We know that high-quality early education provision is essential to children’s development. The experiences, knowledge and skills needed for lifelong learning, active citizenship and future employment begin in the early years. This curriculum aspires to create in children positive dispositions towards learning which, if nurtured, will last a lifetime and provide the firm foundation which all our children need to support them in realising the four purposes of Curriculum for Wales. It addresses the ‘how’ and ‘why’ of curriculum design to support children to develop as
Ambitious,capable learners who:
• set themselves high standards and seek and enjoy challenge
• are building up a body of knowledge and have the skills to connect and apply that knowledge in different contexts
• are questioning and enjoy solving problems
• can communicate effectively in different forms and settings, using both Welsh and English
• can explain the ideas and concepts they are learning about
• can use number effectively in different contexts
• understand how to interpret data and apply mathematical concepts
• use digital technologies creatively to communicate, find and analyse information
• undertake research and evaluate critically what they find.
Enterprising, creative contributors who:
connect and apply their knowledge and skills to create ideas and products
• think creatively to reframe and solve problems
• identify and grasp opportunities
• take measured risks
• lead and play different roles in teams effectively and responsibly
• express ideas and emotions through different media
• give of their energy and skills so that other people will benefit
Ethical, informed citizens who:
find, evaluate and use evidence in forming views
• engage with contemporary issues based upon their knowledge and values
• understand and exercise their human and democratic responsibilities and rights
• understand and consider the impact of their actions when making choices and acting • are knowledgeable about their culture, community, society and the world, now and in the past
• respect the needs and rights of others, as a member of a diverse society
• show their commitment to the sustainability of the planet
Healthy, confident individuals who:
have secure values and are establishing their spiritual and ethical beliefs
• are building their mental and emotional well-being by developing confidence, resilience and empathy
• apply knowledge about the impact of diet and exercise on physical and mental health in their daily lives
• know how to find the information and support to keep safe and well
• take part in physical activity
• take measured decisions about lifestyle and manage risk
• have the confidence to participate in performance
• form positive relationships based upon trust and mutual respect
• face and overcome challenge • have the skills and knowledge to manage everyday life as independently as they can.
This curriculum links closely to the principles of child development, as well as to the four purposes of the curriculum and the statements of what matters of the six areas of learning and experience. It provides for appropriate breadth and depth of learning, in a range of contexts. Realisation of this curriculum should ensure progression for all children through the descriptions of learning at Progression step 1. We should use this curriculum, along with our knowledge and experience, to reflect and respond to the individual needs of the children in our setting.
For some children, their first experience of being away from their home environment will be when they enter our setting to begin their journey into education. For others, they will already be familiar with the sights, sounds and routines of life in a setting. It is our responsibility to acknowledge the experiences each child brings to their early education experience, and to work in partnership with children and their parents and carers to support them as they enter this new and exciting chapter in their development. By creating a space that actively promotes listening to the voice of the child, we can begin to recognise and respond to the unique background and needs of each child, and children can begin to understand their rights.