Gilded Hollins Community School
Our Curriculum
Curriculum in EYFS at Gilded Hollins
Our Curriculum in Early Years in built upon our knowledge of the children, information from parents,
inspiration from our community all underpinned by the educational programmes set out in the EYFS
Statutory Framework.
Our curriculum is designed so that each programme of study begins with the foundations laid down
in the early years.
Our Curriculum is broad and balanced so that children can reach their full potential by learning new
skills and understanding the world around them. We understand the importance of the prime areas
of learning and aim to unlock potential through providing a nurturing environment where children
can thrive.
In Reception, phonics is taught through the systematic synthetic phonics scheme, Read, Write Inc.
Maths is taught through the use of the NCETM programme and White Rose maths scheme of work
in line with the rest of the school community.
We intend to equip our children with key life skills that will allow them to progress to the next stage
of education as confidence, resilience and capable learners.
Teaching and Learning
Our learning environment motivates, inspires and provides a safe space for children to think
creatively and critically within their play. The classroom is adapted to suit the cohort of children
within it and has spaces defined that meet the needs of individual children.
Adults play a key role in children’s learning, modelling, explaining and demonstrating to give
children’s high-quality learning experiences based upon communication. Children are taught key
vocabulary explicitly throughout the year and are taught to use these new words purposefully within
their learning.
Each area of learning is planned out carefully to ensure that children are building on their skills over
time. Our children learn best when they are able to voice and extend their own interests within the
continuous provision. Staff are readily available to interact, comment and ask questions to deepen
children’s understanding and allow them to become experts in their own learning.
Children take part in a range of whole class and small group activities, and interventions are
implemented flexibly to meet the needs of all learners.
Children in Reception are included in whole school events such as World Book Day and singing
assemblies and are visited from a variety of professionals within the community such as artists and authors.
EYFS Long Term Overview
Autumn | Spring | Summer | ||||
‘All about me’ | ‘Let’s Celebrate’ | ‘Earth, Space and Beyond’ | ‘My Super World’ | ‘Animals Including dinosaurs’ | ‘Journeys, Tales and Adventures’ | |
Focus Texts | Rainbow Fish The Gruffalo Elmer Gingerbread Man | Lost and Found Stickman Funny Bones | Whatever Next The Way Back Home Man on the Moon | Supertato Superhero like you | Harry and the Bucket Full of Dinosaurs Monstersaurus Oi Frog | Once Upon A Raindrop Handa’s Surprise 3 Little Pigs |
Phonics | Phonics Letter formation CVC decoding Word building Reading of High Frequency Words (HFWs) | Phonics Letter formation CVC word building and reading Labelling Ordering story Reading of HFWs | Phonics Letter formation Reading sentences Labelling Sentence building | Phonics Letter formation Reading sentences Sentence building | Phonics Sentence formation Read/write HFWs Fact files | Phonics Sentence formation Read/write HFWs Retelling a story |
Maths Focus | Match and sort Compare amounts Compare size, mass capacity Exploring pattern Representing 1,2,3 Comparing 1,2,3 | Composition of 1,2,3 Representing the number 4 Representing the number 5 One more One less Shapes with 4 sides | Alive in 5 Composition of numbers to 5 Comparing mass Measuring capacity Growing 6,7 and 8 Composition of numbers to 6, 7, 8 Adding more Length and Height | Building 9 and 10 Order numerals to 10 Composition of 9 and 10 Comparing numbers within 10 Making 10 3D shapes | To 20 and beyond Missing Numbers Ordering Numerals to 20 First, then, now Adding more Taking away | Find My Pattern Doubling Sharing Grouping Odd and Even Finding Patterns |
Expressive Arts | Marvellous marks Rhyme and Music | Seasonal crafts Christmas carols and Song | Paint my World Using instruments for rhythm | Creation Station Seasonal Crafts | Let’s get Crafty | Seasonal Crafts |
UTW Past and Present (History) | Starting School My family and me – our history What is a timeline? | What have I celebrated in the past? | Has anyone ever been to the Moon? Little People, Big Dreams – Neil Armstrong | How have I changed since I was a baby? What did my parents look like when they were babies? Was our school a farm? | Which people have been important in our world? Little People, Big Dreams – David Attenborough Did the dinosaurs live in Great Britain? | When are our birthdays? How have I changed since the start of the year? |
UTW People, culture and Communities (Geography) | My Local Area Where do I live? What places are special to me? What places do I visit? | The country I live in. What events do we celebrate? How do we celebrate? | Comparing Traditions. How do other people celebrate? Chinese New Year | What jobs do my family do? What jobs do other people do? What happens on a farm? | What places are special to some people in our country? Why are they special? | Who’s been on holiday? What was it like? Can I describe the difference between my holiday and where I live? How is Africa different to the UK? |
UTW (Science) | My Amazing Body | Air, water and weather | Space | Plants and Growing | Dinosaurs and Animals | Water and Materials |
Whole School values | Respect for Self; respect for others; respect for our environment Our 6 rules Try your best Be kind Take care of property Listen to others Tell the truth Use time wisely Our 6 Qualities Kindness, community spirit, resilience, honesty, perseverance, confidence | |||||