The UK follows the Early Years Foundation Stage (EYFS) from birth to aged 5 in preparation for the English National Curriculum in Year 1 (5 years old)
MIS Early Years class for our youngest learners (4 years old) follow EYFS in preparation for that all important start to compulsory school at 5.
School at 4 years old includes lots of fun, smiles and of course learning new things such as reading, writing and phonics.
Our MIS Early Years class is full of fun and smiles! Learning has never been so productive.
International Primary Curriculum (IPC)
Early Years were very excited about their new IPC topic ‘Animals’. For their ‘Entry Point’, the children went on an animal scavenger hunt around school. They were ‘super explorers’ and found all the creatures that were hiding! The children then shared what they knew about animals and thought about what they wanted to learn about them during the topic.
The children explored the story ‘Wild’ about a little girl who lives in the forest with her animal friends and her adventures in the city. The children did a picture dictation of the main character in the story ‘Wild’. They listened to a description for the little girl and then drew what they thought she looked like.
Early Years explored the main character in the story ‘Wild’. The children talked about how she feels about leaving her forest home and animal friends. They used their knowledge of sounds to write describing words. Then the children wrote character descriptions. The children even used the joining word and to connect their ideas.
The children also made text maps to help them remember some of the words our story ‘Wild’. The children even wrote their tricky words! They used their text maps and story actions to write about ‘Wild’. The children are great at representing sounds correctly and in sequence!
Early Years looked closely at similarities and differences in the settings of the story ‘Wild’, comparing living in the forest to living in the city, before making a Venn diagram and described what they saw.
Making story maps and using them helped to retell the story ‘Wild’. The children were great at using story language before working in groups to rewrite the story.
Using the iPads to search for more information about animals furthered their learning. Students were able to design a house and an outside area. They had to think carefully about the type of habitat each animal should live in and what they’d need to be safe and happy in their homes.
During wellbeing lessons, Early Years listened to ‘Be Brave Little Penguin.’ This story tells of a little penguin who doesn’t like diving under the blue waves, splashing in the sparkling ocean and is scared of water. However, the little penguin was very brave and tried new things before become comfortable in the water, he overcame his fear. The children talked about trying new things, being confident and being adaptable.
Early Years learned that courage is showing bravery even when you are afraid. It means trying new things and adapting to changes. When you have courage, you do the right thing even if it is difficult.
The children were encouraged to share an experience when they had to be brave:
I was brave when I go to the swimming pool because I was scared of water but I tried.
I was brave at the time I fell on my face and it was bleeding. My granny had to take me to the doctor who gave me medicine. I took many deep breaths and didn’t cry.
I was brave when I went to a new school and a new house. I was brave because I did everything.
I am brave because I hurt my finger and didn’t cry.
I was brave when I hurt my head.
Me and Andrew got hurt together, but we didn’t cry, we was really brave.
I was scared of the water when I went first went swimming, but I was brave and now I am not scared and I can swim.
I was brave at school.
Ms May had to take me to the doctor as I was hurt and had some blood. I didn’t cry though because I am brave.
I fell my finger hurt. I am too brave.
I can go to sleep on my own with mummy and daddy, I am very brave.
EY Students’ Learning Journey
Students develop quickly in the Early Years at MIS. With the guidance and support from the experience EYFS teaching team – they get the best possible start to their education.
During circle time, Early Years have been talking about their feelings and how their actions affect others. The children have been thinking about ways to resolve conflicts and how to be a good friend.
Early Years uses their story maps to help them write’ The Very Hungry Caterpillar’. The children remembered the days of the week and how to use story language.
The boys and girls have been exploring the lifecycle of a butterfly. Drawing diagrams, they shared what they know about butterflies and their babies.
Writing animal fact files used their knowledge of sounds to share information about their favourite zoo animals. They had fantastic focus!
Wellbeing Lessons. They are great at showing the values such as courage, resilience and adaptability. They had great fun paining characters from the book.
Here is Anna really enjoying exploring narratives and story language. The children used their knowledge of story structure to plan their own imaginative stories! They can’t wait to write them!
Students enjoy exploring patterns. The children are great at recognising and describing patterns, whilst at the same time create their own designs.
The students have great imagination in their play, enjoying exploring all areas of the learning environments and working collaboratively with their friends.
What at team! The children worked in groups to write the beginning of the story ’Wild’. They even looked closely at similarities and differences in the setting of the story ’Wild’. The children compared living in the forest to living in the city. They made a Venn diagram and described what they saw.
Early Years had great fun making playdough. Using salt, boiled water, flour, and oil, they used their hands to squeeze, pinch, press and roll the playdough. These tasks are necessary to developing their fine motor skills.
Exploring the language of addition. The children made posters to show the number facts they’ve learned, showing their addition of two single digit numbers！
Exploring capacity and learning through play. The children used words like full, empty, half full, nearly full and nearly were measuring and colour mixing!
IPC Topic Transport’. Beginning with designing and making model boats, they were able to talk about who they would take on a journey and where they would go before making up adventure stories.
Chinese Lesson. The studnets have been exploring the story’野孩子‘. They designed nameplates and then debated whether the little girl should stay in the forest or live in the city. They were great at expressing themselvels effectively!
EYFS: Learn As UK Kids
We follow the Early Years Foundation Stage Framework, a curriculum which facilitates play based learning activities. Students will explore the seven areas of learning and development through continuous provision and imaginative play. This will provide them with opportunities to develop their knowledge, skills and understanding, and become confident, effective, life-long learners.
"I sincerely cannot thank Ms Marrs, Ms Bonnie, Ms Sandy and Ms May for making Harrison’s first year at school so memorable. He had a fairly shaky start but your kindness and patience went a very long way to him feeling part of the class. The book you made for him is something I will treasure and the work you all do every day is just phenomenal."
"On a Parent basis, thank you to the whole Early Years team, who include the sprots, music and Chinese specialists who taught Harrison this year, he has grown so much and it is down to all of your hard work! Thankyou doesn't quite do it justice, but Thank you regardless."
Tong Tong's Mum
"My child has gained a lot of self-confidence since he joined Early Years at MIS, and he has made great progress in all aspects. When I went to school to participate in the activity "Come Learn with Me". I could see that my child can use English in the natural phonics class. Interacting with the teacher and being able to use the knowledge of natural phonics to read English words and write them out, this surprised me so much. I was so impressed I recorded a video to share the joy of my children's progress with my family."
"What MIS shows to parents is the truest side of their children. MIS is not a selective school but guides each child to be the best. I have already felt this in the Christmas performance. All children stand during the Christmas performance, showing themselves on the stage, every child participated - true inclusion."
“My child likes MIS very much. During the holidays she asks "Mum, when does school starts, I'm going to MIS". I chose MIS, because it is wisest choice. My daughter’s self-care ability has improved immensely since joining MIS. , The knowledge I learned at school can be exported back home. For example, my daughter told me: "If you can’t do something, you have to be brave and try it, and you can’t give up." Later, after chatting with the teacher, I found out that my daughter was talking about is one of school values: 'resilience'."
Tong Tong's Mum
"I am delighted to view my daughter’s activities in school and the content of learning on ClassDojo every day. Teachers post a lot of learning dynamics on ClassDojo daily with photos and videos. I can intuitively understand the situation of my child in MIS. Therefore, every time a parent meeting is held, the class teacher will asks me if I have any problems with my child’s study and life in the preschool, I can honestly reply “not at all” why, because the information and communication from school is very comprehensive."
“My Granddaughter is 5 years old and is about to start Year 1 at the beginning of the new school year. At first, I was quite worried, thinking about whether she could enter Year 1 when she was only 5 years old. With questions, I got in touch with the class teacher. The teacher explained to me the British curriculum very patiently and showed me the progress my Granddaughter has made in all aspects from joining Early Years to the end of the school year. My Granddaughter already has gained so many skills. She can write English sentences and even short stories based story maps. It seems that the early education from the UK is very advanced.”
"I recall a time when I returned home from work somewhat frustrated about a work problem. My daughter told me “count and take a deep breath”. She said that the teacher told her: "It would be better when you are sad or tired and take a deep breath.” I was very touched at the time and thanked the teachers at MIS for teaching students how to manage their emotions. I want to use this to give my child a lifetime experience."