Early Years Curriculum

The Early Years (3-5-year-olds: Nursery and Reception classes) provide a structured and stimulating environment, giving our youngest children their first taste of school life. 

MIGS Early Years follow the UK Early Years Foundation Stage (EYFS).  The EYFS as stated in February 2019, that the curriculum is play-based and children are actively involved in talking about their experiences, sharing their ideas, learning both cooperatively and independently and celebrating their achievements with their friends and teachers.  Approaches included in the implementation of the learning will be Reggio Emilia and Montessori-based approaches.  

The Nursery EYFS areas of learning are: 

  • Communication and language
  • Physical development
  • Personal, social and emotional development
  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

Reggio Emilia, Pedagogical Vision

Characteristic of Reggio Emilia is project-based working and inquiry-based. Investigative learning with the child or a group of children through exploration with nature. The project can deepen or broaden the subject and develop it further. The projects are often related to the direct environment of the children and the surrounding nature. Children are busy exploring and learning to understand the world around them through initial life skills. The themes and topics that children themselves indicate the subject connection and integration. The Nursery EYFS curriculum is designed to develop observational and psychomotor skills with literacy and numeracy connections.

Montessori Approach

This approach helps to prepare them to be more independent and build up a positive attitude in learning. It is fairly important for them to start Nursery (age 3-4 years old) as that is where they learn to develop their fine motor, social and concentration skills.  Children learn through visual and Montessori provides many different materials such as sandpaper, spindle box, dressing frames and more. The EYFS themes mainly focus on Practical Life, Sensorial, Mathematics, Literacy, Expressive Arts and Design, Culture/Understanding the World (geography, science, zoology, and botany). Montessori learning approach and skills to extend into Reception and Year 1 curriculum.

Education in Reception

Education in Reception will focus on developing skills and abilities in the following learning areas:

Students develop the ability to listen and speak, follow instructions and use English for different purposes. They will show an interest in reading, recognize letters and sounds in word and writing, and speak with emerging self-confidence.

Students will take part in physical activities which promotes coordination, spatial awareness and agility and manual dexterity. This is when elements of fun are injected through games and activities with the purpose of developing and refining the aforementioned skills.

Students learn to form relationships with fellow students and teachers, interact with confidence, and express their feelings. At this juncture students will become curious and enthusiastic, resulting in capable, confident learners.

Students begin to build an understanding of literacy through the introduction to phonics, sounds and letters, and punctuation. They will develop a basic familiarity with writing and be given the opportunity to communicate thoughts, ideas and feelings with fellow students and adults.

Students are taught to recognise and use numbers in order and in context. An introduction to the practical elements of addition and substraction; vocabulary involved in comparing quantities; and observation of shapes and patterns; will be made.

Students will explore a range of art, music, dance and imaginative play to promote creativity, imagination and responsiveness.

Students will learn about a range of technology commonly used at home, in school and the world around them. They will explore and use technology and multimedia devices for particular purposes, and demonstrate a moderate to good understanding of the fundamental mechanisms.