Our curriculum

Well Being

Where our children's health is promoted by:

Respect when relating to themselves and others

Keeping themselves healthy and caring for themselves

Confidence independence and a positive attitude towards self help,and self-care skills relating to food preparation, healthy eating and drinking, hygiene, toileting, resting, sleeping, washing and dressing
An awareness of healthy lifestyles

understanding of their bodies and how they function and how to keep themselves healthy

Managing themselves and expressing their feelings and needs by:

A sense of personal worth and cultural identity
the ability to make choices, focus attention, maintain concentration, and being involved
An ability to express emotional needs and ask for attention and to trust their needs will be met through verbal or gesture
Capacity for tolerating and enjoying a moderate degree of change, surprise, uncertainty and puzzlement
Capacity of self-regulation and resilience in the face of challenges

knowledge about how to keep themselves safe from harm and the ability to take risks
A sense of responsibility on taking risk assessments in their play
A sense of responsibility for their own well-being and of others
Respect for Shenley church and pre-school rules about not harming others in the environment and understanding of the reasons of the rules

That they are kept safe from harm

Keeping themselves and others safe from harm by:

knowledge about how to keep themselves safe from harm and the ability to take risks
A sense of responsibility on taking risk assessments in their play
A sense of responsibility for their own well-being and of others
Respect for Shenley church and pre-school rules about not harming others in the environment and understanding of the reasons of the rules

Communication

For our children to develop non-verbal communication skills for a range of purposes giving them the ability to express their feelings and emotions in a range of appropriate non-verbal requests to others

Use of responsive and reciprocal skills such as turn taking

Use of large vocabulary and complex scene tax awareness of sounds in words rhythm and rhyme
recognition of some letters and print concepts and interest in storytelling in one or more languages and in reading
Confidence that their first language is valued and increasing ability in the use of at least one

For our children to develop verbal communication skills for a range of purposes, Understanding oral language and using it for a range of purposes

recognising print symbols and concepts and using them with enjoyment, meaning and purpose
Familiarity with an enjoyment of stories and literature valued by the cultures represented in the community
Recognising mathematical symbols and concepts and using them with enjoyment meaning and purpose

recognition that numbers can amuse delight, comfort, illuminate, inform and excite
Expressing their feelings and ideas using a wide range of materials on modes
skills and confidence with art and craft processes such as cutting drawing collage painting printmaking weaving stitching, constructing

For our children to discover different ways to be creative and expressive
ability to be creative and expressive through a variety of activities such as visual arts, activities, imaginative play, storytelling, drama and making music
Understanding and familiarity with music song dance drama and art from a range of cultures an recognition that these resources delight comfort, illuminates inform and excite and that they may suit cultural occasions

Contribution

Recognising and appreciating their own ability to learn
awareness of their own special strength and confidence that these are Recognised and valued
Social skills and the ability to take responsibility for fairness in their interaction with others
Strategies for resolving conflicts in a peaceful way and an awareness of cultural values and
expectations

Our children are equitable to opportunities for learning irrespective of gender ability age ethnicity or background
Treating others fairly and including them in play
Expect for others the ability to identify and accept another point of view an acceptance of ease of interaction with children of other genders capabilities and ethnic groups
confidence that their family background is viewed positively in the pre-school setting

Our children are equitable to opportunities for learning irrespective of gender ability age ethnicity or background
Our children are affirmed as individuals
Confidence to stand up for themselves and others against biassed ideas and discriminatory behaviour
A positive learner identity and realistic perception of themselves as being able to acquire new interest and capabilities

Exploration

Their play is valued as a meaningful learning and the importance of spontaneous play is recognised
Playing, imagining, inventing and experimenting
The ability to cope with uncertainty imagine alternatives make decisions choose materials and devise their own problems
A understanding that trying things out exploring, playing with ideas and materials and collaborating with others are important and valued ways of learning
Confidence in play and a repertoire of symbolic imaginative or dramatic play routines
Ability to pursue an interest or a project for a sustained period of time

Our children will gain confidence and control of their own bodies
Moving confidently and challenging themselves physically
Confidence in exploring puzzling over and making sense of the world such as strategies as setting and solving problems, looking for patterns, classifying, guessing, using trial and error, observing, planning, comparing, explaining, engaging in reflective discussion and listening to stories
Curiosity about the world and the ability to share interests with others
use of all the senses and physical abilities to make sense of the world
Control over their bodies including locomotor and movement skills agility and balance and the ability to use their body coordination and to gain confidence to use their bodies to take risks and physical challenges

Our children will learn strategies for active exploration thinking and reasoning
Using a range of strategies for reasoning and problem solving
Recognition of different domains of knowledge and how they relate to understanding people, places, and things
A sense of responsibility for the living world and knowledge about how to care for it
Our children will develop working theories for making
Making sense of their worlds by generating and refining
Ability to represent discoveries using creative and expressive media including digital media
curiosity and the ability to inquire into research explore generate and modify working theories about the natural social physical spiritual and human made worlds

A sense of responsibility and respect for the needs and well-being of our peers in the pre-school including the ability to take responsibility for group decisions
Awareness of the ways in which they can make contributions to groups and group well-being

Belonging

For children and staff and parents to connect links with the family and the wider world and affirmed an extended
Making Connections between people places and things in their world
An ability to connect their learning in Shenley Church End pre-school with experiences from home and in familiar cultural communities and a sense of themselves
Showing an interest and pleasure in learning about the wider unfamiliar world

That our children will know the limits and boundaries of acceptable behaviour
showing respect for our adults, friends, rules and the rights of others
Predictability and consistency in their behaviour towards and responding to others
understanding of the reasons for rules about acceptable behaviour
the understanding of Shenley Church Ends rules

That our children feel comfortable with the routine's customs and regular events within the setting
understanding how things work and adapting to change
Skills in caring for the environment such as cleaning fixing and gardening
ability to help others with self-care skills
ability to anticipate routines customs and regular events
to know what acceptable and valued behaviour is

That our children know that they have a place
taking part in caring for their place, environment, and resources
An ability to play an active part in the setting taking on different roles and responsibilities for their own actions
feeling of belonging and they have a right to belong