milverton's memorable curriculum
A Memorable Curriculum
Our curriculum aims to provide all children with exciting learning opportunities.
As a school we are continually working hard to develop a ‘Memorable Milverton Curriculum’ that reflects the context of the school, inspires the children and allows for achievement in all areas. The components of this curriculum go well beyond the statutory requirements of the National Curriculum - which can be downloaded here.
In each phase group please click on the term and title to see the curriculum map. You can find out what our children have been doing and what they are planning to do!
In EYFS we love the sense of the unknown. Each day we are unsure of where the day will go, or exactly what learning will happen resulting in a sense of excitement and anticipation throughout the day. Children’s interests are very much ‘in the moment’ and this is why here at Milverton we very much teach in the moment and our planning is spontaneous. Planning in the moment is all about capturing the moment for children to progress based on what the children are already deeply involved in. From this the teacher or teaching assistant is able to see the ‘teachable moment’ from the child’s perspective and know when to intervene and when to stand back and observe. It is all about capturing the moment of engagement and running with it to make sure the children progress. With this in mind, children can be involved in a range of activities from being potion makers to builders, from authors or dinosaurs to mums/ dads/ babies and many more! Children become completely absorbed in what they are doing, and are aware that their play could take any turn as teachers and teaching assistants and the environment facilitate and support their learning.
The teachable moment
From the teachable moment the child feels valued, interesting, important, capable and able to learn as well as gaining knowledge, skills and understanding therefore making progress in one or even several areas of the Early Years Curriculum. The adult is able to gain a good understanding of the child’s knowledge, skills, attitude, understanding and progress.
This way of working means that all written planning is in the moment. Each adult records what they have done to help the children progress through their ‘next steps’ and these are recorded on a planning sheet and/or in the children’s observations. Phonics and Maths are taught 4 or 5 times a week. The school uses the ‘Read Write Inc.’ phonics programme and White Rise Hub as a basis for maths planning. When planning this way, time is used at the end of each session (morning and afternoon) to give children an opportunity to talk about what they have learnt, consolidating their knowledge.
Observations and assessment
All observations made of the children are based on quality interactions between children or children and adults. They include any teaching that has taken place or progress that a child or group of children have made. All adults are responsible for highlighting progress in observations. Emphasis is highly placed on using ‘I wonder…’ statements E.g. ‘I wonder if…’, ‘I wonder what…’, ‘I wonder how…’. We feel that this approach to questioning is an effective way of encouraging children to think and learn. Formal assessment takes place within the first 6 weeks of children starting school, with the Reception Baseline Assessment (a statutory assessment to inform school progress measures at the end of Key Stage Two) and summative assessment at the end of each term based on progress in learning and also in engagement and enjoyment (Leuven Scales). The EYFS Profile is completed at the end of the year where the children are assessed as ‘emerging’ or ‘expected’ against the Early Learning Goals.
How do we ensure coverage of the EYFS curriculum?
Our planning sheets detail the 7 areas of the Early Years framework which allows adults to identify through observations and planning sheets which areas each child has covered and therefore any gaps can be covered. We also place a huge emphasis on our teacher and teaching assistants’ knowledge of the children and their understanding of their next steps.
Each week we have 6 focus children per class. The week before the children are a focus they will bring home a letter detailing this and asking for parental contributions. Parents are encouraged to detail any ‘wow’ moments or home activities to enable us to have a full picture of the ‘whole child’.
Each child is a focus child once per half term, six times a year, thus resulting in parents having the opportunity to contribute each half term. There will be a parent and teacher learning review in the Autumn and Spring terms and a written report in the Summer term.
2021/22 Cycle A
2022/23 Cycle B
Milverton Primary School
Tel: 01926 424043