Reception Home Learning Videos – Week 7
Story Time – ‘Bear Feels Sick’ by Karma Wilson
Ch Phonics with Mr Thorne (and Geraldine)
‘Ouch I Need a Plaster’ by Nick Sharratt
‘Jasper’s Beanstalk’ by Nick Butterwort and Mick Inkpen
Reception Home Learning Videos – Week 6
Police Officers- Monday‘s intro to this week’s focus
POLICE REPORT: There’s been a crime!
Thursday 11th Feb- Solve the extra clue!
Learning Our New Sound – zz
Learning Our New Sound – qu
Welcome to Eric Carle Class, my name is Mr Collin.
Welcome to Beatrix Potter Class, our names are Miss Simpson and Miss Stevens.
We chose Beatrix Potter for our class, as we felt she was a fantastic role model for young children- a successful author, illustrator and natural scientist. Beatrix Potter’s stories are found in homes across the world and form part of many early childhood memories, with her imagination and beautiful illustrations bringing unique characters to life. We aim to create a colourful and inviting classroom, that evolves through the year, stimulating our own children’s imagination and fueling their love of learning for many years to come.
Reception Virtual Classrooms Tour
What is the Early Years Foundation Stage?
In EYFS, we strongly believe in the importance of practical, child-led learning, enabling children to investigate the world around them, ask questions and being there to help them to extend their skills, knowledge and understanding. We would like a child’s early experience of school to be that of joy, excitement and positive memories, the time that initiated a love of stories, early maths skills and pleasure of celebrating their individual achievements.
In September 2014 the Department for Education introduced a new Early Years Foundation Stage (EYFS) curriculum. This is statutory for all early years children and education providers. At our school the EYFS starts when your child enters Nursery and continues until the end of their time in Reception. The EYFS is a framework for child development from birth to the end of Reception Year of primary school. There are seven themes within the EYFS framework.
- Communications and language
- Physical development
- Personal, social and emotional development
- Understanding the world
- Expressive Arts and Design
These seven themes are used to underpin the learning and development that your child will experience during their time in the EYFS. Children learn in many different ways: watching others, talking, asking questions, listening, exploring and investigating.
Play is the foundation of development and learning for young children and your child will continue to learn through play throughout the EYFS.
The EYFS recognises the importance of parents and carers working in partnership with the school to support their child’s learning. The most important way you can help your child is by talking, listening, playing and just having fun with them.
Every child, who attends one of our Vine schools, will receive a Vine Passport. This Vine Passport will
give every child the opportunity to challenge themselves, to broaden their horizons and to increase
their life experiences. There is a total of 40 challenges as you travel around your Vine Schools
Passport. There is no rush to complete it all at once; indulge yourself in the challenges and enjoy!
Vine Reading List
In the Vine Trust, we want to promote a love of reading in all of our pupils no matter what their age, gender or reading ability. Exposing children to a wide variety of good quality stories and texts helps to improve their vocabulary and comprehension skills whilst also introducing them to a whole host of experiences, both imaginary and real, that they might otherwise never experience.
At the Vine, we feel that parents and carers play a vital role in supporting pupils with their reading. Research into reading supports this belief and one finding in 2006 states that:
Parents and the home environment are essential to the early teaching of reading and fostering a love of reading; children are more likely to continue to be readers in homes where books and reading are valued (Clark and Rumbold, 2006).
We understand that it can be difficult to motivate children to read, especially now that technology is so appealing and accessible. It can also be challenging to get children to read different types of books. Diary of a Wimpy Kid, Tom Gates, Harry Potter and books written by David Walliams are extremely popular and are great pieces of literature. However, it is important that children read a range of stories and books to support them in developing their own imagination and writing skills.
In light of this, we have produced a selection of lists to aid you at home in guiding and encouraging children to read a range of books. Each list contains good-quality, age relevant books that have stood the test of time and proven to be very popular with pupils that staff have taught over the years.
How to use the lists:
- The book lists are split into EYFS, KS1, lower KS2 and upper KS2. If your child is in Year 5 or 6 but is a reluctant reader, why not have a look at the lower KS2 list. Likewise, if you have a very able reader in KS1 who is in need of a challenge, explore the lower KS2 list.
- Share the list with your child. Put a mark against which books they think sound interesting. Then, visit your local library or book shop and see which books you can find.
- Encourage your child to look for these books in the school or class library.
- Reading to your child is vitally important, even in Year 6. So why not choose a more challenging book that you can share and read together.
- Each list starts off with easier to read suggestions then the books grow in complexity as the list continues. Some of the content of the books towards the end of the upper KS2 list is a little more mature and sensitive (war, refugees, loss etc) but are all age-relevant. As the parent/carer, you will need to decide on whether these are suitable for your child.
These lists are extensive but not exhaustive. There are so many wonderful options and choices for children to read today; we just need to make sure that we are encouraging them to do so.