The three “Prime” areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving.
- 'Communication and language' (Listening and Attention and Speaking)
- 'Personal, Social and Emotional development' (Managing Self, Self Regulation and Building Relationships)
- 'Physical development' (Fine Motor and Gross Motor)
We also support children in four specific areas, through which the three prime areas are strengthened and applied.
- 'Literacy' (Comprehension, Word Reading and Writing)
- 'Mathematics' (Number and numerical pattern)
- 'Understanding the World' (Past and Present, People, culture and communities and the Natural World)
- 'Expressive Arts and Design' (Creating with Materials and Being imaginative and Creative)
All of the above areas of learning are connected together. Woven through these are "The characteristics of effective teaching and learning" . These characteristics develop as children learn to do new things, acquire new skills, develop socially and emotionally, and become better communicators. The three characteristics of effective teaching and learning are:
- 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
The EYFS curriculum has been developed to be consistent with the educational programmes set out in the EYFS and has links to the HCAT KS1 curriculum. Yearly overview plans are utilised effectively to map out skills to be delivered and taught across the year through pupil led learning. The curriculum is reviewed regularly to ensure that children receive a curriculum which is effective in preparing children for the next phase in their learning.
A comprehensive mathematics and literacy curriculum is taught through focussed carpet inputs and then embedded through the wider curriculum and through positive interactions in child initiated play using Objective Lead Planning. Childrens objectives are carefully planned and matched to the developmental age of pupils and based on firm assessment and understanding of pupils’ prior knowledge and gaps in learning or next steps.
Synthetic phonics has been proven to be the most effective approach to developing early reading proficiency and at Worsborough Common we believe this is the best way to introduce children to the joy of reading.
Daily phonics sessions are introduced in FS1, with a focus on listening games and distinguishing between sounds. We understand that these skills are vital and should continue to be developed throughout KS1 and KS2. This skill develops children’s abilities to listen to, make, explore and talk about sounds.
In FS2 children cover Phase 2, 3 and 4 phonics. At the end of their time in foundation stage children should be able to read and understand simple sentences which include the sounds they have been taught.
Our reading book system is matched to the phonic development of the children and so children can use their phonic skills to practise reading.
Year 1 teachers are given a copy of the Profile report and a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective teaching and learning. These help inform a dialogue between reception and year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in year 1.
Created with an image by joduma - "sun children drawing image"