By David Roberts (Action Starter) on Tuesday, September 15, 2015 in Uncategorized. No Comments
When children start school in reception they follow the New Early Years Foundation Stage guidance.
The children undertake a vibrant, motivating, balanced curriculum that takes account of abilities, aptitudes and physical, emotional and intellectual development. At Bournville Infant School, we aim to make this exciting and enjoyable.
Each unit of work for each subject is mapped out term by term. Visitors and visits are planned to help make learning fun, so that pupils are happy and successful.
The Early Years Framework states that every child deserves the best possible start in life enabling them to fulfil their potential. The Early Years Foundation Stage sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe.
It promotes teaching and learning to ensure children’s school readiness and gives them a broad range of knowledge and skills that promote the right foundation for good future progress through school and life.
There are four principles underpinning the Early Years Foundation Stage.
The learning and development requirements comprise of:
There are seven areas of learning and development that shape our curriculum.
All areas of learning and development are important and inter-connected.
Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the PRIME areas are:
There are also four SPECIFIC areas, through which the three prime areas are strengthened and applied. These are:
Communication and language development involves giving the 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 to be active and interactive and to develop their co-ordination, control, and movement. They need 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, and to form positive relationships and develop respect for others. Also to develop social skills and learn how to manage their feelings and behave appropriately. To have confidence in their own abilities.
Literacy development involves encouraging children to link sounds and letters and begin to read and write.
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 helping 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 the children exploring and playing with a wide range of media and materials as well as providing opportunities to share their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design and technology.
Each area of learning and development is implemented through planned, purposeful play and through a mix of adult led, adult initiated and child initiated activities.
Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play and by taking part in play which is guided by adults.
Through all these activities the role of the adult is paramount to ensure learning is taken on through targeted questioning.
The children’s level of development in the seven areas is assessed against the EARLY LEARNING GOALS. In each of these goals the children are assessed as meeting expected levels of development, exceeding expected levels or not yet meeting expected levels (emerging).
In Personal, Social and Emotional development children are encouraged to play cooperatively, taking turns and sharing. They develop positive relationships with adults and other children showing sensitivity to other people’s needs and feelings. Children are encouraged to develop independence and confidence.
In Communication and Language children develop their speaking and listening skills, communicating effectively with others.
In Physical Development children move confidently with good control and have an understanding of the importance of good health and physical exercise. They are able to talk about different ways to keep healthy and safe.
In Literacy both reading and writing are covered. Children are able to read and understand simple sentences using their knowledge of phonics. They are able to demonstrate an understanding of what they have read. They can write simple sentences with some words spelt correctly and other words by applying their phonic knowledge.
In Mathematics children can read, write, order and count to numbers to 20 and add and subtract using apparatus. They are able to use everyday language to talk about size, weight, capacity, position, distance, time and money. Children can use mathematical language to describe both 2D and 3D shapes.
In Understanding of the World children can talk about past and present events in their own lives. They know about similarities and differences between themselves and others, objects, materials and living things. Children can recognise that a range of technology is used in different places and they can select and use technology for particular purposes.
In Expressive Arts and Design children can sing songs, make music and dance. They can use a range of materials, tools and techniques experimenting with colour, design, texture, form and function. They can represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
There are many different ways you can take part and contribute to your child’s learning journey to achieve these goals.
The topics we are doing provide a context for the children’s learning. These, however, are a starting point with the children’s needs and interests leading the way. There will an information sheet sent home each half term outlining the learning for that half term.
You can view Reception School Long Term Planning here.
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