The Sunflowers room Curriculum

Sunflowers Curriculum


The early learning goals

The statutory early learning goals (detailed below) establish expectations for most children to reach by the end of the EYFS (Early years Foundation Stage - please see our display in entrance hall for more details). They provide the basis for planning throughout the EYFS, therefore laying secure foundations from birth for future learning. By the end of the EYFS, some children will have exceeded the goals. Other children, depending on their individual needs, will be working towards some or all of the goals - particularly some younger children, some children with learning difficulties and disabilities and some learning English as an additional language. The section below lists the education programmes followed by the early learning goals for each of the seven areas of Learning and Development which we follow as part of your child’s learning in preparation for school from when your child turns three years old.


There are seven areas covered by the early learning goals and educational programmes:


  • Personal, Social and Emotional Development;

  • Physical Development;

  • Communication and Language

  • Literacy;

  • Mathematics;

  • Understanding of the World;

  • Expressive Arts and Design.


None of these areas of Learning and Development can be delivered in isolation from the others. They are equally important and depend on each other to support a rounded approach to child development. All the areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities.


Personal, Social and Emotional Development


Educational Programme

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.


Early Learning Goals

By the end of the EYFS, children should


  • Play cooperatively, taking turns with others.

  • Take account of one another’s ideas about how to organise their activity.

  • Show sensitivity to others’ needs and feelings and form positive relationships with adults and other children.

  • Be confident to try new activities and say why they like some activities more than others.

  • Be confident to speak in a familiar group, talk about their ideas, and choose the resources they need for their chosen activities.

  • Say when they do or do not need help.

  • Talk about how they and others show feelings, talk about their own and others’ behaviours, 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.


Physical Development


Educational Programme

Involves providing opportunities for young children to be active and interactive; and to develop their coordination, control and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.


Early Learning Goals

By the end of the EYFS, children should:


  • Show good control and coordination in large and small movements.

  • Move confidently in a range of ways, safely and negotiating space

  • Handle equipment and tools effectively, including pencils for writing.

  • Know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

  • Manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.


Communication and Language


Educational Programme

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.


Early Learning Goals

By the end of the EYFS, children should:


  • Listen attentively in a range of situations.

  • Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.

  • Give their attention to what others say and respond appropriately, while engaged in another activity.

  • Follow instructions involving several ideas or actions.

  • Answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

  • Express themselves effectively, showing awareness of listeners needs.

  • Use past, present and future forms accurately when talking abut events that have happened or are to happen in the future.

  • Develop their own narratives and explanations by connecting ideas or events.




Educational Programme

Involves encouraging children to link sounds and letters 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.


Early Learning Goals

By the end of the EYFS, children should:


  • Read and understand simple sentences

  • Use phonic knowledge to decode regular words and read them aloud accurately.

  • Read some common irregular words

  • Demonstrate understanding when talking with others about what they have read.

  • Use their phonic knowledge to write words in ways that match their spoken sounds.

  • Write some irregular common words

  • Write simple sentences which can be read by themselves and others

  • Spell some words correctly or phonetically plausible




Educational Programme

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.


Early Learning Goals

By the end of the EYFS, children should:


  • 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

  • When using quantities, add and subtract two single-digit numbers and count on or back to find the answer

  • Solve problems, including doubling, halving or sharing

  • Use everyday language to talk about size, weight, capacity. Position, distance, time and money to compare quantities and objects and to solve problems

  • Recognise, create and describe patterns

  • Explore characteristics of everyday objects and shapes and use mathematical language to describe them



Understanding of the World


Educational Programme

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.


Early Learning Goals

By the end of the EYFS, children should:


  • Talk about past and present events in their own lives and in the lives of family members.

  • Know that other children don’t always enjoy the same things, and are sensitive to this

  • Know about similarities and differences between themselves and others, and among families, communities and traditions

  • Know about similarities and differences in relation to places, objects and materials and living things

  • Talk about the features of their own immediate environment and how environments might vary from one another

  • Make observations of animals and plants and explain why some things occur, and talk about changes



Expressive Arts and Design


Educational Programme

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.


Early Learning Goals

By the end of the EYFS, children should:


  • Sing songs, make music and dance, and experiment with ways of changing them

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

  • Use what they have learnt about media and materials in original ways, thinking about uses and purposes.

  • Represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.