Welcome to Reception
Reception – Home Educating Tasks
Please click on the letter below for guidance about home learning:
Well done on completing another week of home learning. As we would normally be breaking up for the Easter holidays, we will not be posting any daily activities again until Monday 20th April. Please feel free to use your packs and the list of useful websites if you wish but you are not expected to. Have a lovely Easter holidays x
TASK OF THE DAY – Friday 3rd April
Phonics: recap on all phase 2 and 3 sounds. Go on a sound hunt around your house. Ask your child can they find objects that begin with particular sounds e.g. something beginning with ‘w’ or something beginning with ‘ch’. Your child could make a list of these words as they go on their hunt. You could extend this activity by asking children can they find something that has a sound within the word e.g. find something with ‘igh’ in (light) or ‘air’ (chair).
Watch and listen to Click, Clack, Moo Cows That Type: https://www.youtube.com/watch?v=voD0z6pCj5s
Click, Clack, Moo Cows that Type is a funny story about a farmer who is having problems with the cows and hens on his farm. Farmer Brown can’t believe it when he starts receiving typed letters from the cows with outlandish demands. He decides that he will not give into their demands, and the cows go on strike.
Pretend you are the farmer and write a letter back to the ducks about their request. Will you give them a diving board for the pond? We would love to read your responses. Don’t forget to share them on our Facebook page!
Maths: Select the add to 20 activity to complete. https://home.oxfordowl.co.uk/kids-activities/fun-maths-games-and-activities/
Thursday 2nd April
Look at the farm picture, can you write the words to each picture? You can either print out the sheet or make a list of the words.
Watch and listen to Duck on a bike: https://watch.vooks.com/classics/videos/duck-on-a-bike
What an exciting and funny story. Can you imagine farm animals doing human activities like riding a bike? You could create your own story scene poster with farm animals doing something different like playing football or jumping on a bouncy castle. Once you have created your poster write about what is happening in the scene.
Maths: Select the take away from 10 activity to complete. https://home.oxfordowl.co.uk/kids-activities/fun-maths-games-and-activities/
Wednesday 1st April
Phonics: Play pick a picture, choose between phase 2 and 3 sounds. Point to the word on the screen and ask your child to try and sound talk it and then blend the sounds to read the word. Click the picture that matches the word. You can gain free access to this website. Username: march20 password: home https://new.phonicsplay.co.uk/resources/phase/3/pick-a-picture
Watch and listen to A busy day for birds: https://www.bbc.co.uk/iplayer/episode/m0002f1m/cbeebies-bedtime-stories-688-celia-imrie-a-busy-day-for-birds
Peck, hop, flap and make some noise in this story full of colour, rhyme and feathered friends. Flap your wings, fly up high, open your beak and sing in this fun action rhyme story about fantastical birds. Can you imagine … just for one day … you’re a busy bird? Can you stand on one leg like a flamingo or waddle like a penguin? How about say cock-a-doodle-doo! , tuwit-tuwoo and even tra-la-la ? What a busy day you will have! Draw a picture of the bird you would love to be. Write a sentence about why you would love to be that bird.
Maths: Over the day or week look out your window or in the garden and count how many birds you can see. Keep a record of the different types of birds. Discuss the different birds you saw the most or least. You can use the following sheets as prompts, ideas to make your own record sheet or to print out. https://www.rspb.org.uk/globalassets/downloads/kids–schools/teaching-resources/bsbw-under-5-counting-sheet
Have a great day!
Tuesday 31st March
Phonics: Recap on all sounds and tricky words that your child is up to. If you feel your child is confident within the phase they are on try the next set of sounds. Play a phonics pairing game, read the word and match it to the correct picture. To access the game type twinkl go login in the search engine. Click on the top search link and type in the following code: WN6395. Remember if you have a twinkl account you must log out first.
Recall the story from yesterday, The Little Red Hen. Discuss what happened and how the other animals didn’t help. Pretend that you are one of the animals that didn’t share and write a sorry note to the Little Red Hen. Remember sentences start with a capital letter and end with a full stop.
Watch Come outside episode – eggs: Auntie and Pippin collect some newly laid eggs from the hens. Auntie looks at her scrapbook in which she has pasted pictures of eggs of different sizes and colours. She and Pippin then fly off in their plane to visit an ostrich farm. https://www.youtube.com/watch?v=swQujfPhXd0
Discuss what they watched during the episode, what animals did they learn about that lay eggs? Match the pictures of the life cycle of a chicken. An adult will have to help with reading some of the words. https://stormedapps.co.uk/lifestages/lifestages.html
Maths: Play a comparing game. Comparing numbers involves knowing which numbers are worth more or less than each other. This understanding underpins the mental number line which children will develop later, which represents the relative value of numbers, i.e. how much bigger or smaller they are than each other. https://uk.ixl.com/math/reception/are-there-enough
Keep sharing your work with us on our Facebook page!
Your Reception child has been issued their own Phonics Hero login, for use at home on a computer, iPad or Android tablet. You have an obligation-free 30 day trial which can be started at any time. Your child will receive their login details today if they are in or contact us via our Facebook page : http://bit.ly/OLOLReception
Please share this information with our other Reception parents.
This article gives parents an overview of what they need to know about phonics: http://bit.ly/2w4ut9L
Our CEO’s blog on how to teach a child to read at home: http://bit.ly/3bv5Q6E
A guide to pronouncing the sounds correctly: http://bit.ly/2Slj9il
Continue to practise phase 2 to 5 tricky words at home. Some of these tricky words have featured in your child’s spelling tests so far. Work through them at your child’s pace and when they are confident, try to use them by writing a simple sentence. Below are the lists of the tricky words in each phase.
Phase 2: I no the to go into
Phase 3: he she we me be you are her was all they my
Phase 4: said have like so do some come little one were there what when out
Phase 5: oh Mrs people their called Mr looked asked could
Please enjoy the information provided on this page about our Reception classes. If you wish to view our classes in action, please contact the office on 01704568375. If you decide to apply for a place in our school you will need to apply via Sefton: https://www.sefton.gov.uk/schools-learning/school-admissions.aspx
Settling into Reception
Having visited every child in their home environment at the start of the year we now really know each child and are privileged to watch our Reception children blossom in our school environment.
We have 2 classes in our Reception, RM (Mrs McMullan’s class with Mrs Dodd) and RT (Miss Talent’s class with Mrs Green).
Mrs McMullan, Miss Talent and the Reception Team
1. A welcome meeting towards the end of June is a chance to learn more about expectations, routines and stages of transition; at this meeting, parents are able to meet key members of the school staff including the Reception team.
2. Taster sessions take place in the Summer term: the children who already attend our Nursery will visit with Nursery staff in the school day.
3. Reception staff will visit nursery settings. This will allow staff to see the child in an environment which is familiar to them, and to talk with nursery staff about any issues.
4. In the first two weeks of September, two members of staff will arrange to visit you in your home. This will allow you to ask any more questions which you may have, and to observe your child in familiar surroundings.
5. A ‘staggered start’ during the third week in September means that a small group join the class each day. This means that each child can be welcomed and have the chance to settle in.
6. We then begin what’s called ‘base line assessment‘ where we observe, talk and work with your child and assess what they can do and what they like to do. This information means the Reception teacher can plan for the year ahead, making sure she and all the Reception team meet the needs and interests of your child as much as possible, providing just enough support and challenge for each pupil to enjoy and achieve.
In September Our Lady Of Lourdes Reception Team invite our families into school to talk about our curriculum. There is an opportunity for parents/carers to listen to their child’s teacher, ask questions and look around the classroom.
The Reception classes at Our Lady Of Lourdes Primary are a learning environment which aims at all times to be happy(because we know that happy children are responsive, receptive and enthusiastic to learning) and challenging(because we know children are capable and keen to learn, and enjoy the challenge and the achievements that come with it).
Through planned, purposeful play, children are able to discover, practise and refine their skills in literacy and mathematics as well as find out about themselves and their environment. In a broad and balanced way, our provision ensures coverage of the seven areas of learning and responds to the needs and interests of all our children. At all times, we consider characteristics of effective learning which promote positive attitudes to learning, an enthusiasm for knowledge and the confidence to become successful learners.
We place a good deal of importance on the characteristics of effective learning:
- playing and exploring – children investigate and experience things, and ‘have a go’ (you can support your child by, for example, making sure they encouraging them to try out new experiences and asking open-ended questions that might stimulate their curiosity);
- active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements (allow your child to play independently – avoid leading your child’s play, and don’t let them engage for too long in passive activities like watching TV); and
- creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things (when your child is playing, provide some challenges and allow them to be inventive – try leaving fewer toys for them but add a few unknown objects for them to use… don’t forget how much fun a cardboard box can be!).
Our assessment data for older children shows that those children who demonstrate strong characteristics of effective learning are more likely to enjoy and achieve at a higher level as they get older. Support your child to develop these characteristics just as much as you support the academic side of things. This document gives you more information about the characteristics – it might help you get an idea of how you can support your child to develop good ‘learning behaviour’.
Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are:
Communication and Language;
Personal Social and Emotional development.
These prime areas are those most essential for your child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:
Understanding the world;
Expressive Arts and Design.
These 7 areas are used to plan your child’s learning and activities. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.
There are different areas in the Reception classroom (both indoors and the outside). These are known as the ‘areas of provision’: different places set up in different ways. These might vary from time to time, but typically include areas for role-play, reading, writing, maths, sand, creative development, technology… come and have a look! Each area has lots of resources which allow children to learn independently or with an adult to support. Look out for all the different learning challenges in the areas, too – these are prompts for specific learning which could take place.
We believe effective learning in the Early Years is the result of a balance between:
- adult-led learning: this is led and managed by the adult and is typically planned to meet the specific learning needs of the child(ren)
- adult-guided learning: this is where adults might support a child by guiding them (for example, by questioning and prompting, or by providing specific resources in an area of the classroom) and the child(ren) can independently practise or explore
- child-initiated learning: this is when the child chooses where to go and what to do in the learning environment – it might look like play, but a lot of incidental learning can happen
Research shows that the best outcomes for children’s learning occur where most of the activity within a child’s day is a mixture of child-initiated play (actively supported by adults) and focused learning (with adults guiding the learning through playful, rich experiential activities). As the Reception year progresses, and the children become more mature and ready for Year 1, the balance will gradually shift to more adult-led and adult-guided learning.
A key aspect of the Early Years Foundation Stage is to move the learning from what children already know to what children want to know and what children need to know (and there’s often an overlap between the two). Staff in Reception find out what children want to know – what interests them, sparks their natural curiosity, engages them to be effective learners – by making lots of observations of the children and having discussions with children and parents to inform the direction of learning. This will usually influence future topics in the class. What children need to know also derives from observations but staff make sure they use Early Years and Key Stage 1 curriculum documents to make sure we are aware of expectations so children are challenged appropriately.
By the end of Reception, we will have prepared our children for their next step, the transition into Year One.
We will have encouraged our children to develop independence, perseverance and reasoning skills by demonstrating high levels of engagement in their thinking. These skills result in the thrill of learning and the children will show sustained concentration on their tasks. All these skills are essential when accessing the Year One curriculum.
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Early Years Manager
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