Deck 1 Flashcards
What reasons make it likely that the new curriculum will stay in place for a while
- It has cross-party support as it was the result of compromising and discussing between different parties
- It is a short document, leaving room for teachers to put their own stamp on it
- It being ‘content based’ is supported by cognitive science
What is EYFS?
The Early Years Foundation Stage
What is the ‘national curriculum’ for EYFS?
Not the normal national curriculum, but the ‘EYFS Framework’
What are the three ‘Prime Areas’ of EYFS?
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
What are the four ‘Specific Areas’ of EYFS?
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design
What is the point of the three Prime Areas of EYFS?
They are regarded as crucial for igniting children’s curiosity and enthusiasm for learning and building their capacity to learn.
What is the point of the four ‘Specific Areas’ of EYFS?
To teach children the skills and knowledge they’ll need to start learning the curriculum in Year 1
What is a phoneme?
A sound, distinct from others
What is a grapheme?
A combination of letters that represent a phoneme sound.
What is a digraph?
It is a combination of two letters that represents a sound (i.e. a two letter grapheme representing a phoneme)
What is a split digraph?
A grapheme of two letters that are not next to each other. E.g. ‘a-e’ in lane
What is segmenting?
breaking up words into their individual sounds to spel a word
What is blending?
Putting individual sounds together to read a word
What is sound talk?
The process of saying each phoneme in a word in order to blend or segment
What are the end of reception goals for English, Listening and Attention?
- Concentrate:
Sit quietly in a lesson and concentrate on what the teacher is saying without fidgeting or talking - Follow:
Follow stories and be able to anticipate key events and answer questions about the text - Multitask:
Listen to what others are saying and respons appropriately, even when engaged in another activity
What are the end of reception goals for English: Understanding
- Follow:
Follow a story without pictures or props - Converse:
Listen and respond to ideas expressed by others in conversation or discussion - Instructions:
Follow instructions involving more than one idea or action - How/Why:
Answer ‘How’ and ‘Why’ questions about their experiences and in response to stories - Humour:
Understand humour
What are the end of reception goals for English: Speaking
- Vocabulary:
Develop their vocabulary - Clarify:
Use language to organise and clarify their thinking, ideas, feelings and experiences - Express:
Express themselves effectively, demonstrating an awareness of what a listener requires to understand what they’re saying - Tenses:
use past, present and future forms accurately when talking about events - Narratives:
Develop their own narratives and explanations by connecting ideas or events
What are the end of reception goals for English: Reading
- Alphabet:
Name and sound out all the letters of the alphabet - Decode:
Use phonic knowledge to decode regular words and read them aloud accurately - Irregular:
Read some common irregular words - Sentences:
Read and understand simple sentences - Understand:
Demonstrate understanding when talking to others about the books they’ve read - Vocabulary:
Use vocabulary and forms of speech from the books they’ve read - Enjoy:
Enjoy an increasing range of books
What are the end of reception goals for English: Writing
- Name: write their own name - Regular: write common words that match their spoken sound - Irregular: write some irregular words, e.g. 'the' - Sentences: begin to write simpe sentences that can be read by themselves and others - Spell: begin to spell some words correctly
How old are children in reception?
4 and 5
What are the reception goals for Maths: Numbers
- Count
Count from 1 to 20, recognising and naming the numerals - Order
Place the numbers 1 to 20 in the correct sequence and say which number is one more and which is one less than any other number in the sequence - More/Fewer
Use the language of more and fewer to compare two sets of objects - Add/Subtract
Add or subtract two single-digit numbers by counting on or back - Divide/Multiply
Solve problems involving doubling, halving and sharing - Vocabulary
Begin to use the vocabulary involved in adding and subtracting in practical activities and discussion
What are the reception goals for Math: Shape, space and measures?
- Talk
Use everyday language to talk about size, weight, capacity, position, distance, time and money, and to compare these - Shapes
Identify certain common shapes, e.g. circle, square, rectangle, triangle and oval - Dimensions
Distinguish between two-dimensional and three-dimensional shapes, e.g. square and cube, and name them correctly - Patterns
Recognise, create and describe patterns - Describe
explore characteristics of everyday objects and shapes, using mathematical concepts to describe them - Space
Use everyday vocabulary to describe the relationship between shapes, e.g. ‘next to’ ‘in front of’ ‘behind’ - Time
Begin to tell the time by looking at a watch or clock
What three parts make up ‘understanding the world’
- People and communities
- The world
- Technology
What are the reception goals for understanding the world: ‘people and communities’
- Family:
Talk about past and present events in their own lives and in the lives of family members - Appreciate differences:
Appreciate that other children don’t always enjoy the same things as they do and se sensitive to this - Similarities and differences:
Understand similarities and differences between themselves and others, and among families, communities and traditions.
