1. Welcome to Evaluating Curricula Frameworks – 6cf010 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. THE EARLY YEARS FOUNDATION STAGE

3. Key websites The statutory Framework (2014) http://www.foundationyears.org.uk/files/2014/07/EYFS_framewor k_from_1_September_2014__with_clarification_note.pdf http://www.foundationyears.org.uk/files/2014/07/EYFS_framewor k_from_1_September_2014__with_clarification_note.pdf Non statutory support – development matters http://www.foundationyears.org.uk/files/2012/03/Development- Matters-FINAL-PRINT-AMENDED.pdf http://www.foundationyears.org.uk/files/2012/03/Development- Matters-FINAL-PRINT-AMENDED.pdf Latest Policy https://www.gov.uk/government/policies/improving-the-quality- and-range-of-education-and-childcare-from-birth-to-5- years/supporting-pages/early-years-foundation-stage https://www.gov.uk/government/policies/improving-the-quality- and-range-of-education-and-childcare-from-birth-to-5- years/supporting-pages/early-years-foundation-stage

4. National background EYFS has been in place since September 2008 Tickell Review and Government response in 2011 resulted in the revisions to 2012. Revisions between 2012 and 2014 are on a smaller scale. http://www.education.gov.uk/tickellreview Supporting Families in the Foundation Years – a joint DfE and Health initiative which feeds into the revisions to the EYFS. Revised EYFS statutory from September 2014.

5. Characteristics of effective learning (page 4) In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice. The ways in which the child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner.

6. Characteristics continued… Playing and exploring (engagement) Active learning (motivation) Creating and thinking critically (thinking) NB old EYFS described problem solving and creativity in developmental stages – these are now considered characteristics.

7. Foundation Years Website

8. The Statutory Framework... what’s new from 2008 to 2012? Parents and carers are to play a greater role as partners – see parents guide. Paperwork is to be kept to a minimum (section 2.2 not writing everything down). Prime and specific areas of learning. Emphasis on characteristics of effective learning. Childminders to be trained before embarking upon childminding. Supervision of staff essential (not performance management) Must allow for the confidential discussion of issues – see 3.19 Professional judgement on risk assessments Readiness approach

9. Changes from 2014? No changes to the areas of learning. Changes in wording of many sections to include Childminder Agencies. Changes of sections to include Early Years Teacher Status practitioners (EYTS). Need for some policies removed (e.g. smoking, risk assessments). No need for partitioned area for relaxation or rest. No need to count number of toilets and hand basins.

10. The format of development matters Changed from 4 columns to three to cover the four key themes from old version – unique child, positive relationships, enabling environments. 116 pages reduced to 46 EYFP reduction from 69 to 17 ELGs which are rated emerging, expected and exceeding. It ill also include narrative comments about the characteristics of effective learning.

11. The Prime Areas Personal, Social and Emotional Development (PSED) Physical Development (PD) (this now covers handwriting) Communication and Language (CL) All of these are considered time sensitive, universal and not dependent on specific areas i.e. Cross-cultural and must come before specific areas are tackled.

12. The Specific Areas - Literacy (L) (has letters and sounds embedded into the reading and writing strands) - Mathematics (M) - Understanding the World (UW) - Expressive arts and design (EAD) These are all less time sensitive, culturally specific and are dependent upon the prime areas.

13. THE PRIMARY NATIONAL CURRICULUM

14. 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 1998/1999 Introduction to the Literacy and Numeracy strategies Curriculum updates in 2000/2002 2003 Excellence and Enjoyment launched 2009 Cambridge primary review (abolished with new government as well as excellence and enjoyment) 2010/2011 review of National Curriculum 2014 new National Curriculum – sweeping changes

15. 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.

16. 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

17. 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 But those born after 1 st Sept 1997 must stay in school or training until they are 18. https://www.gov.uk/government/collections/national- curriculum#curriculum-by-key-stages

18. National Curriculum Subjects Core subjects Non core foundation subjects Additional statutory area – LA guidance. Non statutory area English, Maths, Science Design and Technology, ICT, History, Geography, Art and Design, Music, PE Religious Education Personal, Social and Health Education

19. Structure of the National Curriculum Programmes of Study Attainment Targets Levels (Y2 & Y6 this year only) Level Descriptions (Y2 & Y6 this year only) Assessment SATs (changing from Sept 2015). Reporting to Parents Links to Foundation Stage

20. What factors influence the conditions for learning?

21. Learning Styles - VISUAL = learning through seeing AUDITORY = learning through hearing KINAESTHETIC = ‘hands on’ learning

22. 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

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. What are you views on the National Curriculum/linking to placement work setting? What are the main changes? Has this impacted upon you in practice or have you heard or observed any changes? Watch the following video about the Education in America? Can we apply this to English settings?video Think about this on your own ready for class discussion making notes as you watch.

26. 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.

27. Plenary What have we learned about the EYFS and N.C.? OOCA Access: The National Curriculum and EYFS online and complete OOCA for next week. Please see additional directed reading on the webfolio.