EYFS – Early Years Foundation Stage
Welcome to the curriculum information page for Early Years Foundation Stage (EYFS) at Binfield School. Our team for the 2019/2020 academic year is Mr Ollie Johnson, Mrs Maria Gogarty, Mrs Karen Evans, Mrs Shirley Bowles and Mrs Gill Sherar. Our experienced team are happy to answer any of your questions and provide individual support for parents, including inviting you in to school for 1-1 sessions with your children on any areas you feel they may benefit from additional support.
As well as our open-plan classroom, we are fortunate to have access to two specially designed and newly renovated outdoor learning areas, so children can play and learn outside every day of the school year. We also spend an afternoon in the BOLE every week, enriching the curriculum through learning in nature.
There are 7 areas of learning and development in EYFS;
· Communication and Language development
· Physical development
· Personal, Social, and Emotional development
· Literacy
· Mathematics
· Understanding the world
· Expressive arts and design
To promote learning in all these areas, we use a dynamic and engaging play based curriculum to meet the needs of all our learners. Our staff use the Development matters framework to support assessment
Our Daily timetable progresses throughout the year, with mainly ‘free flow’ play based sessions during the Autumn term to ease the transition from nursery, to introducing Maths and English lessons in the summer term to prepare learners for the transition to Year 1.
We use theme based learning to engage children and link our activities, with each theme enriched by visitors and activity days.
· Autumn 1 – All about me
· Autumn 2 – People who help us
· Spring 1 – All around the world
· Spring 2 – Growing and changing
· Summer 1 – Animals
· Summer 2 – Traditional Children’s authors
|
Binfield EYFS Yearly overview– 2019/2020 |
|||||||
|
|
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
|
Theme |
All about me |
People who help us |
Around the world |
Growing and changing |
Animals |
Traditional authors |
|
|
Structure of day |
Mainly free flow Daily 15min RWI sessions |
Mainly Free flow with Y1 style lessons being introduced
Daily 1 hour RWI lessons 1 hour discrete literacy or maths teaching a day |
Morning - Y1 style timetable Afternoon – Free flow or BOLE |
||||
|
Wow moments/ learning hooks |
Favourite toy Photos of family Self-portrait
|
Visitors (different person each week) Role play
|
Festivals, celebrations, Food tasting, visitors |
Caterpillars to Butterflies Planting seeds – growing food How children have changed How other people have changed |
Trip or visiting animals Animals by continent Pets – leaflets Link to vets |
Roald Dahl
|
|
|
Books |
Owl babies Peace at last Great big book of families Penguin book Language? Five minutes’ peace |
Non-fiction – dependent on the interests of children and jobs of visitors
|
Handa’s surprise Travel leaflets Magazines Non-fiction – linked to celebrations
|
Eric Carle When I grow up stuff Sam plants a sunflower Non-fiction (bean diary?) |
Rumble in the Jungle Anthony Brown books |
2 weeks a book? |
|
|
RE key question |
What makes people special? |
What is Christmas? |
How do people celebrate? |
What is Easter? |
What can we learn from stories? |
What makes places special? |
|
|
Binfield School EYFS literacy overview |
||||
|
|
Term 1 |
Term 2 |
Term 3 |
|
|
Overal aims |
Basic letter formation and spelling skills
Introduce each sound, ensuring correct pronunciation and precursive formation.
When suitable amount of sounds are secure, begin to write simple 3 and 4 letter words.
|
Extended phrase writing and finger spaces
Writing short phrases/captions
Using pencil and paper more frequently to record ideas |
Sentence formation (inc capitals and full stops)
Writing for different purposes
Improve spelling
Promote a love for writing through challenges set |
|
|
DM/ELG target statements |
Reading 30-50 •Enjoys rhyming and rhythmic activities. •Shows awareness of rhyme and alliteration. •Recognises rhythm in spoken words. • Listens to and joins in with stories and poems, one-to-one and also in small groups. • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. •Beginning to be aware of the way stories are structured. •Suggests how the story might end. • Listens to stories with increasing attention and recall. •Describes main story settings, events and principal characters. •Shows interest in illustrations and print in books and print in the environment. •Recognises familiar words and signs such as own name and advertising logos. • Looks at books independently. • Handles books carefully. •Knows information can be relayed in the form of print. • Holds books the correct way up and turns pages. •Knows that print carries meaning and, in English, is read from left to right and top to bottom.
40-60 • Hears and says the initial sound in words. •Begins to read words and simple sentences. •Knows that information can be retrieved from books and computers.
Writing 30-50 •Sometimes gives meaning to marks as they draw and paint. •Ascribes meanings to marks that they see in different places. 40-60 • Gives meaning to marks they make as they draw, write and paint. •Hears and says the initial sound in words. •Begins to break the flow of speech into words. •Continues a rhyming string. •Links sounds to letters, naming and sounding the letters of the alphabet.
|
Reading 40-60 • Continues a rhyming string. • Can segment the sounds in simple words and blend them together and knows which letters represent some of them. • Links sounds to letters, naming and sounding the letters of the alphabet. •Begins to read words and simple sentences. •Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. • Enjoys an increasing range of books.
Writing 40-60 •Writes own name and other things such as labels, captions. •Attempts to write short sentences in meaningful contexts. •Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. •Can segment the sounds in simple words and blend them together.
|
Reading ELG Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Exceeding Children can read phonetically regular words of more than one syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read.
Writing ELG Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Exceeding Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing. |
|
|
Discrete teaching sessions (lesson activities) |
Magnetic letters to form CVC words Picture labelling Name writing Whiteboards to write CVC words Forming CVC words on tablets Break through sentences |
Writing captions Lots of teacher modelling writing Shared writing Hold a sentence |
Modelled extended writing Shared writing Writing for different purposes Vocab choices – Exceeding writers
|
|
|
Continuous provision |
Finger gym/motor skills Chalk/paintbrushes with water outside Writing opportunities in role play, maths etc Engaging writing area and resources, finding out what the children are interested in and ensuring the environment matches Clipboards and pens outside, treasure hunts, nature hunts etc Introduce writing packs |
Finger gym/motor skills Chalk/paintbrushes with water outside Sign/label writing outside Clipboards and pens outside, treasure hunts, nature hunts etc Writer of the week / writing wall |
Twitter – writer of the week Sticker chart for free flow writing Finger gym/motor skills Chalk/paintbrushes with water outside Sign/label writing outside Clipboards and pens outside, treasure hunts, nature hunts etc Writer of the week / writing wall |
|
End of Year Expectations
At the end of EYFS, children are assessed on their progress towards meeting the Early Learning Goals. These goals ensure that children have the academic, social and personal skills to access the national curriculum in Year 1 and beyond. Please see the above document with examples of the expected standards of Writing, Reading and Mathematics. More comprehensive information about the Early Learning Goal statements, with examples of evidence of how children are meeting them can be found at (https://www.gov.uk/government/publications/eyfs-profile-exemplication-materials).
Phonics and early reading is taught through the Read Write Inc. Programme, which has been very successful with the school achieving very well in the Year 1 phonics screening test. We run a parents RWI introduction presentation every October, including live lesson demonstrations. Information for parents can also be found on the RWI website (https://home.oxfordowl.co.uk/reading/reading-schemes-oxford-levels/read-write-inc-phonics-guide/). We teach children to form letters in a precursive style in order to support their later transition to a joined cursive format. Please see the class page for videos of our team teaching the initial sounds, as well as a video demonstrating correct letter formation.