What is the Early Years Foundation Stage Curriculum ?

EYFS Curriculum

The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS. 

We use the Age Bands in Development Matters to plan, teach, observe and assess our children in Reception, ensuring their progress and to prepare them for Year 1 and beyond (LIFE). We will share observations with you throughout the year which will link to the EYFS standards. 

For more information please see the following website: https://foundationyears.org.uk/eyfs-statutory-framework/#:~:text=The%20Early%20Years%20Foundation%20Stage%20(EYFS)%20sets%20standards%20for%20the,nurseries%20and%20school%20reception%20classes.

Our classroom, in doors and outdoors are planned for and organised to support children in the Prime and Specific areas of Learning...

Prime Areas of Learning:

  • Personal, Social and Emotional Development 
  • Communciation and Language 
  • Physical Development 

These three Prime Areas are vital for children's development and to ensure they are happy and engaging learners. 

Ways you can support your child at home:

  • Playing games or doing activities together which teach about sharing and taking turns.
  • Lots of talking, reading stories and singing songs and nursery rhymes together
  • Talking about feelings
  • Outdoor activities
  • Using scissors/knives/forks
  • Dressing and undressing- using zips too and fastening buttons 

Specific Areas:

  • Mathematical Development 
  • Literacy Development
  • Understanding the world
  • Expressive Arts and Designs

Ways you can support your child at home...

  • Counting forwards and backwards and recognising numbers to 20.
  • Looking at shapes in the environment and being able to name shapes.
  • Talking about family and the traditions you have.
  • Making up own songs and dances together.
  • Talking about stories you read together and predicting what might happen next. Talk about what happened in the story.
  • Supporting your child's imagination by making up stories especailly using props and objects/toys. 

For any more information or other ways you would like to support your child at home, please speak to a member of staff. smiley 

At The Roebuck School we actively promote British Values in these ways:

Democracy

  • Encouraging children to know their views count and their opinions are important, e.g. following the children’s interests for topics and activities.
  • Encouraging children to make decisions together, e.g. when sharing a group toy like a large train set.
  • Encouraging the children to see their role in the ‘bigger picture’, e.g. linking to part of a family, class, group, school, community, etc.
  • Encouraging children to value each other’s views and beliefs and to talk about their feelings.
  • Providing opportunities for the children to vote for activity choices, e.g. choosing a book for story time by a show of hands.
  • Encouraging children to complete activities that involve turn-taking, sharing, discussion and collaboration, e.g. model making, role play activities and using equipment.
  • Using group times and circle times to encourage children to take turns, listen to others and to value and respect the contributions made by others in the group.
  • Working together to create an environment where it is ‘safe’ to make mistakes, share thoughts and ideas and to explore different options, e.g. promoting forgiveness after an argument, opportunities to retry an activity and tolerance for different views.

 

The Rule of Law

  • Encouraging adults and children to work together to create group rules.
  • Discussing the need for rules and how they should be administered fairly, e.g. the need for rules to keep everyone safe and happy.
  • Teaching children to understand their own and others’ behaviour and feelings along with their consequences.
  • Working together to create an environment where actions are consistently followed through, e.g. adherence to class rules.
  • Encouraging and supporting children to learn how to distinguish right from wrong.
  • Encouraging children to take turns, share and compromise.

 

Individual Liberty

  • Encouraging children to develop a positive sense of themselves.
  • Providing opportunities for children to develop their self-esteem and confidence in their own abilities, e.g.by sharing achievements and successes and promoting independence.
  • Providing opportunities to take on risks, challenges and responsibilities and also encouraging children to explore and discuss their thoughts, feelings and ideas with others.
  • Encouraging children to try a range of different activities and to discuss and select their own preferences.
  • Providing opportunities for children to follow and develop their own interests and ideas.
  • Providing activities for all children to engage in and actively challenge gender-specific tasks and activities.
  • Encouraging children to reflect upon their similarities and differences and appreciate and respect that others may have different views.

 

Mutual respect and tolerance of different faiths and beliefs

  • Working as a group to create an environment that includes, values and promotes different faiths, cultures, views and races.
  • Providing opportunities for the children to make links with the wider community, e.g. inviting family members or speakers to visit the class and trips out to local places.
  • Encouraging children to learn about other faiths, cultures, traditions, families, communities and ways of life. We encourage the children to share their experiences with the group if they feel comfortable to do so.
  • Encouraging children to learn about the world around them, both locally and further afield, e.g. local trips, using books, stories, posters and videos to learn about places far away, cultural days, local events and activities, national celebrations.
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