10 January 2019
Posted: Jan 11, 2019 by: V Alford (admin) on: F2 Blog
Children have come back refreshed and relaxed, and are generally well behaved and are embracing school life. We have started to do sessions on Talk for Writing. This is where children will focus on a story for a period of time, and activities planned will be based around the story. This week we have been reading the story ‘We’re going on a bear hunt’. Children have had a walk to the Year 1 Garden and compared the environments with the scenes from the story. We have also been making big fluffy ears just like the bear from the story! Children have also been writing descriptive words/ sentences for the bear. In maths we have been adding and combining groups. Children have also revisited the story ‘Silly Billy’ this is to reinforce how important it is for children to share their worries with peers/ adults. We have split children into new phonics groups and children have started going to these this week.
The Gingerbread man CCTV clip
During Foundation 2, the children will progress through the Early Years Foundation Stage which is accessed through both indoor and outdoor learning. We are extremely fortunate to have a brand new outdoor classroom, which the children can freely access throughout the day, both through adult led and child initiated activities. The children will learn the skills which will then be enhanced through play, exploration and investigation of the world around them.
Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and to communicate and socialise with others. Children learn by leading their own play, and by taking part in play which is guided by adults. There is an ongoing judgement to be made by practitioners about the balance between activities led by children, and activities led or guided by adults. Practitioners must respond to each child’s emerging needs and interests, guiding their development through warm, positive and effective interaction. As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1. (Statutory framework for the EYFS)