Tuesday March 29th 2016
LEARNING CHARACTERS AND GROWTH MINDSET
In the EYFS we have been using 'learning characters' to help our children develop a 'growth mindset' attitude to learning. Our learning characters are Reflective Owl, Reciprocal Ant, Resilient Rhino and Resourceful Squirrel. Ask your child about these characters and they will tell you what each one helps them to do. It has been proven that having a growth mindset can improve children's progress and attainment. We are teaching our children that by having a growth mindset they can grow their brains and intelligence and can achieve anything they wish!
A growth mindset means...
* I never give up
* I like my work to be difficult, it means I am learning
* I love challenges
* I want people to praise me for the effort I put into my work
* I believe I can get more intelligent by working hard
* I feel clever when I'm learning something new
* I learn from my mistakes
You can help at home by...
* praising the amount of effort your child is putting into things, rather than how clever they are.
* talking to your child about their brain being like a muscle-the more they use it, the stornger it gets.
* encouraging your child not to give up if they're finding something difficult.
* challenging your child to try something new or challenging!
If you have any questions about this or anything else, please pop in and see us.
A powerpoint about starting in Nursery, [Foundation Stage 1] and Reception [Foundation Stage 2].
Take a tour of the Early Years Foundation Stage at Kimberley Primary School...
Rufford and Bramcote Classes.
EYFS LONG TERM PLANNING
This four year planning cycle shows the topics we will be covering in the EYFS.
Please keep us informed of any allergies your child may have so that we can keep our records up to date.
EYFS Teaching Team.
PE KITS FOR BRAMCOTE CLASS CHILDREN ONLY.
Here is a reminder of the correct PE kit for Foundation Stage 2 children only, NOT Nursery.
PE kits will be sent home at the end of every half term for washing.
PLEASE PLEASE PLEASE LABEL EVERY ITEM OF YOUR CHILD'S PE KIT WITH THEIR NAME. THANKS!
Monday October 12th 2015
BRITISH VALUES IN THE EYFS AT KIMBERLEY PRIMARY SCHOOL
Click on the link which will show you how British Values are covered in Bramcote and Rufford Classes. As always, if you have any questions, please pop in and see us any time.
The Foundation Stage Team.
WE ARE WRITERS!
BIG TALK AND BIG WRITING IN THE EARLY YEARS FOUNDATION STAGE
I would like to provide you with some information about BIG TALK and BIG WRITING and how this is organised in Rufford and Bramcote Class.
What is Big Writing?
It is a philosophy about writing which was originally devised by Ros Wilson (a former teacher and Ofsted Inspector). It is based on the premise that to write well children need to feel confident and motivated. Above all they need to be able to talk about what they want to write, ‘have a go’ and ‘nothing is wrong’. Every Thursday, all of the children in Rufford and Bramcote Class will be given Talk Homework, which could be based around our class topic, or it could be a theme suggested by the children themselves. We need to encourage the development of language and listening skills in order to develop children’s writing ability. If children can’t say it, they can’t write it. Talk Homework promotes the development of such conversations. We would like you to spend a little time discussing the weekly theme with your child and talking about what they might like to talk or tell us about. This important talking time will help your child when they come to do their BIG WRITING on Friday, as they will have already orally rehearsed what they would like to write about through their talk homework. This can be done in a relaxed, informal way, maybe in the car or as you walk home. Encourage as many family members as possible to be involved in the Talk Homework, possibly around the meal table. Switch off the TV! Try to ensure this is a dedicated talking and listening time. Your child does not need to write anything down for this homework, but it would be beneficial to them if you could support them in thinking of WOW words that they might use in their writing [exciting vocabulary].
As always, if you have any questions about this, or anything else we do at school, please feel free to pop in and see me anytime.
Thank you for your continuing support.
Miss Mehmet J
Big Write is a philosophy about writing which was originally devised by Ros Wilson [a former teacher and Ofsted inspector]. It is based on the premise that to write well children need to feel confident and motivated. With our Early Years children, it is all about TALKING, because if children can’t say it, they can’t write it! We encourage our children to be chatterboxes and to talk, ask and answer questions and to learn as many new and exciting words as possible! We call these WOW words and we learn at least a new WOW word every week. We encourage our children to use as many of these interesting words in their writing as they can.
So, what does BIG WRITE look and feel like in the Early Years Foundation Stage?
Every Thursday, your child will bring home their talk homework. There will be a different theme each week to talk about. Themes can range from retelling a favourite story, to talking about their favourite film/TV character; the list of talk topics is truly endless!
On a Friday, we get our fingers ready for big writing and have a good old boogie as we take part in ‘Squiggle while you Wiggle’ [in Foundation 1 –Nursery] and ‘Dough Disco’ [in Foundation 2-Bramcote]. This not only gets our writing fingers ready, but gets our brains working too!
After our disco dancing and wiggling, we talk about our theme and orally rehearse some sentences we might like to write. For the older children, these sentences are modelled on the board.
Then we choose a posh big write pencil, and off we go!
At the end of big write, we celebrate our achievements. J
Every day children in the EYFS take part in a phonics lesson. Children in Nursery follow the Letters and Sounds programme and children in Reception follow The Sounds Together programme.
Click on the information link and powerpoint below which will explain in more detail how phonics is taught. As always, if you have any further questions about this, please pop in and see me any time.
Miss Mehmet :)
EARLY READING AND WRITING- USEFUL INFORMATION
Click on the link below which will hopefully provide you with some useful information about how you can help and support your child as they learn to read and write.
WE ARE WRITERS!
MARK MAKING REALLY DOES MATTER!
Early Years Foundation Stage
Mark making in Foundation Stage 1 [Nursery, Rufford Class].
Children will imitate adults, grasping writing tools and making marks on paper or any surface that is available! These early scribblings need to be nurtured, celebrated and guided in order to develop confident writers.
Writing should be seen as an enjoyable fun experience. Developing a child’s mark making skills in the early years will allow them to learn to control a pen/pencil in such a way that it becomes natural. Once this has been established, children’s ability to write or ‘mark make’ will take off.
Learning to hold a pencil and make marks that ultimately lead to writing is a complex development.
Children move through stages in their mark making.
In the early stages it is a physical activity. The child grasps tools with their whole hand in a palmar grasp moving their arm from the shoulder.
They make random marks on the paper and these marks usually contain large circular patterns.
The next stage sees the child attempting to make some letter-like and number-like symbols which are usually scattered around the page.
The child then begins to write some legible letters, many of which are in their name; they often write using capital letters.
Next, initial sounds begin to emerge. For example, the sentence ‘The cat is in the house’ might look like this:
The child then begins to put spaces in between the words and their sentences tell their ideas.
This next stage sees the child being able to spell basic words correctly and they can make good attempts at spelling unfamiliar words by ‘sounding out’.
This next stage sees others being able to read the child’s writing, and they are beginning to use simple punctuation.
Developing the pencil grip, referred to as a tripod grip, also takes time. Children need to develop the strength in their hands, fingers and wrists. They need to be able to move their fingers separately, to use a pincer grip (using their
thumb and index finger). Their wrists and thumb need to be strong. Finally they need to learn to rest their wrist on a table and to use their non-dominant hand to hold the paper still. To execute successful writing the side of
the hand needs to slide along the paper.
Early mark making…
These activities are fun, play activities that have a direct effect on developing early writing skills.
Playdough—pinching, squeezing, rolling.
Threading—beads, pasta straws, make necklaces.
Picking up small objects using the thumb and index
Finger; learning to use tweezers and pipettes.
Finger rhymes—stretching and curling fingers, moving them independently
Water play—using spray toys and spray bottles. Water the flowers, spray the walls or windows.
Art activities—glue sticks and paint brushes. Making collages, decorating with sequins.
Strengthening activities—swinging from a climbing frame, grasping to climb, crawling through tunnels.
Making powder paint and blending colours– as with mixing a cake.
Activities to encourage pencil control
Mark Making - this should go beyond pencil and paper and include a
range of textures and media
Paint using an easel and large brushes
Paint the walls outside using buckets of water and large paint brushes.
Draw shapes in the air with a wand
Dance with a ribbon in your writing hand
Chalk on boards or dark coloured sugar paper
Draw in the sand
Make rubbings on rough surfaces
Draw in cornflour
This list is not endless! J
A young child’s early ‘scribblings’, drawings and mark making attempts are their way of communicating and sharing their observations of the world around them. Our role as the adult is to encourage, praise and celebrate the child’s achievements.
Click on the link below to access ‘Mark Making Matters’, a publication by the Department for Children, Schools and Families.