Early Years Foundation Stage Policy
Specific aims of EYFS
- To give each child a happy, positive and fun start to their school life in which they can establish solid foundations on which to expand and foster a deep love of learning;
- To offer each child a wide range of new and exciting experiences and give them the opportunity to consolidate, explore and test them out along with their own, individual experiences;
- To enable each child, through encouragement and high expectations, to develop, to the full, socially, physically, intellectually and emotionally.
- To offer a structure for learning that has a range of starting points and unlimited opportunity for development;
- To encourage children to develop independence within a loving, secure and friendly atmosphere;
- To support children in building relationships through the development of social skills such as cooperation and sharing;
- To help each child to recognise their own strengths and achievements through experiencing success and developing the confidence to work towards personal goals.
The Reception follow the curriculum as outlined in the Early Years Foundation Stage (EYFS 2019) handbook, which is available from the school office or can be downloaded below. This clearly defines what we teach.
Our ‘EPIC’ approach to inspire and equip learners for the 21st Century
The development of the curriculum is paramount at Whiston Junior and Infant School. Each year FS2 children will be immersed in a range of mini learning projects which are a balance between specific topics and children’s interests. Each learning project is split into sections, which starts by a planned enquiring question and sees children progress through four stages of learning.
The four stages of learning are Engagement, Progression, Innovation and Communication (EPIC):
- Engagement: During this opening phase the children are immersed in an experience connected to the new theme; an opportunity to develop an ‘awe and wonder’ moment. We hope to ‘hook’ and engage them to build excitement around their learning. This phase would also incorporate the development of and modelling of questioning: to find out what they know already, what they want to find out and how they are going to do that. Leading then to develop a set of their own enquiry questions.
- Progression: If the children are going to learn about something new they may need new skills, or might have to practise some old ones. This is where the teacher plans and models new learning across the curriculum subjects identified for the project and helps the children progress through the skills at an appropriate pace, incorporating discovery and curiosity, differentiation, questioning and challenge. There are planned opportunities for children to develop an understanding of the social, moral, spiritual and cultural aspects within the project and to be given opportunities to develop an understanding of the importance of British Values.
- Innovation: In this stage the children are encouraged to develop their divergent thinking skills in order for them to be innovative, independent and resilient to use and apply their new skills, knowledge and understanding through challenging learning activities. They may be given a problem to solve, an experiment to test or a task to investigate. They will be challenged to work and learn on their own, in pairs or together in small groups to discover, find solutions, identify patterns, and investigate a theory by putting all their learning into practice.
- Communication: The final stage is an opportunity to link their learning from their starting point and assess their progression through the development of skills and their understanding of the topic. This will lead to them planning opportunities to share and apply their skills and knowledge in order to celebrate their learning in different ways. The children, with support from their adults, will make decisions of what and how they want to celebrate their learning. For example, they may produce a book, make works of art, use role play or small world props to re-tell or act out specific parts.