EYFS Communication and Language

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.

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.

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.

The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what the children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.

Area of Learning - cOMMUNICATION AND LANGUAGE

How you can help as parents

To become a confident communicator who can listen, follow simple instructions, hold a conversation with friends and adults, ask relevant questions and use new vocabulary to talk about ideas and feelings.

-Talk about EVERYTHING!
-Encourage questions
-“Jump” on new words and have fun together talking about what they mean
-Encourage taking turns in conversations
-Encourage speaking clearly
-Praise good listening
-Play games where talking and listening are an important part

Our curriculum goal

Nursery - Communication and Language

Autumn 1

Autumn 2

I can understand and follow simple instructions.
I can recognise and point to objects on request.
I can focus on an activity of my choice.
I can identify familiar objects and properties when they are described.
I can be directed to an activity led by an adult.
I can use intonation pitch and different volumes when talking.
I can make eye contact for longer periods.
I can link for 4 or 5 words together.
I can use words to make myself understood.
I can use 'what' questions.

I can listen to simple stories and understand what is happening using the pictures.
I can listen to others when they speak.
I can identify action words by pointing to the right picture.
I can understand simple concepts (e.g. big/little, open/shut).
I am beginning to answer, who what and where questions.
I can use pronouns (me, him, she).
I can use the prepositions (in, on, under).
I can sing the songs independently: Christmas Nativity songs .
I can start a conversation with peers/adults.

Nursery - Communication and Language

I can remember 'what happens' in longer stories.
I can understand and follow a three keyword sentence.
I can switch attention between listening to a speaker and my focus on a task.
I can use sentences of 4-6 words.
I can articulate multi-syllabic words.
I can use 'and', 'because' to link my sentences.
I can use language to retell a simple past event in the correct order.
I can start a conversation with an adult or a friend and continue it for many turns.
I can talk to organise myself and my play.

spring 1

spring 2

I can understand 'why' questions.
I can understand and follow a question or instruction that has two parts.
I enjoy listening to longer stories.
I can use future tense.
I can use 'where' and 'who' questions.
I can use a wider range of vocabulary in my play and interactions, which is linked to knowledge, skills and technical language in all areas of learning and development.
I can sing independently songs that we have been learning.

Nursery - Communication and Language

I can listen carefully and talk about why listening is important.
I can join in at group time by waiting for my turn to talk.
I can understand and answer 'how' questions.
I can use past tense.
I can question why things happen.
I can articulate multi-syllabic words.
I understand prepositions, such as 'under', 'on top', 'behind'.

Summer 1

Summer 2

I can focus on a chose an activity for at least 10 minutes.
I can sit quietly and listen for 10 minutes during group/carpet times.
I can move away from distractions when concentrating.
I can understand when asked questions like 'why do we have to brush our teeth?'
I can express a point of view and debate when I disagree with an adult or a friend.
I can use a wider range of vocabulary in my work, which is linked to knowledge, skills and technical language in all areas of learning and development.
I can sing independently the songs that we have been learning.

Reception- Communication and Language

I can connect one idea or action to another using a range of

connectives.

I can engage in story times, developing my vocabulary.
I can use new vocabulary in different contexts.
I can listen carefully to rhymes and songs, paying attention

to how they sound.

I can join in with whole class activities and concentrate

for the duration, eg nursery rhymes and story time.

I can follow a routine instruction, e.g. books away, sit on the carpet.
I can respond to peer’s requests for example 'Can I have the ball?' and

reply.

I can listen carefully and understand why listening is

important.

I can use simple connectives in speech, e.g. and, but.
I can develop my social phrases.

Autumn 1

Autumn 2

I can ask questions when I don’t understand.
I can use new vocabulary link to new learning.
I can offer of my ideas in small group context.
I can use new vocabulary throughout the day.
I can I use full sentences, sometimes with encouragement to express complete ideas.
I can speak in whole class situations .
I can answer 'how' questions.