Our EYFS Curriculum has been designed to reflect the nature of our beautiful environment, the seasons of the year and the nature around our school.
It aims to teach the children how their environment compares to other places, cultures and nature in other parts of the world. It is therefore unique to Longstone CE Primary school.
Each topic planned is included in the curriculum for very specific reasons building upon the prior learning of the children. We nurture all Reception children so that they are ready to smoothly transition into the KS1 curriculum. Each topic is synced in-line with the whole school four yearly topic cycles however EYFS topics do not last a specific amount of time but instead are led by the children and their inquisitive nature. All the topics have resources and activities ready to use in the enhanced provision.
Topics are introduced with a good quality storybook or age appropriate non – fiction text. Using books in this way teaches children that books and reading form the basis of all learning.
As a team we work extremely hard to create an indoor and outdoor learning environment that inspires the children and ignites a curiosity inside the children so that they are compelled to investigate, question and challenge themselves. The children can explore the different areas throughout the day and access a wide range of continuous provision opportunities incorporating sensory, physical, writing, number work and creative role play activities.
We want to provide our children with every opportunity to shine and to fulfil their potential and work on reaching the Early Learning Goals at the end of the Early Years Foundation Stage in readiness for a transition to Key Stage 1.
EYFS LONG TERM PLAN
Click the button below to view our EYFS Long Term Plan
EYFS CURRICULUM IMPLEMENTATION
Our ambitious Early Year’s curriculum aims to teach all children the skills and knowledge in order that they reach the seventeen Early Learning Goals described in the Early Years Foundation Stage 2021.
We teach through a range of teaching methods including child-initiated learning, whole class teaching, group teaching, investigations and problem solving together and 1:1 teaching.
As many activities as possible are play-based; however, there is also a need for direct teacher-led activities to ensure children gain essential knowledge and skills from their teacher.
All activities are expertly modelled through quality first teaching, and children are given sufficient time, support and resources to repeat and practise them.