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How do we organise our curriculum and what do we teach?

The Early Years Foundation Stage is the stage of education for children from birth to the end of Reception. It is based on the recognition that children learn best through play and active learning in an environment where they feel secure and safe. At Kilmorie, we recognise that children learn and develop in different ways and have their own learning styles. In the EYFS, there are seven areas of learning and development that must shape educational provision in Early Years settings. We value all areas of learning equally and understand that they are often 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 are the Prime Areas and they continue to be fundamental throughout the EYFS.

The Prime Areas
  • Physical Development
  • Personal, Social and Emotional Development
  • Communication and Language
The Specific Areas
  • Literacy
  • Mathematics
  • Expressive Arts
  • Understanding of the World


Accordion content

Active Learning

Being involved and concentrating
  • Maintaining focus on their activity for a period of time
  • Showing high levels of energy, fascination 
  • Not easily distracted
  • Paying attention to details
Keeping on trying
  • Persisting with activity when challenges occur
  • Showing a belief that more effort or a different approach will pay off
  • Bouncing back after difficulties
Enjoying achieving what they set out to do
  • Showing satisfaction in meeting their own goals
  • Being proud of how they accomplished something - not just the end result
  • Enjoying meeting challenges for their own sake rather than external rewards or praise 

How we Assess:

  • I can focus on a task.
  • I can pay attention to detail.
  • I can bounce back after difficulties.


Playing and Exploring

Finding out and exploring
  • Showing curiosity about objects, events and people
  • Using senses to explore the world around them
  • Engaging in open-ended activity
  • Showing particular interests
Playing with what they know
  • Pretending objects are things from their experience
  • Representing their experiences in play
  • Taking on a role in their play
  • Acting out experiences with other people
Be willing to 'have a go'
  • Initiating activities
  • Seeking challenge
  • Showing a 'can do' attititude
  • Taking a risk, engaging in new experiences, and learning by trial and error

How we Assess:

  • I question why things happen.
  • I can focus on a chosen task.
  • I test my ideas.
  • I create simple representations of my ideas.


Creative and Critical Thinking

Having their own ideas
  • Thinking of ideas
  • Finding ways to solve problems
  • Finding new ways to do things
Making links
  • Making links and noticing patterns in their experience
  • Making predictions
  • Testing their ideas
  • Developing ideas of grouping, sequences, cause and effect
Choosing ways to do things
  • Planning, making decisions about how to approach a task, solve a problem and reach a goal
  • Checking how well their activities are going
  • Changing strategy as needed
  • Reviewing how well the approach worked

How we Assess:

  • I test my own ideas.
  • I can ask questions about things like plants, animals, natural and found objects.
  • I notice similarities and differences.