Tiger Cubs (Reception)

Welcome to The Tiger Cubs!

tiger cubs

The class teacher is Mrs Lamb and the class teaching assistant is Mrs Smith.

We are very excited to welcome the new Tiger Cubs into to school! This half term we will be focussing on settling into school. The children will get to know the different areas of the classroom and school and become familiar with new rules and routines. We will be starting the year with the topic title ‘I Wonder why I’m Special?’ We will then continue to explore the children’s interest and see where this takes us. 

Please see our curriculum map for our end of year expectations across all areas of learning Tiger Cubs Curriculum Map

At Acresfield we have 7 key principles that underpin our curriculum and form our curriculum intent. Please open the following link for our school intent Acresfield Curriculum Intent

To see how these principles are threaded through this half term’s curriculum, please open the following link Tiger Cubs Autumn Intent in Practice

Our school values are Respect, Resilience and Responsibility

Our British Values Focus this Term

In class we will focus on the following British Values Mutual Respect and Tolerance and Rule of Law. We will be giving the children the opportunity to explore the festival of Diwali and learn how it is celebrated. We will develop our understanding of what a rule is and how to make rules fair. We will work together to create our own class set of rules. 

Diversity

One of the seven outcomes we would like from our curriculum is for the children to develop their understanding of what it means to live in a diverse society such as Britain. To support this throughout the year we will be learning about and celebrating a variety of celebrations and festivals. We provide the children with a range of multicultural resources and books to explore and also enjoy sharing and learning about our own differences in families and traditions.

Basic Skills

Please see the links below for support with letters and sounds and letter formation.

Letters and Sounds Teaching Order

Letter Formation

Daily Routine

8.50 – 9.15 – Self Registration/ Morning challenges – Each morning we start the day with our morning challenges. The activities are planned for each day and allow the children to consolidate or extend their prior learning across the curriculum areas. They may involve fine motor activities, letter formation, phonics games, numeracy activities or investigation activities 

9.15 – 9.40 – Letters and Sounds – The children have daily phonics lessons. The sessions include, a revisit section to consolidate previous learning, the introduction of a new sound and the opportunity to practice and apply their knowledge of the new sound. In Reception we aim to work through phase 2 to phase 4. 

9.40 – 10.00 – Literacy Input and planning time for Continuous Provision – We follow a play based curriculum. We will have focus texts each week in our Literacy lessons which we will build our activities around. The children will have a focussed Literacy input every day and will engage in adult led activities throughout the week. They will have lots of opportunities to embed basic skills throughout continuous provision which will be carefully planned for and linked to children’s interests as well as our focus texts. We adopt a plan, do, review approach. During the plan section, we discuss the provision available and encourage the children to plan what they are going to go and do. 

10.00 – 11.25 – Continuous Provision – We refer to this as our learning time. Children have the opportunity to explore the environment and engage in pre planned activities. Adults will also interact with children in purposeful ways eg, questioning and extending play. These approaches will help to consolidate and extend children’s learning. 

11.25 – 12.00 – Review of Continuous Provision and Maths Input/activities – During the review section, we encourage children to review what they have chosen to do in their learning time. We celebrate the work children have done and talk about any improvements which could be made. The children have a focussed Maths input every day. We may stay together as a whole class or split off into groups to complete activities. Maths links will be added to the environment linked to the input. 

12.00 – 1.00 – Lunchtime – 

1.00 – 1.25 – Guided Reading and reading/phonics activities – The children will be group into reading groups and at this time will engage in a guided or individual reading session or will complete a phonics activity. The groups are rotated throughout the week. 

1.25 – 1.45 – Afternoon Input and planning time for Continuous Provision – The children have the opportunity in the afternoons to experience an enriched curriculum linked to the current topic or interests within the class. n The children are encouraged to engage with curriculum areas such as Exploring Media and Materials, Communication and Language skills, Physical Development, Understand the World and Personal and Social skills. The opportunities vary from adult led activities to child initiated activities. The children will be again encouraged to plan what they are going to choose to do in their learning time. 

1.45 – 2.35 – Continuous Provision 

2.35 – 2.40 – Review of Continuous Provision

2.40 – 3.00 – Story/Singing time – We recognise the importance that stories, songs and rhymes can have on a child’s all around development, therefore we make time at the end of every day to share carefully selected stories and sing songs and rhymes that will develop the children’s vocabulary. 

3.10 – Home Time

Please note: Some days our timetable will differ depending on other activities such as P.E or Forest school sessions.

Although the children have access to a wide range of fine and gross motor resources at all times throughout the different areas of the classroom, we also have taught sessions weekly. During these lessons we will focus on learning and developing different skills. 

Forest School – Here at Acresfield, we like to make the most of our beautiful grounds all year round. We ask that the children have a pair of wellies in school every day to allow us to be spontaneous and link our learning to the outdoors as much as we can. We will also have a dedicated time for forest school sessions with our forest school teacher one half term each year. 

 

Blog Pages

Importance of Songs and Rhyme