The Early Years Foundation Stage – Duckling Class
In Reception at Bramber, we deliver a curriculum based on the ‘Early Years Foundation Stage’ framework which is detailed below. The framework is a means of reaching high standards of early education and care, to ensure each child is fully supported through their time in Reception. The curriculum is designed to not only support the children’s learning, but also to nurture their personal, social and emotional wellbeing. It encourages a positive attitude towards learning where playing takes a key role; a concept which is integral to our practice here at Bramber. Our classroom topics often remain flexible throughout the school year to allow space for regular times of child-led learning, helping children to pursue their current interests and curiosities. The teachers are committed to giving the children full access to the different facilities, both inside and outside.
Assessment in Reception is carried out in line with the ‘Early Years Foundation Stage’ framework. The teachers create each child individual learning journals through regular observation, which evidences the child’s progress through the Foundation Stage. Parents/Carers are invited at the end of each term to look through the journals with their child and add their own comments. In addition to this, each child has their time as the ‘focus child’ once a term. During this week, the staff will observe them during their play to learn more about their interests and how they are progressing, and from this will create a learning journey sheet. Parents/Carers are then invited to come in and discuss this learning journey, with the chance to take a copy home.
The Early Learning Goals:
The information below is taken from the Department for Education Document 'Statutory framework for the early years foundation stage'. It details the end of year expectations for Reception children for each of the different areas of learning.
The Prime Areas
Communication and Language
Listening and Attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Moving and Handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and Self-Care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, Social and Emotional Development
Self-Confidence and Self-Awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing Feelings and Behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making Relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
The Specific Areas
Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, Space and Measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the World
People and Communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The World: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive Arts and Design
Exploring and Using Media and Materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being Imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.