Merton
Infant School
Aiming High, Achieving Together
Motivation
Excellence
Respect
Teamwork
Opportunities
Never Give Up
Our Curriculum
The aim of our curriculum is to equip our children with the skills and knowledge they need to explore and understand the world around them.
We believe that the children grow and develop when they have access to a well thought out learning environment with adults who engage with them and teach ‘in the moment’.
The teaching and learning of new skills and knowledge is delivered through both adult and child led opportunities both indoors and outdoors.
We follow the statutory Early Years Foundation Stage (EYFS) Curriculum:
Areas of Learning and Development | |||||
Prime Areas | |||||
Communication and Language
| Personal, Social & Emotional Development
| Physical Development
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Specific Areas | |||||
Literacy
| Maths
| Understanding the World
| Expressive Arts & Design
| ||
In planning for teaching and providing opportunities for learning, we consider the different ways children learn. The three overarching characteristics for effective teaching and learning are:
- Playing and exploring
- Active learning
- Creating and thinking critically
Animal learning behaviours
Our animals help our children develop learning behaviours. These are:
Leo the Lion listens to the teachers.
Candy the Cat is curious and has her own ideas.
Wendy the Wise Owl likes to learn new things.
Danny the Dog likes to walk inside and is kind to his friends.
Sam the Spider concentrates and keeps on trying.
Freddie the Fox has ‘a go’
Ellie the Elephant makes independent choices and is an expert in her learning
Our Curriculum Aims
Our intent is for children to leave us confident in - | Implementation – How we will support children |
Knowing about themselves and others, and how we keep safe. PSED/CL/PD/UW
Have the social skills and confidence to play alongside/with other children. PSED/CL/UW
Being able to make a simple choice. CL
Having a go and keep on trying PSED/PD/L/M
Listening and turn taking. CL/PSED/M
Follow simple instructions, such as return resources, come and sit on the mat. CL/PSE
Being able to independently move around the environment, selecting resources in their own play. PSE/CL
Knowing minimum 6 nursery rhymes and songs and join in singing these during group times and spontaneously during play. CL/L/ PSE/EAD
Will be able to share with an adult they are hungry or thirsty. Verbally or through Makaton or visual aids. PSE/CL/PD
Taking off/putting on their coat and put on and take off their shoes.
Being interested in changing themselves if they are wet. PD/CL/PSE
Talking to an adult CL/PSE
Using fine motor skills to mark-make with a purpose. PD/L/PSE/CL
Using gross motor skills to build and complete an obstacle course in the garden, move in different ways challenging themselves during Forest school and during adult directed sticky kids/ yoga. PD/CL/PSE/UOW/M
Using fine and large motor skills to be able to build a simple model in woodwork and go be able to create with a purpose at the craft station. PD/CL/PSE/EAD/UOW/M/L
Staying healthy, through cleaning of hands/ tissues for sneezes and beginning to understand healthy food choices and the effect of exercise on our body, including oral health. PSE/CL
Using mathematical concepts and language in play and everyday experiences. M/CL/OUW/PSE/PD
Have an interest in selecting books to enjoy and beginning to remember key events in their favourite stories. Can recognise their name. L/CL/PSE/UOW
Have an awareness of the community they live in. UOW/PSE/CL/PD/M/L
| Observe children in their play and teach in the moment, following their interests and scaffold learning. Offer additional opportunities which are adult directed or enhancements to the environment. Using our Behaviour animals as role models to aspire to be the same as.
Role modelling how to play and encourage other children to join their play. Setting up small group experiences to support in learning to play alongside a wide variety of peers.
Teaching in the moment and modelling language. ECAT lead identifying children who need additional support alongside key person and offering targeted support in session. The use of Makaton and visual aids to support.
Offering opportunities which provide challenge and scaffolding learning to provide the right amount of challenge. The use of Learning behaviour animas to role model behaviours the children can aspire to be like.
Staff to role model the language of learning to include having a go and to keep trying. The children will also hear these scribed in their learning stories.
Teaching in the moment and role modelling language and reinforcing positive behaviour. The use of behaviour animals to aspire to be like. ‘Leo the lion has his listening ears on’.
Small group time, provide opportunities for turn taking and resources/ experiences which support this such as playdough station, Wheeled boards in the garden. Exploring phase 1 phonics.
Adult’s role modelling language and using Makaton and visual aids to support communication exchanges. Adults also modelling out the instruction.
Adults to role model, teach in the moment and scaffolding learning to teach this skill and support their play and learning choices.
Song of the week sang during gather times and spontaneously during play. Parents shared song and given links to sing at home. The use of Makaton to sing and visual aids, including props. Songs – 12345 once I caught a fish alive Twinkle twinkle little star Baa Baa Black sheep 5 little speckled frogs Miss Polly had a dolly Tommy Thumb
Visual timetable and flash cards for snack. Name exchange when they have snack. Adults to use Makaton and modelling how they can choose when to have snack.
Adults to role model and provide support. Adults to use the language of learning to encourage children and scaffold learning.
Adults teaching in the moment, role modelling language, key-person attachment, good partnership with parents and using learning stories and tapestry to share achievements and news from home. My family books.
Adults well deployed to ensure adults are available to scaffold learning and communication.
Well resourced craft and mark making area and a variety of materials. Adults teaching in the moment and scaffolding mark making opportunities. Print in the environment. Mark making station outside and mark making belts for mobile mark making.
Large loose parts available in the garden and adults role modelling how to build and go over an obstacle course. Forest School opportunities on un-even ground, making dens, building fires. Sticky kids and Yoga sessions several times per week. Outside provision available all day.
Woodwork station with nails and hammers. Adults to use this area 1-1 during first term and as children develop confidence, allowing them to be able to self-select the area. Adults modelling and teaching in the moment.
Adults’ role modelling and teaching in the moment how to stay healthy. Parents encouraged to provide healthy packed lunches. Tooth brushing diary home learning. Washing hands song one of our daily songs, which is shared with parents at home. Discussions in small groups and during mealtimes about healthy eating and how we feel after running and yoga.
Well-resourced environment with maths opportunities everywhere. Adults using maths concepts as they teach in the moment.
Book stations inside and outside. Key books each half term, which are read regularly. Children self-registering and names to refer to when making creations to take home. Small group times to include opportunities for children to re-tell stories.
Community walks and begin to build an awareness of where Pre-School, local shop and park is. |