CAP

Class Teacher:  Mrs Little
Nursery Nurses:  Mrs  Carr, Miss Wilson, Mrs Gibson, Mrs Underwood & Miss Smith

 

  What is CAP?

CAP stands for Curriculum Access Provision and is a unit that caters for children with moderate learning difficulties in a mainstream setting.

Support is given to the children through a good staff/child ratio; close liaison and support from outside agencies and professionals, including speech and language therapy; and an adapted and appropriate curriculum.

The children also integrate with their mainstream peers, accessing sessions in their mainstream classes that are appropriate to their individual needs. 

 

 The Curriculum 

The curriculum followed and adapted in CAP is the same as that used for children in reception.  This is known as ‘The Foundation Stage' and takes into account all of the steps children make in their development, leading towards the first stages of the National Curriculum. 
The foundation stage curriculum is split into six areas of learning...
 

1.  Personal, Social and Emotional Development
2. Communication, Language and Literacy
3.  Mathematical Development
4.  Knowledge and Understanding of the World
5. Creative Development
6.  Physical Development 

 click to visit the QCA site and view the curriculum guidance for the foundation stage

For examples of planning in CAP please click on the links below.

Enhanced Provision Overview - Ourselves - Autumn 1st Half Term

Example of Enhanced Provision Weekly Planning - wb. 18.09.06

Continuous Provision - Ourselves - Autumn 1st Half Term

Example of Literacy Weekly Plan - wb. 18.09.06

Example of Numeracy Weekly Plan - wb. 18.09.06

   

Personal, Social and Emotional Development   

• Encourages children to be independent and to interact with other children and adults.
• Helps children to become confident, safe, secure and ready to learn from new experiences. 
  

Communication, Language and Literacy 

 

• Encourages children to develop conversational skills.
• Will help children to develop listening and concentration skills.
• Enables children to begin to hear sounds in words and to link these sounds to letters.
• Encourages children to develop pencil control and to begin to make marks on paper.
• Will help children to learn to read individual words and eventually, simple stories independently. 
  

Mathematical Development

 

• Helps children to count.
• Encourages them to use mathematical words such as greater, smaller, heavier, lighter, more, less etc.
• Develops skills in comparing and sorting objects.
• Supports children's understanding of shape and size including 2D and 3D shapes.
  

 

Knowledge and Understanding of the World 

 

• Helps children to gain an understanding of their world (Geography)
• Encourages them to look at changes over time (History)
• Encourages them to explore and investigate (Science)
• Helps to develop designing and making skills (D&T)
• Will give your children the opportunity to understand and use information and communication technology (ICT). 
  

Physical Development

• Supports children's healthy development.
• Provides opportunities for using a range of large and small equipment.
• Helps them to develop a sense of space around themselves and others.
• Encourages balance.
• Develops practical skills such as dressing, undressing etc

.

Creative Development

 

• Inspires children to explore colour and colour changes.
• Helps them to explore shape and texture using all of their senses.
• Develops an interest in music, singing and music-making.
• Develops confidence and imagination. 

  

 Literacy & Numeracy 

 

Not all of the children in CAP are working from the same programme of study for literacy and numeracy and this is reflected in their Individual Education Plans (IEPs), PIVATs assessments and P Level Profiles.  Therefore the objectives stated below are simply a guide as to what the majority of the children will be learning over the course of the year.

 

Literacy
Autumn Term
Range of Texts	To recite familiar rhymes and stories. To read and use captions and labels. To read and follow simple instructions. To describe story settings and incidents. To re-enact known stories through role play. To read familiar poems. To read simple lists.
Spelling and Grammar	To recognise and name full stops and capital letters and use in own writing. To use the term ‘sentence' and identify sentences in text. To use awareness of grammar to decipher new and unfamiliar words. To expect written text to make sense. To begin to read with expression and intonation. To understand that a line of writing isn't necessarily a sentence. Identify, read and spell initial, medial and final letter sounds in simple words using the Jolly Phonics Programme. To consolidate writing own name.
Spring Term
Range of Texts	Fairy Stories - discussing and comparing characters. Poems and action rhymes including playground chants. Non-fiction books - writing questions, purpose of contents and index pages. Non-chronological reports, making lists. Traditional stories - looking at story plots, themes, story elements and incidents. Dictionaries - alphabetical organisation. Labels and captions.
Spelling and Grammar	Read and spell high frequency words. Recognise features of words e.g. shape, length and spelling patterns. Spell common irregular words. Learn spellings of words with ‘s' for plurals. Identify, read and spell initial, medial and final letter sounds in simple words using the Jolly Phonics Programme. Practise handwriting. Recognise full stops and capital letters and use them in their writing. Use awareness of grammar to decipher unfamiliar words when reading. Read with expression. Consolidate writing own name.
Summer Term
Range of Texts	To compare and contrast stories with a variety of settings. To begin to write stories using simple settings based on previous reading. To predict the content of unfamiliar stories. To read a variety of poems and to compare and contrast preferences. To use poems as models for their own writing. To read and write simple recounts linked to personal experience. To identify questions and use text to find answers. To recognise that non-fiction books can present information in different ways. To write own questions prior to reading and record answers.
Spelling and Grammar	To read and spell high frequency words and recognise shape, length and spelling patterns. To spell common irregular words. Identify, read and spell initial, medial and final letter sounds in simple words using the Jolly Phonics Programme. To investigate and learn spellings of verbs with ‘ed' (past tense) and ‘ing' (present tense). To practise handwriting. To recognise full stops and capital letters and use in own writing. To use awareness of grammar to decipher unknown words. To read with expression. To understand the terms ‘vowel' and ‘consonant'. To add question marks to questions. To consolidate writing own name.

 

Numeracy
Autumn Term
Oral & Mental	To count in ones from any small number. To read, write and count to at least 10. To recall addition doubles up to 5+5. To recall addition and subtraction facts up to 5. To recall pairs of numbers which total 10.
Main	To compare and order numbers up to 10. To understand the operation of addition and subtraction. To solve simple mathematical problems involving money, length and time. To describe features of 2d and 3d shapes. To estimate and measure length using non-standard and standard units of measure. To know the days of the week.
Spring Term
Oral & Mental	Count reliably up to 20 objects. Read and write numerals to at least 20. Recall addition doubles up to 5+5. Recall addition and subtraction facts up to at least 5. Recall pairs of numbers which total 10. Order a set of numbers to 20. Count on and back in 2s and 10s.
Main	Begin to recognise odd and even numbers to 10. Understand the operation of addition and subtraction. Count in steps of 5, from zero to 20 or more. Say a number that is 1 or 10 more or less than a given number to 20. Money - find totals, give change. Solve simple mathematical problems involving money, mass and time. Describe features of familiar 2d and 3d shapes. Estimate and measure mass using suitable standard or uniform non-standard units. Know the seasons of the year. Data handling e.g. lists and simple tables.
Summer Term
Oral & Mental	To count reliably at least 20 objects. To find small differences. To count in steps of 3 from 0. To order a set of numbers to 20. To count in 5s from and back to 0. To read and write numerals from 0 to at least 20. To recall pairs of numbers which total 10. To recall addition doubles up to at least 5 + 5. To recall addition and subtraction facts up to 10.
Main	To recognise odd & even numbers to 20. To say the number that is 1 or 10 more or less than a given number. To add more than 2 numbers. To compare 2 familiar numbers, say which is more or less and give a number that lies between them. To understand the operations of addition and subtraction. To recognise that a square stands for an unknown number. Money - coins up to 20p, finding totals, change from 20p. Capacity. Symmetry - folding 2D shapes in half, repeating patterns using 2D shapes. Time - reading the time to half hours on analogue clocks.

 Contexts for Learning

To focus our work in CAP, the curriculum is delivered through ‘contexts for learning’ or ‘topics’.  

Please look below for a guide to our topics for 2006-2007.

 

Autumn - 1st Half

Ourselves

My Body My Senses My Family Feelings Where I live Growing and Changing We're All Different My School

Autumn - 2nd Half

Autumn and Harvest

Harvest Autumn Festivals Signs of Autumn Animals in Autumn Autumn Leaves, Seeds and Nuts Fruit and Vegetables On the Farm

Christmas

The Special Baby Gifts and Giving Christmas Craft Tradition

Spring - 1st Half

Toys

My Favourite Toy Pushes & Pulls Sorting & Classifying Toys Old and New Toys Where in the world is Barnaby Bear? Moving Pictures Lines Created by Toys Dance - The Magic Toys

Spring - 2nd Half

People Who Help Us

The Police At the Hospital At School The Fire Service My Community Charities When I Grow Up...

Summer - 1st Half

Spring

Signs of Spring On the Farm Life Cycles Plants Growing Animals and their Young

Summer - 2nd Half

Summer, Holidays and The Seaside

My Holidays Holidays in the Past Holiday Transport Holiday Accommodation Clothes At the Seaside Under the Sea

 Possible Topics for 2007-2008

Minibeasts

Homes

Pets

Water

Materials

Journeys


Keep visiting our page for updates!

RE

RE is taught using the City of Sunderland approved RE syllabus.

For more information about RE throughout the school please click below to visit the school’s RE information page.

Go to RE page >> 

 

A Typical Day in CAP 

  

8.55 - 9.00	Come into school and self register to inform mainstream class.
9.00 - 9.05	Class registration.
9.05 - 9.25	Set context for learning and text focus.
9.25 - 10.30	Directed activities and continuous provision.
10.30 - 10.50	Numeracy whole class session.
10.50 - 11.00	Healthy snack time.
11.00 - 11.15	Playtime.
11.15 - 12.15	Directed activities and continuous provision.
12.15 - 12.35	Whole class phonics session.
12.35 - 12.45	Story time.
12.45 - 1.30	Lunchtime.
1.30 - 2.15	Discussion time - directed activities and continuous provision.
2.15 - 2.45	Assembly.
2.45	Taxi time / Home time.

 

Reading in CAP

•  In school, the children read at least once a week with a teacher or nursery nurse.  These books match the children’s reading ability.
• The children take home two ‘Home Reading Books’ every week.  One matches the child’s reading ability and so should be read by the child with some support from an adult.  This can be done by breaking words up into sounds to work out what they say, or by using the child’s knowledge of words, or sight vocabulary, to read the text.  The second book is chosen by the child from the class library and is to be shared with an adult as a bedtime story, or similar.  This is to develop the child’s love of books and to develop an appreciation of reading for pleasure.
• In CAP, Home Readers must be returned on, or before, every THURSDAY.
• In CAP, Home Readers will be changed and sent home every FRIDAY. 
• The children MUST take care of school books.  If books are lost or damaged, a statutory charge of £1.50 will be made.
  

 

Homework in CAP

 

• Homework activities will be given out at times.  It will specify on the activity when these should be returned.
• This may be a literacy, numeracy or topic-related task, or may be linked to your child’s speech and language therapy programme. 

Click to visit the CAP Homework Page 

PE

 

We are very lucky in CAP to have the opportunity to access a range of physical activities as part of our curriculum.  Some of these activities are structured (i.e. PE sessions) and some are implicit parts of our continuous provision (i.e. bikes, scooters and climbing apparatus).

Please find details of our structured sessions below.

Monday         Dance
Tuesday        Swimming
Wednesday    PE
Thursday      Year 5 and 6 Footbal Coaching
Friday          Year 3 and 4 Football Coaching

• PE kits must be in school EVERY day.
• Swimming Kit every Tuesday.

How can I help my child more at home? 

 

What can I do to help with my child's literacy development?

• Support you child to complete their home reading tasks;
• Help your child to learn any words that are sent home;
• Be a model for them - let them see you reading and writing;
• Visit the library;
• Give your child things to write with;
• Point out the print all around you;
• Encourage your child - praise their efforts.

These activities will help your child to...

• Link sounds to letters;
• Know that print carries meaning;
• Begin to recognise some words;
• Use a pencil to make ‘writing';
• Give meaning to the marks they make.  

What can I do to help with my child's mathematical developement?

• Maths homework activities;
• Look at numbers all around you;
• Practise counting at any time-climbing the stairs, shopping etc;
• Play simple board games;
• Sing number rhymes and songs together;
• Measure things together in everyday life (e.g. how long will the bus ride take?).

etc

 

 

 To view our CAP information powerpoint, please click on the link below!

 

 

 

 CAP – Captured in Photographs

 

 

Look at us at work and at play!

 

 Thank you for letting us share our web page with you.

If you have any questions or queries do not hesitate to contact us.

Thank you!

Mrs Little, the CAP Team and Children