Individual class curriculum maps:
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At Broadfield Primary, we believe that the Early Years Foundation Stage is crucial in securing solid foundations that children are going to continue to build upon. It is our intent that the children who enter our EYFS develop physically, verbally, cognitively and emotionally whilst embedding our Broadfield Values.
The principles that guide the work in the EYFS are grouped into 4 themes:
- A unique child
- Positive relationships
- Enabling Environments
- Learning and Development
The EYFS Curriculum consists of the seven areas of Learning and Development. In school there are three prime and four specific areas
- The three prime areas of learning are:
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
The four specific areas of learning are:
- Mathematics
- Literacy
- Understanding of the World
- Expressive Arts and Design
RE is incorporated into the area of Understanding the World through the aspect of People and Communities.
We place a high emphasis on communication and language, reading, phonics and Personal and social development.
Implementation
The teaching of these areas of learning is practical with support and challenge from adults in class sessions, small group sessions and working with individuals. There is a combination of adult-led, teacher taught sessions as well as linked and stimulating continuous provision opportunities.
We have a particular emphasis on vocabulary and the development of speech and language through ‘Wellcomm’ groups and the REAL project.
In Acorns and Nursery we work on a 2 year cycle to ensure that children who move from Acorns to Nursery experience a range of topics.
Reception children are split into 2 class groups and work on a 1 year cycle. The teachers plan together to ensure equality of opportunities.
Topics are designed to develop children’s knowledge of themselves and their local area with an emphasis on first hand experiences where possible. Vocabulary development is planned to enable them to enable them to discuss what they see. Other topics are planned with the children’s interests in mind.
We plan transition activities carefully and all children when entering our setting receive a carefully planned home visit and if necessary a visit to their current education provider. This enables us to plan for children’s needs carefully.
Our learning environments, both inside and outside are also adapted regularly to meet the different and developing needs of the children in our care and to reflect the current topic. We aim to ensure that these areas are always stimulating and exciting and that, importantly, they are accessible to all children, regardless of where they are on their learning journey.
Our environments are developed to promote independence within our children and allow them to access the curriculum independently and confidently with the necessary level of support and challenge.