Early Year Foundation Stage
The overarching principles of the Early Years Foundation Stage curriculum are:
- every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
- children learn to be strong and independent through positive relationships;
- children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
- children develop and learn in different ways and at different rates.
There are seven areas of learning and development that shape the early years foundation stage curriculum. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three prime areas, are:
- communication and language;
- physical development; and
- personal, social and emotional development.
Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied.
The specific areas are:
- understanding the world; and
- expressive arts and design.
Coverage of the EYFS curriculum will involve planning activities and experiences for
- Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
- Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
- Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
- Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
- Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
- Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Read, Write, Inc.
At William Harding we use Ruth Miskin's Read, Write, Inc. Phonics Programme which provides a cohesive and creative approach to teaching children to read and write. Children will start Read, Write, Inc. in our Pre-School, if they attend, and then follow the programme throughout their time in Reception and Year 1. Click here for further information.
Key Stage 1 & 2
English and Mathematics are taught daily. Science, History, Geography, Art, Design & Technology, Computing, Religious Education (RE), Personal, Social, Health, Citizenship & Economic Education (PSHCEE) are taught throughout the week by the class teacher. We employ a specialist Physical Education Teacher and a teacher to teach French.
Children are taught using the Early Years & Foundation Stage Profile (Reception) and the National (Primary) Curriculum for England (Years 1 to 6). This provides the guidelines for teaching children throughout their primary phase of education. All the teachers and education support staff are effectively trained and experienced and are focussed on raising standards for all children at this school.
The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.
In Year 6, at the end of Key Stage 2, pupils will take the End of Key Stage 2 National Tests (SATs).
The class teacher will assess your child’s work throughout each term and this will be reported to you at our regular Parent Consultation evenings and through the end year report. When your child reaches Year 2, the end of Key Stage 1, and Year 6, at the end of Key Stage 2, they will take the End of Key Stage National Tests(SATs) and assessments. These tests will indicate their progress and achievement, the results, along with a teacher assessment grade will be reported to you. Current school performance tables, published by the Department for Education (DfE) are available under the ‘About Us’ section of our website.
English Language and literacy
Teachers develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.
Pupils will be taught to speak clearly and convey ideas confidently using Standard English. They learn to justify their ideas with reasons; ask questions to check their understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and develop effective communication. They are taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas for writing
Reading and writing
Teachers develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils will be taught to read fluently, understand extended prose (both fiction and non-fiction) and are encouraged to read for pleasure.
We will do everything to promote wider reading. We have well stocked libraries and we set ambitious expectations for reading at home. Pupils will develop the stamina and skills to write at length, with accurate spelling and punctuation. They will be taught the correct use of grammar. They build on what they have been taught to expand the range of their writing and the variety of the grammar they use. The writing they do includes narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read.
Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They will increase pupils’ store of words in general and make links between known and new vocabulary. In this way, pupils expand the vocabulary choices that are available to them when they write. In addition, it is vital for pupils’ comprehension that they understand the meanings of words they meet in their reading across all subjects, our older pupils will be taught the meaning of instruction verbs that they may meet in examination questions. It is particularly important to introduce pupils to the language which defines each subject in its own right, such as accurate mathematical and scientific language.
Mathematics and numeracy
Teachers use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is vital to success across the national curriculum.
Teachers will develop pupils’ mathematical and numeracy reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils will be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Children will be given opportunities to apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They will also understand the cycle of collecting, presenting and analysing data. They will be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.
High-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity. All pupils will be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils will be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Children follow a programme of study which includes scientific knowledge and conceptual understanding, and the nature, processes and methods of science. This includes the study of living things and their habitats, plants, animals (including humans), use and properties of materials, rocks, light, sound, forces, electricity, Earth & space and evolution.
Scientific skills are taught within the context of these areas. Links to related subject areas such as Numeracy, are made. The children are given opportunities to take part in investigations and practical work during lessons.
Art & Design
Our art and design curriculum will engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they will develop the skills to think critically and develop a more rigorous understanding of art and design. They will be taught know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
The curriculum for art and design will ensure that all pupils have the opportunity to produce creative work, exploring their ideas and recording their experiences; become proficient in drawing, painting, sculpture and other art, craft and design techniques; evaluate and analyse creative works using the language of art, craft and design; know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Our Computing curriculum will equip pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
The curriculum for computing will ensure that all pupils develop understanding of and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation; can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems; can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems and are responsible, competent, confident and creative users of information and communication technology.
Design & Technology
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils will design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They will acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they will develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Our curriculum for design and technology will ensure that all pupils develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world; build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users; critique, evaluate and test their ideas and products and the work of others, and understand and apply the principles of nutrition and learn how to cook.
Geography will inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Our curriculum and teaching will equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world will help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
Our curriculum for geography will ensure that all pupils develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes. They will have the opportunity to develop an understanding of the processes that give rise to key physical and human geographical features of the world. We will ensure that pupils are competent in the geographical skills needed to collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes; interpret a range of sources of geographical information, including maps,
diagrams, globes, aerial photographs and Geographical Information Systems(GIS); communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Our history curriculum enables pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It will inspire pupils’ curiosity to know more about the past. Teaching equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
The history curriculum will ensure that pupils know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. Pupils will know about and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind. They will gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’. They will understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Pupils will be given the opportunity to develop an understanding of the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. They will gain an historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales
Modern Foreign Language(MFL) – French
Learning a foreign language provides an opening to other cultures. Our French language curriculum fosters pupils’ curiosity and deeps their understanding of the world. Teaching enables pupils to begin to communicate in another language and develops to encourage them to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It will also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read some literature in the original language. French language teaching provides the foundation and desire for learning further languages.
Our French language curriculum ensures that all pupils have the opportunity to understand and respond to spoken and written language from a variety of authentic sources; speak with increasing confidence, fluency and spontaneity; find ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation; write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt, and discover and develop an appreciation of a range of writing in French.
Teaching music engages and inspires children to develop a love of music and their talent as musicians; it increases their self-confidence, creativity and sense of achievement. As pupils progress they will develop an engagement with music which allows them to compose, and to listen to music critically.
Our music curriculum will ensure that pupils perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. Children will learn to sing and use their voices to create and compose music on their own and with others; they will have the opportunity to learn a musical instrument and use music technology appropriately. Children will be given opportunities to understand and explore how music is created, produced and communicated. They will learn about the different dimensions of music, including pitch, duration, dynamics, tempo, timbre, texture and structure; as well as the appropriate musical notations.
Our high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. We will provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities will be provided to compete in sport and other activities that build character and help to embed values such as fairness and respect.
Our physical education curriculum will ensure that all pupils develop competence to excel in a broad range of physical activities; are physically active for sustained periods of time; engage in competitive sports and activities and lead healthy, active lives.