EYFS
(Reception)
The Early Years Foundation Stage
The Early Years foundation Stage (EYFS) begins from birth and ends at the end of the Reception year. Whilst your child is in the Early Years Foundation Stage, they will experience activities which will help them progress in their development and learning. The Early Learning Goals establish expectations for most children to reach by the end of the Reception year. These goals are organised into seven areas of learning and provide the basis for planning and assessment throughout the EYFS. The seven curriculum areas of learning are made up of three prime areas and four specific areas.
Three Prime Areas:
- Personal, Social and Emotional Development (Self Regulation, Managing Self, Building Relationships),
- Physical Development (Gross Motor Skills, Fine Motor Skills),
- Communication and Language (Listening, Attention and Understanding, Speaking)
Four Specific Areas:
- Literacy (Word Reading, Comprehension, Writing),
- Mathematics (Number, Numerical Patterns),
- Understanding of the World (People, Culture and Communities, The Natural World, Past and Present)
- Expressive Arts and Design (Creating with Materials, Being Imaginative and Expressive)
New Curriculum 2021
The New EYFS Framework became statutory in September 2021. We follow the statutory framework alongside guidance such as 'Development Matters' to plan learning and experiences for our children. This also feeds into our own curriculum.
We value the Characteristics of Effective Learning and these form the core of our Early Years curriculum and feed into our whole school REAL Curriculum Concepts.
Characteristics of Effective Learning
Playing and Exploring
Children investigate and experience things and have a go. We offer our children an experience that will foster a love of learning within a safe and stimulating environment. We build positive and secure relationships which allow our children to flourish.
Active Learning
Children concentrate and keep on trying if they encounter difficulties, and enjoy achievements. We have both an indoor and an outdoor environment which are carefully resourced to support our children to become independent learners. Children are supported to be resilient: to keep on trying and achieve what they set out to do. We follow the children’s interests in our provision which develops high levels of engagement and motivation to learn.
Creating and Thinking Critically
Children have and develop their own ideas, make links between ideas, and develop strategies for doing things. As children engage in a broad range of activities, they begin to actively think about the meaning of what they are doing. Children will begin to generate new ideas, make links between experiences and learning and become problem solvers.
HCCPS Year Reception Curriculum
HCCPS REAL Curriculum Concepts
What to Expect When
This is a really excellent document that helps practitioners and parents/carers identify next steps for their children. Click on the link below to see the full document:
100 things to do before you are 6!
We love these ideas created by Shonette Bason-Wood (www.spreadthehappiness.co.uk). These are really fun, practical ideas and we are certainly committed to achieving as many as we can in school - how many can you do at home?
Tweet us any pictures of you and your child having a go! @HuttonCran
