Randal Cremer Primary School







		CURRICULUM Welcome CORE SUBJECTS Language Development and Literacy (Endglish) Home School Reading Partnerships Mathematics Science Technology I.C.T. Humanities Creative Arts Dance, Physical and Health Education Swimming PSHE and Citizenship			Play Well-planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge. In playing, they behave in different ways: sometimes their play will be boisterous, sometimes they will describe and discuss what they are doing, sometimes they will be quiet and reflective as they play. The role of the practitioner is crucial in: Planning and resourcing a challenging environment; Supporting children¹s learning through planned play activity; Extending and supporting children¹s spontaneous play; Extending and developing children¹s language and communication in their play. Through play, in a secure environment with effective adult support, children can: Explore, develop and represent learning experiences that help them make sense of the world; Practise and build up ideas, concepts and skills; Learn how to control impulses and understand the need for rules; Be alone, be alongside other or cooperate as they talk or rehearse their feelings; Take risks and make mistakes; Think creatively and imaginatively; Communicate with others as they investigate or solve problems; Express fears or relive anxious experiences in controlled and safe situations Areas of learning and early learning goals The foundation stage curriculum is organised into six areas of learning: Personal, social and emotional development; Communication, language and literacy Mathematical development; Knowledge and understanding of the world; Physical development; Creative development. The six areas help practitioners plan the learning environment, activities and experiences and provide a framework for the early years curriculum. This does not mean that all of young children¹s learning is divided up into areas. One experience may provide a child with opportunities to develop a number of competencies, skills and concepts across several areas of learning. For example, children building with blocks may cooperate in carrying the heavy and large blocks, negotiate the best place to put them, compare the weight and dimensions different blocks and act out an imaginary scene. Therefore, they may be developing languages, mathematical, physical, personal and social competencies through this one activity. The early leaning goals establish expectations for most children to reach by the end of the foundation stage, but are not a curriculum in themselves. They are organised into the six areas as the curriculum and provide the basis for planning throughout the foundation stage, so laying secure foundations for future learning. By the end of the foundations age, some children will have exceeded the goals. Other children will be working towards some or all of the goals particularly younger children, those children who have not had high-quality early years experience, those with special educational needs and those learning English as an additional language. Curriculum: << previous page
		FOUNDATION SUBJECTS Aims for the Foundation Stage Play Areas of learning and early learning goals