An Introduction to the National Curriculum and EYFS Jo Dobb and Rebecca Bartram

Standards addressed TS3 - Demonstrate good subject and curriculum knowledge TS1 - Set high expectations which inspire, motivate and challenge pupils

Historical Scene Setting < 1988 No national curriculum Local Education Authorities (LEAs) provided guidance about the curriculum content and teaching methods. Only compulsory subject was Religious Education (RE). 1989 A statutory national curriculum for 5-16 year olds introduced into all schools in England and Wales. Curriculum entitlement in ten subjects through programmes of study and attainment targets 1995 National curriculum revised – content reduced but the essential structure remained the same. 2000 NC revised again and PSHE taught alongside subjects. 2013 New National Curriculum published to take effect from 2014

Curriculum (Rose) Review In March 2009 Sir Jim Rose provided final advice to the Secretary of State on how the primary curriculum should change The new ‘Primary national curriculum’ was to have been launched in September 2010 and taught in schools from September 2011. The completed curriculum was abandoned by the Coalition Government

The Primary Review ‘The Cambridge Primary Review’ an independent investigation into Primary education (biggest since ‘Plowden’ 1969) chaired by Robin Alexander findings published in 2009 rejected by previous (Labour) Government

The New National Curriculum National Curriculum Review Expert Panel Mary James, Tim Oates (Chair), Andrew Pollard and Dylan Wiliam Set out the proposed framework Provided detailed advice on the construction and content Advised on the development of an evidence base for the drafting of new PoS Sought and considered the views of teachers, subject communities, academics, employers, HEIs, and other interested parties Based on

Gove: Review and Reform of NC to ensure that the new national curriculum embodies rigour and high standards and creates coherence in what is taught in schools to ensure that all children are taught the essential knowledge in the key subject disciplines beyond that core, to allow teachers greater freedom to use their professionalism and expertise to help all children realise their potential.

“The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons…” NC Framework: 3.2 Aims

Education Act 2002 The curriculum for a maintained school satisfies the requirements… if it is a balanced and broadly based curriculum which: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life

Academies and Free Schools “Although academies and Free Schools are not required to follow the national curriculum, they are required to provide a broad and balanced curriculum which includes English, mathematics, science and religious education. Beyond this, they have the freedom to design a curriculum which meets their pupils’ needs, aspirations and interests.” DfE Statutory Guidance

The Curriculum Core Other Foundation English Mathematics Science Other Foundation Design and technology Computing History Geography Art and design Music Physical Education Languages Additional statutory area Religious education Non-statutory guidelines Personal, social, health and economic education (PSHE)

The 2014 National Curriculum Each subject is divided into statutory ‘programmes of study’ sets out the ‘matters, skills and processes’ to be taught at each key stage. Alongside each PoS are non-statutory ‘notes and guidance’ Maths and Science follow yearly programmes of study (PoS) English follows yearly Pos for KS1 and two-yearly for KS2 Foundation subjects follow KS PoS Schools are free to choose how they organise their school day, as long as the content of the National Curriculum - programmes of study is taught to all pupils.

The 2014 National Curriculum Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Assessment… Level descriptors no longer used to report pupils’ attainment and progress Schools can introduce their own approaches to formative assessment, to support pupil attainment and progress  The assessment framework should be built into the school curriculum Benchmarking of performance through statutory end of key stage assessments, including national curriculum tests

Implementation 2013-14 2014-15 2015-16 Years 1, 2, 5, 6 Current NC for core Choice for foundation subjects Years 2, 6 Choice for foundation subjects Years 1, 2, 3, 4, 5, 6 New NC for all subjects Years 3, 4 Choice - current or new NC Years 1, 3, 4, 5 Pupils in Y2 and Y6 will be taught maths, science and English using the old curriculum, because the KS tests to be held in summer 2015 will not have been revised in time to include the new curriculum.

Headlines… Science programmes of study focus more strongly on acquisition of scientific knowledge and facts, with new content on the solar system, speed and evolution “In English…. We will strengthen the focus on the fundamentals of phonics, grammar and spelling. There will be an expectation that all pupils master formal English through poetry recitation, debate and presentation.” Letter from Michael Gove to Cambridge Assessment Unit June 2012

Headlines… Maths programmes of study expect more at an earlier age. Multiplication tables up to 12x12 by Y4 and formal written calculation methods are specified. Roman numerals now statutory… The History curriculum has a focus on British history from the stone age to the Normans. Schools can also study a later era, such as the Victorians. ‘Significant individuals’ studied include Elizabeth 1st , Neil Armstrong, Rosa Parks and suffragette Emily Davison

Headlines… Computing includes writing code. Pupils aged five to seven will be expected to "understand what algorithms are" and to "create and debug simple programs". By the age of 11, pupils will have to "design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems”. Internet safety to be taught from the age of five.

Early Years Foundation Stage Rebecca Bartram

The revised Early Years Foundation stage framework first became statutory in September 2012 these were revised on the 3rd April 2017 and became statutory April 2017. This means it must be delivered by maintained schools, non-maintained schools, independent schools and all providers on the Early Years Register in England - this includes childminders, children’s centres, pre-schools and nurseries. It replaces and is significantly different to the 2008 framework. The 2017 revisions have not changed what we do but have brought up to date the agencies and language used in the documentation. Old framework

EYFS The Early Years Foundation Stage is a term defined in the 2006 childcare Act which took forward some of the commitments from the Ten Year Childcare Strategy 2004. It comprised a set of welfare requirements and a set of Learning and Development requirements.

Tickell Review From it’s conception the EYFS proved controversial. In 2010, Children’s Minister Sarah Teather asked Dame Clare Tickell, Chief Executive of Action for Children, to carry out an independent review of the Early Years Foundation Stage (EYFS) to consider how this could be less bureaucratic and more focused on supporting children’s early learning.

Tickell Review The review covered 4 main areas Scope of regulation- whether there should be one single framework for all providers Learning and Development- looking at the latest evidence about children’s development Assessment –whether young children should be formally assessed. Welfare- the minimum standards needed to keep children safe and support their development.

Tickell Review On 30 March 2011 Dame Tickell published her report. the EYFS has had a positive overall impact on children in early years settings, has supported increased professionalism, and has helped to raise standards; it should be retained as a universal framework to enable the sector to sustain momentum in driving up quality; more needs to be done to identify children who need extra help, and to secure multi-agency support; and some aspects of the EYFS are seen as overly burdensome. To address this, the EYFS should be simplified and made more accessible. The Government went onto significantly reform the EYFS in response to the report.

Learning and development reforms Instead of 6 areas of development there are now 3 Prime areas Personal, Social and Emotional Development Physical Communication and Language And 4 specific areas Literacy (Reading and Writing) Mathematics Understanding the World Expressive Arts and Design Instead of 69 goals there are just 17 goals to be assessed.

Welfare reforms These have been renamed the safeguarding and welfare requirements. They include clarification on staff:child ratios and procedures regarding the use of mobile phones and cameras in settings. It is a requirement for each child to have a key worker.

Planning and guiding children’s activities The Development Matters in the Early Years Foundation stage guidance is a non- statutory guide to support practitioners. It covers detailed development charts covering children’s learning from birth to 5 years and ideas on how to support learning. It refers to the four guiding principles and the 3 characteristics of effective learning.

What shapes EYFS practice? 4 themes with underlying principles 3 Characteristics of Effective learning Playing and Learning Active Learning Creative and Critical thinking.

Assessment Formative/ongoing assessment is integral to children’s learning and development. The summative assessment at the end of the EYFS is called the EYFS profile. Children are assessed against each of the 17 EGL’s as to whether their progress is emerging, expected or exceeding. This information is then passed onto the LA. Parent’s are informed of their child’s progress against the ELG’s alongside a written report focussing on the characteristics of learning.

How is it going so far ?

Accessing the framework The revised framework and other supporting resources are provided on a dedicated website www.foundation.org.uk

Web Links DfE Draft PoS //www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/a0 0220600/draft-national-curriculum-programmes-of-study The Cambridge Review http://www.primaryreview.org.uk/ Excellence and Enjoyment http://webarchive.nationalarchives.gov.uk/20040722013944/dfes.gov.uk/primarydocument/ The Rose Review http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/ publications/eOrderingDownload/Primary_curriculum_Report.pdf Every Child Matters https://www.education.gov.uk/publications/standard/publicationdetail/page1/DfES/1081/20 04 EYFS http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/delivery/e ducation/a0068102/early-years-foundation-stage-eyfs Tickell Review of the EYFS http://www.education.gov.uk/tickellreview