Hollydale Primary Early years Foundation Stage …...Early years Foundation Stage Curriculum Guide...

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Hollydale Primary Early years Foundation Stage Curriculum Guide Respect Responsibility Relationships Resilience

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Transcript of Hollydale Primary Early years Foundation Stage …...Early years Foundation Stage Curriculum Guide...

  • Hollydale Primary

    Early years Foundation Stage

    Curriculum Guide

    Respect Responsibility Relationships Resilience

  • The Early Years Curriculum

    “The earliest years in a child’s life are absolutely critical.

    A child’s future choices, attainment, wellbeing, happiness and resilience are profoundly affected by

    the quality of the guidance, love and care they receive during these first years.”

    (Dame Clare Tickell, 2011)

  • What is the Early Years Foundation Stage?

    • The Early Years Foundation Stage ( EYFS ) sets standards for the learning, development and care of your child from birth to 5 years old.

    • It sets out 7 areas of learning- communication and language, physical development, personal, social and emotional development, literacy, maths, understanding of the world and expressive art and design.

    • Children are taught through a balance of adult guided sessions (whole class, small group and 1-1) and child-led play.

    • Children learn both in the class room and in the outdoor environment, which are carefully planned and set up to promote the 7 areas of learning.

  • The Prime areas of learningThese areas are particularly crucial for igniting children’s curiosity and enthusiasm for

    learning, and for building their capacity to learn, form relationships and thrive.

    Communication and language development 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

    Physical development involves providing opportunities for young children to be

    active; and to develop their co-ordination, control, and movement. 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 involves helping children to develop a

    positive sense of themselves, and others; to form positive relationships and develop

    respect for others; to develop social skills and learn how to manage their feelings; to

    understand appropriate behaviour in groups; and to have confidence in their own


  • How to support development of the

    prime areas of learningReading books (stories, information books, newspapers, magazines, comics

    etc.), encouraging your child to join in and talk about booksSinging songs and nursery rhymesTaking time to listen to them talking about things they’ve done and

    answering their questionsModelling correct letter formation and pencil gripGive children time to run, jump, climb and play outdoorsEncourage children in activities such as building, drawing, threading beads,

    or filling and emptying containers in the water – all of which develop manipulative skillsEncouraging your child to use the toilet independently, wash their hands,

    put on and fasten their coatsPlaying games which encourage sharing and turn taking will help your child

    to build their social skills

  • Literacy development involves encouraging children to link sounds and letters

    and to begin to read and write. Children must be given access to a wide range of

    reading materials (books, poems, and other written materials) to ignite their


    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


    The Specific areas of learning

  • How to support literacy and maths

    developmentShare a variety of books and texts with your child, discussing

    the characters and plotLook for letters and words all aroundEncourage mark making and writingProvide opportunities for children to use different tools for

    mark making, such as pencils, crayons, paint, chalk and play dough.Pointing out numbers all aroundTalk about the shapes you can see in the environmentDiscuss and comparing objects by size, length, weight and

    heightSinging counting songs and rhymesCounting, adding and subtracting anything and everything –

    steps, socks, cars, shopping, cutlery, fingers and toes!

  • The Specific areas of learningUnderstanding the world 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 involves enabling 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

  • How to support development of the

    Specific areas of learningTalk with your child about their imaginative play and join in if

    possible!Encourage them to be flexible in their thinking and use of

    materials and praising them for their efforts or ideas as well as the end productTalk to your child about the places they go and things they see in

    the world around themAnswering and asking questions - what if…? Why do you think…?

    How did you…?Letting children join in with everyday activities - washing up,

    cooking, shopping, helping in the garden.Discuss your use of ICT at home – the internet, mobile phones,

    computers etc.

  • Just Playing?In the early years children learn best through planned, purposeful and challenging, playful opportunities. 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.

  • Home learningReception pupils are given weekly reading books to take home. These include one story book to be shared with an adult and a phonics book linked to the sounds and words they have learnt in class. These should be brought to school daily in their bags and will be changed twice a week. They will also have a reading record for parents/carers to record when they have read with the child and any comments about their progress.

    .In spring term children will be given home learning books with weekly handwriting and spelling tasks. These are collected in every Monday for new homework to be given.

    Each term there will be a home learning project linked to the class topic, for example to create a piece of art linked to a favourite story. There may also be whole school learning projects for children to participate in linked to key events.

  • Trips and visitsTo enrich children’s learning there will usually be a termly trip linked to the class topic, for example a trip to the fire station to learn about people who help us. We may also invite visitors into the school to provide learning experiences for pupils. Parents will be notified of class trips in advanced and may wish to come and support.

    The class go on regular walks to Nunhead library, where they enjoy listening to a story and are able to choose a book to bring back to school.