Welcome to St' Josephs Catholic Primary School

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Welcome to St. Josephs Catholic Primary School

• Walking in the footsteps of Jesus

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Areas of Learning Early Learning Goals

• The Foundation Stage curriculum is organised into
  six areas of learning

• Personal, Social and Emotional Development.
• Communication, Language and Literacy.
• Problem Solving, Reasoning and Numeracy
• Knowledge and Understanding of the World.
• Physical Development.
• Creative Development.

The Spiritual and Moral development of each child
is also considered very important and is
delivered in an exciting and fun way through the
Here I Am R.E. programme.
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Personal, Social and Emotional Development

• Children will be encouraged to
• Be more independent and grow in confidence.
• Help others.
• Talk about their feeling.
• Be responsible for their own equipment.
• Value and show sensitivity towards each other.
• Develop autonomy and the disposition to learn.
• Become part of a whole family i.e., the class,
  school and community.
• To develop their own interests.
• Establish constructive relationships with other
  children and adults.

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Personal, Social and Emotional Development
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Communication, Language and Literacy
Children will be given the opportunity for
discussion and conversation where their input is
valued through a variety of stimuli and
situations such as

• Class discussions
• Nursery rhymes
• Songs
• Shared reading
• Games, puppets and play situations
• Talking with the class teacher and assistants
• Visitors to the classroom.

Children will be encouraged to Match their
response to the occasion, i.e. take turns when
speaking, listening to others, respond
appropriately, ask relevant questions, listen to
stories, follow instructions, know that there is
a time for quiet and reflection.
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Reading
To develop pre-reading skills, children are given
a variety of experiences

• Opportunity to learn using a variety of books,
  picture stories, big books, non-fiction, display,
  and taped books.
• Activities for helping children to enjoy the
  early steps of reading such as stories read
  aloud, word games, shared reading sessions,
  phonic games and activities, prediction and
  recall book reviews.
• Shared books (fiction and non-fiction) to take
  home to share with an adult to encourage a love
  of books.

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Reading
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Writing
Children are provided with a variety of
experiences and approaches to writing . Children
are encouraged to write whenever possible,
especially during play situations. Formal
handwriting sessions take place alongside
emergent writing practice to encourage the
children to be confident writers.

• Examples of activities
• Writing their name
• Making their name out of play-dough
• Interactive whiteboard activities.
• Whole class finger tracing (magic pencil) of
  letters and discussions daily.
• Individual whiteboard work.
• Phonic work daily phonic work carried out using
  Letters and Sounds - supported by Jolly Phonics.
• Writing patterns
• Writing underneath letters
• Copying letter shapes
• Ordering a sentence then copying it and reading
  it back.
• Writing in sand.
• Spacing, full stops and capital letters.

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Communication, Language and Literacy
Letter formation - Penpals
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Problem Solving, Reasoning and Numeracy
We aim to focus on achievements through practical
activities using an investigative approach and on
using and understanding language in the
development of simple mathematical ideas. We
will cover the following topics during the course
of the term

• Numbers ordering, estimating, simple addition
  and subtraction.
• Measurements length, capacity, weight.
• Pattern repeated patterns, symmetry.
• Shape and space 2D and 3D shapes.
• Money.
• Time to the hour.

Examples of activities Sorting and matching
with real objects/games number action rhymes and
songs sand and water play cooking using
scales and non-standard units beads and
pegboards for colour recognition and patterning
and using constructional toys.
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Problem Solving, Reasoning and Numeracy
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Knowledge and Understanding of the World

• At an early age children are very inquisitive
  about their world and are willing to participate
  in a range of scientific and technological
  activities. We aim to provide a variety of
  planned experiences as well as making the most of
  those which occur incidentally. A variety of
  materials for daily play are offered as well as
  activities which are specifically designed to
  develop technological awareness and expertise in
  the early years.
• The areas of learning covered in Knowledge and
  Understanding of the World are as follows

• Science
• ICT
• Design and Technology
• Geography
• History

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Knowledge and Understanding of the World
(continued)
Children may approach these activities through
story, experiment and problem solving. The
children will experience and have access to

• Water, sand, clay, play-dough, plasticine, paper,
  cardboard, collage, glue, paint, string,
  scissors, rolling pins and constructional toys.
• Mirrors, magnifiers, natural objects and manmade
  objects.
• Interactive Whiteboard, programmable toys and the
  ICT suite using various software.
• There will be plenty of opportunity for
• Observing the weather.
• Investigating the school environment.
• Looking at changes in seasons.
• Visiting places of interest at least once during
  the year.
• Planting things and watching them grow.
• Cooking with an adult.
• Investigating materials.
• Learning about ourselves and how our bodies
  respond to different things.
• Gathering information using books, CD ROMs,
  photographs and by talking to visitors.

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Knowledge and Understanding of the World
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Knowledge and Understanding of the World
Slimbridge
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Knowledge and Understanding of the World
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Physical Development
Physical development in the foundation stage is
about developing and improving skills of
co-ordination, control, movement and manipulation.

• There will be opportunities for
• Free play both indoor and outside.
• Participating and carrying out instructions
  (complex and simple).
• Developing hand/eye co-ordination. Activities
  may include sewing, cutting out, aiming games,
  batting games, action games etc..
• Developing the loco motor skills such as running,
  skipping, jumping, galloping, etc through games
  and play.
• Refining movements such as large steps, small
  steps.
• Developing fine motor skills. Activities may
  include drawing, tracing, colouring, cutting and
  sticking, sewing, threading beads, weaving, using
  cubes and other constructional toys, fastening
  shoes, zips, etc.
• Developing foot/eye co-ordination. Activities
  may include kicking different size balls freely
  or with aim, hopping, balancing, action games.
• Children will be given the opportunity to
  exercise small apparatus during their gymnastic
  lessons.

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Physical Development
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Physical Development
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Children will be offered experiences in making
music, performing, listening, appreciating,
dancing, expressing, painting, drawing, model
making, collage, using your senses to explore a
variety of stimuli.
Creative Development

• Children will be given the opportunity to
• Paint-free expression, colour mixing, use
  different sized brushes, copy, story stimulus,
  use colour, pattern, use materials such as paint
  and glue, printing and finger painting.
• Draw observational, free, using pencil, chalk,
  pastels, marker pens, crayons.
• Model making using junk materials, play dough,
  clay, salt dough, paper machie and natural
  objects.
• Collage using fabric, paper, waste materials,
  natural objects and pasta.
• Sing a variety of songs and hymns,
  unaccompanied, accompanied.
• Role-play drama, puppets and role play area.
• Making music experimenting and becoming aware
  of pitch, rhythm, notation, recording and
  different instruments.
• Listening and appraising listening to different
  pieces of music and describing their own feelings
  about the music. Looking and discussing
  different art work.
• Dancing move freely to music, words, actions
  and other stimuli. Perform movements to others.

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Creative Development
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Creative Development
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