EYFS
Cu r r i c u l u mOu t l i ne 2 0 1 9 2 0
Our Learning Wheel explained Our learners Our schools are small enough to ensure that each learner is known. By placing our learners at the centre of our approach, we create an education that allows individuality to flourish.
Developing character Fostering a secure bedrock of self-esteem and a sure moral compass is essential preparation for a future in a complex world.
Learning segments We group our subjects together into six curriculum areas. We teach subjects in an
integrated way, because the future belongs to those who can think way beyond narrow subject boundaries.
Learning to think Education is not just about imparting knowledge. It’s about teaching young people how to think for themselves: critically, creatively and collaboratively.
Outer circle We prepare young people to blaze a trail in whatever field they choose. They leave us equipped with a breadth of skills, ready to become responsible global citizen
Key workers Busy Bees - Mrs Guerrero and Miss Shriever Kindergarten - Miss Aislabie, Mrs Cummins, Mrs Robinson Hughes Reception - Mrs Andrews, Miss Brownbridge, Mr Hannaway and Miss Wynne Powell
Subject specialists Language and Communication Mrs Foreman and M rs Fernández Smart (Spanish), Ms Prowse (French) Physical Development: Physical Education and Well-being - B ig Gym and Little Gym Mr Evans, Mr Godfrey, Miss Grayson and Mrs Parkin Understanding The World: Scientific Understanding at Forest School Mr Hannaway, Mrs Solive (Forest School Leaders) Expressive Arts and Design: Creative and Performing Arts Miss Wynne Powell (Creative and Design Engineering), Ms Hyland and Miss Mullaly (Music)
Communication and Language Literacy Key Topics
This term, pupils in Kindergarten and Reception continue to work towards a solid foundation for reading and writing through developing their phonic knowledge with the Read, Write Inc. programme. In Busy Bees, pupils are developing an awareness of sounds and rhythms. The focus will be on singing songs and action rhymes to build up a wide repertoire. We will include multi-sensory experiences such as action songs in which children add claps, knee pats and foot stamps or move in a particular way. We will add body percussion sounds to nursery rhymes, performing the sounds in time to the beat. In Kindergarten a new sound will continue to be introduced weekly, alongside pupils being encouraged to develop confidence and reinforce sounds already introduced. Pupils will become familiar with pictures which correspond to each of the Set 1 sounds (alphabet sounds) and the handwriting phrases. Some pupils will begin to blend simple CVC words, using the familiar letter sounds. In addition, pupils will be provided with a wide range of early writing opportunities based on our thematic learning topics story stimulus ‘The Treasure Hunt’ (Percy the Park Keeper). They will continue to explore different types of writing, for example, writing their own ‘clues’ for treasure hunts and exploring the concept of clues and how they work. In Reception, pupils learn to read and write through Read, Write Inc. daily lessons and groupings are carefully matched to individual phonic knowledge and understanding. Some pupils will consolidate their Set 1 sound knowledge, regularly reviewing the ‘special friends’ (th, ch, sh, nk, ng), practise blending independently and reading speedy Green Words; some pupils will start to learn and review Set 2 sounds (ay, ee, igh, oo, ar, ow, air, ir, or, ou, oy), develop their speedy reading speedy reading and recognise Red Words e.g. the, my, put. Remember “You can’t Fred a Red!”. Some pupils will continue to reinforce set 1 and set 2 sounds and the letter names. They will work on more complex books including fiction and non-fiction titles which provide an opportunity to practise the new sounds they have learned. They will work on a range of writing tasks related to these books. Please continue to listen to your child read daily at home and to read stories to them as often as possible. In addition to daily Read, Write Inc. lessons, pupils in Reception will have many opportunities to use language and to write for a variety of purposes. Learning opportunities will be stimulated by the thematic learning topic ‘Hidden Treasures’ and linked to the story of the ‘The Treasure Hunt’ by Nick Butterworth. They will be encouraged to write simple sentences, which can be read by themselves and others, to make Non- fiction (Pic Collage) fact pages about their own family. They will read and write treasure hunt clues for our treasure hunt at
Bridge End. They will write instructions for planting garden treasures and finding pirate treasure. Writing will be encouraged in all play activities. Children are encouraged to use talk to sequence and clarify thinking, ideas, feelings and events. They will have opportunities to share their experiences and their ‘treasured moments’. We will explore what ‘treasure’ means (valuable, precious) and that treasure can be things, people, places or events. We will think about our families and encourage small group discussion and retelling. Children are encouraged to listen attentively with sustained concentration and to follow a story without pictures or props. French The primary focus for French lessons is on listening and speaking. In Kindergarten, p upils will consolidate counting to 10 and extending this up to 20. Pupils will work on basic fruits and drinks in preparation for the summer holidays. Pupils will have the opportunity to respond to classroom language and basic instructions and explore their learning through songs, rhymes, picture slides and stories. In Reception, p upils continue to learn through songs, quizzes, rhymes and games. They will practise counting to 20 and look at the next set of numbers beyond this. Pupils will look at foods in La Chenille qui fait des Trous story and learn how to ask for key ice cream flavours and drinks. We will look at different types of summer flowers revising colours. We will continue to explore l earning through songs, rhymes, picture slides and stories. Spanish Pupils will start the term with a Spanish tongue twister and aim to pronounce the vowels accurately and consistently. They will practise answering questions about themselves and recognising the corresponding questions, with links to the thematic learning topics. They will encounter a range of stories, songs and rhymes to help them to consolidate key vocabulary and to introduce them to everyday classroom language. Pupils can use the Elementary section of Linguascope if they wish to practise vocabulary at home. In Kindergarten, pupils will respond to vocabulary either by repeating or with actions and in Reception pupils will continue to respond with words from memory.
Physical Education and Well-being Key Topics Busy Bees and Kindergarten: Pupils will be encouraged to further develop their self help skills, for example, dressing and undressing independently, putting on own coat, zips/buttons etc. For the younger children there will be a focus on being independent in their toileting skills, being able to do this as part of their daily routine. Healthy eating will continue to be a focus for this term, with the children looking at how healthy food is produced/ grown and why particular foods are good for us. The children will also continue to be encouraged to risk assess their immediate environment using visual prompts as reminders. Pupils will continue to develop fine and gross motor skills through a very wide range of activities, including mark making activities, freely exploring malleable materials and weekly Forest School sessions, to name a few. We will support some children in strengthening their hands and grip when using mark making tools, as well as developing their pincer grip. The ‘Nip, Grip, Flip’ method of picking up and holding a pencil is encouraged for all pupils to develop a good pincer grip when writing. Reception: Children will be encouraged to be completely independent for example when changing into PE kits and for Forest School, and use their initiative and to know daily routines. Fine motor skills are developed through handling equipment and tools effectively, including pencils for writing. Children will practise correct letter formation using the handwriting phrases, working towards writing on a line, producing letters of good size and orientation. We will continue to focus on the importance of good health - physical exercise, and a healthy diet - and talk about ways to keep healthy and safe. In Little Gym, development of agility, balance and coordination will be a key focus. Pupils will learn techniques of key motor skills including throwing and catching, and a focus on consistency in performance will be central to lessons. Big Gym lessons will enable pupils to demonstrate control and confidence in their actions both on and off apparatus. Balance and methods of travelling will be integral to every lesson whilst children will look to find ways to incorporate themes into their actions. Parents can help their child by encouraging them to stay active outside of school. Joining a local swimming club is strongly advised to develop confidence in the water whilst any local sports clubs will help to improve physical, mental and social skills. Continuous provision activities which promote the development of physical skills include: ● Loose parts play - Lifting, carrying, placing, turning, balancing, risk assessment, safe storage/use, pushing, pulling, problem solving, teamwork ● Manipulative materials (playdough, clay) - Pinching, rolling, cutting, squashing, mark making, finger strength ● Fixed Park/playground equipment - Climbing, sliding, problem solving, balancing, swinging, hanging, rotating, leaping, hopping, jumping and landing ● Block play - Fine motor, balance, strategy
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Painting, drawing - Pencil grip, large arm movements, small arm movements, developing finger strength Sensory play - Pouring, tipping, arc movements encouraging shoulder movement, crossing the midline, cutting, stirring, whisking, digging, patting Music/Dance - Moving in response to music, following a sequence, twirling, spinning, crossing midline, swaying Gardening/ digging area - Digging, carrying, banging, one-handed tools, using tools safely, pulling Woodwork Bench - Sawing, hammering, precision, safety measures, turning, crossing midline, fine motor
Personal, Social, Emotional Development Key Topics In Busy Bees and Kindergarten, children will be encouraged to work together to solve the clues based on treasure hunts, as well as create treasure hunts for one another to follow. We will continue to also encourage collaboration between the children through activities such as parachute games, ring games, large floor puzzles, board games and building constructions.They will continue to develop their independence when changing for PE, being responsible for their own suncare and choosing and finding own resources. They will have opportunities to talk about emotions such as sadness, happiness, feeling cross, lonely, scared or worried and learn that all feelings are acceptable but not all behaviours are. There will be a real focus on ‘carpet time’ behaviour and supporting children in listening to one another and responding to the silent stop as followed in the rest of the school. Celebrating learning will be introduced after independent learning time when children will be able to share what they have done/learnt and think about what they would do next time. Key workers will model and involve children in finding solutions to problems and conflicts. Role play scenarios will be led by children’s ideas and interests. In Reception, c hildren will continue to work in a range of groups e.g. pairs, small group as well as whole class. They will be encouraged to work with/collaborate with a broad circle of friends not just their particular friends. Independence will be constantly reinforced throughout the school day. Each week, the Reception classes will take part in a class circle time and focus on any PSE issues which have arisen during the week e.g. friendship, turn-taking and sharing, resolving conflicts. In PSHEE this term we focus on the importance of good health and things that contribute to this. Understanding what being healthy means will also link to e- safety: is it healthy to spend all day on a device? We will think about everyday items eg toothpaste, washing up liquid, calpol, bleach and storage places for these items as well as how things get in a person’s body and who can give us medicine. Teaching includes promotion of British Values, Prevent and Mental Health.
Mathematical Understanding Key Topics The focus for Mathematics is split into two Early Learning Goals: Number and Shape, Space and Measure. These are both stimulated by the thematic learning topics - ‘Hidden Treasures’ and ‘Off We go’. In Kindergarten, pupils will focus on really consolidating their numbers 1-10, both recognising them as well as knowing that numbers represent a number of items/objects. They will also continue to work on number recognition and number problems, with some of the children attempting basic addition and subtraction involving numbers below 10, including seeing the mathematical symbols such as ‘+’ and ‘-‘. We will ensure that numbers are used in the treasure hunt clues for the children to follow. Pupils will focus on calculating lengths and amounts, explore simple bar graphs and record data. There will be a real focus on shapes including the difference between 2D and 3D shapes. In Reception, learning opportunities will be based on the story of the ‘The Treasure Hunt’, which is from The Percy’s Park collection. This will enable continuous and informal learning to occur around a common theme. As a result children will be exposed to key mathematical concepts and skills in contexts which are relatable to them, providing a purpose and increased motivation along with active participation. Number: 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 t wo single-digit numbers and count on or back to find the answer. Shape, Space and Measure: 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. Some pupils may need to consolidate their understanding of mathematical concepts; some will be challenged further through activity extensions in estimating, sharing and also counting in 2s, 5s and 10s
Understanding The World Key Topics In Kindergarten, children will have opportunities to develop their understanding of: ● ● ● ● ● ● ● ● ● ● ● ● ● ●
Forces – Pushes and pulls: making seesaws, catapults Pulleys going up and down and along Objects that float and sink – using appropriate language; making predictions Explore different materials and their properties Electricity – how to stay safe at home, what things need electricity to work, make a bulb light Exploring how sounds change – in water, close by, far away. Identifying common sounds ipads - for the children to be really secure in turning on the iPads and using the cameras independently Life cycles - to begin to explore the life cycles of butterflies, frogs etc. What do they need to grow? Growing vegetables - for the children to grow some simple vegetables to learn where their food comes from Observe and comment on hot and cold air experiments Explore the features at the local zoo - which animal families belong together? Coding – know how to sequence events or pictures; Beebots/Bluebots; 2 step instructions, (forwards/backwards) Weekly Forest School Transition preparation for Reception classes
In Reception, children will have opportunities to develop their understanding of: ● ● ● ● ● ● ● ● ● ● ●
Experimenting with different materials to see which are waterproof – making an object to suit a purpose Making boats that will float on water. Who can make a boat that will take the most weight before it sinks? Lifecycles – butterflies, frogs, etc and discuss birth, growth, decay and death Sikhism experience day to take place at Madingley in the second half term (more details to follow) Gardening – Pupils will prepare soil for planting and plan what/where to grow. Grow plants/vegetables. Recording and measuring growth Comparing and contrasting two places. Looking at countries around the world Human impact – recycling, rubbish, electricity wastage Minibeasts and habitats - Pond Dipping Kitchen Science – bicarb and vinegar, coke and mentos, making slime Changing states – irreversible changes. Discuss and making predictions
Digital Learning In Kindergarten, pupils will develop their awareness of matching technology to its purpose. Eg. Pedestrian crossing to traffic lights, Google – searching for info, using a photocopier etc; They will use Bee Bot, Blue Bot and Daisy Dinosaur to explore simple coding adventure games with various challenge levels and make predictions, thinking about what will happen next. The children should become independent in turning on the iPads, inputting their password and accessing the camera to take their own photographs. In Reception, p upils will continue to develop their awareness of selecting the correct app for specific purposes, including Puppet pals, Google, GarageBand, QR code, PicCollage and using the ipad camera to enhance learning. They will develop their coding skills: knowing how to order by anticipating what is going to happen, putting symbols in an order to represent what is going to happen and correcting sequences that are in the wrong order.
Expressive Arts and Design including Plan, Learn, Do, Review Key Topics In Kindergarten, children will continue to develop their creative skills through using a range of media independently including paint, powder paint, dobbers, felt tips pens, pencils and chalk, to name a few. They will be encouraged to use these independently, judging for themselves how much they require for their artwork. Children will also be experimenting with mixing colours to make new colours, including ‘paler’ and ‘darker’ shades of colour. There will also be a focus on large scale artwork either outside or in the tuff trays to encourage collaboration and sharing of ideas. The children’s imaginative play will continue to be supported both through small world and the home corner, specifically, however it will also run through everything they do. The children will be encouraged to develop their games together, listen to one another’s ideas and to act out/ recreate experiences from their own lives, as well as scenes they might have seen in books or on television. In Reception, pupils will build on their collaborative play with large scale loose parts, imagining new inventions and creating different backdrops to their role play. They will bring colour mixing skills into action as they recreate larger scale paintings and have a go at copying work from famous artists. Opportunities will be given for free sewing that introduce skills needed for some coded weaving and reconstructing simple mathematical nets ready for our Bridge End Garden exhibition, combining the elements of maths and art, for Full Steam Ahead. Children will experiment with watercolour, polyprint and printing inks as they draw nature from observation, just like Da Vinci. Photography practice will come into play as we discover photo collage, drawing on images to add detail and intrigue.
Plan Learn Do Review will incorporate woodworking skills in designing and creating an invention. This will build on their making skills so far and add material experiments to their toolkit. Continuous provision activities which promote the development of expressive art and design skills include: Loose parts play - Using inanimate objects to represent items Transient art - symmetry, patterns, form, detail, colour Small world play - Introducing a storyline into play, making up stories around toys, using outside props/junk model creations to enhance play Block play - Making structures, spacial awareness, balance, continuity, permanence, symmetry, length, measurement Puppet shows - Taking on a character, developing a storyline, imaginative play Role play - changing voice, developing story line, maintaining storyline, collaborative play, organising roles Sensory play - Pouring, mixing, whisking, cutting, slicing, measuring, moulding, using pipettes and syringes, sieves, dustpan and brush, funnels, shaking, mark making, colour mixing, blowing Making dens/enclosures - Collaborative play, listening to instructions Music - Experimenting with sound, making up simple compositions, experimenting with a range of percussion instruments, listening to music, experience basic musical concepts through mark making. Identify well known songs through melody Dance - Twirling, spinning, leaping, jumping, crouching, moving in time to beat, moving sideways, forwards, backwards, directional language. Following sequence of moves.
Music In Kindergarten, pupils will use classroom instruments to tell stories following signals to stop and start. We will continue to sing simple songs and grow in confidence using our singing voices. In the second half of the term we will start to tap simple rhythms using the lyrics of familiar songs as a starting point. In Reception, p upils will start to identify the difference between the rhythm and the pulse. We will sing simple songs while showing the pulse or the rhythm on percussion instruments. We will tell stories using music taking ideas from the children. They will perform on instruments together in class following visual instructions and controlling the sound.