Personal, Social and Emotional Development, which focusses on building self-confidence and self-awareness, exploring ways for the children to develop confidence in managing their feelings and behaviour, and supporting them in making relationships with others.
Communication and Language, which focusses on developing the children’s skills in listening and attention, understanding and speaking, with children being able to express themselves effectively, showing awareness of the listeners’ needs.
Physical Development, which focusses on developing the children’s gross and fine motor development, enabling them to move confidently in a range of ways and handle equipment and tools effectively as well as developing their understanding of health and self-care.
The four Specific areas are:
Literacy, in which children learn to read, write and understand simple sentences, demonstrate understanding about what they read and write, and learn and apply phonics and known words to reading and writing.
Mathematics, where the children develop their skills in number, counting reliably and ordering numbers to 20 and solving problems involving doubling, halving and sharing. They learn to add and subtract as well as developing skill in mental maths strategies. In addition to this, the children develop understanding of shape, space and measure.
Understanding the World, which focusses on the children developing their understanding of people and communities, the world around them and technology.
Expressive Arts and Design, where children develop their skills in exploring and using media and materials, sing songs, make music and dance, and experiment with ways of changing them. The children also work on being imaginative and representing their own ideas, thoughts and feelings.
There is also provision for Personal, Social, Health and Economic Education (PSHE).
For more information about the Early Years Foundation Stage Curriculum please see https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf
We offer a broad, balanced, relevant and well matched curriculum to all children. The class teacher and learning assistant assess each child's progress carefully and our aim is for each child to achieve his or her personal best.
We plan our curriculum mainly through themes, through which we teach basic skills, knowledge and understanding. Some of the themes that the children learn about during their time with us are based on the children's immediate environment and community as we believe this is the most effective way of implementing the curriculum for them. The community is seen as a key resource and integral to the work of our school in developing children's skills, concepts and attitudes.
We teach the children as a class or as a smaller group, and at times, individually. We also encourage them to work independently and collaboratively.
Books, books, books! At Trafalgar we have a well-stocked library from which children can borrow books each week to take home and enjoy. Will your child love the fiction books, be a fact-finder with our non-fiction range, have fun with poetry, or relax with one of our audio books? The choice is theirs! Our school librarian can help the children use the library, runs two Bookworm clubs each week, borrows extra books from the Schools Library Service for the children to use in class, and arranges book events throughout the year. If you’d like to know more, or have a book related question, please email the librarian. For more information please contact the Librarian via the School Office (firstname.lastname@example.org)
Children develop and further their mathematical understanding through the experiential play- based Foundation Stage Curriculum.
The Early Years Foundation Stage maths curriculum 2014 aims to ensure that all children:
YEARS 1 AND 2 (KS1)
Children follow the National Curriculum.
The Key Stage 1 maths curriculum aims to ensure that all children:
The principle focus for maths in Key Stage 1 is to ensure that all children develop confidence and mental fluency with whole numbers, counting and place value.
WHAT DOES A DAY’S LESSON LOOK LIKE?
A TYPICAL LESSON AT KS1
whole class work to sharpen, recall and develop mental and oral skills
teaching input and pupil activities
work as a whole class, in groups, in pairs or as individuals
work with the whole class to sort out misconceptions and identify progress, to summarise the key facts and ideas and what to remember, to make links to other work and discuss the next steps. Plenaries can occur at any time during the lesson or at the end.
A TYPICAL LESSON IN THE EYFS
TEACHING & LEARNING
We want children to:
As well as:
TEACHING METHODS AND TIME IN THE EYFS
Maths is one of four specific areas of learning in the EYFS, and is broken down into two areas: Numbers and Shape, Space & Measure.
In addition to the document Mathematics: The Framework for Teaching Mathematics, further guidance on the teaching of mathematics in the EYFS is found in the following documents:
The EYFS Team work to develop confidence and competence in mathematical understanding through high quality play and teacher/adult intervention, and through direct teaching. The ratio of the different teaching and learning opportunities develops throughout the year with the majority of children experiencing mathematics every day. By the end of the Summer term, Foundation Stage children will be experiencing the three elements of mathematics lesson either 3 times a week or daily if appropriate.
In a range of practical play contexts, the children develop their ability to explore and solve problems involving doubling, halving and sharing utilising their own methods.
Mathematics teaching and learning takes place in both indoor and outdoor settings and involves learning through stories, songs, games, imaginative play, construction, sand and water, computing and creative activities.
Direct teaching is achieved by balancing the following elements:
In all classes there is an emphasis on direct teaching which is oral, interactive and lively. It is a two way process in which children are expected to play an active part by answering questions, contributing points to discussions, and explaining and demonstrating their methods to the class.
NO rubbers are used in Maths either by adults or children. All mistakes need to be seen by the adult as these can feed into the assessment process and support the teacher and child in identifying misconceptions.
THE ADULT ROLE
The learning assistant’s role is to help make sure that each child is fully involved and is learning in each lesson. They have their own copy of the plan and use this to aid their assessments.
In group activities, the learning assistant:
For more information about the individual programmes of study for Key Stage 1 (Years 1 and 2) can be found at https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2 and https://www.gov.uk/education/primary-curriculum-key-stage-1#/education/primary-curriculum-key-stage-1-tests-and-assessments