Curriculum and Programme

We have a carefully planned curriculum based on Early Years Foundation Stage in Reception and the National Curriculum in Year 1 and 2. We aim to extend the children whenever possible whilst supporting those who need extra help.

As we are laying the foundations for all the children's future learning, literacy and numeracy naturally assume a high profile.

Careful planning takes place at every stage and records of children's development and achievements are kept.

Curriculum Overview

Pre Prep Homework Schedule 2016-17

Reception Curriculum Overview - see information below

Year One Curriculum Overview

Year Two Curriculum Overview

Subject Quality Descriptors (KS1)

If you would like to find out more about the curriculum please look at our Curriculum Policy or contact the school with your query using the Contact Us page.

Early Years Foundation Stage (Reception)

Early childhood is the foundation on which children build the rest of their lives. At Godwyn House Nursery and Liverpool College Pre Prep (Liverpool College) we greatly value the importance that the EYFS plays in laying secure foundations for future learning and development. However, we also believe that early childhood is valid in itself as part of life. It is important to view the EYFS as preparation for life and not simply preparation for the next stage of education.

The EYFS Curriculum at Liverpool College uses the Statutory Framework for the Early Years Foundation Stage. All children begin school with a wide variety of experiences and learning and it is the privilege of the adults working in the Early Years Foundation Stage to accept the task of building upon that prior learning experience. This is done through a holistic approach to learning ensuring that parents and carers, support staff and the Early Years Foundation Stage team work effectively together to support the learning and development of the children in their care.

Aims

We will provide a broad and balanced curriculum that will enable each child to develop personally, socially, emotionally, spiritually, physically, creatively and intellectually to their full potential. Each child is valued as an individual and teaching and learning is based on the understanding that children develop at different rates.

At Liverpool College we aim to:

Provide a safe, challenging, stimulating, caring and sharing environment which is sensitive to the needs of the child including children with additional needs.
Provide a broad, balanced, relevant and creative curriculum that will set in place firm foundations for further learning and development in Key Stage 1 and beyond.
Use and value what each child can do, assessing their individual needs and helping each child to progress.
Enable choice and decision making, fostering independence and self-confidence.
Work in partnership with parents and carers and value their contributions ensuring that all children, irrespective of ethnicity, culture, religion, home language, family background, learning difficulties, disabilities, gender or ability.
Provide opportunities whereby children experience a challenging and enjoyable programme of learning and development.
Provide experiences for all children, whatever their needs, which are inclusive rather than parallel.

Learning and Development

Learning and development is categorised into three prime areas of learning:

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

Additionally there are four specific areas of learning:

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

Achievement of these prime and specific areas of learning is by:

Playing and exploring.
Active learning.
Creating and thinking critically.

Good planning is the key to making children’s learning effective, exciting, varied and progressive. Effective learning builds on and extends what children know and can already do. Our planning is always informed by observations we have made of the children, in order to understand and consider their current interests, development and learning needs. At Liverpool College we do not make a distinction between work and play. Children learn through planned play activities and staff will decide when child-initiated or adult-led play activities would provide the most effective learning opportunities. We make regular assessments of children’s learning and we use this information to ensure that future planning reflects identified needs. These will take place within the classroom and outdoors.

We recognise that parents and carers are a child’s first and most enduring educators and we aim for the schools and parents and carers to work closely in the Early Years Foundation Stage department. This can have a very positive impact on a child’s development.

We use a multi-sensory system called Letters and Sounds to develop children’s phonological skills. We use the Oxford Reading Tree, supported by many well-known reading skills to develop reading skills. Plenty of opportunities are given to prepare the children for Years 1 and 2.

Key Stage 1 (Year 1 and 2)

Children move into Key Stage 1 and follow a full range of subjects; - English, Mathematics, Science, I.C.T., Art and Design, History, Geography, Music, Physical Education, Design and Technology, Modern Foreign Languages, P.S.H.E. (Personal, Social and Health Education) and Religious Education.

We use a multi-sensory system called Letters and Sounds to develop children’s phonological skills. We use the Oxford Reading Tree, supported by many well-known reading skills to develop reading skills. Handwriting is practised regularly. Tables and number bonds are learned when they have been thoroughly investigated practically.

Children are introduced to Spanish from Reception onwards.

Swimming is introduced in Year Two.

PSCHE

EYFS:

We relate the personal, social and emotional aspects of the children’s work to the objectives set out in the Development Matters in the Early Years Foundation Stage which underpins the curriculum planning for children aged 3-5. We provide ample opportunities for all children to develop a positive sense of themselves and others. The curriculum will be delivered through planned, purposeful play, with a balance of adult led and child initiated discussions and activities, both indoors and outdoors.

Key Stage 1:

PSCHE is taught using the SEAL resources in a class session once a week in Year 1 and Year 2. SEAL is the social and emotional aspects of learning and there are 5 broad social and emotional aspects of learning:

self-awareness

managing feelings

motivation

empathy

social skills

The Social and Emotional Aspects of Learning (SEAL) resource provides a framework for explicitly promoting social, emotional and behavioural skills, with built-in progression for each year group within a school. The resource is designed to facilitate a systematic and spiral approach to learning. It is seen as a stimulus or starting point.

Time of Year	Theme Title
September/ October	New beginnings
November/ December	Getting on and falling out
January/February	Going for Goals
February/March	Good to be me
March/April	Relationships
May/ June/ July	Changes
During Anti Bullying Week- November and Summer ( 1 week)	Say No to Bullying

Homework

Children are given homework as appropriate to their age and abilities. Homework is predominantly literacy based in Reception. Reading books from a reading scheme will be sent home twice a week and a further book will be chosen by your child from the school library.

In Years 1 and 2 children will receive mathematics and literacy homework. Topic work, for example science, history, geography, will be sent home once/twice a week in Year 2.

Extra-Curricular

Dancing, tennis and football are offered as extra curricular activities, as well as piano, violin and other instruments.

As children move through the school, good working habits are established and high standards of work and behaviour are expected.

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A Level Results 2018
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November 2024

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Welcome from the Head

The early years are critical in terms of successful intellectual, social, emotional, physical, spiritual and creative development. It is our aim to provide a solid foundation on which all future learning is based.

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