High Seaton, Workington, Cumbria, CA14 1NP

01900 66982

admin@seatonacademy.co.uk

“Educating our children with the skills they need to live fulfilling lives.”

 Foundation Stage Long Term Curriculum Plans

PRIME AREAS OF LEARNING

  

PERSONAL, SOCIAL AND

EMOTIONAL DEVELOPMENT

EYFS Statutory Educational Programme:
Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their
cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and
supportive relationships with adults enable children to learn how to understand their own feelings and those of others.


Children will be supported to manage emotions, develop a positive sense
of self, set themselves simple goals, have confidence in their own abilities,
to persist and wait for what they want and direct attention as necessary.
Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently.
Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

 

COMMUNICATION AND LANGUAGE 

 

EYFS Statutory Educational Programme:
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back‑and‑forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will 
build children’s language effectively.


Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, storytelling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning
that invites them to elaborate, children become comfortable using a rich range
of vocabulary and language structures.

PHYSICAL DEVELOPMENT

EYFS Statutory Educational Programme: Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active
lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development
of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play 
movement with both objects and adults.


By creating games and providing opportunities for play both indoors and
outdoors, adults will support children to develop their core strength, stability,
balance, spatial awareness, co-ordination and agility. Gross motor skills provide
the foundation for developing healthy bodies and social and emotional well‑being.
Fine motor control and precision helps with hand-eye co-ordination which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.

SPECIFIC AREAS OF LEARNING

 

LITERACY

EYFS Statutory Educational Programme: It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions:
language comprehension and word reading.
Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non‑fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading,
taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).

MATHEMATICS

EYFS Statutory Educational Programme:
Developing a strong grounding in number is
essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10,the relationships between them and the patterns within those numbers.


By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles an 
tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

UNDERSTANDING THE WORLD

EYFS Statutory Educational Programme:
Understanding the world involves guiding children
to make sense of their physical world and their community. The frequency and range of children’s
personal experiences increases their knowledge
and sense of the world around them – from visiting parks, libraries and museums to meeting important
members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.

EXPRESSIVE ARTS AND DESIGN 

EYFS Statutory Educational Programme: The
development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self‑expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to
and observe.

 

 

 

CHARACTERISTICS OF LEARNING 

In planning and guiding what children learn, the adults will reflect on the different rates at which children are developing and adjust their practice appropriately. Three characteristics of effective teaching and learning are:

 

  • PLAYING AND EXPLORING: Children investigate and experience things, and "have a go"
  • ACTIVE LEARNING: Children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • CREATING AND THINKING CRITICALLY: Children have and develop their own ideas, make links between ideas, and develop strategies for doing things

 

All activities are carefully planned by staff to ensure that each child can be a resilient, capable and confident learner. Through the development of positive relationships and  happy, warm, secure learning environments each child will be able to learn and develop both as an individual, unique child and as part of our larger school family group. Themes are planned to ensure progression and start with what the children already know as the foundations on which future learning can be built. It is also important to be flexible and include children's interests as learning opportunities. In the moment planning also occurs which gives children excellent learning opportunities based on what is happening around them.

 

 

   NURSERY  RECEPTION
 Autumn 1   Getting to know you  Ourselves
 Autumn 2  My home and family
 Spring 1  Animals  Toys
Spring 2   Food  Spring and new life
Summer 1 Weather People who help us
Summer 2  Holidays  Transport and journeys