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Class 1 (EYFS)

 

Please click here to view the Nursery page

Please click here to view the Reception page

 

 

EYFS Rationale available here

 

 

Class Timetable

 

Please click here to view the Class 1 Timetable

 

  

Progression documents

 

Please click here to view an example progression document for Communication and Language

 

Please click here to view an example progression document for Personal, Social and Emotional Development

 

Please click here to view an example progression document for Physical Development

 

Please click here to view an example progression document for Literacy (reading)

 

Please click here to view an example progression document for Literacy (writing)

 

Please click here to view an example progression document for Mathematics

 

Please click here to view an example progression document for Understanding the World

 

Please click here to view an example progression document for Expressive Arts and Design

 

 

Homework


Gallery


Curriculum Overview for the Early Years Foundation Stage

 

At Askwith we recognise the importance of an inclusive, high quality education and care environment for all children. Starting in nursery or reception is big transition for young children and we work collaboratively with parents and carers to ensure this transition is planned carefully.

 

In the early stages of starting at Askwith, we dedicate our time in getting to know and spending time with all children to ensure they settle in and build relationships with peers and adults. Building strong relationships enables children to feel safe, cared for and happy to explore the learning environment with increasing independence. Children’s personal, social and emotional development is a priority, especially in the first term of starting with us.

 

The Early Years curriculum is based around the seven areas of learning: Communication and Language, Personal, Social and Emotional, Physical, Literacy, Mathematics, Understanding the World and Expressive Arts and Design. At Askwith, our curriculum is ambitious for all, with all seven areas of learning carefully sequenced through small steps and scaffolded by adults, in order to build a depth of knowledge over time. Our curriculum is taught through a mix of different approaches. Children learn through play, by adults modelling, by observing each other, through guided learning, group work and direct teaching through focus sessions. Children have provision time in which they have free time and space to invent their own play, following their own interests. In this time, adults may sensitively support and extend children’s learning. Older children in reception have more focus sessions with direct teaching. The length and amount of these increase each term.

 

Our indoor and outdoor environments are carefully planned, with continuous provision set out for the children. Continuous provision is the age appropriate, core range of resources available to children all of the time, all year round. Our continuous provision is carefully planned to enable children to learn, practice new knowledge and skills and to have and build their own ideas. Child initiated provision time allows children to develop their thinking, to have their own ideas, to build their characteristics of learning and to learn to self-regulate. In addition, through the continuous provision, learning conversations between children and adults offer rich opportunities for modelling and extending communication, speech and vocabulary. Vocabulary building is essential for all children, with high quality interactions and the teaching and application of new vocabulary providing the foundations of our curriculum and interactions. Enhancements to provision (in the moment and planned) are made to support learning and development needs. These may include opportunities to build new knowledge and deliberately practice newly learned knowledge.

 

One of the key ways that we help children learn is through building strong partnerships with parents throughout the year. These are essential to ensuring children’s learning and development is supported in school and at home. We communicate regularly with parents through parent’s evenings, emails, text messages, curriculum events and workshops including ‘come and read’ and ‘come and play’. Our open door policy means parents are able to speak with teachers at both ends of the day. Alternatively, parents are encouraged to contact the school office to arrange an appointment to speak to the class teacher, Mrs Bennett.

 

The information below provides parents and carers information about the Early Years Foundation Stage (EYFS) and the expected outcomes in the 7 areas of learning. The 7 areas of learning are split into the 17 Early Learning Goals that the children will progress towards in their early education and then be assessed against at the end of the reception year. The children also develop the 3 characteristics of effective teaching and learning (see below). These are the factors that play a central role in children’s learning and in becoming an effective learner. They focus on the processes involved in learning, rather than outcomes. Adults observe children’s characteristics of learning and use these to plan for children’s learning needs.

 

Prime Areas of Learning

Personal, Social and Emotional

Self Regulation

  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly
  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions

Managing self    

  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge
  • Explain the reasons for rules, know right from wrong and try to behave accordingly
  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices

Building Relationships

  • Work and play cooperatively and take turns with others
  • Form positive attachments to adults and friendships with peers
  • Show sensitivity to their own and to others’ needs

Communication and Language

Listening and Attention

  • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions
  • Make comments about what they have heard and ask questions to clarify their understanding
  • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers

Speaking

  • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate
  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher

Physical Development

Gross Motor

  • Negotiate space and obstacles safely, with consideration for themselves and others
  • Demonstrate strength, balance and coordination when playing
  • Move energetically, such as running, jumping, dancing, hopping, skipping and climbing

Fine Motor

  • Hold a pencil effectively in preparation for fluent writing - using the tripod grip in almost all cases
  • Use a range of small tools, including scissors, paint brushes and cutlery
  • Begin to show accuracy and care when drawing

Specific Areas of Learning

Literacy

Comprehension

  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary
  • Anticipate – where appropriate – key events in stories
  • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play

Word reading

  • Say a sound for each letter in the alphabet and at least 10 digraphs
  • Read words consistent with their phonic knowledge by sound-blending
  • Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words

Writing

  • Write recognisable letters, most of which are correctly formed
  • Spell words by identifying sounds in them and representing the sounds with a letter or letters
  • Write simple phrases and sentences that can be read by others

Mathematics

Number

  • Have a deep understanding of number to 10, including the composition of each number
  • Subitise (recognise quantities without counting) up to 5
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts

Numerical Patterns

  • Verbally count beyond 20, recognising the pattern of the counting system
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally

Understanding the World

Past and Present

  • Talk about the lives of the people around them and their roles in society
  • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class
  • Understand the past through settings, characters and events encountered in books read in class and storytelling.

People, Culture and Communities

  • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps
  • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class
  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps

The Natural World

  • Explore the natural world around them, making observations and drawing pictures of animals and plants
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter

Expressive Arts and Design

Creating with Materials

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function
  • Share their creations, explaining the process they have used
  • Make use of props and materials when role playing characters in narratives and stories. 

Being Imaginative and Expressive

  • Invent, adapt and recount narratives and stories with peers and their teacher
  • Sing a range of well-known nursery rhymes and songs
  • Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music

Characteristics of Effective Learning

Playing and Exploring

Finding out and exploring

This is concerned with the child’s open-ended hands-on experiences, which result from innate curiosity. These experiences provide raw sensory material from which the child builds concepts, tests ideas and finds out.

Using what they know in their play

This describes how children use play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives, and symbolic thinking. 

Being willing to have a go - refers to the child:

  • Finding an interest
  • Initiating activities
  • Seeking challenge
  • Showing a ‘can do’ attitude
  • Being willing to take a risk in new experiences
  • Developing the view that failures are opportunities ot learn

Active Learning

Being involved and concentrating

This describes the intensity of attention that arises from children engaged in following a line of interest in their activities.

Keeping on trying

This refers to:

  • the importance of persistence even in the face of challenge or difficulties
  • an element of purposeful control which supports resilience

Enjoying achieving what they set out to do

This builds on the intrinsic motivation that supports long-term success. It refers to the reward of meeting one’s own goals, rather than relying on the approval of others.

Creating and Thinking Critically

Having their own ideas

This covers the critical area of creativity – generating new ideas and approaches in all areas of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these.

Using what they already know to learn new things

This refers to the way children use narrative and scientific modes of thought to:

  • develop and link concepts
  • find meaning in sequence, cause and effect
  • find meaning in the intentions of others

‘Choosing ways to do things and finding new ways

This involves children:

  • approaching goal-directed activity in organised ways
  • making choices and decisions about how to approach tasks
  • planning and monitoring what to do and being able to change strategies

 

 

 

 

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