please use Tapestry to enter when your child has achieved something special at home which you are proud of.  We will download from Tapestry and print out your comments which will  be shared with the class and  displayed on our ‘Talking Thinking Tree’ which is in our classroom.   As we have shared and sent home your special bags you kindly did for our tree is looking quite bare.  Please help us fill it up with lots of positive comments about your child.  Your children are amazing, let’s celebrate this!

Don’t forget to read every day and record this in your reading record book.

Many thanks for your continuing support.  

Mrs Elliott and Mrs Rayner

Peter rabbit illustration

Early Learning Goals

Communication and Language

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.
  • Make comments about what they have heard and ask questions to clarify their understanding.
  • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Speaking

  • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
Personal, Social and Emotional Development

Self-Regulation

  • Show an understanding of their 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 focussed 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 their 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.
Physical Development

Gross Motor Skills

  • 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 fluid 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.
Understanding the World

Past and Present

  • Talk about the lives of people around them and their roles in society.
  • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
  • Understand the past through settings, characters and events encountered in books read in class and storytelling.

People, Culture and Communities

  • Describe their 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.
  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.

The Natural World

  • Explore the natural world around them, making observations and drawing pictures of animals and plants.
  • 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.
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Expressive Arts and Design

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.
Mathematics

Number

  • Have a deep understanding of numbers to 10, including the composition of each number.
  • Subitise (recognise quantities without counting) up to 5.
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

  • Verbally count beyond 20, recognising the pattern of the counting system.
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Literacy

Comprehension

  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their 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 digiraphs.
  • 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 common exception 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.

Sharing their Learning…

Children from the EYFS class sharing their learning from this term…