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Early Years and KS1 Curriculum

In our school Early Years education refers to pupils under the age of 5 as well as pupils over 5 who receive a curriculum in an EYFS setting.

At Boston Endeavour Academy we plan a curriculum based on our observations of children’s needs, interests, and stages of development across the seven areas of learning.

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 are the prime areas:

• Communication and Language
• Physical Development
• Personal, Social and Emotional Development

Children are also supported through the four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:

• Literacy
• Mathematics
• Understanding the World
• Expressive Arts

Our curriculum also considers the Characteristics of Effect Learning. These focus on how children learn rather than what they learn i.e. process over outcome. Underpinning the Characteristics of Effect Learning is the understanding that during their earliest years, children form attitudes about learning that will last a lifetime. Children who receive the right sort of support and encouragement during these years will be creative, and adventurous learners throughout their lives. We believe it is paramount that we as practitioners, and the environment they provide, need to nurture these Characteristics of Effective Leaning to occur. The three main areas are:

• playing and exploring – children investigate and experience things, and ‘have a go’;
• active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and
• creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

Children in this phase learn to understand the structures of time which shape our lives. They learn to develop confidence in relationships with adults and their peers. They are given opportunities to direct their own learning so that they become effective in engaging with curriculum resources and adults who teach them establish a clear sense of how to support them in maximising progress. They are taught to communication effectively in whichever way is most appropriate to them. They are enabled to progress in their physical coordination. They work with digital technology and learn to engage effectively with this. They become secure in their immediate environment and become increasingly able to negotiate beyond the classroom and the familiar school context into their local community.