A high-quality Early Years  education provides a foundation for understanding the world, a sense of enjoyment and curiosity about many subjects. Lesson objectives are underpinned by the seven areas of learning. Activities are well planned and structured to ensure that new skills are learnt and imparted through play and daily situations. 

Communication and Language Literacy

EYFS:

Listening and attention

Children listen to stories, anticipating key events and respond to what they hear with relevant comments, questions or actions. 

Understanding

They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events and follows instructions.

Speaking

Children use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Reading

Children read and understand simple sentences,  use phonic knowledge to decode regular words and read them aloud accurately. They demonstrate understanding when talking with others about what they have read.

Writing

Children use their phonic knowledge to write common and irregular words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Key Stage 1:

• Read easily, fluently and with good understanding.

• Develop the habit of reading widely and often, for both pleasure and information.

• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.

• Appreciate our rich and varied literary heritage.

• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.

• Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.

• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Personal, Social & Emotional Development 

EYFS:

Managing Feelings and Behaviour

Children talk about how they and other show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Self-confidence and Self-awareness

Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Making Relationships

Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others needs and feelings, and form positive relationships with adults and other children.

Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

Key Stage 1:

• Provokes challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development.

• Encourages pupils to explore their own beliefs (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses. This also builds resilience to anti-democratic or extremist narratives.

• Enables pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society.

• Teaches pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice.

• Prompts pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider.

Physical Development

EYFS:

Moving and Handling

Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and Self-care

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Key Stage 1:

• Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities

• Participate in team games, developing simple tactics for attacking and defending

• Perform dances using simple movement patterns.

Mathematics 

EYFS:

Numbers

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.

Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

They solve problems, including doubling, halving and sharing.

Shape, space and measure

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

They recognise, create and describe patterns.

They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Key Stage 1:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

• Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Understanding the World

EYFS:

Technology

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. 

Key Stage 1:

Computing

• Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

• Create and debug simple programs.

• Use logical reasoning to predict the behaviour of simple programs.

• Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

• Recognise common uses of information technology beyond school.

• Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

EYFS:

People and Communities 

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Key Stage 1:

History

• Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.

• Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries].

• The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell].

• Significant historical events, people and places in their own locality.

EYFS:

The World

Children know about similarities and differences in relation to places, objects, materials and living things.

They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Key Stage 1:

Geography

• Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.

• Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

• Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes.

• Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).

• Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Science

• Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.

• Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.

• Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Expressive Arts and Design

EYFS:

Exploring and using media and materials

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being Imaginative

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Key Stage 1:

Art

• To use a range of materials creatively to design and make products.

• To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

• To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

• About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Design and Technology

• Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.

• Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.

• Critique, evaluate and test their ideas and products and the work of others.

• Understand and apply the principles of nutrition and learn how to cook.

Music

• Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.

• Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.

• Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.