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Early Learning Goals Meeting (ELG). Reminders. Check your child’s bag daily. Please return orange home learning folders by Wednesday the latest each week. Ensure your child’s reading folder with book and diary are in school every day.
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Reminders • Check your child’s bag daily. • Please return orange home learning folders by Wednesday the latest each week. • Ensure your child’s reading folder with book and diary are in school every day. • Please sign and comment in your child’s reading diary each week. • Library is on a Wednesday
Tapestry • Please check it regularly • It is a form of communication and a great way to see what your child is learning at school • Please comment/like observations • Please share photos/videos from home that demonstrate learning related to the child’s next steps.
Today’s Aims • Look at some of the Early Learning Goals • Look at how you can support your child at home • Look at how you can record evidence of your child’s learning on Tapestry • Receive support from other parents on how to upload pictures and videos on Tapestry
Early Learning Goals and the Early Years Profile At the end of the EYFS – in the summer term of the reception year in school – teachers complete an assessment which is known as the EYFS Profile. An important part of the EYFS Profile is your knowledge about your child’s learning and development, so it is important to let your child’s class teacher know about what your child does with you at home. All of the information collected is used to judge how your child is doing in the 7 areas of learning and developmentand 17 Early Learning Goals. Finding out at this stage how your child is doing will mean that the teacher your child has in their next school year – Year 1 – will know what your child really enjoys doing and does well, as well as helping them decide if your child needs a bit of extra support.
Listening and Attention Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Reading Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words(tricky words). They demonstrate an understanding when talking with others about what they have read.
Reading at Home How can you help? • Leave a comment in the diary – let us know how your child is getting on. • If you notice your child retelling a story with puppets or reading independently take a photo or video • If your child knows to look up a non-fiction book for information, please let us know with either a comment or picture.
Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some tricky words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Writing at Home Encourage your child to write for a purpose; • Write a sentence or label about something they have built or made • Post a friend a post card or letter • Keep a diary • Write out instructions for a sibling or friend about where to find some treasure! • Make and write birthday cards
Numbers Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
How you can help to develop mathematical thinking at home • Look for numbers in your local environment– car registration plates, bus numbers, road signs, prices in shops, aisle numbers in supermarkets. • Play board games and encourage counting on with dice. • Let your child cook with you – • how can we share out the tomatoes/fish fingers equally? • We need to double the portion – how can we do this? • How should I cut this apple/pizza/sandwich to make sure that there is enough for everyone? • If you eat one how many will be left – one less?
Shape, space and Measure Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
How you can help with shape, space and measure at home • Cooking is super again • weighing ingredients • using a timer when you put cupcakes in the oven • Make fruit or vegetable kebabs to encourage pattern making • Go shopping together • look at the prices of things • let your child pay and then look at the change • let your child weigh fruit and veg • Go on a shape hunt in an around your home – play I spy – I spy with my little eye a 3d object that has 2 circle faces. I see a flat shape that has 3 sides and 3 corners
People and Communities Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The World Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one to another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
What can your child do at home? • Can they use a remote control to put on their favourite channel? • Do they ever use an electric whisk or juicer when helping to cook? • Can they use a tablet or go on a laptop or computer? • Can they take photographs on a camera/phone or tablet? • Do they have a remote control car or walkie talkies that they can use? • If they want to find something out would they know to look on google? Please let us know!!
