IN EYFS OUR LEARNERS FOLLOW THE EARLY YEARS FRAMEWORK.
At Bracken Edge, children engage in a journey of discovery and exploration, starting in Nursery through to the end of Reception. The children often initiate their own learning through play as well as engaging in regular group and whole-class activities directed by an adult. We create a happy and caring environment where all children feel valued and relaxed and where they will have the opportunity to develop positive relationships with all the adults who care for them. Every day, there are opportunities for the children to choose from a range of activities, both indoors and outdoors, where they can explore, experiment, learn and develop at their own rate as they work towards the end of Reception standards or Early Learning Goals (ELGs).
Our curriculum has seven different areas of learning, outlined below
Whilst in Nursery, PSED, Communication, Language and Literacy and Physical development skills take a lot of the learning focus, as these are the Prime Areas of learning. The remaining; Specific Areas of the curriculum, are covered to compliment the Prime Areas and maximise coverage. As children move into Reception, their Nursery learning experiences of the Prime Areas readies them to transition into the next stages of learning where they begin to develop more technique based learning such as reading, letter formation and calculating.
Children are taught the basics of reading and writing through discrete phonics sessions using Floppy's Phonics.
Children in Nursery work within Level 1 of floppy's, using partner practise books to deliver pre-phonics skills such as beat, rhythm, rhyme and learn oral blending and segmenting skills. Learning focuses around learning new vocabulary and songs and nursery rhymes.
In Reception children continue on their journey with Floppy's phonics. We dedicate the first hour each day to phonics and learn between 2 and 4 new sounds a week.
The phonics session has distinct sections:
- Firstly we revisit and review phonemes we have previously learned and practise reading tricky words.
- Next we teach a new phoneme and use our reading routine to learn how to read it. We spend time learning new vocabulary and talking about what we can see in the scheme's resources.
- Then we practise and apply reading and writing our new phoneme using the worksheets and resources that are part of the floppy's scheme.
All these skills get put into practise when we do our daily group read. The children read decodable books which are closely matched to the phonemes and graphemes they know. When writing, the children write the phonemes they can hear, building towards writing simple sentences, becoming more and more independent each time.
Throughout our literacy work. The children are exposed to a wide range of texts and stories, which we sequence, role play and relate to our own experiences.