Twitter

21/06/18

Big thanks to Charlotte for raising the issue of single-use plastics in our kitchen. After a few emails this practice has now been stopped. A suggestion box is on order to make it easier for our amazing pupils to let us know their ideas for making changes for the better!!

21/06/18

Results for the KS1 inter-school sports hall athletics tournament are in Proud and delighted to hear our Year 1s got first place and our Year 2s came third!

21/06/18

Come along to our fabulous Summer Fete on Saturday 30th June between 12 and 3pm. https://t.co/T0XfKgtk2n

21/06/18

Thank you for supporting our cleaner air initiative with a generous donation of air purifying plants for our classrooms

21/06/18

Thank you to Year 2 parent, Emmanuelle, for leading our assembly. Important issues discussed and lots of discussion about changes we can all make. Here is a clip Emmanuelle shared https://t.co/ZgyQ9nxelu https://t.co/RVKGisGJ7Q

07/06/18

Retweetd From Cara Bleiman

An amazing job for a Mandarin HLTA working with and I. Tell all your friends! https://t.co/bYWjOpPfOu

25/05/18

A community feast to mark the end of our International Week celebrations. Thank you to everyone who contributed a dish from around the world! https://t.co/OBqKDonmq4

25/05/18

Retweetd From Alison Young

Thank you - it was great fun! We are acting out Hokusai's here 🌊 https://t.co/Dt578sYtJV

24/05/18

This week, every child took part in a workshop in which they were encouraged to observe & explore the world around them & to think creatively & critically. They looked at a range of art related to their topics. Thanks Alison https://t.co/3aJoeoVepi

18/05/18

Well done to our Year 3 cricket team today for making the semi-finals and, in true HPAD style, winning the team work award! https://t.co/rBJZcEd6SF

18/05/18

Good luck Harry and Meghan from HPAD! https://t.co/22VImFmX7d

16/05/18

Retweetd From HarrisSchoolDirect

Are you passionate about improving the life chances of children in London? with and start a career you can be proud of. Find out more here -> https://t.co/LaYn0Fr02x and apply via code 1TZ https://t.co/0l0LjEqiQH

15/05/18

On the way back in high spirits, if a little tired. https://t.co/BH2BYsakrV

15/05/18

Fantastic teamwork in action - helping to identify the next footholds to use, to get to the top. https://t.co/rQ5pCQeiqe

15/05/18

Precision required. https://t.co/H49Czy1zGW

15/05/18

Scaling the climbing wall in the sunshine! https://t.co/okv0ffGtYi

15/05/18

More awards - the most considerate dormitory shown by getting to sleep quickly and keeping voices down in the morning. https://t.co/G9W2pq4QIV

15/05/18

Award presentation for the tidiest dormitory - a hard decision as lots of very organised and responsible children. https://t.co/r8bpm8aQIg

15/05/18

All ready for another activity packed day after a great night's sleep and delicious pancakes for breakfast. https://t.co/yHN2all3nh

14/05/18

Quick trip down the A2 to spend a lovely evening with Year 3 around the campfire. All bursting with stories to tell about their day. So impressed with their bed-making skills as well. Have fun tomorrow Year 3 - see you on Wednesday. Ms Conduit

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Early Years Curriculum

The Curriculum

In Reception, we follow the Statutory Framework for the Early Years Foundation Stage issued by the Department for Education (DfE).

The curriculum consists of seven areas of learning:

  • Personal, Social and Emotional Development
  • Physical Development
  • Communication and Language
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

There are then 17 Early Learning Goals (ELGs) which are part of these areas of learning. If a child achieves these goals by the end of the Reception year then they are said to be working at the expected level.

To support children with working towards these ELGs we use a document called Development Matters. This breaks down each goal into different age bands and is used by staff throughout the year to assess how close children are to reaching the goals.

All of these documents, and many other useful resources, are available from this website: www.foundationyears.org.uk

In the classroom

Early Years learning and development is provided through purposeful play and through adult led structures and routines that build confidence and provide intellectual stimulus and challenge.

Throughout the day, children have direct teaching sessions for maths, literacy and phonics, either as the whole class or in small groups. The rest of the time they take part in activities inside and outside the classroom.

Some of the activities are prepared by the teacher and will focus on specific objectives. The children are also able to choose activities from any of the other resources available.

Teaching staff engage with the children during these activities and help to support their learning and development. Children’s learning is assessed by observing what they say and do during these times. This is recorded and shared with parents.

 

During the course of the year, our learning in Reception will be linked to the following topic themes.

 

 

 

Autumn 1

 

 

Autumn 2

 

Spring 1

 

Spring 2

 

Summer 1

 

Summer 2

 

All about me

 

 

Celebrations

 

Traditional tales

 

Dinosaurs

Space

 

People who help us

 

Growing

 

Literacy

At Harris Primary Academy East Dulwich, we believe that learning to read, write and communicate effectively underpins all learning.  Reading is taught through traditional phonics and children are encouraged to read for pleasure and take books home. 

Phonics

Phonics is the method used in most primary schools to teach children to read. It teaches children the 44 sounds used in the English language and then the letter or letters which make those sounds. Children are taught to apply this knowledge for both reading and spelling words. In Reception, children have daily teaching sessions for phonics and this continues into Key Stage 1. At Harris Primary Academy East Dulwich, we use the Sounds-Write programme as the basis for our phonics teaching. For help on how to correctly pronounce phonemes. please go to https://www.youtube.com/watch?v=P-eTO8L3t40

Reading

As well as taking part in daily phonics sessions, children are given opportunities to read every day either with an adult or independently. Children also have stories read to them frequently in class and books are often the basis for an entire unit of work.

Reading books are sent home with the children at a level which matches their phonic understanding so they can continue practising at home. They are also allowed to take home other books to read with an adult as this helps develop a love of reading as well as improving their understanding and comprehension. Research has shown the significant positive impact that reading at home can have on children’s ability and understanding so we encourage families to read with their children on a daily basis.

Writing

Children are taught grammar, punctuation, spelling, handwriting and writing for purpose. Some of this is delivered as part of the daily phonics sessions and also as part of the focused and independent learning activities. Children are asked to complete an adult-directed piece of writing at least once per fortnight and this is kept in thye children's Enormous Write folders.

We use a cursive handwriting script which teaches children the correct letter formations and also the different families of letter joins. In Reception, we teacher pre-cursive writing from the beginning to prepare them for cursive handwriting later in KS1.

Writing is encouraged in a range of contexts and across a range of subjects in order to engage all children.

 

Mathematical Development

The focus of the maths curriculum in Reception is on ensuring children have an excellent understanding of the basic concepts of number along with a real-world understanding of maths through shape, space and measurement. Children are taught how to write numbers but the focus is on the understanding of the concepts.

We use an innovative, focused program of work which teaches children mathematical concepts practically first, before moving on to pictorial representations and finally the abstract recording.