We aim to provide a broad, balanced, relevant and interesting curriculum which promotes effective learning, teaches knowledge, gives practice in skills and reasoning but also stimulates wonder, curiosity and imagination.
The Curriculum Policy has been formulated through consultation and discussion with all teaching staff and has been prepared in accordance with the Local Authority Curriculum Policy Document.
Aims of The Early Years Department:
We aim to provide a safe and secure learning environment which caters for the needs of all children so that they can achieve their full potential socially, emotionally, intellectually, physically and aesthetically.
We work in accordance with The Early Years Foundation Stage Statutory Framework, the Themes and Principles of which are:
A Unique Child … Every child is a unique child who is constantly learning and can be resilient, capable, confident and self assured.
Positive Relationships…Children learn to be strong and independent through positive relationships.
Enabling Environments… Children learn and develop well in enabling environments in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.
Learning and Development... Children develop and learn in different ways. The framework covers the education and care of all children in early years’ provision, including children with special educational needs and disabilities.
The Early years Curriculum
The revised 2012 EYFS Framework focuses on three prime areas of learning and four specific areas of learning.
We aim to provide a caring and stimulating environment where children can learn through playing and exploring, being active learners, being creative and thinking critically.
Our Curriculum is based on these seven areas of learning
The Seven Areas Of Learning
The prime areas
Communication and language
Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Moving and handling: Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, social and emotional development
Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
The specific areas
Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Numbers: Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the world
People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design
Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: Children explore and use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
In Key Stage One (Year 1 and Year 2), all children study the National Curriculum core subjects of English, Mathematics, Science and Information Technology and the Foundation subjects of Design Technology, History, Geography, Art, Music and Physical Education. Information and Communication Technology is used in most curricular areas; the school is connected to the National Grid for Learning and we possess a well-used Computer suite. Computers and interactive whiteboards are also available in classes.
Staff members work together, drawing on the expertise of curriculum co-ordinators in the planning of the work. Educational visits are linked with topics and are used to enhance and extend the work done in classrooms. The curriculum is under constant review by both the teaching staff and the governors.
We place great emphasis on the teaching of reading and value parents as partners, working with staff to enable their children to become fluent readers. We have a daily school-home book policy and weekly Reading Workshops when children and parents work together. The school is well resourced with books, both factual and fiction. We make use of the Wakefield Metropolitan District Council School’s Library Service. All full-time children visit the local library in school time and during Book Week parents are able to help children to select and purchase books of their own.