Shaw Cross Infant and Nursery School

Communication and Language

The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively.

Personal, Social and Emotional Development

Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

Physical Development

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives.

Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being.

Science:

Animals including humans

Year 1

• Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
• Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

Year 2

• Notice that animals, including humans, have offspring which grow into adults
• Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
• Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Computing

• Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
• The computing curriculum ensures pupils are responsible, competent, confident and creative users of information and communication technology.
• Pupil should be taught to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Spoken Language

• Listen and respond appropriately to adults and their peers
• Articulate and justify answers, arguments and opinions
• Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• Speak audibly and fluently with an increasing command of Standard English
• Consider and evaluate different viewpoints, attending to and building on the contributions of others
• Select and use appropriate registers for effective communication

Religious Education

We follow the Kirklees Agreed Syllabus for Religious Education where there are opportunities to study and explore a range of viewpoints. The syllabus is based around six threads or ‘pathways’ through which the most important features of RE may be understood. In Foundation Stage, religious education is concerned with children developing an appreciation and wonder of the world in which they live. Alongside making sense of their own place within the world, children are taught how to show a sensitivity to others and to understand the need to treat each other’s views and beliefs with respect. They are introduced to Christianity and Islam through celebrations that are significant to our community. In Key Stage 1, our RE focus is on Christianity, Islam and Hinduism. However, to broaden children’s awareness and understanding, and ensure our curriculum is inclusive to children of other faiths, we also acknowledge special times in other faiths and worldviews. Children are invited to share their family celebrations in school. We also ensure pupils understand there are non-religious world views such as Humanism. In all teaching and learning, we make links within and between the different faiths and non-religious viewpoints. We actively seek opportunities to pose questions, to challenge stereotypes, and broaden and deepen children’s thinking in order for them to evolve in their own beliefs. They will also understand that their views and beliefs may change over time.

PSHE

Our PSHE learning is delivered through the Kapow Scheme and My Happy Minds and is aimed at empowering children with the knowledge and skills to understand their place in society and how to function successfully within it. The Kapow scheme addresses respectful relationships with family and friends, learning how to be safe in the real world and online, as well as promoting good mental and physical health and wellbeing. My Happy Minds enhances this further by exploring neuroplasticity of the brain, and Team H-A-P (hippocampus, amygdala and prefrontal cortex) and how these can impact on how we behave. It also explores character strengths and how we can relate and engage with each other. Our comprehensive scheme brings together emotional literacy, social skills and spiritual development, whilst promoting SMSC and British Values. The scheme addresses the needs of children today and also covers SEAL (social emotional aspects of learning) and age-appropriate aspects of Sex and Relationship Education, so that children are equipped to cope with issues such as self-image, body image, bullying and internet safety. This is all done within a safe and respectful place which is an open platform for discussing safeguarding issues and addressing disclosures should any arise.

SMSC (Spiritual, Moral, Social and Cultural)

SMSC is overarching and encompasses personal development across the curriculum.

Spiritual:

• Reflect on own beliefs and perspective on life, and reflect on own experiences
• Knowledge and respect for people of different faiths, feelings and values

Moral:

• Recognise difference between right and wrong and apply to own life, work within and respect the law
• Understand the consequences of behaviours and actions
• Offer views about moral and ethical issues, appreciate other’s viewpoints

Social:

• Participate and use a range of social skills with people of different backgrounds – cooperating and resolving conflicts
• Accept and engage with fundamental British Values (democracy, rule of law, individual liberty, mutual respect, tolerance of those of other faiths and beliefs)

Cultural:

• Understand and appreciate the range of cultures that have shaped own life and others – interest and respect for other cultures
• Recognise and value things we have in common with those of other cultural and socio-economic backgrounds

AUTUMN 1

AUTUMN 2

SPRING 1

SPRING 2

SUMMER 1

SUMMER 2

NURSERY

Ongoing:

• General nursery rules to keep children safe and happy.
• Daily focus – Characteristics of Effective Learning
• Daily focus – PSED development
• Daily focus: Communication & Language Development (ability to explain and express themselves)

Happy Minds – Meet the Brain

Self-Regulation – feelings

Self-Regulation – feelings

Building relationships – getting to know people, getting along

Children in Need

Manging Self –following  rules

Happy Minds - Celebrate

Happy Minds – Appreciate

Self-Regulation – respect others, working together

Comic Relief/Sport Relief

Happy Minds – Relate to each other

Building Relationships – compromising and solving conflict

Happy Minds – Engage

Manging Self – Health, safety and wellbeing

Educational Visit (Safety)

Great Get Together

RECEPTION

Ongoing:

• General class/school rules to keep children safe and happy.
• Daily focus – Characteristics of Effective Learning
• Daily focus – PSED development
• Daily focus: Communication & Language Development (ability to explain and express themselves)

Happy Minds – Meet the Brain

Kapow – Self Regulation exploring feelings and emotions.

Kapow – Self Regulation strategies to regulate

Kapow – build relationships special people, sharing and exploring similarities and differences

Children in Need

Happy Minds – Celebrate

Kapow – Manage self following rules, working in teams (cooperate and persevere)

Kapow – Manage Self

Kapow – Self Regulation

Working together and listening to others

Comic Relief/Sport Relief

Happy Minds – Appreciate

Kapow - Building Relationships  friendships

Kapow – Managing Self

Happy Minds – Relate

Being safe and being healthy

Educational Visit (safety)

Great Get Together

YEAR 1

Ongoing:

• General class/school rules
• Roles and responsibilities

Happy Minds – Meet the Brain

Kapow Citizenship

Kapow health & wellbeing

Kapow health & wellbeing

Kapow families & relationships – healthy friendships and solving problems), stereotypes.

Children in Need

Happy Minds  - Celebrate

Kapow safety & changing body – safe adults in and out of school

Kapow safety & changing body – how to stay safe outside and at home

Comic Relief/Sport Relief

Happy Minds – Appreciate

Kapow Health & Wellbeing – sun safety and allergies

Educational Visit (safety)

Kapow economic wellbeing – saving , spending and jobs.

Happy Minds – Relate

Great Get Together

YEAR 2

Ongoing:

• General class/school rules
• Roles and responsibilities

Happy Mind – Meet the Brain

Kapow Citizenship – following rules, democracy

Kapow Families & Relationships – role of the family and friendships, exploring loss, gender stereotypes.

Children in Need

Happy Minds – Celebrate

Kapow Health & Wellbeing – exploring emotions, growth mindset.

Kapow Economic Wellbeing – being responsible with money

Comic Relief/Sport Relief

Happy Minds – Appreciate

Kapow – Safety & Changing Body – being safe with medicines, online and understanding secrets and surprises.

Kapow – Safety & Changing body  appropriate contact and understanding personal boundaries.

Happy Minds – Relate

Educational Visit

Great Get Together