We at Ajyal International School uphold and believe that …
‘Children are born ready, able and eager to learn. They actively reach out to interact with other people, and in the world around them. Development is not an automatic process, however. It depends on each unique child having opportunities to interact in positive relationships and enabling environments.’
Ref: Early Years Foundation Stage
We foster children’s natural ability to develop by ensuring provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. Our belief in the Unique Child reaches out to relate to people and things through the Characteristics of Effective Learning, which move through all areas of learning.
As children love to play we believe play is the important tool for learning and use it in our daily planning to provide a stimulating, secure and fun environment for children aged 3 to 5 years old, where they can grow in confidence and independence, achieve skills which will allow them to become life-long learners.
Our curriculum is based upon the English Early Years Foundation Stage Curriculum (EYFS) and is delivered by experienced and highly dedicated classroom and specialist teachers.
The four themes of the EYFS underpin all the guidance for our successful teaching and learning, these are:
A strong part of our Early Years is the growing partnership between our parents, the children and the wider community.
At Ajyal we recognize that parents are the child’s first educators. We respect and value our parents and we aim to have an open, honest and supportive relationship with the families of our school.
We believe that children and adults flourish best in a welcoming and inclusive environment with appropriate learning opportunities. At Ajyal, each child is free to develop at his or her own pace, guided and encouraged by the teachers. The carefully prepared indoor and outdoor environments are aimed at providing the children with a variety of early experiences, enabling them to learn and achieve whilst enjoying themselves in a fun and stimulating environment. We use a wide range of resources to support the children’s learning and development within the Early Years Foundation Stage.
Observations of our Early Years children are a key part of our planning, so that their individual interests and strengths may be recognized and developed appropriately. It is important to us that warm and caring relationships are built between our teachers and their children, as we feel that a solid platform of trust encourages children to become risk takers in their safe and comfortable environment.
We believe that children succeed in an environment where everyone knows what is expected of them, and where children are free to develop their play and learning without fear of being hurt or hindered by anyone else. We aim to work towards a setting in which children can develop their self-discipline and self-esteem in an atmosphere of mutual respect and encouragement. For this, we set clear boundaries, and will, through simple ‘ground rules’ maintain consistency for our children.
We promote a healthy lifestyle and by meeting the physical and emotional needs of our children, we create a clean and safe environment for them to thrive in. At Ajyal, we work together to promote children’s welfare and protection.
Prime areas are
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Self-confidence and self-awareness:
children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour:
children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Listening and attention:
children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Moving and handling:
children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care:
children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures
children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures:
children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
People and communities:
children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Exploring and using media and materials:
children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
We also deliver Arabic and Islamic teaching and learning following the required curriculum and delivered and assessed in the same way as the EYFs
The EYFS requires early years practitioners to review children’s progress and share a summary with parents at least twice, however we at Ajyal are committed to sharing information on a continuous basis through daily and weekly updates of what their children have done and achieved using a special app that parents can connect with and respond to any time of the day or night. Parents will be able to view all assessments and evidence of achievement and track their own child’s progress against the curriculum objectives. Additionally all parents will have a hard copy summary report at least 3 times a year and opportunity to discuss their child’s progress through parent consultation meetings 3 times a year.
Our aim in FS2 is to provide students with an enjoyable, topic based curriculum that encourages them to learn through play, exploration and discovery. Our children are encouraged to develop as independent, creative and inquisitive learners. Learning and teaching takes place within well planned topic-related themes that allow children to link their knowledge of the world around them with exciting new discoveries. We deliver a phonics program in which children work in differentiated groups to maximize their progress. Children develop their reading and writing skills at their own pace through short, active phonic sessions giving them confidence and enthusiasm.
Our Learning objectives are taken from the Early Years Foundation Stage Profile and we provide teaching activities that are designed to be diverse, relevant, fun and active. The EY statements are built into weekly planning. This allows the children to reflect on what and how they learn using statements such as ‘I am proud of my work’ and ’I learn in different ways.’ To celebrate the completion of a topic, parents are invited to our ‘Sharing Sessions’ during which students proudly present their learning.
What topics are we learning about in FS2?
‘information to follow soon’
Early Years Curriculum Information:
‘information to follow soon’
‘information to follow soon’