Curriculum

Our curriculum at Rauceby Pre-school

The aim of our curriculum is to equip children with the skills and knowledge they need to explore and understand the world around them.

We believe that children grow and develop when they have access to a well thought out learning environment and engaged adults.

The teaching and learning of new skills and knowledge is delivered through both adult and child led opportunities both indoors and outdoors.

We focus on the importance of knowledge and skills that will support children in every way possible so that they can make the most of opportunities and fulfil their potential along with promoting their independence.

Prime areas of learning

• Personal, social and emotional development (PSED)

• Communication and language development (CL)

• Physical development (PD)

Specific areas of learning

• Literacy (L)

• Mathematics (M)

• Understanding the world (UW)

• Expressive Arts and design (EAD)

In planning for children, we consider the different ways in which children learn.

The three characteristics of effective learning are:

• Playing and exploring

• Active Learning

• Creating and thinking critically

Knowing about themselves and others, and how to keep safe. (PSED/CL/PD/UW)

Having the social skills and confidence to play alongside / with other children. (PSED/CL/UW)

Being able to make a simple choice. (CL)

Having a go and keep on trying. (PSED/PD/L/M)

Listening and taking turns. (CL/PSED/M)

Following simple instructions. (CL)

Knowing a number of songs and rhymes and enjoy joining in with singing. (L/M/EAD/CL/PSED)

Sitting at a table for snack and meal times. (PSED/UW/PD)

Talking to an adult. (CL/PSED/UW)

Using gross and fine motor skills to do things independently. (PD)

Using mathematical concepts and language in play and everyday experiences. (M)

Being independent with self care- toilet, hand washing, feeding themselves, putting on coats and shoes. (PSED/PD)

Observe children at play and plan activities that follow their interests and introduce them to new ideas and concepts.

Being specific with our praise, noting how well children solve problems, have ideas and negotiate.

Use additional funding to support children as identified.

Work with parents to ensure they are able to support their child’s learning at home.

Share and discus experiences · Role model positive language and positive behaviour.

Provide supervised opportunities for turn taking.

Provide real life experiences.

Use flashcards to support basic English language / for children to express their own wants and needs.

Well planned leaning environments indoors and outdoors that promote the focus on learning.

Know and understand the areas of learning and development.

By building a good relationship up with both key children and their immediate family.

Know how each child plays and learn.