Welcome to Reception - Swan Class page. Adults in Reception - Miss Raggio (Monday, Thursday, Friday), Mrs Warwick (Tuesday, Wednesday), Ms Mason (Every weekday).

Reception - Swans

 

Welcome to Reception!

 

 

 

 

The tasks and date will be updated between 9am on Tapestry . Friday 17th July is the last online learning task for the term however the teachers are going to upload a video and some summer holiday suggestions. New to reception children please also check your emails and spam folder for a tapestry log in. There will also be some additional information sent to both new to reception (Hummingbirds Class and Swan Class to help with the transition).

Week 7 

13th - 17th July 

Monday 13th July

Task 1: (Literacy) From 10am - Reception - phonics click on the session with today's date or See attached PPT.

Task 2:(PSED) Think back through the school year talk about your funniest memory, the things that you enjoyed the most and then fill out the my school year form.

Task 3:(PD) Handwriting see attached.

 

Name
 handwriting unit 50 b.pdfDownload
 handwriting unit 50 d.pdfDownload
 handwriting unit 50 p.pdfDownload
 Handwriting unit 50 r.pdfDownload
 Level 4 Week 2 Lesson 1 Presentation (1).pptxDownload
 My school year memory page.pdfDownload
 Train Spotters Cut and Stick (1).pdfDownload
Showing 1-7 of 7

Tuesday 14th July

Task 1: (Literacy) From 10am - Reception - phonics click on the session with today's date or See attached PPT.

Task 2:(PSED) Think back through the school year talk about your funniest memory, the things that you enjoyed the most and then fill out the my school year form.

Task 3:(PD) Handwriting see attached.

Name
 Adult Guidance (1).pdfDownload
 Cut Outs.pdfDownload
 dream jar.pdfDownload
 Level 4 Week 2 Lesson 2 Lesson Presentation (1).pptxDownload
 Sams Initial Blends Rucksack (1).pdfDownload
 unit 51 c.pdfDownload
 unit 51 g.pdfDownload
 unit 51 o.pdfDownload
 unit 51q.pdfDownload
 Word Cards.pdfDownload
Showing 1-10 of 10

Wednesday 15th July 

Task 1: (Literacy) From 10am - Reception - phonics click on the session with today's date or See attached PPT.

Task 2:(PD) Handwriting See attached

Task 3: (PSED) Thinking about September - Can you fill out “My wish for year 1” sheet?

Name
 Level 4 Week 2 Lesson 3 Presentation.pptxDownload
 My wish for year 1.pdfDownload
 unit 52 j.pdfDownload
 unit 52 k.pdfDownload
 unit 52 s.pdfDownload
 unit 52 u.pdfDownload
 Whats on the Mountain Cut and Stick.pdfDownload
Showing 1-7 of 7

Thursday 16th July

Task 1: (Literacy) From 10am - Reception - phonics click on the session with today's date or See attached PPT.

Task 2:(PD) Handwriting see attached

Task 3:(maths) Can you play the number bonds game? You can change the main number by using the arrows! 

Name
 Level 4 Week 2 Lesson 4 Presentation.pptxDownload
 unit 53 e.pdfDownload
 unit 53 f.pdfDownload
 unit 53 h.pdfDownload
 unit 53 i.pdfDownload
Showing 1-5 of 5

Friday 17th July

Task 1: (Literacy) From 10am - Reception - phonics click on the session with today's date or See attached PPT.

Task 2:(PD) Handwriting see attached

Task 3:EAD can you get a plastic bottle or a jar and make a time capsule? Put in pictures, drawings and thoughts! Keep it some where safe and look at it at the end of the summer holidays.

Name
 Level 4 Week 2 Lesson 5 Presentation.pptxDownload
 Trip to Everest Minibook Reading.pdfDownload
 Trip to Everest Minibook Writing.pdfDownload
 unit 54 L.pdfDownload
 unit 54 t.pdfDownload
Showing 1-5 of 5

Week 6

6th -10th July

Monday 6th July

Task 1: Read or watch the jolly postman. discuss what a postman is and what they do. Talk about the letters an parcels we post need stamps. Explain that we are going to be looking at an artist who specialises in stamp paintings and making stamps.(Molly Rausch)– Look at her work then look at stamps from around the world through google. Model making your own a stamp using a small picture! http://postagestamppaintings.com/paintings/all/  

Task 2: Phonics please see attached

Task 3: Handwriting please see attached

Name
 Felt and Wilf Reading Mini Book.pdfDownload
 Level 4 Week 4 Lesson 1 Presentation.pptxDownload
 Stormy Day Puzzle Board.pdfDownload
 Stormy Day Puzzle Dice & Counters.pdfDownload
Showing 1-4 of 4

Tuesday 7th July

Task 1: Revisit and revise the jolly postman and what postman do. Model mapping delivery routes for the jolly postman. sit with your child with a pen/ pencil and a large piece of paper. As you read the story and get them to draw the different places he visits. Later on Perhaps outside using chalk on the ground draw his route play and model sounding out the names of the characters he is dropping letters off at.
Task 2: Phonics see attached
Task 3: Maths see attached

Name
 Felt and Wilf Reading Mini Book.pdfDownload
 halving for parrots.pptxDownload
 Stormy Day Puzzle Board.pdfDownload
 Stormy Day Puzzle Dice & Counters.pdfDownload
Showing 1-4 of 4

Wednesday 8th July

Task 1:revisit and revise story of the jolly postman. Can the children recall the characters in the story? Who was their favourite and why? Explain that today we are going to be writing a speech bubble for a character in the story. Can they think of what the character might be saying . Model writing a speech bubble of your favourite get them to help you think of what it might be saying and how to sound out the words using sounds - spell it how it sounds rather than the correct spelling unless its a tricky word that has already been sent home over the course of the year. Model rereading after writing each word and model counting out how many words before start writing. (write caption first then draw the speech bubble around)explain why this is important to draw the bubble after the writing. (because you don’t know how much space it needs)
Task 2:Phonics see attached
Task 3: Handwriting see attached

Name
 handwriting a.pdfDownload
 handwriting m.pdfDownload
 handwriting n.pdfDownload
 handwriting z.pdfDownload
 Kit and Sam's Consonant Blends Matching Activity.pdfDownload
 speech bubble template cinders.pubDownload
 speech bubble template postman.pubDownload
 speech bubble template witch.pubDownload
 speech bubble template wolf.pubDownload
Showing 1-9 of 9

Thursday 9th July

Task 1:Play an example of a soundscape from https://soundscape.world/  Together, create a soundscape of one of the places the Jolly Postman visits i.e. the birthday party, the wood, the palace.

Task 2:Phonics see attached below

Task 3: Maths see attached below

Friday 10th July

Task 1: Phonics see attached
Task 2: Talk about the sports challenges that you have taken part in this week. Can you design a medal for your favourite one?
Task 3: Write a letter and post to a friend!

Week 5

29th June-3rd July

Monday 29th June

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date or see PowerPoint and activities attached below .

Task 2:(PD)Nelson handwriting see below

Task 3:(UtW, Literacy)Talk about chefs and cooks and explain what they do. Talk to the children that they dont start off know how to cook that they learn through going to a special school for cooking and use recipes. Talk about what do the children think a recipe is? What are they used for? Look at some kitchen recipes see links for writing table. Make a jam sandwich? with the children - how did i make it show children picture cards of how you made it after. Model using them to write a recipe of how to make a jam sandwich.

Tuesday 30th June

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date or see PowerPoint and activities attached below.

Task 2:Halving on Mathletics

Task 3:Revisit and revise what do the children think a recipe is? What are they used for? Look at some mud kitchen recipes. What do the children notice?  As a class write a new mud kitchen recipe. Thought shower your children’s ideas of what we could make in the mud kitchen. e.g. flower cupcakes

Wednesday 1st July

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date or see PowerPoint and activities attached below please download to ensure it works correctly

Task 2:(PD)Nelson handwriting see below

Task 3:(EAD)Look at farmyard nursery rhymes such as ‘Old MacDonald’. Introduce beat and rhythm in the song using percussion instruments as an introduction to basic music knowledge. Such as a beat can they clap in time etc. Link to last week and the repeating patterns. Can they come up with their own patterns?

Thursday 2nd July

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date or see PowerPoint and activities attached below you will need to download to ensure it works.

Task 2:(Maths) Revisit and review  doubling  explain that today we are going to be halving objects. Discuss what halve means.  Show an example of something like a cake cut in 2 but not equally children discuss is this half a cake? Why? Explain after they have shared that this is not half as they are not equally shared between 2.  After each problem say the stem sentence Halve of ___ is ____. Have various real life problems that the children can halve  and start the first one as something they can do e.g. have 6 children stand up and explain half are to stand next to you and half are to stand next to another adult e.g. There are 2 bird on a tree half fly away how many are there now.  There are 4 frogs on a lily pad  half go for a swim how many are left on the lily pad. April had 6 muffins she at half how many does she have now.  I have 8 bottles of paint half are blue how many are blue? George has 10 sweets he gave  half away  to my friend how many does he have now?

Task 3:(UtW, PSED) Watch the video in linkTalk about what happened/s on a farm.Talk about if they have been to a farm.What did they notice? What did they do on the Farm? Was the farm they visited similar or different to this farm?

Friday 3rd July

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date or see attached below powerpoint and activities you will need to down load to ensure that they work correctly.
Task 2:(PSED) Can you help cook a meal today? Can you help set up the table ready to eat?
Task 3:(EAD) Can you help make some playdough and make people who help us or farm animals. Playdough recipe

Ingredients:

1 cup of flour
1/4 cup of salt
3/4 cup of water
3 tablespoons of lemon juice
1 tablespoon of vegetable oil
Food coloring
Any seasonings or scents you would like
I also love using these super affordable airtight containers to store my play dough in the refrigerator.

Making the Play Dough:
Add the water, oil and lemon juice to a medium non-stick pot and heat on medium heat on the stove (maybe even slightly lower heat depending on your stove).
Add food coloring, liquid scents or Kool-Aid to the water mixture.
In a mixing bowl, combine the flour, salt and any dry seasonings you are using.
After the water is hot, but not boiling, slowly add the dry ingredients to the pot and while mixing to combine. I use a wooden or plastic cooking spoon.
Continuously stir until the ingredients combine, dry out and begin to form a ball. If there are parts that seem a bit sticky still, just flatten the dough out and put the sticky side down on the bottom of the pot very briefly. Flip back and forth frequently until it doesn’t seem sticky anymore. However, don’t cook it too long. It is better to be a bit undercooked as it will firm up as it cools down.
Place on a sheet of wax paper until it cools down a bit. Then knead the dough for a minute or two to bring it all together.

Week 4

22nd June - 26th June

Monday 22nd June

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date.

Task 2:(PD, UtW, C&L, PSED, Literacy) Talk about how it feels to be  unwell and the people who help to make us feel better. Then share this story https://www.youtube.com/watch?v=dMaMNpod3Es 

Talk about how Jim helps the giant have new teeth (who helps us with our teeth? How? And how Jim helps the giant with glasses - ask who checks our eyes and helps to fix them if they don’t see clearly? Show this https://www.youtube.com/watch?v=wwEsOWRoNH8. Talk about what the optician does.Talk about the people who helped the giant be healthier!

Task 3:(maths) can they complete the mathletic doubling tasks? 

You can set this activity in the context of Hungry Horatio, who always eats twice as much as his

brothers and sisters. The activity will be about finding twice as much of several things. You will need lego bricks or pegs to help you.

‘Let’s pretend these are sausages. Everyone has three sausages, but Hungry Horatio wants twice as

many.’ What number is twice as much as three?

Support your child by reminding them of doubling. Say that we need three and another three. If we add three to itself we end up with twice as many; that is, six. If Horatio’s brothers and sisters each have ten cherries, how many will Horatio want?

Can you show me how you are working that out?

Encourage your child to ‘see’ pictures in their mind and to use the key vocabulary (above).

‘Horatio’s little brother is six today and has six candles. When it is Horatio’s next birthday he will be twice that age.’

How many candles will Horatio have?

Can you make a picture of them in your head?

 What can you tell me about the word ‘double’ and the phrase ‘twice as much’?

If your child is finding it hard to make pictures in their head, suggest that they make a drawing of what they are doing. Then ask them to close their eyes and try to see the drawing in their head. When children make their own recordings it can give us insight into what they are thinking. If your child needs more help, repeat the activity with cubes – brown ones for buns, white ones for sandwiches, red ones for apples, and so on, using numbers to suit the child.

 

Tuesday 23rd June

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date.

Task 2:(UtW,  C&L,  PD) Start saying a teddy or you has a poorly tooth, say it has been really sore for a week and you don’t know what to do. Ask your child who could help? talk about the dentist. Talk about if they have they ever been to the dentist? What happened when you got there? Explain that the main reason we go to visit the dentist is to check that our teeth are healthy – for a ‘check-up!’ Discuss the things that we can do to make sure our teeth stay healthy e.g. brush our teeth twice a day for at least 2 minutes, drink lots of water and milk and less fizzy pop, eat healthily e.g. fruit and vegetables and not so many sugary snacks. Explain that some people don’t do all these things and therefore their teeth can go bad. Tell the children that when someone’s teeth go bad the dentist must mend the tooth or take it out.  But the dentist also checks that they are strong too. Share this video if you want from 2.48mins on wards 

Task 3:(PD) Handwriting unit 43  please see attached handwriting sheets

Wednesday 24th June

Task 1: (Literacy) From 10am - Reception - phonics click on the session with today's date.

Task 2:(EAD, Literacy) sing miss molly  had a dolly who was sick sick sick.  Then talk about how the dolly felt ill and who looked after her. What did the doctor do? Has anyone been to a doctor before? What did they have to go for? Has anyone had a prescription from the doctor before? Explain that is what was meant by bill in the song.  Model writing a prescriptions for a plastic dolly that is ill using sounds 2-4 e.g. Dolly’s (teddy) name needs 4 pills for a poorly tummy Dr Raggio. This will look like this when sounded out by the child dollys name n ee d s 4 p i ll s f or A P or l ee T u m ee Dr Childs name

Task 3:(Maths) discuss what doubling is. Model finding out and show what the sum could be written as. Tell a story of someone having trouble looking after two dogs who will not do what they are told. Then they get given two more dogs to look after - now they have four and they have ‘double trouble’! What about if they have three dogs - how many would be double trouble? Ask the children to model doubling numbers up to five on their fingers and to select images to match the story numbers 

 

Or play these games

https://www.youtube.com/watch?v=nudPpX489kc Dr Knickerbocker

https://mathsframe.co.uk/en/resources/resource/306/Maths-Fishing-Multiplication doubling game but to 10 +10

https://www.topmarks.co.uk/maths-games/hit-the-button

 

Thursday 24th June

Task 1: (Literacy) From 10am - Reception - phonics click on the session with today's date.

Task 2:(UtW, C&L, PSED) Talk about ambulances- have they seen one before? Who works inside or with the ambulances? Explain what a paramedic does (share this ppt https://www.twinkl.co.uk/resource/what-does-a-paramedic-do-powerpoint-t-tp-857) Explain that ambulances rush to emergencies and have sirens and lights. Show your child a picture of an ambulance. Talk about the way the siren and light help people to know where the ambulances are.

Task 3:(PD) Handwriting unit 44 please see attached handwriting sheets

 

Friday 25th June

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date.

Task 2:(EAD) Can you design a new pair of glasses? Click here for ideas

Task 3:(EAD, C&L) Can you make your own doctors bag. Discuss what would need to be in it and why? Click here for ideas

 

 

Week 3

Monday 15th June

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date.

Task 2: (Maths) to learn about doubling. To know that doubling means twice the amount. Play a game of snap using playing cards or dot cards. Encourage your child to say the doubles as they make them. If playing as a family the person who has the most pairs of doubles wins at the end.

Task 3:(UTW)discuss how the police help us in different situations for example being burgled (you may have to explain what this means) or in a traffic accident, or a lost child. Have a look at the police wearing different uniforms click on this link. Talk about the reason that they have to wear each outfit, for example the flat hat for when they are driving, the fluorescent jacket for safety. Look at pictures on google of police in other countries. What do they notice is the same. What they notice is different.



Tuesday 16th June

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date.

Task 2:(EAD, UTW) Talk about the police and the important job they do. Discuss how they can use fingerprints to help find people and to recogise if a person is who they say they are. Explain that everyone has 10 unique fingerprints and that they have certain set patterns. Explain the different types of finger print more information is found here 

Then explain that they can find out what their fingerprints are  See below

Task 3: nelson handwriting. 

 

 

Wednesday 17th June

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date.

Task 2:(maths) Explain to the child that you are going to do an activity with dominoes and it will help them to find out more about  doubles. Tell me what you think ‘a double’ means. Talk about familiar uses of the word ‘double’, for example a double-decker bus, a double bed, a double-breasted jacket. Invite the child to lay out the dominoes, face up. Can you find any doubles dominoes? I’ve got double three and double two here. Can you find another double? Why is this domino a double? Why is this not a double? When you have all the doubles, count the dots to clarify that the double two has two dots then another two dots. ‘Three added to itself, three add three. Double three is six dots altogether.’ You could put the dominoes in order from double one to double six. You might choose to leave out double zero. If the child is struggling with this, use round counters to lay out the dot patterns, carefully copying the domino pattern and counting how many counters are in each pattern. If the child is struggling, put away most of the dominoes, leaving the doubles and a few others. Find a non-double and explain how the number of dots is different on each part of the domino. Compare this with a double. If the child finds this difficult, pick out a couple of doubles and support the counting of the dots, clarifying that each part of the domino has the same number of dots, making a double. Say the stem sentence double 1 is 2 double 2 is 4 etc for every time they find a double


Task 3:(UTW) I can learn about the  fire department Talk about firefighters and what they do. Discuss the different ways that they help us. See attached Powerpoint

Thursday 18th June

Task 1: (Literacy) From 10am - Reception - phonics click on the session with today's date.

 Task 2: Go on a walk around your garden/local area and hunt for natural objects to make patterns such as long sticks, short sticks, daisies, leaves, pebbles, etc. They could then arrange their patterns on straight lines or in a circle that they have chalked on the ground.

Task 3: nelson handwriting

 

Friday 19th June

Task 1: (Literacy) From 10am - Reception - phonics click on the session with today's date.

Task 2:(PSED ) Talk about safety and what they can do to help keep themselves. Encourage them to realise that although there are many people two help them to be safe that they have their own part to play? Explain that part of a mummy and daddys job is to keep them safe. Explain that you could make a fathers day card (or someone special) card 

Task 3:(EAD) Join in and sing along to this song

Week 2

Monday 8th June 2020

Task 1: (Literacy) From10am - Reception - phonics click on the session with today's date.

Task 2: (Maths) I know some things cannot be shared equally.  You will need something to represent 12 cookies and then explain to your child that ‘We’re going to share out these twelve chocolate chip cookies so that you and I have an equal number.’ Ask Can you put them in two equal groups? What does equal mean? (it means that they have the same amount in each group) Now we have six for you and six for me. Are they in equal groups? How do you know? Then knock on the table. ‘Teddy is at the door and he has come to see us. Let’s give him some of the cookies.’ Ask can you share them into equal groups for three people? How many have we each got now? Are you sure they are in equal groups? How do you know? (they have the same amount)  Knock on the table again. ‘Oh look, Another teddy has come as well.’  What can we do so that this teddy can have an equal share with us? How many people now want to share the cookies? How can you be sure that the cookies are in equal groups? If we put the cookies into equal groups of two, how many people could have two cookies each? Ask the child to tell you something they have learned today about putting twelve into equal groups. How many different ways can you find to put twelve objects into equal groups?

Task 3:(PSED, UtW, C&L)Can they name all the people who help them at school? Encourage them to think about who makes the meals at school, who helps you when you hurt yourself, who helps you learn at school? Get them to think about what would happen if one of the people was ill and could not do their role?

 

Tuesday 9th June 2020

Task 1: (Literacy)  From 10am - Reception - phonics click on the session with today's date.

Task 2 (PD) Handwriting for digraphs 'sh' and 'ch'. See sheets below.

Task 3 (Maths) Repeating patterns. Please can  download before you share the PowerPoint below the handwriting sheets. In the PowerPoint 'Don't tell Fibs' talk about what a repeating pattern is- explain its when the same things come up in a set order over and over. Can you make repeating pattern at home using different shaped pasta or with different coloured Lego blocks?

 

Wednesday 10th June

Task 1: (Literacy)  From 10am - Reception - phonics click on the session with today's date click here.

Task 2: (Maths)  To learn that some things cannot be shared equally. Prepare five buns  (by drawing 5 circles) and distribute fifteen cherries (red counters/ lego bricks) unequally on them while explaining that today we are going to pretend we are bakers who make cherry buns and we must put an equal number of cherries on each bun. But look at the buns! Something is wrong. What’s wrong with this bun? (You are looking for your child to say there are too many cherries on the bun – so the cherries aren’t in equal groups.) Do you think you could put the cherries equally on the buns? Ask them to tell you what they are doing as they do it. Listen to see if your child can talk through the activity using the key vocabulary. How many cherries are on each bun now? Are the cherries in equal groups? With two circles of paper, display about four large blue counters/sweets on one bit of paper and about seven small blue counters/sweets on the other. Talk through whether this would be a fair way to share sweets – giving four large ones for one person and seven small ones for the other person. (This could be a fair way to share food, with someone having more smaller items. And some people need more food than others.) Then focus on the number of cubes. ? Does one person have more sweets than the other when you count them? Encourage the child to count and talk about the numbers and establish that one person has more when you count the number of sweets.

Task 3: (PSED) Talk about the routines that are helpful when at school. Such as what do they have to do when they hear the hand bell? Talk about the rules that they have in class? Discuss why these are important? How do these rules help them? How do these rules help the adults in the classroom?

Thursday 11th June

Task 1: (Literacy)  From 10am - Reception - phonics click on the session with today's date click here.

Task 2: (Maths) Share the caterpillar ppt and discuss the patterns

Task 3: (PD) Nelson handwriting extension th and ng.  Please see below

 

 

Friday 12th June

Task 1: (Literacy)From 10am - Reception - phonics click on the session with today's date click here.

Task 2: (EAD) Make a portrait of someone who helps them at school. Encourage to choose their own materials e.g. pasta/ wool hair

Task 3: (C&L, UtW, PSED) Talk about school now and then. Share this video. Share your experiences of what your school was like how it looked what you did and your uniform, etc. Discuss what is the same or similar and what is different?

Overview of Summer 2 Learning - People who help us



Week

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Book/ theme

People who help us at home

People who help us at school

People who help us keep safe e.g. police and firemen

People who help us keep healthy e.g. doctors, dentists ambulance workers, etc

People who help us have food e.g chefs and restaurant workers and farmers

People who help us by bringing us things  e.g. postman

People and places e.g. librarian, park keepers

No theme 

PSED

Managing Feelings and behaviour -Early Learning Goal

They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride

Managing Feelings and behaviour -Early Learning Goal

They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride

Managing Feelings and behaviour -Early Learning Goal

They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride

Making relationships Early Learning Goal

They show sensitivity to others’ needs and feelings,

Making relationships Early Learning Goal

They show sensitivity to others’ needs and feelings,

Self-confidence and Self-awareness Early Learning Goal

They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.

Self-confidence and Self-awareness Early Learning Goal

They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.

Self-confidence and Self-awareness Early Learning Goal

They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.

PD

Early Learning Goal

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Nelson handwriting book c page 2 and 3, 4 and 5 also 33,34 35(maths numbers)

Early Learning Goal

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Early Learning Goal

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Nelson handwriting book c page 6 7, 8 and 9 also 36, 37,38 maths numbers

Early Learning Goal

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Early Learning Goal

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.Nelson handwriting book c 10 and 11 12 and 13

Early Learning Goal

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Early Learning Goal

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.Nelson handwriting book c 14,15,16, 17

Early Learning Goal

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Early Learning Goal

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.Nelson handwriting book c page18,19,20,21

Early Learning Goal

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Early Learning Goal

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.Nelson handwriting book c page22,23,24,2526,27

Early Learning Goal

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Early Learning Goal

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writingNelson handwriting book c page 28,29,30,31,32

.2Early Learning Goal

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Early Learning Goal

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Early Learning Goal

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

C & L

Speaking -Early Learning Goal

They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.

Speaking -Early Learning Goal

They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.

Speaking -Early Learning Goal

They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.

Understanding  - Early Learning Goal

They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Understanding  - Early Learning Goal

They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Understanding  - Early Learning Goal

They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Listening and attention -Early Learning Goal

They give their attention to what others say and respond appropriately, while engaged in another activity.

Listening and attention -Early Learning Goal

They give their attention to what others say and respond appropriately, while engaged in another activity.

Literacy - Reading

Early Learning Goal

Children read and understand simple sentences.


See Phonics planning 

Early Learning Goal

Children read and understand simple sentences.


See Phonics planning 

Early Learning Goal

Children read and understand simple sentences.


See Phonics planning 

Early Learning Goal

Children read and understand simple sentences.


See Phonics planning 

Early Learning Goal

Children read and understand simple sentences.


See Phonics planning 

Early Learning Goal

Children read and understand simple sentences.


See Phonics planning 

Early Learning Goal

Children read and understand simple sentences.


See Phonics planning 

Early Learning Goal

Children read and understand simple sentences.


See Phonics planning 

Literacy - writing

Early Learning Goal

They write simple sentences which can be read by themselves and others.


See Phonics planning 

Early Learning Goal

They write simple sentences which can be read by themselves and others.


See Phonics planning 

Early Learning Goal

They write simple sentences which can be read by themselves and others.


See Phonics planning 

Early Learning Goal

They write simple sentences which can be read by themselves and others.


See Phonics planning 

Early Learning Goal

They write simple sentences which can be read by themselves and others.


See Phonics planning 

Early Learning Goal

They write simple sentences which can be read by themselves and others.


See Phonics planning 

Early Learning Goal

They write simple sentences which can be read by themselves and others.


See Phonics planning 

Early Learning Goal

They write simple sentences which can be read by themselves and others.


See Phonics planning 

Maths

-Number

Early Learning Goal

They solve problems, including sharing.

Early Learning Goal

They solve problems, including sharing.

Early Learning Goal

They solve problems, including doubling, 

Early Learning Goal

They solve problems, including doubling, 

Early Learning Goal

They solve problems, including doubling, 

Early Learning Goal

They solve problems, including halving, 

Early Learning Goal

They solve problems, including halving

Early Learning Goal

They solve problems, including halving


Maths Shape space and measure

Early Learning Goal

They recognise, create and describe patterns.

Early Learning Goal

They recognise, create and describe patterns.

Early Learning Goal

They recognise, create and describe patterns.

Early Learning Goal

They recognise, create and describe patterns.

Early Learning Goal

They recognise, create and describe patterns.

Early Learning Goal

They recognise, create and describe patterns.

Early Learning Goal

They recognise, create and describe patterns.

Early Learning Goal

They recognise, create and describe patterns.

UTW


People and communities Early Learning Goal

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.


Technology-Early Learning Goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

People and communities Early Learning Goal

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.


Technology-Early Learning Goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular 

People and communities Early Learning Goal

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.


Technology-Early Learning Goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular 

People and communities Early Learning Goal

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.


Technology-Early Learning Goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular 

People and communities Early Learning Goal

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.


Technology-Early Learning Goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular 

People and communities Early Learning Goal

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.


Technology-Early Learning Goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular 

People and communities Early Learning Goal

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.


Technology-Early Learning Goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular 

People and communities Early Learning Goal

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.


Technology-Early Learning Goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular 

EAD

UMM -Early Learning Goal

They experimenting with colour, design, texture, form and function.

 BI -Early Learning Goal

. They represent their own ideas, thoughts and feelings through design and technology, art, music

UMM -Early Learning Goal

They experimenting with colour, design, texture, form and function.

 BI -Early Learning Goal

. They represent their own ideas, thoughts and feelings through design and technology, art, music

UMM -Early Learning Goal

They experimenting with colour, design, texture, form and function.

 BI -Early Learning Goal

. They represent their own ideas, thoughts and feelings through design and technology, art, music

UMM -Early Learning Goal

They experimenting with colour, design, texture, form and function.

 BI -Early Learning Goal

. They represent their own ideas, thoughts and feelings through design and technology, art, music

UMM -Early Learning Goal

They experimenting with colour, design, texture, form and function.

 BI -Early Learning Goal

. They represent their own ideas, thoughts and feelings through design and technology, art, music

UMM -Early Learning Goal

They experimenting with colour, design, texture, form and function.

 BI -Early Learning Goal

. They represent their own ideas, thoughts and feelings through design and technology, art, music

UMM -Early Learning Goal

They experimenting with colour, design, texture, form and function.

 BI -Early Learning Goal

. They represent their own ideas, thoughts and feelings through design and technology, art, music

UMM -Early Learning Goal

They experimenting with colour, design, texture, form and function.

 BI -Early Learning Goal

. They represent their own ideas, thoughts and feelings through design and technology, art, music

 

 

Helpful Websites Home Learning

 

New phonics lessons are uploaded every day at the following times:

10am - Reception - for children who can confidently blend and read words such as ‘fish’, ‘chat’ and ‘rain’.

11am - Learning to Blend (for children in both Year 1 an reception who need more practise and support) 

 

 

PhonicsPlay This is has activities for phonics letters & sounds.

Mathletics

Every child in YR-Y6 has a Mathletics account and login. In addition to weekly set homework, there are many activities and maths games which children can play

 

BBC Bitesize Primary

This has activities for children aged 3+

Free online ebooks: National Geographic Young Explorer, Storyline Online and Oxford Owl

Websites with lists of recommended books for different ages / topics: Booktrust and Love Reading

Twinkl: This is a website of resources for teachers which has been made free for families at this time. The resources cover all areas of learning. Enter the code UKTWINKLHELPS

 

Children's mental health resources, designed to support children who are struggling emotionally with the current situation.

 

Contact us:

Questions about online learning or to contact the class teacher: teachers@nonsuchprimary.sutton.sch.uk.

All other school matters: office@nonsuchprimary.sutton.sch.uk 

These email addresses are checked daily; responses may be the following day.