EYFS Curriculum Overview
Early Years Foundation Stage Vision Statement
“The goal of early childhood education should be to activate the child’s own natural desire to learn.” (Maria Montessori)
In our Early Years Foundation Stage at St. John’s Primary, we believe that all children are capable, curious and creative HUMANS. We aim to provide an environment and experiences which allow them to flourish in all areas of learning as well as enabling them grow into confident, resilient, and self-assured young learners. We passionately believe that authentic, trusting relationships with our children and their families are the key foundation to a successful school experience and we strive to create a welcoming and nurturing environment where everyone feels welcome and happy.
We recognise that our most valuable resource is the children themselves, and it is they who help us shape our curriculum. Whilst we rigorously ensure that we meet the Statutory requirements of the Early Years Foundation Stage, we carefully craft our curriculum around our children, building on their Cultural Capital, and planning adventurous, ambitious and inspiring learning opportunities for them. By the end of their time in the Early Years Foundation Stage at St. John’s we hope to have activated every child’s own natural desire to learn and so allow them to continue to fly high through the rest of their time at school.
We follow the Statutory Early Years Foundation Stage Framework, which can be accessed here: EYFS Framework (external link)
Once we get to know the children and their starting points we plan appropriate learning experiences. This means that no two years are ever the same! Ongoing observation and assessment forms a huge part of the EYFS experience and we send parents a monthly update of the observations of their children’s learning.
The EYFS curriculum is broken down into seven areas of learning and development. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
These three areas, the prime areas, are:
- communication and language;
- physical development; and
- personal, social and emotional development.
There are four specific areas, through which the three prime areas are strengthened and applied.
The specific areas are:
- literacy;
- mathematics;
- understanding the world; and
- expressive arts and design
St.John’s EYFS Curriculum Overview 2024-2025
Here’s an example of a typical week in Term 1 and 2 in EYFS:
Broadly speaking, most children will be expected to achieve the Early Learning Goals by the end of their time in EYFS:
Listening, Attention and Understanding
Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. Make comments about what they have heard and ask questions to clarify their understanding. Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
Speaking
Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary. Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
Self-Regulation
Show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly. Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
Managing Self
Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. Explain the reasons for rules, know right from wrong and try to behave accordingly. Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
Building Relationships
Work and play cooperatively and take turns with others. Form positive attachments to adults and friendships with peers. Show sensitivity to their own and to others’ needs.
Gross Motor Skills
Negotiate space and obstacles safely, with consideration for themselves and others. Demonstrate strength, balance and coordination when playing. Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Fine Motor Skills
Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases. Use a range of small tools, including scissors, paint brushes and cutlery. Begin to show accuracy and care when drawing.
Comprehension
Demonstrate understanding of what has been read to them by retelling stories 13 and narratives using their own words and recently introduced vocabulary. Anticipate – where appropriate – key events in stories. Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
Word Reading
Say a sound for each letter in the alphabet and at least 10 digraphs. Read words consistent with their phonic knowledge by sound-blending. Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Writing
Write recognisable letters, most of which are correctly formed. Spell words by identifying sounds in them and representing the sounds with a letter or letters. Write simple phrases and sentences that can be read by others.
Number
Have a deep understanding of numbers to 10, including the composition of each number. Subitise (recognise quantities without counting) up to 5. Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Patterns
Verbally count beyond 20, recognising the pattern of the counting system. Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity. Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Past and Present
Talk about the lives of the people around them and their roles in society. Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. Understand the past through settings, characters and events encountered in books read in class and storytelling.
People, Culture and Communities
Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
The Natural World
Explore the natural world around them, making observations and drawing pictures of animals and plants. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Creating with Materials
Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the process they have used. 15 Make use of props and materials when role playing characters in narratives and stories.
Being Imaginative and Expressive
Invent, adapt and recount narratives and stories with peers and their teacher. Sing a range of well-known nursery rhymes and songs. Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.