1. Welcome to exploring curricula frameworks – 5CF001 Learning outcomes; To become familiar with module guide and assessments To gain an understanding of the EYFS for children birth to five To gain and understanding of the National Curriculum key stage 1 and 2

2. 00106-2007CDO-EN | © Crown copyright 2007 | 2 An Introduction to The Early Years Foundation Stage Setting the Standards for Learning, Development and Care for children from birth to five

3. Context and Legal Responsibilities * Central part of the 10 Year Child Care Strategy “ Choice for Parents, the Best Start for Children “ * Central to the Delivery of the New duties on improving outcomes and reducing inequalities. * Birth to Three matters, The Curriculum Guidance for the Foundation Stage, and National Standards for under 8s day-care and Childminding have all been replaced and will be repealed. * From September 2008, it will be mandatory for all schools and Early Years Providers in Ofsted registered settings attended by young children- children from birth to the end of the academic year in which the child has their fifth birthday. 00106-2007CDO-EN | © Crown copyright 2007 | 3

4. From birth to the end of the Foundation Stage An integrated approach to care and education A principled play-based approach Strengthens the links between Birth to Three Matters and the Foundation Stage Incorporates elements of the National Standards Ensures a consistent approach to care, learning and development from birth to the end of the Foundation Stage Helps practitioners plan care and learning that is right for each child at each stage of their development 00106-2007CDO-EN | © Crown copyright 2007 | 4 The Early Years Foundation Stage – a single quality framework

5. What is in the pack ? How does it help practitioners meet the EYFS aim? 00106-2007CDO-EN | © Crown copyright 2007 | 5

6. Aim of the EYFS The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes: Be healthy; Stay safe; Enjoy and achieve; Make a positive contribution and Achieve economic well-being. 00106-2007CDO-EN | © Crown copyright 2007 | 6

7. A Principled Approach 00106-2007CDO-EN | © Crown copyright 2007 | 7 Theme: Learning and Development Principle: Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter- connected. Theme: A Unique Child Principle : Every child is a competent learner from birth who can be resilient, capable, confident and self-assured Theme: Positive Relationships Principle: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. Theme: Enabling Environments Principle: The environment plays a key role in supporting and extending children’s development and learning.

8. 00106-2007CDO-EN | © Crown copyright 2007 | 8 Themes Principles Commitments The rest of the EYFS pack

9. There remains six areas covered by The Early Learning Goals and Educational Programmes. Personal, Social and Emotional Development. Communication, Language and Literacy. Problem solving, Reasoning and Numeracy. Knowledge and Understanding of the World. Physical Development. Creative Development. 00106-2007CDO-EN | © Crown copyright 2007 | 9

10. Ages and stages 00106-2007CDO-EN | © Crown copyright 2007 | 10 Birth to 11 months 8 to 20 months 16 to 26 months 22 to 36 months 30 to 50 months 40 to 60 + months

11. Key Messages. 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 deliver a rounded approach to Child Development. All areas must be delivered through planned purposeful play, with a balance of adult-led and child initiated activities. EYFS is for every child EYFS principles are the starting point for effective practice EYFS builds on what practitioners already do well. EYFS brings learning and welfare requirements together EYFS supports continuity and coherence for all children 00106-2007CDO-EN | © Crown copyright 2007 | 11

12. This is has been reviewed…. Dame Claire Tickell review How will this impact on practice? What do you think are the key changes/messages? What are your views?

13. What is the National Curriculum? A statutory curriculum to be followed by all compulsory aged school children Introduced in 1988 to all schools in England and Wales (Scotland and Northern Ireland have their own versions) To ensure a consistent education

14. The National Curriculum; 4 main purposes To establish an entitlement for every pupil To establish standards To promote continuity and coherence To promote public understanding

15. Background to the National Curriculum 1976 Callaghan’s ‘Ruskin Speech’ back to basics 3 Rs + Science + Technology 1988 Education Reform Act – a prescribed curriculum for all maintained schools 1993 Dearing Report Curriculum 2000 Curriculum 2002 2003 Excellence and Enjoyment launched 2009 Cambridge primary review (now abolished with new government) 2010/2011 National Curriculum review for 2013 2010/2011 National Curriculum review for 2013

16. Key Stages: compulsory schooling period KS1 = 5-7 year olds KS2 = 7-11 year olds KS3 = 11-14 year olds KS4 = 14-16 year olds National curriculum online

17. National Curriculum Subjects Core subjects Non core foundation subjects Additional statutory area Non statutory area English, Maths, Science Design and Technology, ICT, history, geography, art and design, music, PE Religious Education Personal, social and health education

18. Structure of the National Curriculum Programmes of Study Attainment Targets Levels Level Descriptions Assessment SATs Reporting to Parents Links to Foundation Stage

19. What factors influence the conditions for learning?

20. Different Learning Styles are developing: VISUAL= learning through seeing AUDITORY= learning through hearing KINAESTHETIC = ‘hands on’ learning

21. Children are more likely to learn successfully if they: Have their basic physical needs met (are not hungry, thirsty, tired, cold etc) Feel unthreatened, secure, safe and valued Feel a sense of belonging to the group Are engaged and motivated Can see the relevance of what they are doing From DFES (2003) Excellence and Enjoyment page 7

22. Every Child Matters (2004) The Green paper identified 5 outcomes for children; be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well being …” children and young people learn and thrive when they are healthy, safe and engaged; and the research shows that educational achievement is the most effective route out of poverty”

23. Personal and Social development and its impact on learning Managing feelings Motivation Empathy Social skills Self awareness A whole curriculum approach DFES, 2003, Excellence and Enjoyment page 9

24. Seminar task Read the handout on children’s social, emotional and behavioural skills From your experiences what are your views on this? Any practical examples?

25. OOCA : Activity Scan through National Curriculum or EYFS Choose a subject area or an area of learning (EYFS) in the National Curriculum key stage 1 or key stage 2 Look at the Programme of Study and choose a statement e.g. Sc3 1c Recognise and name common types of material Consider suitable activities to deliver this and identify ways in respect of meeting the needs of all children and feedback next week

26. Is kind Is generous Listens to you Encourages you Has faith in you Has time for you Keeps confidences Likes teaching children Likes teaching their subjects Helps you like their subject Takes time to explain things Helps you when you are stuck Tells you how you are doing Allows you to have your say Makes sure you understand Helps people who are slow Doesn’t give up on you Cares for your opinion Makes you feel clever Treats people equally Stands up for you Makes allowances Tells the truth Is forgiving THE GOOD TEACHER

27. Plenary What have we learned about the EYFS and N.C.? OOCA Read: The National Curriculum Handbook or the EYFS booklet (hard copy or online) and complete OOCA for next week. Have a look at an article by Kwon (2002) ‘Changing Curriculum for Early Childhood Education in England’