There is a curriculum for children from birth to five years old. At The Bramptons this guides the teaching and learning in our Reception class. There are seven areas of learning which the curriculum is organised into. They are:-
Communication and Language
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, story-telling 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.
Personal, Social and Emotional Development
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 9 relationships with adults enable children to learn how to understand their own feelings and those of others. Children should 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.
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 can 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.
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). 7 The Chief Medical Officer has published guidance on physical activity, which is available at: https://www.gov.uk/government/publications/physical-activity-guidelines-uk-chief-medical-officers-report.
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 and 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
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
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.
Early Learning Goals (ELGs)
The level of development children should be expected to have attained by the end of the EYFS is defined by the early learning goals (ELGs) as set out below.
The ELGs should not be used as a curriculum or in any way to limit the wide variety of rich experiences that are crucial to child development, from being read to frequently to playing with friends.
Instead, the ELGs should support teachers to make a holistic, best-fit judgement about a child’s development, and their readiness for year 1.
When forming a judgement about whether an individual child is at the expected level of development, teachers should draw on their knowledge of the child and their own expert professional judgement. This is sufficient evidence to assess a child’s individual level of development in relation to each of the ELGs. Sources of written or photographic evidence are not required, and teachers are not required to record evidence.
There are ELGs for the seven Areas of Learning. They are:-
Communication and Language
Listening, Attention and Understanding - Children at the expected level of development will: - Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions; - Make comments about what they have heard and ask questions to clarify their understanding; - Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
Speaking - Children at the expected level of development will: - Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; - Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate; - Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. 8 Teacher should be understood to refer to any practitioner working with the child.
Personal, Social and Emotional Development
Self-Regulation - Children at the expected level of development will: - Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; - Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; - Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
Managing Self - Children at the expected level of development will: - Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; - Explain the reasons for rules, know right from wrong and try to behave accordingly; - Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
Building Relationships - Children at the expected level of development will: - Work and play cooperatively and take turns with others; - Form positive attachments to adults and friendships with peers; - Show sensitivity to their own and to others’ needs.
Gross Motor Skills - Children at the expected level of development will: - Negotiate space and obstacles safely, with consideration for themselves and others; - Demonstrate strength, balance and coordination when playing; - Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Fine Motor Skills - Children at the expected level of development will: - Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases; - Use a range of small tools, including scissors, paint brushes and cutlery; - Begin to show accuracy and care when drawing.
Comprehension - Children at the expected level of development will: - Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; - Anticipate – where appropriate – key events in stories; - Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
Word Reading - Children at the expected level of development will: - Say a sound for each letter in the alphabet and at least 10 digraphs; - Read words consistent with their phonic knowledge by sound-blending; - Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Writing - Children at the expected level of development will: - Write recognisable letters, most of which are correctly formed; - Spell words by identifying sounds in them and representing the sounds with a letter or letters; - Write simple phrases and sentences that can be read by others.
Number - Children at the expected level of development will: - Have a deep understanding of number to 10, including the composition of each number; 14 - Subitise (recognise quantities without counting) up to 5; - Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Patterns - Children at the expected level of development will: - Verbally count beyond 20, recognising the pattern of the counting system; - Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; - Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Understanding the World
Past and Present - Children at the expected level of development will: - Talk about the lives of the people around them and their roles in society; - Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; - Understand the past through settings, characters and events encountered in books read in class and storytelling.
People, Culture and Communities - Children at the expected level of development will: - Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; - Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; - Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
The Natural World - Children at the expected level of development will: - Explore the natural world around them, making observations and drawing pictures of animals and plants; 15 - Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; - Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Expressive Arts and Design
Creating with Materials - Children at the expected level of development will: - Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; - Share their creations, explaining the process they have used; - Make use of props and materials when role playing characters in narratives and stories.
Being Imaginative and Expressive - Children at the expected level of development will: - Invent, adapt and recount narratives and stories with peers and their teacher; - Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music. Learning and Development.
At The Bramptons we aim to offer a rich, engaging and enjoyable school experience in which children are enthusiastic partners in their learning. They enjoy school, form strong friendships and become responsible, respectful young people. Our curriculum is diverse, well planned, thought-provoking, aspirational and punctuated with ‘wow’ moments and experiences. Our children and adults love learning, read willingly for pleasure and retain key skills and knowledge. The school values that we instil embody qualities, skills and characteristics that equip all children to become successful, independent and happy – at school and for life.
The curriculum we offer at The Bramptons Primary School aims to:
We have identified two specific areas that are "golden threads" that are fundamental across all areas of teaching. They are resilience and diversity.
Teaching and Learning – Curriculum Implementation
We are a values based school and our learning environment and curriculum should reflect our six school values. Children’s social and emotional needs are given absolute precedence as we are aware that children will not thrive unless those essential needs are met. Happy children learn more! The values that we instill in our children, and staff, pervade every area of the school and should be evident in every aspect of our curriculum. When building our curriculum we take into consideration both the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014, as detailed within our policies.
Our Learning Sequence
At The Bramptons Primary School we believe that effective curriculum sequencing and planning is essential to facilitate impactful and effective learning. Learning needs to be planned over time with an understanding of how children progress, develop and retain information. Teachers and subject leaders need to be aware of the existing knowledge base, skill level and vocabulary to ensure children are provided with learning opportunities targeted at the appropriate level. Long and medium term curriculum planning and assessment are crucial to ensuring the success of this strategy. All staff work together to ensure that lessons and teaching sequences are appropriately pitched. Learning points sit within learning sequences; units of work build on skills and knowledge from earlier points in the curriculum. Teachers and students should make explicit links between their current learning and previously mastered knowledge and skills. We expect teachers to know the logic of the teaching sequence and where the learning sits in the bigger curriculum sequence. We regularly revisit prior learning to help ensure long term retention of knowledge and skills.
Our School Values
Our values should be evident in all that we do at school. Children are taught about the constituent elements of each value and begin to understand the importance that we place in each. Assemblies are used to introduce and explore the values in greater depth and we expect that these principles are referenced in both lessons and social interactions. By emphasising the importance of these key values we aim to embed them within the fabric of our curriculum and of our school.
Our values are:
Accessing the Curriculum
Our curriculum can be accessed by all children. Each module is broken down to enable children to learn at their own level, whatever that level is. Planning is differentiated and children have different learning objectives depending on the level at which they are engaging in learning. For more information please see our Inclusion Policy and our SEN Information Report.
As each class has two year groups (Reception being taught separately in Class 1) we have a two year rolling curriculum which ensure that the teaching is not repeated for any year group. For more details of our curriculum please see the Curriculum Overviews below.
Talk for Writing has been introduced across the School. It is an innovative approach to teaching writing developed by the literacy specialist and writer Pie Corbett. It uses high quality model texts to introduce the children to different story/text types which they then learn off by heart. Talk for Writing provides the children with the opportunity to orally rehearse the language they will use in their writing. Through its multi-sensory and interactive teaching it enables children of all ages and abilities to learn to write a wide range of fiction and non-fiction text types using various methods including:
building their working knowledge of grammar
Talk for Writing sits alongside this creative approach very well. The Inspire Curriculum furnishes children with the facts and knowledge about the area of study. Talk for Writing gives children the skills needed to present this knowledge in an advanced, informative and satisfying way.
Of course, there is no point in having all this knowledge, combined with amazing writing skills, if no one can read what you have written! We use a handwriting scheme called Kinetic Letters. The advantages of using Kinetic Letters are:
•Narrows the achievement gap between boys and girls
•Learn through movement and multisensory experiences
•Physical programme develops concentration and motor skills
•Motivating targets and personal challenges
•Stories and role play, underpin learning
The school mainly uses the Oxford Reading Tree reading scheme but this is supplemented with other books from a range of schemes to provide the children with a broad range of texts to enjoy and learn from.