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How does the EYFS Curriculum work in FS2 at St.Petroc's

What is the EYFS Curriculum?

The curriculum is embedded within a play-based approach to learning as outlined by the EYFS.


‘Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults.’ 

Statutory framework for the early years foundation stage pg9 (March 2014)


The curriculum within the Early Years Foundation stage is planned around the four main themes and the principles that inform them.


A unique child - Every child is a unique child who is resilient, capable, confident and self-assured.

Positive Relationships - Children learn to be strong and independent through positive relationships.

Enabling Environments - Children learn and develop well in environments in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents/carers.

Learning and Development - Children learn and develop in different ways and at different rates. Practitioners teach children by ensuring challenging, playful opportunities across both the prime and specific areas of learning and development.


Why is it important?


‘Children develop quickly in the early years and a child's experiences between birth and age five have a major impact on their future life chances.’

                Statutory framework for the early years foundation stage pg5 (March 2014)


‘Every child deserves the best possible start in life and the support that enables them to fulfill their potential.‘ 

                Statutory framework for the early years foundation stage pg5 (March 2014)


What are the Areas of Learning and Development?

There are seven areas of Learning and Development in the Early Years Foundation Stage Curriculum. The three Prime areas are fundamental, work together and support learning in all other areas. The four Specific areas include essential skills and knowledge for children to participate successfully in society. The areas of Learning and Development are further divided into strands which are tracked and recorded in their own ‘Learning Journey’ book.


Prime Areas:

Personal, Social and Emotional Development: Making Relationships, Self-confidence and Self-awareness, Managing Feelings and Behaviour.

Communication and Language: Listening and attention, Understanding, Speaking.

Physical development: Moving and Handling, Health and Self-care.


Specific Areas:

Literacy: Reading, Writing.

Mathematics: Numbers, Shape Space and Measures.

Understanding the World: People and Communities, The World, Technology.

Expressive Arts and Design: Exploring and Using Media and Materials, Being Imaginative.


What are the Characteristics of Effective Learning?

The Characteristics of Effective Learning run through and underpin all seven areas of Learning and Development., representing processes rather than outcomes.

Playing and Exploring - Finding out and exploring, Using what they know in their play, Being willing to have a go.

Active Learning - Being involved and concentrating, Keeping on trying, Enjoying achieving what they set out to do.

Creating and Thinking Critically - Having their own ideas, Using what they already know to learn new things, Choosing ways to do things and finding new ways.


How is my child assessed?

In the final term of FS2, teachers complete an assessment which is known as the Early Years Foundation Stage Profile. This profile consists of the attainment of each child assessed in relation to the 17 Early Learning Goal descriptors and a short description of the child’s skills and abilities in relation to the three Characteristics of Learning. For each of the Early Learning Descriptors teachers review their knowledge of the child’s abilities and make a judgement deciding if they are meeting the level of development expected at the end of the year (expected), working above this level (exceeding) or not yet reaching this level (emerging).

Assessments are based on observations collected through the year of children’s learning, particularly the learning which a child demonstrates spontaneously, independently and consistently in a range of contexts.

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