Foundation Stage Curriculum
The six areas in the foundation stage are each divided into Early Learning Goals. They are as follows –
Communication, Literature and language
- Enjoy listening to and using spoken and written language and readily turn to it in their play and learning.
- Explore and experiment with sounds, words and texts.
- Listen with enjoyment and respond to stories, songs, rhymes, poems and songs.
- Use language to imagine and recreate roles and experiences.
- Use talk to organise, sequence and clarify thinking, ideas, feelings and events.
- Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions.
- Interact with others, negotiating plans and activities and taking turns in conversation.
- Extend their vocabulary, exploring the meaning and sounds of new words.
- Retell narratives in the correct sequence, drawing on the language patterns of stories.
- Speak clearly and audibly with confidence and control and show awareness of the listener, for example by their use of greetings and saying please and thank-you.
- Hear and say initial and final sounds in words and short vowels within words.
- Link sounds to letters, naming and sounding letters of the alphabet.
- Read a range of familiar and common words and simple sentences.
- Know that print carries meaning and that English is written and read from left and right and top to bottom.
- Show an understanding of the elements of the story, such as main character, sequence of events and openings. How information can be found in non-fiction texts to answer questions.
- Attempt to write for various purposes, such as lists, stories and instructions.
- Write their own names and such things as labels and captions.
- Use their phonetic skills to write simple words and make plausible attempts at more complex words.
- Use a pencil effectively to form recognisable letters.
We work towards children being able to
- Explore colour, texture, shape, form and space in two and three dimensions.
- Recognise and explore how sounds can be changed, sing simple songs from memory and recognise repeated sounds and sound patterns. To be able to match movement and music.
- Respond in a variety of ways to what they see, smell, touch and feel.
- Use their imagination in art, design, music, dance and imaginative and role play activities.
- Express and communicate their ideas, thought and feelings by using a widening range of materials, suitable tools, movement, designing and making and a variety of songs and musical instruments.
Personal Social and Emotional Development
We work towards:
- The children to be interested, excited and motivated to learn.
- Be confident to, try new activities, initiate ideas and speak in a familiar group.
- Maintain attention, concentrate and sit quietly when appropriate.
- Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others.
- Developing respect for other cultures and the beliefs of others.
- Respond to significant experience, showing a range of feelings.
- Form a good relationship with adults and peers.
- Work as part of a group or class, taking turns and sharing fairly.
- Understand what is right and what is wrong and why.
- Dress and undress independently and manage their own personal hygiene.
- Select and use activities and resources independently.
- Consider the consequences of their words and actions on themselves and others.
- Understand that people have different needs, views, culture and beliefs.
Knowledge and Understanding of the World
We work to the children being able to:-
- Investigate objects and materials by using appropriate senses.
- Find out about and identify some features of living things, objects and events that they observe.
- Look closely at similarities, differences, patterns and changes.
- Ask questions about why things happen and how they work.
- Build and construct a range of objects selecting appropriate resources.
- Selecting the tools and techniques they need to shape, assemble and join a variety of materials.
- Find out and identify uses in everyday technology and use ICT and programmable toys.
- Find out about the past and present events in their own lives, their families and people they know.
- Observe, find out about and identify features in the place they live and the natural world.
- Find out about their environment and talk about features they like and dislike.
- Begin to know about their beliefs, culture and those of others.
We work towards the children being able to :-
- Say and use number names in order and in familiar contexts.Count reliably up to 10 everyday objects.
- Recognise numerals 1-10
- Use language such as “more”, “less”, “greater”, “smaller”, “heavier” or “lighter” to compare two numbers or quantities.
- In practical activities and discussion begin to use vocabulary involved in addition and subtraction.
- Find one more and one less than a number 1-10.
- Begin to relate addition to combining two groups of objects and subtraction to taking away.
- Talk about, recognise and recreate simple patterns.
- Use language to describe the shape and size of solid and flat shapes.
- Use everyday words to describe position.
- Use developing mathematical ideas and methods to solve practical problems.
We work to the children being able to:-
- Move with confidence, imagination and safety.
- Move with control and co-ordination.
- Show awareness of space, themselves and others.
- Recognise the importance of keeping healthy and the things that contribute to this.
- Use a range of small and large tools safely.
- Travel around, over, under and through. To balance and climb safely on equipment.
- Handle tools, objects, construction and malleable materials safely and with increasing control.