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Mount Carmel Catholic School
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EYFS CURRICULUM - Literacy WritingLoading...
Our EYFS CurriculumLoading...
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'I have come so that they may have life and have it to the full.' Mark 10:10
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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 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 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.
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.
Our curriculum goal
It is crucial for children to develop a life-long love
of reading. Reading consists of two dimensions:
language comprehension and word reading.
Language comprehension (necessary for both
reading and writing) starts from birth. It only
develops when adults talk with children about
the world around them and the books (stories and
non-fiction) they read with them, and enjoy rhymes,
poems and songs together. Skilled word reading,
taught later, involves both the speedy working out
of the pronunciation of unfamiliar printed words
(decoding) and the speedy recognition of familiar
printed words. Writing involves transcription (spelling
and handwriting) and composition (articulating ideas
and structuring them in speech, before writing)
Area of Learning - Literacy - Writing
How you can help as parents
To become become a Wow Writer who can write letters that are formed correctly, write words and simple sentences (using single sounds and digraphs they have learnt) that can be read by others.
Play throwing and catching games together and other games that encourage hand movements.
Make words together using magnetic letters.
Make up a story together about one of their toys. You write for them, repeating the sentences as you write. When it is complete, they can draw pictures to go with it.
Let your child help you write cards, letters or shopping lists.
Compose an email together inviting a friend over to tea.
Babies love to play with spilt food and drinks, using their little palms and fingers to create patterns before the spill can be mopped up. They’re not just making a mess, they’re making marks.
Make sure your child sees you writing. Model mark making, and find real-life opportunities to write. For example, shopping lists for the supermarket run.
Do some strengthening activities, for example swinging from a climbing frame, grasping to climb and crawling through tunnels.
Do some cooking, for example stirring cake mixtures, rolling dough and mixing.
Let your child scribble. Mark making comes when they use thick crayons to make big circular and straight lines. This type of mark-making is often dismissed as scribble, but it is actually an important step in learning to write, because children are trying out new things to see what happens.
Learn some action rhymes, such as ‘Wind the Bobbin Up’ and finger rhymes to stretch and curl the fingers, moving them independently.
Encourage your child to help around the home with odd jobs that involve large motor movements, for example dusting and sweeping.
Take time to show your child how to manage buttons and zips, and to put on or take off clothes.
Make words together using magnetic letters.
Make up a story together about one of their toys. You write for them, repeating the sentences as you write. When it is complete, they can draw pictures to go with it.
Let your child help you write cards, letters or shopping lists.
Compose an email together inviting a friend over to tea.
Babies love to play with spilt food and drinks, using their little palms and fingers to create patterns before the spill can be mopped up. They’re not just making a mess, they’re making marks.
Make sure your child sees you writing. Model mark making, and find real-life opportunities to write. For example, shopping lists for the supermarket run.
Do some strengthening activities, for example swinging from a climbing frame, grasping to climb and crawling through tunnels.
Do some cooking, for example stirring cake mixtures, rolling dough and mixing.
Let your child scribble. Mark making comes when they use thick crayons to make big circular and straight lines. This type of mark-making is often dismissed as scribble, but it is actually an important step in learning to write, because children are trying out new things to see what happens.
Learn some action rhymes, such as ‘Wind the Bobbin Up’ and finger rhymes to stretch and curl the fingers, moving them independently.
Encourage your child to help around the home with odd jobs that involve large motor movements, for example dusting and sweeping.
Take time to show your child how to manage buttons and zips, and to put on or take off clothes.
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cHARACTERISTICS OF EFFECTIVE LEARNING
Playing and Exploring
Children investigate and experience things and 'have a go'. Children who actively participate in their own play, develop a larger store of information and experiences to draw on which positively supports their learning.
Active Learning
Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop into self-regulating, lifelong learners, they are required to take ownership, accept challenges and learn persistence.
Creating and Thinking Critically
Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences which helped them to solve problems and reach conclusions.
Children investigate and experience things and 'have a go'. Children who actively participate in their own play, develop a larger store of information and experiences to draw on which positively supports their learning.
Active Learning
Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop into self-regulating, lifelong learners, they are required to take ownership, accept challenges and learn persistence.
Creating and Thinking Critically
Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences which helped them to solve problems and reach conclusions.
Unique child: Every child is unique and has the potential to be resilient, capable, confident and self-assured.
Positive relationships: Children flourish with warm, strong and positive partnerships between all staff and parents/carers. This promote independence across the EYFS curriculum. Children and practitioners are not alone – embrace each community.
Enabling environments: Children learn and develop well in safe and secure environments when routines are established and where adults respond to their individual needs and passions and help them build upon their learning overtime.
Learning and development: Children develop and learn at different rates (not in different ways as stated in 2017). We must be aware of children who need greater support than others.
nURSERY - Literacy writing
Physical and Technical Development
Developing Communication and Meaning
- I can draw and scribble.
- I can sit in a balanced position.
- I can pretend to write.
- I can hold pencils, pens, using a developing grip.
- I can make controlled marks in sand, shaving foam, using large chalk, paint easel.
- I am beginning to establish a dominant hand.
Developing Communication and Meaning
- I can show interest in and recognise marks.
Autumn 1
Autumn 2
Physical and Technical Development
Developing Communication and Meaning
- I can make controlled marks, for example, enclosures, lines dots, dashes, back and forth scribbles and circling.
- I can distinguish and name marks.
- I can copy shapes and patterns using increasingly precise tools. For example; drawing triangular pattern/shapes with a paintbrush.
Developing Communication and Meaning
- I can show interest in and recognise marks.
- I can distinguish between marks and pictures/drawings.
nURSERY - Literacy writing
Physical and Technical Development
Developing Communication and Meaning
- I can make small controlled marks (lines, dots, dashes, circles, etc)
- I can use a two finger and thumb grip.
Developing Communication and Meaning
- I can add some marks to my drawings, giving meaning.
- I can make marks on my picture to stand for my name.
SPRING 1
SPRING 2
Physical and Technical Development
Developing Communication and Meaning
- I can use a preferred hand when I use pens and pencils.
- I can use a two finger and thumb grip.
- I can make controlled marks.
Developing Communication and Meaning
- I can add some marks to my drawings, giving meaning.
- I can make marks on my picture to stand for my name.