The Early Years Foundation Stage covers the period of learning for children in Nursery and Reception. The curriculum is presented in a rich, stable, caring and effective environment that enables each child to realise their full potential.
The Early Years Foundation Stage curriculum is taught in ways that build on a child’s curiosity and interests, enabling them to learn through planned worthwhile play activities. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.
There are 7 areas of learning and development that comprise the curriculum’s framework; however every aspect of the curriculum is interrelated. Children should mostly develop the 3 prime areas first.
These are: Communication and Language, Physical Development and Personal, Social and Emotional Development.
These prime areas are those most essential for your child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas.
The overarching aim for English in the National Curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment and purpose. The effectiveness of English teaching determines the success of the whole curriculum.
Language is cross-curricular - it is an essential element of learning in all areas of the curriculum. We follow the National Curriculum and believe the development of literacy skills is best ensured by providing a rich and varied linguistic environment.
The National Curriculum for English aims to ensure that all pupils:
Year 6 - Rose Blanch, Once and The Windrush
The National Curriculum emphasises the importance of all pupils mastering the content taught each year and discourages the acceleration of pupils into content from subsequent years. The current National Curriculum document says:
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace.
However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Progress in mathematics learning each year should be assessed according to the extent to which pupils are gaining a deep understanding of the content taught for that year, resulting in sustainable knowledge and skills. Key measures of this are the abilities to reason mathematically and to solve increasingly complex problems, doing so with fluency, as described in the aims of the National curriculum:
The National Curriculum for Mathematics aims to ensure that all pupils:
Year 6- Place value, Multiplication, Division
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.
They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Year 6- Classification
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
History fires pupils’ curiosity about the past in Britain and the wider world. Pupils consider how the past influences the present, what past societies were like and what beliefs and cultures influenced people’s actions. As they do this, pupils develop a chronological framework for their knowledge of significant events and people. In history, pupils find evidence, weigh it up and reach their own conclusions. To do this they are encouraged to research, sift through evidence, and engage in active discussion - skills that will prepare them for adult life.
Year 6 - WW2
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Year 6- Mexico
Design & Technology
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Year 6 - Shelters
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
Year 6- Algorithms
“The need to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”
All schools have a duty to ‘actively promote’ the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. At St Josephs Primary School we promote the spiritual, moral, social and cultural (SMSC) development of our pupils and through this demonstrate our commitment to fostering fundamental British values.
Meeting requirements for collective worship, establishing a strong school ethos supported by effective relationships throughout the school, and providing relevant activities beyond the classroom. Pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance.