If you require any additional information regarding the curriculum other than that stated below, please contact the school office.
Additionally, you can find further information at https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
EYFS POLICY EYFS CURRICULUM
Early Years Foundation Stage
English in Early Years is informed by the Early Years Foundation Stage curriculum, in particular the areas of Communication and Language and Literacy.
Communication, language and literacy depend on learning and being competent in a number of key skills, together with having the confidence, opportunity, encouragement, support and disposition to use them. These areas of learning include communication, speaking and listening in different situations and for different purposes, being read a wide range of books and reading simple texts and writing for a variety of purposes. To give all children the best opportunities for effective development and learning in communication, language and literacy, practitioners should give particular attention to:
- Providing opportunities for children to communicate thoughts, ideas and feelings and build up relationships with adults and each other; Incorporating communication, language and literacy development in planned activities in each area of learning;
- Giving opportunities to share and enjoy a wide range of rhymes, music, songs, poetry, stories and non-fiction books;
- Giving opportunities for linking language with physical movement in action songs and rhymes, role play and practical experiences
- Planning an environment that reflects the importance of language through signs, notices and books;
- Providing opportunities for children to see adults writing and for children to experiment with writing for themselves through making marks, personal writing symbols and conventional script;
Providing time and opportunities to develop spoken language through conversations between children and adults, both one-to- one and in small groups, with particular awareness of, and sensitivity to, the needs of children for whom English is an additional language, using their home language when appropriate.