DS (starting reception in 2 weeks) will be one of the oldest in his class and is also quite able - for literacy this is tricky to evaluate (as we take turns reading pages in his story books, he needs reminding to sound out unfamiliar words and I don't know what 'level' he is at...) but in maths the ELGs are very concrete and looking at the list, DS has met and exceeded the goals:
e.g.
He can count in 1s and 10s (to 100) and in 2s (to 20)
He can read numbers to 100 (and beyond)
He can order numbers (to 20) and correct numbers that have been swapped over
He can say which number is 1 more or less than a number
He can say what double and half a number is (e.g. what is double 4? what is half of 10?)
He can use physical objects or mental arithmetic to add 2 numbers (e.g. whats 3 add 2? To subtract more than 1 he uses his fingers to find the answer)
He knows number bonds to 10
He can share out and use halves/quarters/eighths/thirds/fifths in practical problems (e.g. he can count how many people are eating and work out how many portions do we need to cut apple into'
I'm not suggesting that any of this is rocket science/genius level, and the teacher will need to do her own assessments of where he is etc, (in addition to settling in him and the rest of the class of course) but he is able and I don't want him to get bored or think school is 'easy' and he doesn't need to try.
So, in practical terms, should I expect his reception teacher to be using the Y1 curriculum for extension work. Or is that beyond the remit of differentiation?
Sorry this is long, but any advice would be appreciated.
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DS met (exceeded) ELGs at beginning of reception? What should I expect?
37 replies
leeloo1 · 06/09/2013 09:23
OP posts:
tiggytape ·
06/09/2013 13:49
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Message withdrawn at poster's request.
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