Early Years Foundation Stage (EYFS)
In our school our EYFS class is our Busy Bees Reception class, children start in the September in the year in which they turn 5. The curriculum is based on 17 areas of learning which are broken down into milestones culminating in the Early Learning Goal (ELG). Children's learning is focussed on three characteristics of effective learning: playing and exploring, active learning, creative and critical thinking.
Teaching in EYFS is centres on pupils interests, the 17 areas are planned for through a theme, such as 'growing', or centred around a book, activities are planned for inside and out so children can access the 17 areas of learning. Through skilled questioning teachers take pupils learning forward guiding them to discover new skills. Most learning is child initiated a small proportion is teacher led, such as handwriting, letter formation, maths skills, reading and phonics.
The children have a daily phonics session (see section on phonics) which starts at phase 1/2 or 3 depending on the individuals starting points.
EYFS children learn to read using the books available in school which are banded in colours.
Key Stage 1:
About Our Learning
At Stoke Goldington CE school we designed a curriculum that focusses on progression of skills and practise of skills in a variety of contexts. Our curriculum centres around learning about our immediate environment (school/village) local environments (Olney/Newport Pagnel/Milton Keynes) Great Britain and the wider world. By focussing on the same skills and learning intentions but learning different facts and information will support pupils use of skills and application to different contexts and in depth facts and information about local environments and communities broadening out to Great Britain and the wider world, building their 'cultural capital'.
We follow the national curriculum and have end of year expectations that we are all aiming towards. The cycle centres around themes which incorporate the core subjects of English and science and the wider curriculum. Maths is discrete, we have introduced 'Power Maths' a maths mastery approach, that all year groups follow, but cross curricular elements are taught where appropriate. Our pupils are excited about the topic themes and gain much from the enriched curriculum through the varied trips, visits and visitors. There are times when we plan learning from pupil interest, local or national occasions i.e. a child returning from a trip abroad/ a child's family celebrations (such as Eid/ Hannukah)/the Royal Wedding/Olympics/Rugby World Cup/Milton Keyne's 50th birthday. It's important that learning is connected to real events where possible, is up to date, relevant to pupil’s interests, lively and engaging.
At Stoke Goldington CE School we also love our trips, Warwick Castle, The Science Museum and Birmingham Sealife Centre to name a few! Along with country walks, forest schools, cooking and visitors there's always plenty of excitement in our learning.
If you require any further information, please get in touch
Intent, Implement, Impact
Intent-The intent is to learn about the local area/communities/buildings/nature and widen to MK and globally taking into account the pupils in the school i.e. what links locally and globally do the children have? Where have they visited on holiday? What do they need to learn? What communities are they part of? The intent is to start with what they know and gradually widen the experience to local areas, England, Great Britain and the wider world.
Implementation- The curriculum implementation is to support the individual cohorts and school communities, there is flexibility for planning around the skills to support cohort need. Revisiting the skills through different contexts over two years will deepen understanding, broaden knowledge, allow links to be made and commit both skills and knowledge to long term memory. The curriculum is flexible to enable schools to plan for the children in their schools, what do the children need to learn to move onto their next stage in life? (this won’t be the same for all 5 schools).
Impact-. By revisiting the skills over and over again, pupils will be able to transfer the skills to any learning experience, skills and knowledge will be committed to longer term memory and pupils will have a deep understanding of their place in their community, local community and the world. Pupils will be ready for the next stage in their school life with the specific skills and knowledge required.
Your child starts to learn to read as soon as they start school. Words are displayed all around and are highlighted throughout the day. Your child will learn key words initially, cvc word (consonant vowel consonant) i.e cat, dog, mum etc. They learn to decode with phonics and learn sight words. We focus on the first 100 key and tricky words to begin with and increase in line with individual needs.
Your child will bring a book home, these are colour banded, starting with lilac which are books without words so that your child can share the book with you and talk about the story, this is an important stage of reading, knowing the orientation of a book, that stories follow a system of begnning, middle and end, and to engage your child in talking about books. The books progress from key words, to short sentences all the way up to chapter books.
Please read with your child at home at least 3x a week, research shows that children who are reading and sharing books at home regulalry are more proficient readers at an earlier stage.
We use a variety of books and schemes for our reading; Oxford Reading Tree is our main scheme wih other books colour banded to choose from.
Phonics Read Write Inc
It is a statutory requirement for schools to teach systematic synthetic phonics. The following is an explanation from Oxford Owl and easy to access website with resources and guidance for parents:
When your child is learning to read there are two crucial things to learn:
Synthetic Phonics is a way of teaching reading.
Children are taught to read letters or groups of letters by saying the sound(s) they represent – so, they are taught that the letter l sounds like llllll when we say it. Children can then start to read words by blending (synthesising) the sounds together to make a word.
At school, you will probably hear teachers talking about blending , but you might also hear them refer to sounding out or Fred Talk too, depending on which phonic scheme your child’s school is using. All these terms focus on the same point – synthesising sounds
At Stoke Goldington CE School we use 'Read Write Inc' as a scheme for our daily lessons for learning sounds, decoding and blending. It is a powerful scheme which sees children at the end of foundation stage ready for year 1 with a high level of decoding and blending skills.