|
EYFS CURRICULUM INTENTOur 2021 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 want to ensure that all children leaving the Reception Year 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 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 fulfil their potential and work on reaching the Early Learning Goals at the end of the Early Years Foundation Stage. |
EYFS LONG TERM PLANClick the button below to view our EYFS Long Term Plan
|
EYFS CURRICULUM IMPLEMENTATIONOur 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. |
EYFS CURRICULUM IMPACT
At Longstone we work hard to ensure that all our children make good progress, based on their individual starting points. Evidence and observations of the children’s progress are expertly noted and recognised by our dedicated staff who take time to get to know each child as an individual. By spending time with the children delivering and prompting quality learning throughout the day, we have an expert knowledge on your child's ability and the next steps required to progress their learning.
In addition to our professional knowledge and conversation, key achievements and milestones are recorded via EAZMAG, our online recording system. We use our observations of the children to make formative assessments of their attainment and to inform future planning and build upon the children’s current knowledge. Our summative assessments look at children’s attainment in relation to age related expectations, created using markers from a combination of the Development Matters and Birth to Five Matters Frameworks. Our assessment is moderated both internally and with other external schools, including schools within our local cluster.
The impact of our curriculum can be measured by the way in which our children are inspired and excited about their learning. We work to ensure our children develop into confident and positive learners, who are excited by new challenges and not put off by difficulty. We endeavour to ensure that our children leave the EYFS ready to move with confidence into KS1 and their lifelong learning journey.
In addition to our professional knowledge and conversation, key achievements and milestones are recorded via EAZMAG, our online recording system. We use our observations of the children to make formative assessments of their attainment and to inform future planning and build upon the children’s current knowledge. Our summative assessments look at children’s attainment in relation to age related expectations, created using markers from a combination of the Development Matters and Birth to Five Matters Frameworks. Our assessment is moderated both internally and with other external schools, including schools within our local cluster.
The impact of our curriculum can be measured by the way in which our children are inspired and excited about their learning. We work to ensure our children develop into confident and positive learners, who are excited by new challenges and not put off by difficulty. We endeavour to ensure that our children leave the EYFS ready to move with confidence into KS1 and their lifelong learning journey.
|
|
|