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Crayford Temple Grove

Reception

Reception

Donaldson class

EYFS

Our early years setting follows the curriculum as outlined in the latest version of the EYFS statutory framework that applies from September 2021. 

The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. However, 3 areas known as the prime areas are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive.  

The prime areas are: 

  • Communication and language 
  • Physical development 
  • Personal, social and emotional development  

The prime areas are strengthened and applied through 4 specific areas: 

  • Literacy 
  • Mathematics 
  • Understanding the world 
  • Expressive arts and design 
  1. Communication and Language. These outcomes cover important aspects of language development and provide the foundation for literacy. The Early Years Policy places a strong emphasis on children’s developing confidence and skills in expressing themselves in a range of situations and their competence in talking and listening and in becoming readers and writers. 
  2. Physical Development. Physical development is implicit in all areas of the Early Years Programme. Teaching concentrates on developing the children’s physical control, mobility, awareness of space and manipulative skills in indoor and outdoor environments. Positive attitudes are encouraged towards a healthy and active way of life, and towards healthy choices in food.  
  3. Personal, Social and Emotional Development. These outcomes focus on children learning how to work, play, co-operate with others and function in a group beyond the family. They cover important aspects of personal, social, moral and spiritual development including the development of personal values and an understanding of themselves and of others.  
  4. Literacy. Children are encouraged to link sounds and letters and to begin to read and write. Children are encouraged to access a wide range of stories and non-fiction texts, which are frequently used to inspire storytelling, role play and activities across all areas of learning.  
  5. Mathematics. These outcomes cover important aspects of mathematical understanding and provide the foundation for numeracy. They focus on achievement through practical activities and are using and understanding language in the development of simple mathematical ideas. 
  6. Understanding the World. This area of learning and enquiry focuses on developing the children’s knowledge and understanding of their environment, other people and features of the natural and man-made world. It provides a foundation for historical, geographical, scientific and technological learning. 
  7. Expressive arts and design. This area focuses on the development of children’s imagination and their ability to communicate and to express ideas and feelings in creative ways. None of these areas can be delivered in isolation from the others. They are equally important and depend on each other. All areas are delivered through a balance of adult led and child-initiated activities.   

Play in the EYFS  

Play underpins our Early Years. Through play, children develop language skills, their emotions and creativity, social and intellectual skills. For most children, their play is natural and spontaneous although some children may need extra help from adults. Play takes place indoors and outdoors and it is in these different environments that children explore and discover their immediate world. It is here they practice new ideas and skills; they take risks, show imagination and solve problems on their own or with others. The role that adults have is crucial. They value play and provide safe but challenging environments that support and extend learning and development.  

Our EYFS operates on a free flow system. All children have equal access to outdoor play, inclusive of all weathers. The children are always supervised, both inside and outside. Adults are experienced and have a good understanding about their role in facilitating each child’s learning.  

Our global curriculum begins from early years and lends itself to their focus on understanding the world. The children focus on a global perspective, and this influences the provision. Reception begin by learning about social justice and equity to develop a sense of fairness and sharing with others. They focus on the question ‘Can we always be fair?’ and staff encourage collaboration and communication to develop their understanding of fairness and caring for others.

Curriculum 

In the Autumn term, pupil learning is led by the curriculum vehicle ‘teddy bears picnic’ which allows pupils to respond to the critical question: ‘Can we always be fair?’  This is supported by challenging texts which enhance their knowledge of social justice and equity, as well as enhance their ability to think critically and problem-solve.

At the beginning of term, pupils come into the classroom with a Teddy Bear picnic set up, including real food, with bites taken out of sandwiches. This is used to stimulate discussions around fairness. Is it fair that one bear has more than the others? How can our class teddies show fairness? As the term progresses, pupils will highlight ways they can show fairness through their continuous provision and talk to their parents and carers about the importance of this.

At CTG, we are committed to achieving the 2030 agenda for sustainable development, and share the belief that ‘ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests.’ – UN. We have a moral imperative to educate our pupils about how they can create a sustainable world and we empower them to teach others.

UN Sustainable development goal

Reception

 

Autumn 1

Global perspective

Social Justice and Equity (fairness)

Character skill

Communication

Attitude outcome

We are committed to social justice and equity. We question what we hear to discover truth and think and learn independently. 

Hook

The children come into the classroom with a Teddy Bear picnic set up with real food and bites taken out of sandwiches. Use this to stimulate discussion around fairness – one of the bears will have most of the food around him! The children need to solve this problem! How can our class teddies show fairness?

Critical question

Can we always be fair?

Core & Supporting texts

  

Non-fiction:

 

Fiction: In the Woods Chris Wormell

Peace at Last Jill Murphy

 

Poetry: Teddy bear nursery rhymes – Teddy Bear’s Picnic, Teddy Bear, Teddy Bear Turn around

 

Curriculum driver

Communicating with the community

Vehicle

 

Reception will hold a teddy bear’s picnic where their family will have the chance to look at their learning at the end of Term 1.

There will be a display board showing Reception’s research and work on showing what parts of being fair we have looked at so far.

 

Speech bubbles with key points children have said over the term.

Maths: sharing food between teddies.

Children’s comments on how we can be fair in class.

Children’ comments about fairness.

Pictures of the children showing being fair at school.

This display board will give the children the chance to speak to their parents what they have done and parents will be able to see key moments of their child’s learning.

 

In Term 2 we will then hold a Nativity for the parents and wider community, (invite nearby nursing homes? COVID dependent) This will link to the curriculum driver, communicating with the community.