CURRICULUM
Early Years Foundation Stage (E.Y.F.S.) Curriculum
The UK’s Early Years Foundation Stage (E.Y.F.S.) curriculum is the stage of education for children from birth to the end of reception year. Based on the recognition that children learn best through play and active learning.
Personal, Social and Emotional Development
• Making relationships: Form positive relationships with adults and other children.
• Self confidence and self awareness: Building confidence to try new activities, and say why they like some activities more than others.
• Managing feelings and behaviour: Working as part of a group or class and understanding and following the rules.
Supporting your child in PSED:
• Arrive on time.
• Ask about their day.
• Enjoy play dates with friends.
Physical Development
• Moving and handling: Learn control and coordination in large and small movements. Development of gross and fine motor skills.
• Health and self care: Developing an understanding of a healthy lifestyle and learning to manage their own basic hygiene and personal needs.
Supporting Physical Development:
• Sending healthy snacks for meal times.
• Encourage independence in self care.
• Have times to play outdoors.
Communication and Language
•Listening and attention: Learning to listen attentively in a range of situations.
•Understanding: Begin to follow instructions involving several ideas or actions.
•Speaking: Express themselves effectively and develop their own narratives and explanations by connecting ideas or events.
Supporting Communication and Language:
• Talking about your child’s online Learning Book pictures.
• Ask about what they did today.
• Make a simple story tent in the garden out of a table and sheet.
Literacy
•Reading: Look at books independently, show interest in illustrations and print in books and print in the environment. Recognise familiar sight words and signs such as own name.
•Writing: Give meaning to marks they make as they draw, write and paint. Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
Supporting Literacy:
• Share and discuss stories at home and bring favourite books in to share with class.
• Spotting letters in the environment.
• Enjoy letter treasure hunts, for example, bury and find toy ones in the sand ( say the sounds rather than the letter names).
Mathematics
•Numbers: Learning to count from 1 to 20, recognising numbers and sorting objects into groups.
•Shape, space and measure: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
Supporting Mathematics:
• Counting all the time!
• Shape spotting.
• Dividing and sharing with siblings or friends.
Understanding the world
•People and communities: Recognise and describe special times or events for family or friends. Show interest in different occupations and ways of life.
•The world: Talk about the features of their own immediate environment and how environments might vary from one another.
•Technology: Children recognise that a range of technology is used in places such as homes and schools.
Supporting Understanding the World:
• Sharing photos from home using Learning Book.
• Talk about people who help you such as doctors, dentists, shop assistants.
• Provide simple dressing up clothes to encourage role-play.
Expressive Arts and Design
•Exploring and using media and materials: Singing songs, making music and dancing. Experimenting with colour, design, texture, form and function.
•Being imaginative: Using what they have learnt about media and materials in original ways; thinking about uses and purposes. Representing their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
Supporting Expressive Arts and Design :
• Talk about colours in the environment.
• Talk about textures of things.
• Listen to a variety of music.
• Make homemade instruments and tap, shake and dance with them.
