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Early Years Curriculum

The Curriculum

Our taught curriculum aims to provide a stimulating and challenging educational experience that develops happy, healthy and confident children prepared to contribute to their community and achieve their full potential.

We aim to ensure that teaching and learning enables children to take part in lessons fully and effectively.  We allow for differentiated levels to cater for a response to individual needs.  We celebrate the differences of all our children and encourage them to feel proud of their cultures and beliefs.

We expect high standards of behaviour and encourage our children to become independent and enthusiastic learners.

Early Years Foundation Stage

The establishment of a Foundation Stage is a significant landmark in funded education. It gives this very important stage of education a distinct identity and sets high expectations within a play based curriculum. The Early Years Foundation Stage incorporates seven areas of learning and development which are tailored to meet the developing abilities of each child.  All areas are important and interconnected.

  • Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
  • Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
  • Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
  • Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
  • Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

 

  • Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
  • Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology

Assessment

Our teachers and assistants build their knowledge of what each child can do over the course of the year to inform an accurate end of year judgement.  This judgement will be supported with the following

  • knowledge of the child and their learning style,
  • materials which illustrate the child’s learning journey especially photographs,
  • observations of day to day interactions,
  • video / tape / electronic recordings,
  • the child’s view of his/her learning,
  • information from parents/carers – using communication books and home books,
  • information from other adults.

The breadth of professional knowledge will be used to make judgements as to whether a child’s learning meets the level expected at the end of EYFS, exceeds that level or is best described as an emerging level.

 


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