 Reception Summer 2 

EYFS - Statutory Framework

Phonic sounds for this half term.

Children's reading is a priority. Children practice their reading skills through: Reading aloud to an adult every day. Guided reading sessions. Daily Phonic Sessions. Independent reading books. Stories being read by an adult. Non-fiction and Fiction books connected to XXXXXXX

'I have come so that they may have life and have it to the full.' Mark 10:10

Mount Carmel Values Our aim is for every child to leave here an Ambassador of Christ. Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership. Our values come from the Church. C - consideration H - helpfulness U - unity R - respect C - commitment H - honesty

Our British Values Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.

Our Power Values Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults. We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.

EYFS - Statutory Framework

Key Vocabulary

How you can help your child's learning this half term.

Natural World <ul><li>I can talk about the features of animals that live in similar places and suggest reasons why.</li><li>I can talk about the danger of looking directly at sunlight and how we can keep ourselves safe in the sun/heat. </li><li>I can talk about rubbish and importance of recycling.&nbsp;</li></ul> People, Communities and Culture <ul><li>I can talk about some similarities and differences between different religious and cultural communities in this country.</li><li>I can pretend to be weather forecaster using a map of the British Isles.</li></ul> Past and Present <ul><li>I understand the past through characters and events in books and storytelling. </li></ul>

Creating with Materials&nbsp; <ul><li>I can explain how I created something to my peers, including why I chose a particular technique/material and how it is fit for purpose .</li><li>I can return to and extend my creative learning.&nbsp;</li></ul> Bing Imaginative and Expressive&nbsp; <ul><li>I can retell parts of familiar stories through use of puppets, toys, masks, or small world.&nbsp;</li><li>I can engage in music and follow a story map, creating a musical accompaniment.&nbsp;</li><li>I can perform in a performance.&nbsp;</li><li>I can dance in a sequence of learnt moves.&nbsp;</li></ul>

Exploring Materials for purpose Construct a waterproof Boat salt painting create a rainbow salad

Fine Motor <ul><li>I can position all letters correctly on a line.</li></ul> Gross Motor <ul><li>I can confidently and safely use a range of large and small apparatus, indoors and outdoors, alone and in a group.</li><li>I can confidently, with precision and accuracy, throw, catch, kick, pass, bat and aim balls.</li></ul>

Pray every night for the new friends that they have made. Constantly go through these words to help them. Put them on the fridge/bedroom, where they can read them. I, the, no, put, of, is, to, go, into, pull, as, his&nbsp; Read a story to them every night, let them follow the words. Ask them daily what their phonics sound was and get them to say words with it in. At every eating opportunity, they need to use a knife and fork if they can.

National Curriculum

Key Vocabulary

<ul><li>I can listen to and talk about selected non-fiction, developing a deep familiarity with new knowledge and vocabulary. </li><li>I can describe events in some detail. Understanding that it is important to get things in the right order, using sequencing words.</li><li>I can retell a story, once I have developed a deep familiarity with the text, using some exact repetition and some in my own words.</li></ul>

Name

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