The EYFS Curriculum

The EYFS Curriculum at FPS

Click here to see our EYFS Long Term Overview

Click here to see how we teach Phonics and Early Reading at FPS

The following principles helped to shape the design of our curriculum to ensure it is bespoke to the needs of the EYFS pupils at Flintham Primary School:

A Knowledge Rich Curriculum
At FPS we want to ensure that our curriculum is not only tailored to our pupils’ interests and needs but also ensures they are ready for life in the wider world. We have planned a carefully sequenced, knowledge-rich curriculum which aims to inspire children and promote excellent outcomes for all. We include ‘powerful knowledge’ within our planning; knowledge that we believe will support the children in moving forwards and will provide firm foundations from which children can build conceptual understanding and skills over time.

Our knowledge rich curriculum places powerful knowledge at the heart of curriculum, has carefully chosen content, is organised in a coherent way, ensuring it builds from year to year. It is an entitlement for every child, regardless of background

Our curriculum is coherent and ensures that teaching does not jump from topic to topic, but enables children to develop knowledge, foster curiosity and ignite a love of learning.

We have focused our curriculum on what content should be taught, in what order, whilst reflecting upon what children remember and how they remember it. This allows children to make meaningful connections and gain an understanding of how our world is connected.

Topics will begin with an introduction to the knowledge banks.

A Vocabulary Rich Environment
We aim to provide a vocabulary rich environment, ensuring children are exposed to tier 1, 2 and 3 vocabulary. We have weekly vocabulary sessions called ‘chatty words’ which introduces the children to tier 2 vocabulary. Vocabulary mats, specific to the topic we are teaching, are used on a weekly basis and displayed in a child friendly format.

Here at Flintham Primary School, we recognise our predominant monoculture and strive to promote opportunities for cultural diversity both through the curriculum and wider school life. Stories, videos and visitors all help to encourage the children to become tolerant, respectful and caring individuals. This is reflected in our curriculum mapping and plans.

Promoting British Values
Everyday life at Flintham encourages our children to become responsible global citizens upholding British Values. Reception children take part in whole school assemblies, where British Values is a focus.

Eco-Friendly School
As a Green Flag Eco School, caring for our local and the global environment is reflected not only in our curriculum but is embedded in our pupils’ attitudes and behaviours.

At FPS we follow the EYFS Early Years Framework (2020). Within this framework there are four guiding principles which shape are practice.

  1. Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.
  2. Children learn to be strong and independent through positive relationships.
  3. Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time.
  4. Children benefit from a strong partnership between practitioners and parents and/or carers.
  5. Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).

EYFS Learning and Development requirements
Our curriculum encompasses seven areas of learning and development. All areas of learning and development are important and interconnected. Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships, and thriving. These are called the prime areas:

– communication and language
– physical development
– personal, social, and emotional development

Four areas help children to strengthen and apply the prime areas. These are called the specific areas:

– literacy
– mathematics
– understanding the world
– expressive arts and design

Throughout their time in Early Years and Reception, our children partake in an ambitious curriculum which is designed in a sequential way to ensure progress towards the end of reception goals. These goals are defined as Early Learning Goals (ELGs) The descriptors for these can be found in the appendix. As previously outlined our curriculum incorporates learning through play, learning by adults modelling, by observing each other and through guided learning and direct teaching. It is also important to highlight that our plans are flexible to allow us to respond quickly to children’s new interests and/or needs.

What children learn is important, but how children learn is even more important if they are to become learners in today’s society.
Helen Moylett How Children Learn, Nancy Stewart (2011)