We celebrate all success in Foundation Stage, from both school and home. We truly believe that everyone deserves the opportunity to feel proud and enjoy celebrating achievements, no matter how big or small.

The wonderful children at our school are at the heart of all that we do. We build positive relationships with them, help them grow and develop and nothing is more rewarding than seeing the individual they have become when they leave us at the end of the year. When they leave Foundation Stage, our children are happy, proud, independent and motivated to take on the challenges of Key Stage One.

The Early Years Foundation Stage Curriculum

Our curriculum sets out the following:

• The 7 areas of learning and development which guide professionals’ engagement with your child’s play and activities as they learn new skills and knowledge
• Expected levels that your child should reach at the end of the reception year; these expectations are called the “Early Learning Goals (ELGs)”

Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development.  Children should mostly develop the 3 prime areas first.

Prime Areas

• Communication and language;
• Physical development; and
• Personal, social and emotional development.

These prime areas are those most essential for your child’s healthy development and future learning.  As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:

• Literacy;
• Mathematics;
• Understanding the world; and
• Expressive arts and design.

Characteristics of Effective Learning

There is a strong emphasis on the characteristics of effective learning in the Early Years Foundation Stage:

Playing and exploring – engagement

• Finding out and exploring
• Playing with what they know
• Being willing to ‘have a go’

Active learning – motivation

• Being involved and concentrating
• Keeping trying
• Enjoying achieving what they set out to do

Creating and thinking critically – thinking

• Having their own ideas
• Making links
• Choosing ways to do things

You can find out more about the Early Years Foundation Stage which includes the early learning goals at www.foundationyears.org.uk. The foundation years website also includes a range of resources and contacts. 

At Towcester C of E Primary School, we endeavour to equip our children with the knowledge and confidence to become fluent and competent mathematicians.  We strive for children to feel confident to then apply their deep understanding of mathematical concepts to solve reasoning and problem-solving problems, both in and out of the classroom.  We use a wide range of concrete manipulatives, pictorial diagrams and abstract representations, where children can build their fluency in the fundamentals of mathematics.  Equally, we provide consistent opportunities to use this fundamental knowledge to be able to reason mathematically and to solve and explore problems.  We encourage active mathematical dialogue within lessons, where children participate in their learning.  We feel this is vital for them to build fluency and be able to reason and solve problems in a supportive and collaborative environment.  We use rich questioning and discussion, a shared active involvement and allow the children time to accurately practice their learning and embed this understanding. We encourage reflection on learning to then take place.

We underpin our mathematics teaching in the belief that all children need a deep understanding of the mathematics they are learning. We therefore lead a Mastery approach to our teaching, where time is spent on key concepts, that are then revisited and reviewed. This embeds learning by allowing further practice to embed key concepts and facts. We ensure all pupils have access to the concepts and the rich connections between them. Mastery is, therefore, the aim for all children and is rooted in our ambitious Maths curriculum for all.  

Devoting time to key concepts enables us to:

• Represent concepts in many ways using multiple representations.
• Teach the processes, then allow the children to apply their knowledge, increasingly rapidly and accurately. (Following a process / procedure won’t enable mastery; applying a process will!)
• Commit key facts to children’s long-term memory by revisiting these facts.

Therefore, at an age-appropriate level, we expect the vast majority of our children to be able to:

• Use mathematical concepts, facts and procedures appropriately, flexibly and fluently.
• Have a sufficient depth of knowledge and understanding to reason and explain mathematical concepts and procedures and use them to solve a variety of problems.
• Recall key number facts and build conditional knowledge, for example, number bonds and times tables and combinations of related facts, with speed and accuracy. Then use these to calculate and work out unknown facts.

Long Term Overview at Towcester

In Early Years, we follow the White Rose plan for Maths whilst in Key Stages 1 and 2, we cover the National Curriculum by following the progression of units taken from the White Rose Yearly Overviews. This sets out each curriculum area into small steps so we can ensure skills progression and curriculum coverage.  These are used to inform and support planning and are adapted in response to the needs of the children.

To find out more about White Rose Maths and how you can help your child with their learning, visit: https://whiterosemaths.com/for-parents/advice-and-guidance/

Key Instant Recall Facts

KIRFs (Key Instant Recall Facts) are designed to support the development of the mental skills that underpin much of the maths work in school.  Instant recall facts help enormously with mental agility within maths lessons. When children move onto written calculations, knowing these facts can be very beneficial.  Each year group is allocated six facts to focus on throughout the year, in line with age-related expectations.  These are practiced in daily Maths Meeting sessions and sent home to parents to support at home.  Each half term, children will be assessed on their year group’s KIRF, teachers track the outcomes of these interventions and provide support where necessary.

Read Write Inc., developed by Ruth Miskin, provides a structured and systematic approach to teaching literacy. It is used by more than a quarter of the UK's primary schools and is designed to create fluent readers, confident speakers and willing writers.

Each Read Write Inc. programme meets the higher expectations of the new curriculum and uses effective assessment to accelerate every child's progress.

Read Write Inc - Our Phonics Scheme

The Government strongly recommend the use of synthetic phonics when teaching early literacy skills to children. Synthetic phonics is simply the ability to convert a letter or letter group into sounds that are then blended together into a word.

Here at the Towcester CE Primary School, we are using the Read Write Inc (RWI) programme to get children off to a flying start with their English. RWI is a method of learning based upon letter sounds and phonics, and we use it to aid children in their reading and writing.

Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who can read more challenging material is a child who will learn. The more a child learns, the more he or she will want to find out.

The children are assessed regularly and grouped according to their ability. They will work with a RWI trained teacher or teaching assistant.

Our Read Write Inc 'Reading Leader' is Mr Thomas

Reading

When using RWI to read the children will:

• Learn 44 sounds and the corresponding letter/letter groups using simple prompts
• Learn to read words using sound blending (Fred talk)
• Read lively stories featuring words they have learnt to sound out
• Show that they comprehend the stories by answering 'Find It' and 'Prove It'

Writing

When using RWI to write the children will:

• Learn to write the letter/letter groups which represent the 44 sounds
• Learn to write words by saying the sounds and graphemes (Fred fingers)

Talking

When using RWI the children will also work in pairs:

• To answer questions
• To take turns talking and listening to each other
• To give positive praise to each other

Blending

Help your child learn to read words by sounding-blending (Fred talk) eg. c-a-t = cat, sh-o-p = shop. Children learn to read words by blending the letter-sounds that are in the Speed Sounds set (shown further down the page).

Help your child to say the pure sounds ('m' not 'muh', 's' not 'suh' etc.) as quickly as they can, and then blend the sounds together to say the whole word.

Reading Books Sent Home

Children in Reception who are learning the first 44 letter sounds and are not blending fluently will bring home sound sheets, Reading Wall Challenge book and a library book for you to read with them.

Once children can blend fluently and know the first 44 sounds they will bring home Ditty sheets or a red Ditty book as well as a Reading Wall Challenge book and a library book.

Read Write Inc Books

Please encourage your child to read though the speed sounds page first, then the green and red words page and then check your child understands the meaning of words on the vocabulary check page, before they start reading the book. Your child will have read this book at least three times before they bring it home. They should be able to read this book with fluency and expression by the time they bring it home and they should have a good comprehension of what the book is about. At the back of the book are find it/prove it questions for you to do with your child.

Finally, don't worry if your child is struggling at first with their sounds and words, they will get there in their own time. If you have time (we know it is very precious!), we would urge you to try and read stories to your child before they go to bed. This will help develop a wider vocabulary which makes a vast difference to their quality of writing but it will also encourage them to enjoy a good story.

Take a look at how to help your child with their pure sounds:

Here’s more information on phonics and resources for parents:

 Parents - Ruth Miskin Literacy

Intent:

At Towcester CE Primary School we aim to build bright futures for all our pupils, enabling all children to reach their full potential. We believe Science should be practical, with real-life opportunities for all children to experience a broad range of scientific activities in school and beyond to develop curiosity and enquiring minds. We aim to be role models and provide experiences to inspire our children, helping them to develop a sense of their current and future role in society.

We follow the Science National Curriculum where each unit of learning is built upon both Procedural Knowledge (the working scientifically skills…to know how…) and Declarative Knowledge (the subject content…to know that). Using the PDET progression grids, we ensure coverage and progression of all the subject content, including vocabulary. These have been adapted to meet the needs of the children at Towcester CE Primary School. In addition, the use of the school grounds helps to support the development and understanding of living things and their habitats, lifecycles and plants and trees.

Implementation:

At Towcester CE Primary School, scientific enquiry skills are embedded in each topic the children study. Our Science units are revisited and developed throughout the year, so that children can build upon their prior learning and achieve a greater depth in their understanding of the topics covered. These units are mapped progressively across the school, therefore ensuring that the Declarative Knowledge and the Procedural Knowledge enable our children to develop key skills appropriate for their age.

Within the younger years, children have many opportunities to explore the natural world around them. The children will develop an understanding of similarities and differences between the natural world and contrasting environments, for example: the differences brought by the seasons.

Impact:

All children are encouraged to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions. Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged. This model allows children to build upon their prior knowledge and increase their enthusiasm for the topics whilst embedding the Declarative Knowledge into their long-term memory through a range of scientific enquiry skills.

Science Documents

At Towcester C of E Primary School, Religious Education plays a significant role in the promotion of spiritual, moral, cultural and mental development, preparing learners for the opportunities, responsibilities and experiences of later life. It helps them to become successful learners, confident individuals and responsible citizens.

Intent:

The principal aim for RE is:

“To enable pupils to hold balanced and informed conversations about religion and belief”.

This principal aim includes the following objectives for the provision of RE in Church Schools (Statement of Entitlement, 2019) in which pupils are expected to:

• know about and understand Christianity as a diverse global living faith through the exploration of core beliefs, using an approach that critically engages with biblical text;
• gain knowledge and understanding of a range of religions and worldviews, appreciating diversity, continuity and change within the religions and worldviews being studied;
• engage with challenging questions of meaning and purpose raised by human existence and experience;
• recognise the concept of religion and its continuing influence on Britain’s cultural heritage and in the lives of individuals and societies in different times, cultures and places;
• explore their own religious, spiritual and philosophical ways of living, believing and thinking.

Implementation:

The Diocese of Peterborough RE Syllabus is designed to support schools and academies in developing and delivering excellence in RE. It sets out an approach to teaching and learning through which pupils learn about core concepts in religions and beliefs in a coherent way. This in turn develops both their understanding and their ability to hold balanced and informed conversations about religions and beliefs.

The syllabus is underpinned by three core elements (Text / Beliefs, Impact and Connections) which are woven together to provide breadth and balance within teaching and learning about religions and beliefs, thus supporting the aims of RE. 

The Understanding Christianity Resource is delivered as our main approach to teaching children about Christianity.

Religious Education is taught weekly as a discrete subject. As a Church of England school, we prioritise the teaching of Christianity. Further units of study provide in-depth, systematic coverage of three other major religions; Islam, Hinduism and Judaism. Children also examine other religious beliefs and non-religious world views such as Humanism.  Thematic units of work encourage children to consider a range of themes; for example, Festivals or Commitments, from the perspective of a range of religions and worldviews. Children compare and contrast the practices within these themes in the context of each religion’s beliefs.

The RE units of study are all based on pupils developing a response to a ‘Big Question’ . Question-based and lessons are planned which allow children to be active, reflective and expressive in their handling of questions about beliefs, religion, spirituality and values. We aim to include elements of enquiry, analysis, interpretation, evaluation and reflection within our lessons.

We use a varied range of teaching and learning strategies in order to make Religious Education engaging and challenging for all pupils. These include:

• whole class lessons,
• pair and group discussions,
• drama,
• role-play,
• ICT,
• visits,
• outside speakers,
• audio-visual stimuli,
• artwork and
• the use of religious artefacts.

Impact:

 At the end of their education in Church Schools, the expectation is that all primary pupils are religiously literate and able to:

• give a theologically informed and thoughtful account of Christianity as a living and diverse faith;
• show an informed and respectful attitude to religions and non-religious worldviews in their search for God and meaning;
• engage in meaningful and informed dialogue with those of other faiths and none;
• reflect critically and responsibly on their own spiritual, philosophical and ethical convictions.

Religious Education must be provided for all registered pupils in full time education. Parents retain the right to withdraw their children from RE lessons.

If you have any concerns, please talk to your child’s class teacher in the first instance who can direct you to the RE Subject Leader/Headteacher if you need further information.

History at Towcester CE Primary

Intent

History teaching at Towcester C of E Primary School aims to give all children a strong and enriching appreciation of the world that we live in and how past events have shaped lives as we know them today, both in the local and wider context of the world. We aim to bring history to life by providing first hand experiences and opportunities for the children to develop their curiosity and imagination throughout the topics we teach and the trips we offer. We allow the children to make connections with their own experiences and between historical events and support them to making connections through time.

Our history curriculum focusses on subject specific knowledge, skills and understanding as set out in the National Curriculum. It also aims to develop a sense of understanding and appreciation of our past, and with it, a sense of resilience to learn from our mistakes and errors and encourage confidence to take our learning with us into the future.

Implementation

Our history curriculum coincides with the national curriculum in both subject content and stated programmes of study. The History units at Towcester CE Primary are taught in set blocks throughout the year, so that children can achieve depth in their learning. These are mapped across the school, ensuring that declarative knowledge builds progressively and that children also develop procedural knowledge (skills) relevant to their key stage.

Children at Towcester CE Primary School will receive 1.5 hours a week of History or geography, dependent on the unit taught.

Within the younger years, children will have exploratory play experiences to gain experience of a topic and apply it to their own lives, through knowledge an understanding of the world. 

Impact

Outcomes in History and, at times, Literacy books evidence a broad and balanced history curriculum and demonstrate the children at Towcester CE Primary School’s acquisition of identified key knowledge. Emphasis is placed on analytical thinking and questioning, and children demonstrate a coherent knowledge and understanding of Britain’s past and that of the wider world, in addition to being curious to know more about the past. Through this, pupils use their procedural knowledge to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Geography at Towcester Primary School

Intent

Here at Towcester Church of England Primary School, our geography curriculum is thoughtfully structured around four key concepts: Locational Knowledge, Human Geography, Sustainability, and Geographical Skills. This approach allows us to provide our students with a comprehensive understanding of the world around them while fostering essential lifelong skills.

Locational Knowledge forms the foundation of our curriculum. Through engaging lessons and activities, our students develop a deep understanding of places, regions, and their physical characteristics. They learn to interpret maps, atlases, and other geographical resources, honing their spatial awareness and navigational skills. By exploring various locations and their significance, our students gain a broader perspective of the diverse and interconnected world we live in.

Human Geography enables our students to explore the social, cultural, and economic aspects of human societies. They delve into topics such as population dynamics, urbanisation, migration patterns, and cultural diversity. By understanding the relationships between people and their environments, our students develop empathy, cultural awareness, and a sense of global citizenship. They analyse real-world case studies, examining the impacts of human activities on different regions and communities.

Sustainability is a key concept we emphasise in our geography curriculum. Our students explore the delicate balance between human needs and the preservation of the natural environment. They investigate issues related to climate change, environmental degradation, and resource management. By examining sustainable practices and solutions, our students develop a sense of responsibility and become advocates for a more sustainable future. They learn to think critically about the impact of human actions and explore ways to protect and conserve our planet.

Geographical Skills are integrated throughout our curriculum, empowering our students with the tools necessary for geographic inquiry. They acquire data collection, analysis, and interpretation skills using a range of resources, including maps, satellite imagery, and statistical data. Through hands-on activities and fieldwork, they develop practical skills such as map reading, compass use, and data visualisation. These skills enable our students to conduct independent research, make informed decisions, and communicate their findings effectively.

By dividing our curriculum into these four key concepts, we provide a structured framework for our students' geographical learning. Each lesson is designed to explore one or more of these concepts, ensuring a balanced and comprehensive understanding of the subject. Moreover, the progressive nature of our curriculum allows students to build upon their knowledge and skills year after year, deepening their understanding and competence in geography.

At Towcester Primary, we believe that a curriculum centred around these key concepts equips our students with the necessary tools for lifelong learning and engagement with the world around them. By developing locational knowledge, exploring human geography, emphasising sustainability, and cultivating geographical skills, we empower our students to navigate a complex and interconnected global landscape with confidence and understanding.

Inclusion:

We teach geography to all pupils, whatever their ability. Geography units have been planned to provide ambitious learning experiences for all children within the class, whatever their ability may be.

• Progression has been considered with planning of units of study to ensure that all children have a good platform of knowledge and understanding to their learning to enable successful progression throughout the school.
• Challenge: We are developing a strategy which allows a special awareness given to those children who are considered gifted and appropriate learning opportunities to extend and deepen their understanding.
• Adaptations to learning experiences are carefully planned to ensure that all pupils build on their knowledge and make progress.
• Targets set for pupils with SEND are considered when teaching geography and necessary adaptations are provided to enable them to successfully access the learning opportunities.

Impact

Outcomes in geography evidence a broad and balanced geography curriculum and demonstrate the children at Towcester CE Primary School’s acquisition of identified key knowledge. We aim to apply children’s geographical knowledge to other areas of the curriculum to enable links in learning to be effectively embedded, evidence of identified key knowledge may also be found in other books, for example in our pupils’ English books.

 Emphasis is placed on analytical thinking and questioning and children demonstrate a coherent knowledge and understanding of key geographical concepts, in addition to being curious to know more. Through this, pupils use their procedural knowledge to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Assessment:

Throughout a unit of Geography, teachers will:

• refer back to the marking and feedback policy when looking at work in books
• observe children during lessons and support/challenge
• provide regular quizzes using knowledge organisers and recall as well as using open ended activities to allow children to ‘show off’ their knowledge and practise retrieval.

At the end of each unit of Geography, we are developing an independent review of the declarative knowledge that the children have acquired. Teachers have begun to structure an appropriate assessment for each unit of study and use this to inform their judgement about a child’s overall geography attainment alongside the learning they have seen throughout the unit.

Teachers will also assess procedural knowledge and these assessments are recorded on the unit assessment grids. An overall outcome of attainment in Geography can be used to communicate to parents in the end of year reports.

At Towcester C of E Primary School, to deliver our Computing curriculum, we use a specially designed programme called ‘Purple Mash’ which supports the school with the delivery of high-quality computing lessons from EYFS all the way through to Year 6. It equips pupils to use computational thinking and creativity to understand and potentially change the world. Children have opportunities to develop the principles of information and computation and put this knowledge into practice, increasingly through programming.

A carefully selected and sequenced progression, incorporating key declarative and procedural knowledge, enables pupils to become increasingly digitally literate and safety aware. This includes being able to express themselves and develop ideas through information and communication technology. The curriculum has been designed to engage, to inspire children and to encourage them to use information technology to create programs, systems and a range of content. Online safety is regularly revisited within each term.

As a platform, Purple Mash also allows for the delivery of computing across the curriculum, where it provides topic specific tasks, games and research templates. All of which can be used in class or at home to further learning and curriculum coverage.

At Towcester CE Primary School, all children will have the opportunity to take part and compete in a variety of sports and physical activities throughout their education. Through Sports and activities, the children will be provided with a chance to learn and develop outside of the more formal classroom setting. All pupils will understand the importance of being active and the impact that this has on their development, physical and mental wellbeing.

We use the GetSet4PE scheme, which helps to develop skills beyond physical fitness which can be transferred across the wider curriculum and link closely with the values driven ethos of our school. By creating a stimulating environment, we will encourage and improve every individual and, as a result, all children will have an increased confidence and allow themselves to take greater risks and opportunities.

We compete in tournaments within school, as well as outside as part of the Sponne School cluster. At Towcester CE Primary School, we allow many children to take part and enjoy these competitions. Often, our teams progress further into County district events, giving them the opportunity to play against other schools within Northamptonshire.

We also offer in-school clubs by training and developing Year 6 children to work as our ‘Sports Crew’. The children are shown how to deliver fun and engaging activities for all children and run many successful lunchtime groups. Please check out our sports board in the entrance hall for more information.

PE Documents

Intent

At Towcester C of E Primary School, to deliver our Foreign Language curriculum, we use a specially designed scheme called ‘Kapow’ which supports the school with the delivery of high-quality French lessons from Year 3 through to Year 6.

The French scheme of work aims to instil a love of language learning and an awareness of other cultures. We want pupils to develop the confidence to communicate in French for practical purposes, using both written and spoken French. Through this scheme of work, we aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to learning further languages, developing a strong understanding of the English language, facilitating future study and opening opportunities to study and work in other countries in the future. The French scheme of work supports pupils to meet the National curriculum end of Key stage 2 attainment targets (there are no Key stage 1 attainment targets for Languages).

Implementation

The ‘Kapow’ French scheme of work is designed with three knowledge strands that run throughout the units with knowledge building cumulatively.

These are:

• Phonics
• Vocabulary
• Grammar

This knowledge can then be applied within the skills strands, which also run throughout each unit in the scheme:

• Language comprehension (Listening and reading)
• Language production (Speaking and writing)

The schemes National curriculum coverage document shows which of the units cover each of the National curriculum attainment targets as well as each of the strands. The Progression of skills and knowledge document shows the skills and knowledge that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of Key Stage 2.  

Please see documents attached below.

Through our French scheme, pupils are given opportunities to communicate for practical purposes around familiar subjects and routines. The scheme provides balanced opportunities for communication in both spoken and written French, although in Year 3 the focus is on developing oral skills, before incorporating written French in Year 4 and beyond. The scheme is a spiral curriculum, with key skills and vocabulary revisited repeatedly with increasing complexity, allowing pupils to revise and build on their previous learning. Cross-curricular links are included throughout the French units, allowing children to make connections and apply their language skills to other areas of their learning.

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including role-play, language games and language detective work. The scheme of work focuses on developing ‘language detective skills’ and developing an understanding of French grammar, and key vocabulary rather than on committing to memory vast amounts of French vocabulary. Pronunciation is emphasised early on using Mouth mechanics videos to support pupils with phoneme pronunciation in French. Differentiated guidance is available for every lesson to ensure that lessons can be accessed and enjoyed by all.  In order to help pupils, retain their French learning, we incorporate French into the classroom environment every day.

Impact

The impact of the scheme will be monitored continuously through both formative and summative assessment.

Pupils should leave Towcester C of E Primary School equipped with a range of language-learning skills to enable them to study French, or any other language, with confidence at Key Stage 3.

Children will:

• Be able to engage in purposeful dialogue in practical situations (e.g., ordering in a cafe, following directions) and express an opinion.
• Make increasingly accurate attempts to read unfamiliar words, phrases, and short texts.
• Speak and read aloud with confidence and accuracy in pronunciation.
• Demonstrate understanding of spoken language by listening and responding appropriately.
• Use a bilingual dictionary to support their language learning.
• Be able to identify word classes in a sentence and apply grammatical rules they have learnt.
• Have developed an awareness of cognates and near-cognates and be able to use them to tackle unfamiliar words in French, English, and other languages.
• Be able to construct short texts on familiar topics.
• Meet the end of Key Stage 2 stage expectations outlined in the National curriculum for Languages.

Intent:

At Towcester Primary School, we intend to deliver a Design Technology curriculum which is inspiring, rigorous and practical. We want our children to use their natural creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, linked to other subject areas. We intend for all children to acquire appropriate subject knowledge, vocabulary, skills and understanding as set out in the National Curriculum. Teachers follow a long-term map outlined by PDET (our Trust), that ensures each key stage covers the strands; structures, electrical systems, mechanical systems and textiles; ensures each year builds on the last and outlines the links to other subjects. We want Design and Technology to enable our children to fulfil the school vision; to give them the opportunities, responsibilities and experiences they need to “fly”.

Implementation:

The Design and Technology National Curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition focuses on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. The “Projects on a Page” resources from the D&T association support teachers’ subject knowledge.

Early Years Foundation Stage

During the EYFS, pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities.

They have the opportunities to learn to:

• Use different media and materials to express their own ideas
• Use what they have learnt about media and materials in original ways, thinking about form, function and purpose
• Make plans and construct with a purpose in mind using a variety of resources
• Develop skills to use simple tools and techniques appropriately, effectively and safely
• Select appropriate resources for a product and adapt their work where necessary
• Cook and prepare food adhering to good health and hygiene routines.

Impact:

Children will acquire knowledge and understanding of materials and components, mechanisms and control systems, structures, existing products, quality and health and safety. The skills learnt in DT lessons will impact positively on other subject areas, for example; accurate measuring in Maths, selecting appropriate materials in Science and being creative and innovative in Art. Other skills such as problem solving, collaborative working and resilience will enable our children to flourish.