Reception
14th March 2025
Dear Parents and Carers,
We are delighted to see the children continuing to engage with their learning as we move further into this half of the Spring term. Their enthusiasm and curiosity are truly wonderful to witness!
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Religious Education
This week, the children spent time reflecting on their recent visit to church, discussing why people attend church and the importance of prayer in their lives. It was wonderful to hear their thoughtful ideas about how prayer can be a time to talk to God, say thank you, and ask for help or guidance. Some children shared how they pray with their families at home, while others spoke about moments in school when they have taken time to reflect.
The children also considered different ways we can show respect and appreciation for our faith, thinking about the special moments that happen in church and the feelings of peace and togetherness that come with it. Their discussions showed great maturity, and they enjoyed sharing their thoughts with each other.
Home Learning Task Talk to your child about why people go to church and why prayer is important. Ask them to share what they remember from their discussions in school. You might also encourage them to say a short prayer before bedtime, thanking God for something special in their day.
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Phonics
This week, the children focused on words with two or more digraphs. They worked hard on blending, segmenting, and using tricky words in their reading and writing. Sounds and Words Covered: 🔠 GPCs (Grapheme-Phoneme Correspondences): ar, ee, oo, oi, ow, or, air 📖 Words Practised: shimmer, pattern, rubbish, magnet, seven, harsh, chatter, shark, thinker, corner, shorter, farmer, shower, power Tricky words: no, of, to, into, she, he, we
✍️ New Words and Definitions: Sharp – Something that has a point or edge that can cut. (Be careful with those sharp scissors!) Harsh – Something rough or not very nice. (The harsh wind made my face cold.) March – To walk with strong, steady steps. (The soldiers march in a parade.) Torch – A small handheld light. (I used a torch to see in the dark.) Powder – Tiny, soft pieces of something. (The baby powder smelled nice.) Corner – The place where two lines or edges meet. (The spider sat in the corner of the room.) Shower – A little bit of rain or a way to wash. (It started to rain in a light shower.) Power – Strength or energy to do something. (The superhero had great power!) The children applied their learning by reading and writing simple sentences such as: The sheep march up the hill and into the sunset. The queen has seven sheep and a shark. The singer has a helmet with a torch. We tell the farmer that his goat has got into the shower. Home Learning Task Play "I Spy" using words with this week’s sounds. Ask your child to read words like sharp, sheep, sheet, torch, thinker, chain, shower and put them into sentences. Encourage them to write a short sentence using a word from the list above. |
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The children had an exciting week as they explored two contrasting settings—a farm and a castle! They considered what life would be like in each place and had discussions about which setting would make the best home. Some children were drawn to the farm, explaining that they love animals and would enjoy caring for them every day. Others were excited by the idea of living in a castle, imagining feasts in the Great Hall and grand towers to explore!
As part of this topic, the children labelled their chosen setting, describing why it would make the perfect home. It was fantastic to see their growing confidence in using descriptive words and explaining their choices. The excitement continued when we discovered that a giant had made himself comfortable on our school roof! The children were fascinated by his letter, in which he explained that he was on a quest to catch up with a very cheeky boy! This unexpected event sparked the children's imagination, and they enthusiastically engaged in writing tasks, creating their own responses to the giant’s letter. Home Learning Task Ask your child which setting they would prefer to live in—a farm or a castle—and why. Encourage them to draw their ideal home and label the key features, just as they did in school. You can also encourage them to retell the story of the giant and the cheeky boy, adding their own creative twists! |
Maths Our focus in maths this week has been on number composition, particularly looking at the different ways to make numbers up to 5. The children explored this concept using practical resources, such as counters, cubes, and numicon, to physically break down numbers into smaller parts. They learned that numbers can be made in multiple ways, which helps build their fluency and confidence with numbers. For example, we looked at how we can make 5 in different ways: 🔹 2 + 3 = 5 🔹 4 + 1 = 5 🔹 5 + 0 = 5 The children also worked on recognising patterns in numbers and understanding how smaller numbers combine to create larger ones. This knowledge lays the foundation for addition and subtraction skills in later learning. Home Learning Task Encourage your child to practise number composition at home using everyday objects. You could use buttons, toys, or even food items like pieces of fruit to create number combinations. For example: 🍎 “If we have 3 apples and add 2 more, how many do we have altogether?” 🔢 Challenge them to find as many different ways to make 10 as they can! |
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Important Information
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