Junior School Curriculum
Early Years Foundation Stage – Reception Class
At Churcher’s College Junior School we have agreed to follow a programme of learning in accordance with the aims and principles of the Early Years Foundation Stage as detailed in the Statutory Framework document (2008.)
Aims and Principles
We consider the following aims and principles of early years education fundamental to the successful delivery of a fully integrated and varied programme of learning.
- Young children are active learners who use all their senses to build concepts and ideas from their experiences.
- A stimulating environment enhances young children’s learning.
- It
is important to focus on what children can do, as opposed to what they
cannot do, as a starting point in teaching and learning.
- The relationships that children make with other children and with adults are of central importance to their development.
- Early childhood is the foundation on which children build the rest of their lives.
- Children
develop at different rates, and in different ways: emotionally,
intellectually, morally, socially, physically and spiritually. It is
important to recognise that each of these aspects are interrelated.
- Children learn most effectively through their own action rather than from instruction. In particular, they learn about their world through play.
- All children have abilities that can, and should be identified and promoted.
- Children who are encouraged to make choices for themselves are more likely to act independently.
- Children need time and space to develop and produce work of quality and depth.
Children attend Churcher’s College Junior School during the final phase of the Early Years Foundation Stage, joining the Reception Class for a period of one school year. During this time we aim to provide a broad range of opportunities and experiences in a safe, well-resourced setting. We consider the needs of each individual child when planning and delivering an integrated curriculum, covering each of the six areas of learning as follows:
Programme of Learning
Personal, Social and Emotional Development
The focus is on the development of happy, confident and independent
learners who enjoy and achieve consistently. Each child is supported in
settling into school life and understanding the purpose of rules and
routines; establishing social skills and learning to work in a group
and share whilst enjoying a range of activities. Opportunities are
provided to help and support each child to develop a positive sense of
themselves and of others and respect for others.
Communication, Language and Literacy
In school the children have access to a broad range of materials and
stimulus to promote early reading. We have a strong focus on learning
sounds and letters, emphasising the impact of developing phonological
awareness in the process of learning to read and write. We provide a
range of opportunities and experiences to encourage early writing,
promoting and providing meaningful context particularly where a child
is motivated to initiate writing. We use Penpals’ Handwriting scheme in
line with the school’s policy, which effectively supports development
in hand writing at a pace appropriate to each child’s stage of
development. Attention is given to developing the ability to both
consider and communicate thoughts, ideas and feelings through talk and
critical thinking. A broad range of texts, songs, rhymes, poetry and
stories are used to ensure opportunities exist for children to develop
a positive and enthusiastic approach to communication, language and
literacy.
Problem Solving, Reasoning and Numeracy
We use the Ginn Abacus Evolve scheme for EYFS, which promotes learning
through play and recommends a variety of practical activities to
support early stages of mathematical development appropriately. Our
workbooks focus on all aspects of this area of learning and include an
opportunity for each child to share their views on their learning, for
example, which was their favourite activity? They are used for the
purposes of applying skills learnt in whole class and practical work
and recording each child’s understanding of key concepts. The planning
within this scheme allows each child to participate in an activity and
face challenges appropriate to the stage of development that they are
working within. We have a wide range of appropriate resources that can
be integrated in each area of learning both indoors and outdoors, for
example: large shapes, coins, number washing lines and large tiles.
Physical Development
Each child is given three lessons with a specialist Games teacher and
five swimming lessons during the last half term of the summer term. The
early focus in physical development within the Early Years Foundation
Stage is very much on gross and fine motor skills, coordination,
balance and control in movement and whilst using various tools and
objects. A significant proportion of our work in Reception promotes
physical development and we are able to make good use of the outdoor
area towards achieving the early learning goals.
Creative Development
In creative development there is plenty of opportunity to experience a
variety of activities using an extensive range of tools and materials,
which also supports each child’s physical development. We have our own
set of instruments for Reception class and music is integrated into all
aspects of teaching and learning, including language and literacy and
Dance. We have a drama lesson alternating with dance each half term.
Our Arts week in the autumn term provides opportunities to extend
learning in this area. The children are encouraged to explore and share
their ideas and express themselves as individuals through drawings and
pictures, craft, design and technology during the foundation stage.
Knowledge and Understanding of the World
This area aims to encourage children to develop a sense of belonging
and to learn where they fit into the world around them. It is addressed
through a range of activities and at times a role-play area complements
and enhances our provision. Opportunity and provision is therefore
provided to encourage each child to explore and investigate and share
their ideas and observations, thinking and planning activities, often
in groups. Parents are encouraged to support their child’s learning
greatly in this aspect of learning, linking home and school activities.
We appreciate that certain experiences and opportunities to promote
learning and development in this aspect can only occur outdoors.
Furthermore, we aim to provide experiences of the local community and
environment in order to support this.
