Early Years Early Years Curriculum Handbook 2019-20 Nursery, Reception, Early Years 1 (EY1) and Early Years 2 (EY2)
Our Core Values, Mission and Aims
OUR CORE VALUES zz
We respect the needs and rights of each member of our community.
We show care, kindness and compassion to others.
We are supportive of each other.
We embrace diversity and celebrate individuality.
We are responsible and honest in our actions.
We promote a sense of personal identity and a global mindset.
OUR MISSION We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world.
OUR AIMS zz
To promote a culture of excellence in teaching and learning.
To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.
To encourage internationalism, providing students with the skills, dispositions, and knowledge to participate in an increasingly interconnected world.
To ensure a supportive, happy and secure environment for learning.
To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally.
To encourage the physical and emotional wellbeing of each individual.
To use innovative pedagogy and technology to enrich learning.
To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.
To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.
The DBIS Community - Revised in 2014 and 2017.
Welcome to our Early Years Phase at DBIS Early Years (DBIS EY) Discovery Bay International School, Early Years Philosophy We nurture children to develop as creative, resilient and independent lear ners. Our children are supported to take risks, think critically and explore through play. Positive relationships amongst all members of our Early Years community, support our holistic and inclusive approach to ensure the focus is placed upon the whole child. Children at DBIS Early Years are encouraged to become global citizens who demonstrate kindness, respect and responsibility for themselves, the community and the wider world (DBIS EY Teaching Team 2018). Discovery Bay International Schoolâ€™s Early Years (DBIS EY) phase of the school consists of Nursery, Reception (at the Early Years campus) and Early Years 1 (EY1) and Early Years 2 (EY2) (up at the main campus). We offer a curriculum and experience that starts in the Nursery at the early years campus and finishes at the end of EY2 at the main campus. This experience is underpinned by our child-centred, personalised learning approach that supports the development of the whole child. We derive much of our strength from the surrounding active community and establishing and maintaining supportive relationships is the key to the DBIS EY ethos. By working together we can ensure that all early years children continue to value and enjoy their time here, that they are sufficiently challenged Early Years Foundation and supported in their learning, and make Stage Motto excellent progress in a happy and caring environment. We pride ourselves on our child-directed, Reggio Emilia inspired environments which support opportunities for open-ended enquiry. After reading these pages you will gain a sense of how our war m and caring environment and its provision of stimulating play-based learning opportunities that inspire our students to be curious, ask questions and develop awe and wonder of the world. Kind regards Eleanor Loran Head of Early Years
We play, learn and grow together. (Devised by EYFS Student Council 2017)
Reggio Emilia DBIS Early Years (Nursery, Reception, EY1 and EY2) have adopted the overarching principles taken from a Reggio Emilia approach to early childhood education. The Reggio Emilia Approach derives its name from its place of origin, Reggio Emilia, a city located in Northern Italy. Shortly after the Second World War, the parents of this region collaborated with Loris Malaguzzi, a lifelong educator, innovator and creative philosopher to find a unique system of childcare education. The Reggio Emilia approach is based on the principles of respect, responsibility and community. There is an expression from the Reggio Emilia approach that ‘a child has a hundred languages’. This expression describes symbolically all the languages of learning. These languages of learning can be displayed through innovation, nature, construction, fantasy, art, music, dance, building, writing, talking, signing, science, body, and soul. The languages of learning are used to help children build knowledge, make connections and understand the world around them.
Guiding Principles Image of the Children The Reggio Emilia philosophy believes in the rights and opinions of each child. A child is a competent, capable and natural learner who has the desire for knowledge and life and is always ready for challenges.
The Role of the Teacher The teacher plays a critical role by being the child’s partner and recognizing many learning possibilities. In order to further the learning process, teachers listen, observe, inquire, document, work together and reflect upon the experiences of children.
Environment as a Third Teacher The spaces of the schools are both thoughtful and inviting. The Reggio Emilia Philosophy believes that the environment in which your child explores is the third teacher. Materials in the classroom inspire children to think outside the box and support their independent expression of thought.
Documentation Each moment of your child’s day is filled with meaningful experiences and thoughtful interactions. In order to understand children and the way they learn, teachers work diligently to document all aspects of the learning process. From online learning journals, child-specific observations and children’s artwork, all moments are considered pieces of the process and are made visible in the classroom for revisiting and reflection. Teachers and children alike are able to view their thinking and their learning process through documentation.
We pride ourselves on our child-directed, Reggio Emilia inspired environments and approach which promotes personalized learning experiences.
Early Years Curriculum at DBIS Here at the Early Years section of the school we plan play based opportunities which are guided by the EYFS curriculum from the UK and the Primary National Curriculum for England yet follow a tailored curriculum that meets the needs of our unique international community (DBIS EY curriculum). We complement this by our specialist teaching in Music, Library, Mandarin, PE and Learning Technologies. Our Forest and Beach Schools programs, alongside our Woodwork opportunities, help to provide authentic learning experiences for our children and compliment our DBIS EY curriculum across all seven areas of learning and development. The learning and development requirements of the DBIS EY curriculum are informed by the best available evidence on how children learn and reflect the broad range of skills, knowledge and understandings, children need as foundations for good future progress. We guide the development of children’s capabilities with a view to ensuring that children under our care complete the EY ready to benefit fully from the opportunities ahead of them. The DBIS EY curriculum learning and development requirements comprise of: zz
t h e s e v e n a re a s o f l e a r n i n g a n d d e v e l o p m e n t a n d t h e educational programmes (described below)
the early learning goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception year, EY1 and EY2 and their time here with us at the Early Years phase of DBIS.
the assessment requirements (when and how practitioners must assess children’s achievements, and when and how they should discuss children’s progress with parents and/or carers)
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are: zz
Communication and language
Personal, social and emotional development
We also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
Understanding the world
Expressive arts and design
Overarching Principles Four guiding principles shape our practice here at DBIS EY. These are: zz
every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
children learn to be strong and independent through positive relationships
children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers
children develop and learn in different ways (characteristics of effective teaching and learning) and at different rates. Our framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
In planning and guiding children’s activities, we reflect on the different ways that children learn and reflect these in our practice.
Three characteristics of effective teaching and learning are: zz
playing and exploring - children investigate and experience things, and ‘have a go’
active learning - children concentrate and keep on trying if they encounter difficulties and enjoy achievements
creating and thinking critically - children have and develop their own ideas, make links between ideas and develop strategies for doing things
Play-based Learning Play is the way in which children learn. They learn most effectively when they feel safe and are having fun. Children’s learning becomes really meaningful when they are free to enquire and learn at their own rate and in their own way. By providing for play, we ensure that our students have developed appropriate opportunities, resources and time for play. Prime areas of Learning Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through seven areas of learning and development. These are below in more detail: Communication and Language Through ongoing, varied and positive experiences, we give our students 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. We recognise that for many of our students English is a second or third language and we promote opportunities for them to develop a rich and varied vocabulary building on their knowledge of their home language.
Physical Development Young children need to be active and interactive and to develop their coordination, control and movement. We help our students to understand the importance of physical activity and to make healthy choices in relation to food. Twice a week, under the guidance of a specialist teacher, our students participate in physical activities while practising the rules of safety, cooperation and gross motor skills development. Throughout the day our students are engaged in activities that promote the development of fine motor skills. Personal, Social and Emotional Development To flourish in all aspects of learning, children need to develop a positive sense of themselves and others. They need to form positive relationships and have respect for others. Through the teaching of the 8 Personal Goals (Adaptability, Respect, Resilience, Communication, Co-operation, Morality, Thoughtfulness, Enquiry) we help the students develop their social skills, to learn how to manage their feelings, to understand appropriate behaviour in groups and to have confidence in their own abilities. These prime areas are those most essential for your childâ€™s healthy development and future learning. As children grow, the prime areas will help them to develop skills in four specific areas. These are: Literacy We provide students with access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest and to encourage a love of literature. Literacy development in the Early Years involves encouraging children to link letters and sounds and to begin to read and write. Our reading, writing and spelling programme, Ruth Miskin Read Write Inc (RWI), is a multifaceted approach to developing early literacy skills. Read Write Inc (RWI) RWI is a synthetic phonics programme that ensures reading, writing and spelling success. At the core of RWI is the vigorous teaching of synthetic phonics. Students learn the 44 common sounds in the English language and how to sound blend words over a short period of time, alongside letter formation and spelling. Importantly, they then read books with words that they can sound blend, so that they achieve early success in reading. The more sounds they learn the greater the range of texts they can read. RWI starts at the different points in the years dependent on the year group. Handwriting One of the basic skills for writing is learning letter formation. It is very important that a child holds the pencil in the correct way. The pencil should be held in the â€˜tripodâ€™ grip between thumb and first two fingers. If the hold starts incorrectly it is very difficult to get it right later on. Please do not force the issue of letters or numbers as these will develop when your child is ready. Practise booklets will come home with your child when the RWI programme begins.
Mathematics Early mathematical understanding is acquired through repeated experiences using hands on materials in enjoyable, meaningful contexts. We provide 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 measures.
Understanding the World Through our Discovery Units and concept based planning and by following our students interests we guide children to make sure of their physical world and their community. Children in the EY phase of the school learn by playing and exploring, being active, and through creative and critical thinking, which takes place both indoors and outside of the classroom. Expressive Arts and Design We enable our students 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, drama and daily opportunities for imaginative play. Discovery Units Enhancing our Early Years curriculum is our Discovery Units. Through these units our students learn the subject knowledge, skills and understanding they need to become aware of the world around them. Our units focus on ways of thinking, communicating, conceiving and realising ideas and information. Early Years teachers act as facilitators and assist children to develop the capacity to design, create and evaluate processes as a way of developing creativity and innovation. Different concepts underpin the planning and the concepts represent the big, abstract ideas. Our Discovery Units also enable our students to develop the personal skills they need in order to take an active part in their world throughout their lives. It helps our students develop an international mindset alongside their awareness of their own self and does each of these in ways that take into account up to date research into how children learn and how they can be encouraged to be lifelong learners.
EY: Nursery Discovery Units Unit 1 - Play Unit 2 - Sharing the planet Unit 3 - Storytelling Unit 4 - Celebrations (Ongoing)
EY: Reception Discovery Units Unit 1 - Communities (Play) Unit 2 - Storytelling Unit 3 - Changes and Transition Unit 4 - Celebrations (Ongoing)
EY1: Discovery Units Introductory Unit: Learning to Learn Term 1 (3 weeks) Unit 1 - Our World Unit 2 - The Show Unit 3 - Letâ€™s Build Structures Unit 4 - Happy Humans - How are you Feeling?
EY2: Discovery Units Introductory Unit: Learning to Learn Term 1 (4 weeks) Unit 1 - Times are Changing Unit 2 - Live and Let Live Unit 3 - Letâ€™s Celebrate
The role of Outdoor Provision For young children’s wellbeing and development, the outdoor environment is as valued and important as the indoor environment. When given the choice, the outdoors is where most children want to be and playing outdoors is what they most want. The outdoors is different to indoors and these differences are what make it special and important. We ensure that our students have access to a high quality outdoor environment and the climate here in Hong Kong provides a wonderfully rich and dynamic environment for exploration, play and discussion. Forest Schools and Beach Schools Discovery Bay International School has become the first school in Hong Kong to take on the principles of the Forest Schools and Beach Schools programmes running at the school’s Early Years Campus and Main campus. These sessions take place every week giving our children a unique opportunity to investigate the natural world, work as a team, construct and build and begin to develop an awareness of our impact on the environment. Both these programmes enhance authentic learning opportunities for our children and are perfectly aligned to our DBIS EY Curriculum. Our varied, rich, stretching and emotionally secure outdoor provision and Forest and Beach School Programs, alongside Woodwork opportunities, help our students to: zz
develop a positive sense of themselves and others, getting to know themselves and what they can do and building a positive disposition to learn
develop the confidence to use their communication, language and emerging literacy skills for a range of situations and purposes
explore, enjoy, learn, practise and talk about mathematical ideas in a broad range of contexts
work at making sense of their world, encountering and exploring creatures, people, plants, tools and materials in natural and real life situations
be active and interactive, developing sensory integration, movement, coordination, control and manipulation
nurture their creative curiosity, exploration and play, using the full range of experiences to explore and share creative thoughts, ideas and feelings
Woodwork Woodwork is part of our child-initiated provision. Having trained how to use the woodwork tools and equipment safely, the students are able to explore in the woodwork area. They are encouraged to engage in the design process and implement their ideas using wood alongside a range of loose parts and other recyclable materials.
Challenge at DBIS
DBIS follows Professor Françoys Gagné’s definition of Challenge - as the possession of natural abilities or aptitudes at levels significantly beyond what might be expected for one’s age, in any domain of human ability. Provision for Challenge students is a school wide responsibility.
All staff are responsible for differentiating the curriculum for Challenge students and will monitor their progress. Teachers will review and monitor the progress made by students in their subject area and the efficacy of resources and other curriculum material.
At DBIS EY we support your child by making sure that the learning opportunities are suited to your child’s unique needs, yet are flexible enough to be able follow your child’s interests.
Electronic Learning Journey Recording and Reporting Achievement Throughout your child’s time in the Early Years we will record learning outcomes in an Electronic Learning Journey (Seesaw) to celebrate his or her experiences. Over time it will tell a story about your child and their learning, their friends and the activities they enjoyed sharing with others. Teachers carefully observe each child at play, as it helps us to understand and support their individual wellbeing and development. We really get to know our students as unique people with special skills, interests and ideas. The more we understand about your child, the better we can specifically support him or her. Though it is online, it belongs to you and your child.
The Electronic Learning Journey profile may include: zz
Photographs and Videos - these capture moments and sequences of your child’s activity, their interests and explorations. We will write down exactly what your child says about the photographs, so we know your child’s point of view. This is also an accurate record of language development.
Observations - these are quick notes of significant moments we notice in your child’s learning. Please note that these are spontaneous observations and may be pictures of notes, or erasable markings.
Your child’s creations - these could be photos of models, photos of their role-play, marks they have made, artwork - with an observation to explain what your child did or said.
Learning story episodes - these special detailed observations give snapshots of learning that our students have initiated themselves, and teachers go on to think about the learning and how to respond specifically to the child’s way of thinking and doing things.
Assessment in the Early Years Sharing your child’s learning - Early Years Phase: 3 Parent Teacher Conferences (PTCs) throughout the year - August, Dec, March - Nursery:
long report (end of term 3)
- Reception: long report & EYFS Profile (End of term 3) - EY1:
2 x long report (dec & June) plus EY1 Profile
2 x short reports (Nov, March), 1 long report
Early Years Foundation Stage (EYFS) Profile At the end of each childâ€™s time here at the DBIS Nursery and Reception, a summary of their development and achievement in response to the Early Learning Goals (ELGs) as defined in the EY Curriculum is produced in the format of an EYFS Profile. This supports their transition into a EY1 and EY2 at the main campus. The EYFS Profile is broken down into seven areas of learning and development which are then broken down further into 17 specific aspects of learning: zz
Communication and Language (Listening and Attention, Understanding and Speaking).
Physical Development (Moving and Handling and Health and SelfCare).
Personal, Social and Emotional Development (Self-Confidence and Self-Awareness, Making Relationships and Managing Feelings and Behaviours).
Literacy Development (Reading and Writing).
Mathematical Development (Numbers and Shape, Space and Measures).
Understanding the World (People and Communities, The World and Technology).
Expressive Arts and Design (Exploring and Using Media and Materials and Being Imaginative).
In the EYFS Profile your child will be given an attainment level for each of the 17 aspects of learning. Assessments take place throughout the year through teacher observation of childrenâ€™s learning and development as they take part in everyday adult-led and childinitiated activities and planned observations. Each child has been assessed as either emerging, expected or exceeding against each aspect of developmental learning. To be awarded at the expected level, the class teacher will have observed them consistently achieving it independently on at least 6 occasions. The judgement of emerging simply means they are working within the level but have not consistently demonstrated their ability to achieve it whilst at school. If your child is exceeding it may mean they have been provided with extension activities to challenge their current level of understanding beyond the expected level at the end of Reception.
Example of an EYFS Profile Student outcomes by the end of the EYFS Areas of Learning ELG Aspect Emerging Expected Exceeding Communication and Language ELG 1 Listening and attention Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they give their attention to what others say 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. ELG 2 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. ELG 3 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.
Physical Development ELG 4 Moving and handling Children show good control and coordination 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. ELG 5 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. ELG 6 Self-confidence and self-awareness Children are confident to try new activities, and to 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 do not need help.
Personal, Social, Emotional Development ELG 7 Managing feelings and behaviour and Emotional Development Children talk about how they and others show feelings, talk about their own and othersâ€™ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride. ELG 8 Making relationships Children play cooperatively, taking turns with others. They take account of one anotherâ€™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.
Literacy Development ELG9 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 an understanding when talking with others about what they have read. ELG 10 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 sentences which can be read by themselves and others. Some words are spelt correctly and others phonetically plausible.
Mathematics ELG 11 Numbers Children count reliably with numbers from one 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. ELG 12 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 ELG 13 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 do not 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. ELG 14 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. ELG 15 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 ELG 16 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. ELG 17 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.
EY1 Profile At the end of each childâ€™s time in EY1, a summary of their development and achievement in response to the EY1 Goals as defined in the DBIS Early Years Curriculum is produced in the format of an EY1 Profile. This supports their transition into EY2. The EY1 Profile is organised into 6 Goals of learning and development: zz
Personal, Social and Emotional Development
Understanding the World (Science)
In the EY1 Profile your child will be given an attainment level for each of the 6 goals of learning and development. Assessments take place throughout the year through teacher observation of childrenâ€™s learning and development as they take part in everyday adult-led and childinitiated activities and planned observations. Each child has been assessed as either emerging, expected or exceeding against each aspect of developmental learning. To be awarded at the expected level, the class teacher will have observed
them consistently achieving it independently on at least 3 occasions. The judgement of emerging simply means they are working within the level but have not consistently demonstrated their ability to achieve it whilst at school. If your child is exceeding it may mean they have been provided with extension activities to challenge their current level of understanding beyond the expected level at the end of EY1. EY1. GOAL 1: Personal Social and Emotional Development Children recognise, communicate and manage their own feelings and those towards others. They respect other people’s views and opinions and develop positive relationships with their peers. Children can identify the different relationships they have and talk about the importance of these. Children are able to identify the difference between expected and unexpected behaviour choices. Children know the names for different parts of the body and can identify similarities and differences based on gender. EY1. GOAL 2: Reading Children read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes. They can read accurately some words of two or more syllables that contain the same grapheme-phoneme correspondences (GPCs). Children can read many common exception words. They can read aloud many words quickly and accurately without overt sounding and blending. Children sound out many unfamiliar words accurately. In a familiar book that is read to them, children can answer questions in discussion with the teacher and make simple inferences. EY1. GOAL 3: Writing Children can write sentences that are sequenced to form a short narrative (real or fictional). They can demarcate some sentences with capital letters and full stops. Children can segment spoken words into phonemes and represent these by graphemes, spelling some words correctly and making phonetically-plausible attempts at others. They can spell some common exception words. Children form lower-case letters in the correct direction, starting and finishing in the right place. They can form lower-case letters of the correct size relative to one another in some of their writing whilst using spacing between words. EY1. GOAL 4: Mathematics
Children can read and write numbers in numerals up to 100. They can partition a two-digit number into tens and ones to demonstrate an understanding of place value, though they may use structured resources to support them. Children can add and subtract twodigit numbers and ones, and two-digit numbers and tens, where no regrouping is required, explaining their method verbally, in pictures or using apparatus (e.g. 23 + 5; 46 + 20; 16 – 5; 88 – 30). They can recall at least four of the six number bonds for 10 and reason about associated facts (e.g. 6 + 4 = 10 , therefore 4 + 6 = 10 and 10 – 6 = 4). Children can count in twos, fives and tens from 0 and use this to solve problems. They know the value of different coins.
Children can name some common 2-D and 3D shapes from a group of shapes or from pictures of the shapes and describe some of their properties (e.g. triangles, rectangles, squares, circles, cuboids, cubes, pyramids and spheres). EY1. GOAL 5: Understanding the World - Science
Working Scientifically Children can ask their own questions about what they notice. They can use different types of scientific enquiry to gather and record data, using simple equipment where appropriate, to answer questions: - observing changes over time - noticing patterns - grouping and classifying things - carrying out simple comparative tests - finding things out using secondary sources of information Children can communicate their ideas, what they do and what they find out in a variety of ways.
Content Children can name and locate parts of the human body, including those related to the senses. They can describe and compare the observable features of animals from a range of groups and group animals according to what they eat. Children can describe seasonal changes. They can distinguish objects from materials, describe their properties, identify and group everyday materials. EY1. GOAL 6: Mandarin
Native Speakers Children can retell the learnt stories of Chicken Licken and The Cat and The Moon with the support of some visual aids. They can apply the learnt language in classroom communication and other situations. Children can read and write the key characters and short phrases based on the learnt stories.
Non-native Speakers Children can understand common classroom instructions, numbers 1-10 and simple questions to elicit basic information. They can act out a part in a Chinese play increasingly without supporting gestures, ask simple questions to elicit basic information and use a range of action verbs in a classroom context. Children can recognise the characters for numbers 1-10 and common radicals that appear in the play. They can write numbers 1-10 and common radicals with increasing independence.
Early Years Leadership Team
Stuart Bridge Head of School
Ben Loran Deputy Head of School
Eleanor Loran Head of Early Years
Nicola Hill Assistant Head of Early Years and Reception Year Group Leader
Angharad Cook Early Years 1 Year Group Leader (EY1 YGL)
Emily Sharman Early Years 2 Year Group Leader (EY2 YGL)
Hannah Cole Deputy Head of Early Years
Ruth Brislen Nursery Year Group Leader
Angel Tang Administration Officer Early Years