Patcham Infant School Curriculum
The Early Years Foundation Stage (EYFS) is the statutory framework that sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children are ready for school and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
- Personal social and emotional development
- Physical development
- Communication and language
- Understanding the world
- Expressive arts and design
Click on the subjects below to read their rationales
- Physical Education (PE)
- Early Reading and Phonics
- Design and Technology (DT)
- Art and Design
In addition we follow non-statutory guidance for the teaching of:
Click on the image above for resources that can be used at home
The above slides are the presentation from our recent parent workshop
CURRICULUM LINKS & DOWNLOADS
Please click on the links below...
Key Stage 1 Curriculum Presentation
For more information on Key Stage 1 see:
The Patcham curriculum is creative, broad, deep and balanced developing a deep body of knowledge, skill and vocabulary. It takes children on a rounded, exciting journey guiding them morally and academically. At the heart of Patcham Infant School are the children and our core values, and goals prepare children for lifelong learning and a bright future. Children develop exceptional learning behaviours, self-confidence, high self-esteem and a healthy emotional outlook on life. Our young children understand the importance of rights and responsibilities. We believe in empowering our children with no limits to what they can achieve and with determination and a positive attitude, anything is possible. We Dream - We Aspire - We Thrive. Powerful Learning for Life!
Wherever possible our curriculum is taught through themes encapsulated within overarching ‘big questions’. There is a strong emphasis on teaching and learning through first hand experience and cross-curricular links. Subject areas or specific subject content which cannot be integrated into topic work are taught discretely.
Our curriculum provides a rewarding and engaging experience in which children can explore, investigate, discover, create, consolidate and reflect on their developing knowledge, understanding, skills and attitudes, enabling them to develop academically, physically and socially. They are guided and encouraged to think for themselves and to become responsible and independent learners. The education they receive offers both support and challenge, with enjoyment and success, preparing them for their future life and learning.
We meet the need of each child by assessing their present achievements, setting appropriate targets, and providing them with class, group and individual work which takes them forward to the next stage of learning.
EYFS planning is primarily led by the children’s interests but driven by the skills the children need to move their learning on. Our learning environment is well resourced and exciting. Children have access to inside and outside areas throughout the day.
In Key Stage 1 the children are given the opportunity to self-select from activities that support and extend their learning, appeal to their personal interests and/or link to our theme. We operate an Explore and Learn approach to delivering the creative curriculum. The Explore and Learn model builds upon the solid foundations of the EYFS and shares the same principles whilst adding further rigour to ensure it meets the needs of the children. This approach dovetails seamlessly with our approach to learning dispositions and growth mindset. Teachers provide a balanced learning experience and encourage children to develop their independent learning. Children are provided with a wide range of resources and are encouraged to demonstrate imaginative new ways to use them and solve problems, practising skills that have been taught during teaching inputs. The children are also free to use the shared area and the outdoors where they can mix with friends across the year group. They are extended and challenged through regular teaching focuses and teacher-led activities based on the term’s topic. When they are ready children begin to record their learning more formally and reflect on their own progress.
During the year we organise different visits and visitors for each year group to enhance learning and every Learning Journey has a super start, marvellous middle and fabulous finish.
For each new Learning Journey (usually every half term or term) we send home a topic overview. Copies of these are available through the link to your child’s year group page on this website.
We view homework as an extension of learning in the classroom and it is designed to develop independence and a love of learning. We encourage parents to read with their children every day. We give advice about how to support children’s learning at home via workshops, parent meetings and information we publish about how to help. In Key Stage 1 children choose from a range of optional homework tasks.
We recognise that starting or returning to school after a lockdown will evoke a range of emotions for children, having spent a significant period at home with their families. Children may also have been exposed to adults who are anxious and may not be acting in their normal way or maintaining the normal familiar routines. We have therefore planned a Recovery Curriculum which acknowledges that children have experienced big changes or losses affecting their mental health. During the first few weeks, we will concentrate on the smooth transition back into school life. The children will re-establish friendships and become familiar with their new classroom, staff, rules and routines. It will, of course, be underpinned by our core values of appreciation, resilience, enjoyment, wellbeing, ambition and being unique.
To help us support children with this, our Recovery Curriculum will focus on six areas:
- Supporting me to be myself and know I am unique.
- Supporting me to appreciate and build positive relationships with others.
- Supporting me to manage my feelings and behaviour.
- Supporting me to enjoy, achieve and be ambitious.
- Supporting my physical health and wellbeing.
- Support me to be resilient to further change.