Curriculum Intent
Within our Early Learning Zone at Greatstone Primary School, we know that children learn best when they have high levels of involvement in their learning and it is at these points, lasting learning occurs. It is vital that we know how children learn rather than just what they learn, therefore we underpin everything we do with a solid understanding of the Characteristics of Effective Learning as it is, at this young age, where they are naturally powerful learners who form attitudes about learning which will last a lifetime. Depths of learning matters more than moving from one ‘Phase’ (Birth to Five Matters) to the next or trying to cover everything. As practitioners, we understand that a child’s knowledge is secure if they show it consistently and in a range of different contexts. Children do not learn in ‘terms’ naturally and therefore, it is important to understand that our Educational Programme outlines our aims in regard to coverage over the year but may not always happen at the time it was originally planned. Children’s learning is often driven by their own interests so plans need to be flexible. As a setting, we have chosen to use the non-statutory guidance of Birth to Five Matters as it considers the ages and stages of children who may be in the same year academically but can be months apart in age. Whilst we ensure that the planning is ambitious, we will also:
- Plan from the interests of children in ‘the moment’.
- Ensure depth of learning occurs through different activities, whether planned or spontaneous.
- Use observations in play to assess the children’s independent learning.
- Adapt plans as the year progresses to ensure that we consider that children do not learn in a straight line and that there are many strands which we need to consider for all children. When planning what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice accordingly. The Characteristics of Effective Teaching and Learning underpin everything within the Early Years from our youngest children through to those at the very end of Reception Class, who are now School Ready.
- Consider barriers to participating and belonging to ensure inclusion for all.
- Understand that a child’s voice is paramount to their learning, whether this is non-verbal or verbal communication.
All children arrive in our setting from different backgrounds having experienced vastly different early childhoods from one another and it is these early interactions (Positive Relationships) and the world around them (Enabling Environments) which helps build their strengths and individuality. Understanding that the children bring these experiences with them when they join us is key to understanding who each child is and how best to support their learning and development.