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Sefton Park

Infant and Junior Schools

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Sefton Park

Infant and Junior Schools

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Curriculum Gallery

Our Curriculum is made up from a wide range of subject areas and learning dispositions. It is a curriculum designed to provide the best possible start for future school life and life long learning. It contains the foundations for language and literacy, creative development, mathematics, knowledge and understanding of the world, and physical development. Each of these areas are expanded and broadened through planned hands on social, creative and practical experiences.

 

The Curriculum is further broadened with a parrallel set of learning dispositions for the children's future success in life. Here we provide the foundations for collaboration, perseverance, problem solving, thinking skills, resilience, reciprocity, making links, generosity of spirit, inclusion and couragiousness of thinking and doing. 

 

We as practitioners provide experiences that stimulate all the above learning by planning small group times, whole class circle times, planning with the children, providing provocations, events and experiences that continually extend and deepen the foundation of the knowledge skills, concepts and understanding needed for life.

 

We hope you enjoy the photographs that give just a glimps of Curriculum as it unfolds before our eyes in the Nursery.

The Nursery routine.

The Nursery routine. 1
The Nursery routine. 2
The Nursery routine. 3
The Nursery routine. 4
The Nursery routine. 5
The Nursery routine. 6
The Nursery routine. 7
The Nursery routine. 8
The Nursery routine. 9
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The Nursery routine. 12
The Nursery routine is designed to provide a stimulating and dynamic experience for our young learners. TIme to socialise, learn, explore, plan, do, review, question, experiment, collaborate, problem solve, play, experience, challenge, create, sing, make music, read, write, paint, build, discuss...the list is endless. There are times where we all meet and learn together, times when we work in small groups or independently. The Adults plan groups learning and experiences that are enguaging, purposeful and builds on interests and skills across the curriculum.

Art: We have been mark making during small group time with a range of both wet and dry media.

Art: We have been mark making during small group time with a range of both wet and dry media. 1 Exploring dry media over wet.
Art: We have been mark making during small group time with a range of both wet and dry media. 2 Expressing and exploring shapes in painting.
Art: We have been mark making during small group time with a range of both wet and dry media. 3 Mixing media.
Art: We have been mark making during small group time with a range of both wet and dry media. 4 Independent work.
Art: We have been mark making during small group time with a range of both wet and dry media. 5 Our Art studio.
Art: We have been mark making during small group time with a range of both wet and dry media. 6
Art: We have been mark making during small group time with a range of both wet and dry media. 7
Art: We have been mark making during small group time with a range of both wet and dry media. 8

Collaboration: this crucial learning disposition and life skill has been a focus in every area during nursery sessions. Children are learning to collaborate as they work and identify the benefits of collaboration on their outcomes.

Collaboration: this crucial learning disposition and life skill has been a focus in every area during nursery sessions. Children are learning to collaborate as they work and identify the benefits of collaboration on their outcomes. 1
Collaboration: this crucial learning disposition and life skill has been a focus in every area during nursery sessions. Children are learning to collaborate as they work and identify the benefits of collaboration on their outcomes. 2
Collaboration: this crucial learning disposition and life skill has been a focus in every area during nursery sessions. Children are learning to collaborate as they work and identify the benefits of collaboration on their outcomes. 3

Sustained thinking: here we are understanding that high quality work is often created through sustained revisiting, thinking and planning.

Sustained thinking: here we are understanding that high quality work is often created through sustained revisiting, thinking and planning. 1 Drawing Spider-Man over some days.
Sustained thinking: here we are understanding that high quality work is often created through sustained revisiting, thinking and planning. 2 Looking, seeing and concentrating over time.
Sustained thinking: here we are understanding that high quality work is often created through sustained revisiting, thinking and planning. 3 Drawing and redrawing pumpkins.

Choice: choice stimulates thought, decision making and learning. We provide carefully provided choices to broaden the children's experiences. Here a wide range of shapes are provided for children to explore for construction.

Planning. The children plan their learning before work time.

Planning. The children plan their learning before work time. 1
Planning. The children plan their learning before work time. 2
Planning. The children plan their learning before work time. 3
During planning time the children plan their work and play. They plan through discussion and exchange of ideas. The Adults plan with an alongside them. Here some of the children are mind mapping their ideas and plans.

Mathematica Provications.

The Nursery chickens have arrived! And already there has been so much learning. We have balloted for the breeds we wanted - this involved learning about variation, reading and mathematics as we counted out the votes. We are collecting, counting and weighing the eggs carefully and recording the results. The children are learning about caring for and meeting the chickens needs - feeding, cleaning out and checking on welfare.

Variation. The children have been looking at a range of leaf shapes so they can better identify the properties of a Sycamore leaf. The Nursery garden is in danger of being overrun by Sycamore so we are weeding It!

Variation. The children have been looking at a range of leaf shapes so they can better identify the properties of a Sycamore leaf. The Nursery garden is in danger of being overrun by Sycamore so we are weeding It! 1
Variation. The children have been looking at a range of leaf shapes so they can better identify the properties of a Sycamore leaf. The Nursery garden is in danger of being overrun by Sycamore so we are weeding It! 2
Variation. The children have been looking at a range of leaf shapes so they can better identify the properties of a Sycamore leaf. The Nursery garden is in danger of being overrun by Sycamore so we are weeding It! 3
Variation. The children have been looking at a range of leaf shapes so they can better identify the properties of a Sycamore leaf. The Nursery garden is in danger of being overrun by Sycamore so we are weeding It! 4
Variation. The children have been looking at a range of leaf shapes so they can better identify the properties of a Sycamore leaf. The Nursery garden is in danger of being overrun by Sycamore so we are weeding It! 5
Variation. The children have been looking at a range of leaf shapes so they can better identify the properties of a Sycamore leaf. The Nursery garden is in danger of being overrun by Sycamore so we are weeding It! 6
Variation. The children have been looking at a range of leaf shapes so they can better identify the properties of a Sycamore leaf. The Nursery garden is in danger of being overrun by Sycamore so we are weeding It! 7
Understanding variation is key to all learning - it is about spotting similarities and differences. We need to see similarities and differences between letters in order to read, between shapes to build, between numbers to calculate, between notes to make music - the list goes on. Here, as the children learn and recognise the properties of a Sycamore leaf in order to differentiate it from a strawberry leaf they refine their skills in spotting similarities and differences. Spotting the difference between a square and a triangle is simple one you have pulled out 10 Sycamore seedlings from a bed of mixed herbs!

Life drawing: looking, seeing, recording.

Life drawing: looking, seeing, recording. 1
Life drawing: looking, seeing, recording. 2
Life drawing: looking, seeing, recording. 3
Life drawing: looking, seeing, recording. 4
The skills of looking, seeing, expressing and recording are at the heart of all disciplines and are particularly important for early reading, science and mathematics. Here as part of a drawing project the children are observing themselves, looking at shapes, spacial relationships, proportion, texture and anatomy. The drawings are full of life and creative expression.
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