Reception Curriculum
All Early Years' providers are required to abide by the standards for children's learning, development and care as set out in the 'Statutory Framework for the Early Years Foundation Stage'.
At Salehurst, our youngest pupils are provided with stimulating indoor and outdoor learning environments, enabling them to learn effectively by:
* playing and exploring
* being active learners
* developing the ability to be creative and think critically
In compliance with the 'Statutory Framework for the Early Years Foundation Stage', we plan activities and learning opportunities that enable our pupils to develop their skills, knowledge and interests in the following areas:
Characteristics ofLearning |
Prime Areas |
Specific Areas |
|
Playing and Exploring * Finding out and exploring * Playing with what they know * Being willing to have a go Active Learning * Being involved and concentrating * Keeping on trying * Enjoying achieving what they set out to do Creating and Thinking Critically * Having their own ideas * Making links * Choosing ways to do things |
Communication and Language * Listening and attention * Understanding * Speaking Physical Development * Moving and handling * Health and self-care Personal, Social and Emotional Development * Self-confidence and self-awareness * Managing feelings and behaviour * Making relationships |
Literacy * Reading * Writing Mathematics * Numbers * Shape, space and measures Understanding the World * People and communities * The world * Technology Expressive Arts and Design * Exploring and using media and materials * Being imaginative |
We have six broad topics over the course of the year:
Term 1: Marvellous Me! Term 2: Rainbows Term 3: Once upon a time...
Term 4: Moo, Baa, La La La Term 5: Splish! Splash! Term 6: Off we go!
These topics are then broken down into mini themes lasting a week or two. For example, within Term 4's 'Moo, Baa, La La La' we will spend at least a week on each of the following: caterpillars, dinosaurs, 'The Little Red Hen' and jungle animals. Activities, opportunities and adult support are planned to take account of the children's learning needs and interests.
PLANNING
In addition to these long- and medium-term plans, weekly plans are also produced. These detail what will be taught in whole class sessions and outline enhanced provision and adult-directed activities. However, as everyone knows, sometimes children go in a different direction to what you have planned and therefore so do we!
