Foundation Stage Curriculum
Ourselves, Autumn and Harvest
Around the World and Celebrations
Winter & Chinese New Year
Once upon a Time & New Beginnings
Growing & Mini Beasts
Summer 1 MTP - Click here
Under the Sea & Pirates
Summer 2 MTP - Click Here
The Early Years Foundation Stage
Curriculum Guide for Parents
Our aim in the Reception classes is to ensure that the children have a happy and positive start to their life at South Cave CE Primary School.
We follow the Early Years Foundation Stage Statutory Guidance and plan across all areas of the curriculum, both inside and outside the classroom.
There are three Prime areas of learning in the Early Years Foundation Stage and four Specific areas, all of which are interrelated and equally important.
PRIME AREAS OF LEARNING
Communication and language;
- Listening and Attention
The prime area 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. This area of development is included in all other areas of learning.
- Moving and handling
- Health and self-care
Physical development involves providing opportunities for young children to be active and interactive; and to increase their co-ordination, control and movement. It includes developing gross-motor skills; hopping, skipping, jumping and climbing as well as fine-motor skills such as using scissors and other tools safely and holding pencils comfortably to write correctly formed letters. 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.
- Making relationships
- Self-confidence and self-awareness
- Managing feelings and behaviour
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form good relationships and develop respect for others; to develop social skills and learn how to manage feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
SPECIFIC AREAS OF LEARNING
These prime areas are essential for your child’s development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:
Phonics is taught daily as it is an integral part of development in Literacy and involves encouraging children to link sounds and letters to help them begin to read and write. Children are given access to a wide range of reading materials to ignite their interest.
- Shape, space and measure
Children are also involved in daily Mathematics activities. They are provided with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to explore shapes, spaces and measures.
Understanding the world;
- People and communities
- The world
This area of learning 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.
- Exploring and using media and materials
- Being imaginative
We enable 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.
These 7 areas are used to plan your child’s learning and activities. The teachers and Nursery Nurses who are teaching and supporting your child will make sure that the activities are suited to your child’s unique needs. It is a little bit like the curriculum in the rest of the school, but is suitable for very young children, and is designed to be flexible so that staff can follow your child's unique needs and interests.
Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.
As a mum or dad, how can I help with my child’s learning?
All the fun activities that you do with your child at home are important in supporting their learning and development, and have a really long lasting effect on your child’s learning as they progress through school.
If you're looking for new ideas for things to do then find out what is on offer at your local children’s centre. Many offer ‘messy play’ activities which you and your child can join in with, and many of the activities they provide are free. Staff can also give you advice about the kinds of books or other activities your child might enjoy at different ages.
How do I know how my child is getting on?
At the end of the EYFS – in the summer term of the reception year in school – teachers complete an assessment which is known as the EYFS Profile. The profile sets out the expected levels that your child should reach at age 5, usually the end of the reception year; these expectations are called the Early Learning Goals (ELGs).
The Profile assessment is based on what the teachers, and other staff caring for your child, have observed over a period of time. The information collected is used to judge how your child is doing in the 7 areas of learning and development. Finding out at this stage how your child is doing will mean that the teacher your child has in their next school year – year 1 – will know what your child enjoys doing and does well, as well as helping them decide if your child needs a bit of extra support, what that support should be and if they are already getting it.
During the Reception year at South Cave School you will receive a report each half term. These reports will give you an insight into what your child has been doing at school (including photographs) and will report on your child’s progress, including information from his or her EYFS Profile. The final report near the end of the Summer Term will tell you how well your child is achieving compared to the ELGs. If your child has achieved the ELGs their progress will be described as expected. If they have not yet achieved the required level their progress will be classed as emerging and if they have progressed beyond the ELGs their report will say they are exceeding.