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mathematics development matters statement help!


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just looking at our on entry bits for rising 3's and wondered what your understanding of the folowing is?

 

'recites some number names in sequence' (from 22-36 band).

 

we perceive it as saying numbers 1 to 5 in order, as random numbers is band below and 30-50 is recite 1 to 10. or arw we being too stringent? what do you think?

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just looking at our on entry bits for rising 3's and wondered what your understanding of the folowing is?

 

'recites some number names in sequence' (from 22-36 band).

 

we perceive it as saying numbers 1 to 5 in order, as random numbers is band below and 30-50 is recite 1 to 10. or arw we being too stringent? what do you think?

 

Hello

 

We perceive it to mean saying 1-5 in order or indeed just a string in the correct order ie: 3 to 8

 

Hope this helps

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Do you do anything different for your Rising 3s? We have our first one starting after Easter!

 

none after easter as we have 33 and head won't start any unless all can be fitted in and there are 8 waiting. find ones after easter much harder than ones after christmas. 10 after christmas just had to fit in. they were all put in one group as 3 of us, then they could just have a very short carpet time and later a story then play in that area whilst we had older 23 in our 2 groups for as long as we wanted. older happy to sit for half an hour if activity interactive. and sometimes it's nice to escape from the young ones (for me and for my group!!!!!!). head wants them in asap so we had 2 days to settle old ones (ha ha when 3/4 year olds are called old!!) then 2 a day from then. and it is unsatisfactory as they need to be shown loos/paper towels/aprons/where to get paper/put wet paintings/where to put pictures/how to use snack bar/where their coat is etc etc, as well as cope with bigger ones. old ones great at helping them, but i wish we could have an extra for a couple of weeks just to support them. staff member who has them is freed up to observe etc, but feel us 2 with older ones need to carry on with adult activities and usual observations or they'll miss out, and more progress is expected now isn't it. phew that turned into quite a rant!! what do you do differently for them? or is this your first ever?!x

Edited by sooty99
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This is our first ever despite several enquiries about it! We have 3 intakes (Sept, Jan, April) anyway so adding in a rising 3 adds to the fun! We currently have 9 in an afternoon who will go to school in Sept, 8 who started in Jan and have 5 plus our 1 rising 3 starting after Easter. Difficult to meet their differing needs and attention span and also baselining whilst doing assessment and reports for those leaving in July.

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This is our first ever despite several enquiries about it! We have 3 intakes (Sept, Jan, April) anyway so adding in a rising 3 adds to the fun! We currently have 9 in an afternoon who will go to school in Sept, 8 who started in Jan and have 5 plus our 1 rising 3 starting after Easter. Difficult to meet their differing needs and attention span and also baselining whilst doing assessment and reports for those leaving in July.

 

who started in jan then? weren't they rising 3's? sounds horrendous.... do you only have children starting school in september in mornings? or younger ones too? i don't know how you cope. we're focussing on 23 who move up to reception most, and younger ones being supported to share/not flit/choose a range of activities/speak/show interest in others etc etc x

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just looking at our on entry bits for rising 3's and wondered what your understanding of the folowing is?

 

'recites some number names in sequence' (from 22-36 band).

 

we perceive it as saying numbers 1 to 5 in order, as random numbers is band below and 30-50 is recite 1 to 10. or arw we being too stringent? what do you think?

 

I just see it as being able to go 1/2/3/ etc either in songs or in play so we have a little italian lad who will go 1...2...3... when he is pointing to items...

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who started in jan then? weren't they rising 3's? sounds horrendous.... do you only have children starting school in september in mornings? or younger ones too? i don't know how you cope. we're focussing on 23 who move up to reception most, and younger ones being supported to share/not flit/choose a range of activities/speak/show interest in others etc etc x

We currently have 24 am children,17 of whom will go to school in Sept. they started at 3 points: Jan 2012,April 2012, Sept 2012. With them are 7 Jan 2013 starters (who will go to school Sept 2014) and they will be joined by 2 more to make 26 after Easter. Our pm session currently is 17 with 9 of them starters from Jan/April/Sept 2012, so going to school in Sept, the other 8 started in Jan and will be with us til school in 2014. We have 5 more starting after Easter plus our 1 rising 3 who wouldn't normally have joined us 'til Sept.

 

Hope that makes sense!! Do you class all those who start outside your 'moving to school next group' as Rising 3's

It does mean the group's dynamics are frequently changing which keeps us on our toes!! The Rising 3 seems very little - still in nappies etc so maybe a whole new challenge.

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yes we just call them all rising 3's. easter starters much harder as they are the normal nursery year summer borns, which is hard enough, but they are starting half a year before they used to........... and we still need to get older ones at good standard for reception. i agree it is HARD AND A BIG CHALLENGE. the benefit is they are better in september than if they had not started early x

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Recites some number names in sequence. This doesn't have to start from 1. Number names in sequence can be from any point. So a child playing with dolls could be heard to say "you have six, seven, eight, nine, ten toes, look!" and this would cover the element too

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