Junior/Senior Infants - reading/writing expectations?

[AppleAg]

Hi All.

Just wondering if anyone can give me a sense of what your JI/SI kids are or were doing. I have an almost 5 year old in J1 who seems to be getting on grand - I don't have any particular worries and certainly there seems to be no rush or pressure. From reading posts on here, more seems to be expected of kids in reception in the UK - that's my impression but I'm not sure it's a correct impression.

So just wondering what is generally expected at this age here.

Middlings they do read to their level within reason. The class is divided up into groups named after animals and although the kids don't know it their group is targeted to their reading level. So the tigers might be reading phonics level 2 and the swans reading phonics level 3. The kids have no idea though. They all do the same core reader. I'm flummoxed by the reception syllabus. I assumed reception was like a mix between Montessori and Junior infants and was a gentle introduction to primary school. It sounds like a boot camp - 6 hour days and covering our 2 year course in 1 year when some of the kids have just turned 4? No wonder parents are anxious about it.

As far I JI and SI being academic that's not particularly my experience. They do lots of play time in the class room and sing every single bloody thing they learn . I am Impressed so far- it's a world away from my experience of primary school in the 80s

oh Good God the songs!! And the fact that she's figured out that most of them are on YouTube and therefore accessible on my phone .

It sounds intense but it is very play based. Education here is split into the Early Years Foundation Stage (EYFS) which goes from 0-5 so even at a childminders or in a nursery, there are expectations of what they'll be doing. Key Stage 1 which is Year 1 & 2, Key Stage 2 which is up to Year 6 (5th class when they leave primary) and Key Stage 3 which takes them up to GCSE which they do at the end of Year 11 (which is the same age as TY).

So in Reception, they're still in the EYFS stage so while there is structure, it's very play-based - they have an outside area they can go out to which is just for them and has all kinds of kit, and the classroom is "zoned" into all sorts of areas that they can learn in - role play, crafts, reading, games etc., etc. DD1 is certainly having lots of fun!

They all read to their own level, but they're not (as far as I'm aware!) split into groups yet. That comes later.

hm, I wasn't aware of DD's class being sorted according to reading level yet. They are in groups but I'm not sure there's any kind of ability hierarchy. They are only now starting to take home books to read and this week was the first time I got a report (from DD) of them reading in class together. I think I must miss a lot of what goes on! DD gets cross if I ask too much...

So far, I wouldn't say that J1 has been overly academic here, though I suppose they are learning an extra language. I can certainly see that since my day more/most children are starting at 5 or close to 5 rather than just 4.

Yes to the endless singing

No sorting into ability levels here yet. They are on coloured coded tables but the teacher mixes them up during the year so they move to each at various points. Might happen in our school next year (1st class).

Yep it's possible the classes are grouped by ability later or earlier depending on the school.

So the tigers might be reading phonics level 2 and the swans reading phonics level 3. The kids have no idea though. They all do the same core reader

I was also flummoxed by the reception curriculum when my DCs first went to school. Although the same thing applies with regards to naming groups by colour or animals, it becomes soon becomes apparent even to the children who is on top or bottom if they are given harder or easier work. There is also no core reader that I'm aware of. Parents have been known to have a peep in their child's pals school bag to see what reading book they are on compared to their own child

My dd doesn't have a clue where she stands compared to other kids, it's just not in her nature to think that way. Though i know some kids are still struggling with blending and other kids are reading Enid blyton independently. That range must be challenging for the teachers

DC 3 who is 5 1/2 had just started getting into the rainbow fairy books . As far as I can work out this puts her ahead of the majority of her peers. The great irony is that she has a speech delay and so can't sound out a number of the standard phonics blends.

We've come to Ireland from an expat British school in ME where she started phonics in nursery so has had more exposure than most of her peers although we've never pushed it since until she was 3 she literally had 100 word vocab and has only spoken in full sentences for a 1.5 years.