EYFS Curriculum
Play is the highest form of research
-Albert Einstein
Our EYFS vision
In the Early Years at Woodlands Primary School we offer a creative curriculum in a stimulating environment. Our EYFS curriculum is designed to ensure that children develop the knowledge, learning and life-long skills that they need to succeed. In Nursery and Reception, we provide opportunities for children to be curious, explore and develop a love of learning with a strong emphasis on the Characteristics of Effective Learning.
Our curriculum develops the core knowledge and skills. It is a progressive, ambitious curriculum that is accessible for all children. We build on prior learning and experiences, recognising each child as a unique individual. Our curriculum is meaningful, relevant and tailored to individual needs, interests and learning styles. We value the balance between structured and child-initiated learning, alongside high-quality interactions to effectively scaffold and provide firm foundations upon which the rest of our children’s education is based. The children in the Early Years receive a high-level of physical adult modelling to support and increase skills across all seven areas of the EYFS curriculum – communication and language, physical development, personal, social and emotional development, literacy, mathematics, understanding the world, expressive arts and design. Through nurturing, purposeful teaching and learning through play we encourage children to become confident, resilient and independent. Our ‘language rich’ environment, both indoors and outdoors, allows children to flourish.
We believe that the early years are vital for preparing children for their future learning journey and that our children learn best when they are happy, safe and secure with a high sense of wellbeing. We recognise every child as a unique individual and we celebrate and welcome differences within our school community. We build on prior learning experiences from previous settings and home. We build strong relationships with Parents/Carers by working in close partnership with the families who know their child the best. It is by working closely together that we can achieve more. We strive to promote the holistic development of all children and build solid and broad foundations for them to develop as they progress through our school. In the Early Years we make meaningful connections to every day experiences. We build skills, acquiring knowledge and understanding that they can remember and develop.
Literacy
Statutory Framework for the Early Years Foundation Stage
It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)
Communication and language
Statutory Framework for the Early Years Foundation Stage
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively. Reading frequently to children and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
Mathematics
Statutory Framework for the Early Years Foundation Stage
It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and comp (articulating ideas and structuring them in speech, before writing).
Physical Development
Statutory Framework for the Early Years Foundation Stage
Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movements with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional wellbeing. Fine motor control and precision helps with hand-eye co-ordination which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practise of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
Understanding the World
Statutory Framework for the Early Years Foundation Stage
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
Expressive Art & Design
Statutory Framework for the Early Years Foundation Stage
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
Personal, Social and Emotional Development
Statutory Framework for the Early Years Foundation Stage
Children’s personal, social and emotional development (PSED) is crucial for children to lead health and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention a necessary; Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.