Nursery Curriculum (Early Years Foundation Stage)
The Early Years Foundation Stage Framework (EYFS) sets out the learning and development stages for children as they grow from birth to five years. For those working in the early years – whether in a nursery, pre-school, a childminder or in a reception class in school – the EYFS outlines what they need to do to support your child. The purpose of this booklet is to help you as a parent/carer* find out more about how your child is learning and developing during their first five years, in relation to the EYFS. Children develop more rapidly during the first five years of their lives than at any other time. This booklet has been written to help you as a parent know what to expect during these vitally important years by focusing on the seven areas of learning and development which are covered in the EYFS (What to Expect When, 4Children)
Click on the image above for full access to the parents guide to the Early Years Foundation Stage
Early years curriculum planning
Planning in the early years is about meeting young children’s needs so that they can play and learn happily in ways which will help them develop skills and knowledge across the Prime and Specific areas of learning in the Early Years Foundation Stage. Planning is different from school to school and from setting to setting because each one is different from the next for all sorts of reasons. However, some settings and schools will plan certain things in a similar way – these might be events that are planned every year such as a visit to a farm were the children will be able to see and feed the lambs and perhaps help the farmer to feed the goats. Or it may be that the setting or school has links with an orchestra that visits them regularly to work with a nursery or reception class, helping them to find out about several instruments and to listen to and join in some music-making or drama. In some ways these sorts of events provide a rhythm to the year – a pattern that is variable and flexible depending on many factors but is also fairly predicable – many people describe this as long term planning. Between long term planning and the experiences that are planned for children on a daily and weekly basis are the medium-term plans that are made to ensure that over six weeks or a half term certain areas of learning are addressed – for example focusing on particular stories to help children to think about ‘friendship’.
These type of plans need to be in place so that all the necessary resources such as books and props can be gathered. However all planning should be flexible and used as a guide rather than followed slavishly. The most important planning that is done is the short-term daily/weekly planning that arises from discussions with the children and their parents and is based around their current interests. The child whose nana has come by train to visit for a few days will have much to talk and think about and may want to make something for ‘nana’, just as will the child whose house is near a building site and who arrives full of excitement to talk about a huge crane she has seen on her way to school. This is the stuff of short-term planning – the fleeting but compelling interests of this child on this day. (Early Years Matters, earlyyearsmatters.co.uk)
Click on the link below for Little Learners curriculum planning for September – December 2020