In the reception year, the children follow the Early Years Foundation Stage Curriculum.
Please click here for 'A guide to your child's learning and development in the Early Years Foundation Stage'. This document gives you a brief overview of the developmental journey we expect your child to experience. You will see that the expectations are divided into age brackets, we use these brackets to track your child's progress throughout the EYFS.
Key Stage One Curriculum
The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.
Compulsory national curriculum subjects at primary school are:
- design and technology
- art and design
- physical education (PE)
Schools must provide religious education (RE) but parents can ask for their children to be taken out of the whole lesson or part of it.
At Woodfield much of the children’s work is delivered through topics or themes, which contain aspects of many different subjects and are planned to meet the requirements of the National Curriculum and the Early Years Foundation Stage in the Reception year.
Where aspects of the different subjects do not naturally fit into topics, they are taught separately. The children make regular educational visits which offer work from first hand experiences.
Teaching and learning at Woodfield allows for individual development at all stages of learning. As the children move through the school, each teacher builds on the knowledge and skills already acquired. At first the children are often heavily dependent on the teacher’s direction. We aim to develop their abilities to work independently and find information for themselves. At all stages, we encourage the children to take a pride in their work, secure in the knowledge that their efforts are highly valued by all. We aim to make provision for the more or less able and, in co-operation with the appropriate services, those children designated as having Special Educational Needs (SEN).
We hold meetings throughout the year to highlight areas of the curriculum and how it is assessed.
End of Year Expectation booklets are also available to explain what the children should be able to do by the end of Year One and Year Two.
In English, pupils develop skills in speaking, listening, reading and writing. These skills enable children to express themselves and communicate in general and to make sense of the whole school curriculum.
Speaking and listening skills are developed through a wide range of activities, role-play, drama, discussions, and assemblies and across all subject areas.
Reading is taught across the curriculum, using a range of reading schemes. These include both fiction and non-fiction texts. We also have a wide selection of phonics readers to support the teaching and learning of phonics. A wide range of teaching approaches are used, to cater for different learning styles and starting points. Our resources are good, varied and include a wide range of non-fiction library materials.
Wherever possible, writing is linked to other subject areas to give children meaning and purpose for writing. Children are immersed in models of writing through guided and teacher-led activities and are also provided with a wide range of opportunities to become confident, independent writers. We follow the Talk4Writing style of writing and build in spelling, punctuation, vocabulary and grammar skills throughout it. Spelling, punctuation, vocabulary and grammar (SVGP) is taught systematically throughout the school.
Parents are asked to help children with reading homework, learning of key vocabulary and with spellings. Guidance is given through a reading handbook a home-school link book and various letters home.
The teaching of basic mathematical concepts and calculations is taught systematically throughout the school, in a variety of everyday situations.
The main areas within mathematics are: number and place value, addition and subtraction, multiplication and division, fractions, measurement, properties of shape, position and direction and statistics.
We have a strong commitment to the concrete-pictorial-abstract method of teaching. We aim for the children to become fluent in the fundamentals of mathematics, be able to reason mathematically and to be able to solve problems through the application of their mathematics.
Our work in Science aims to preserve and extend the children’s curiosity about the natural world. The children are encouraged to ask questions about things that they experience and observe, this allows them to develop into independent thinkers with a lively and enquiring mind.
There are three key scientific areas: Life Processes and Living Things (Biology), Materials and their Properties (Chemistry) and Physical Processes (Physics)
These areas are covered throughout EYFS and KS1. In addition to this, there are scientific enquiry skills which are developed continuously throughout all scientific work. During scientific enquiry, or investigative work, the children are taught the skills of questioning, planning, obtaining and presenting evidence, considering evidence and evaluating.
In design technology, the children are encouraged to plan, design, make and modify solutions to practical problems, in a variety of contexts. This may involve individual, pairs or group work and communicating ideas to others.
The aim of our history curriculum is to inspire pupils’ curiosity to know more about the past and to introduce the children to the past of Britain and the wider world. It will also lay the foundations for later understanding of conventions of time and chronology. The children will study events in their own lives and in those of adults around them. The children are told stories of the past to help them distinguish between fantasy and reality. Advantage is taken of ceremonies, anniversaries etc., to contribute to an understanding of local, national and world history. We introduce the children to historical artefacts and visual material to inform their study of the past. Educational visits are arranged to raise awareness and extend knowledge.
The aim of our geography curriculum is to inspire a curiosity and fascination about the world and its people. Geography is taught through the use of books, visits, videos, computer programs and topics exploring local features, physical features, the roles/jobs people do and places far away. Simple map work is developed and the children are encouraged to make use of atlases and globes.
Art and Design
Our art and design curriculum provides a wide range of experiences to engage, inspire and challenge children. the children have the opportunity to use a range of materials and techniques and their skills are taught and developed. The children are encouraged to discuss and listen to others, sharing ideas and modifying them in the light of experience, as well as enjoying and appreciating their own and others efforts.
In our music curriculum we aim to provide experiences which engage and inspire the children. The children have frequent opportunities to compose their own music, using simple percussion instruments and listen to the work of others. There are regular singing sessions and opportunities to perform musical pieces for a range of audiences.
Reception, Year 1 and Year 2 pupils have weekly timetabled P.E. lessons in the hall and outdoors. Pupils experience a balanced programme of activities throughout the year which include gymnastics, games skills and dance/movement. They start to work with other pupils in pairs and small groups. By watching, listening, evaluating and experimenting, pupils develop their skills in movement and co-ordination. We believe that opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
The school follows the Discovery RE scheme, it is an enquiry based approach which aims to make RE exciting and engaging for the children.
Christianity is taught in every year group, with Christmas and Easter being focused on each year. Other religions are also studied thorough the scheme, with key events for other religions also being highlighted in whole school assemblies.
Religious Education and collective worship are a statutory part of the curriculum. Parents do have the right to withdraw their children from these, in consultation with the Headteacher.
Computing has natural links with mathematics, science, and design and technology. The children have frequent use of laptops and iPads. They are given opportunities to learn new computing skills and to apply these skills throughout all areas of the curriculum. Children are also taught to use cameras including the digital camera, video and audio recorders,movie creator and programmable toys e.g. Bee-Bot.