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Early Years curriculum workshops March 2019

Welcome

Early Years Curriculum Workshop: spring 2019

Slide 1

Today’s session

• What does the ‘curriculum’ mean for early years?
• Proposals for the new EIF.
• Distinguishing the ‘curriculum’ from teaching and

assessment.

• What is knowledge? (considering the building blocks of

knowledge children need to learn)

• Responding to the consultation.
• Questions and close.

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Every child deserves the best possible start in life

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The importance of the curriculum

‘We know that young children are especially receptive between birth and age 5, when their brains develop at the fastest speed and they learn more rapidly than at any

• ther age.

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This means that the choices we make for very young children …are all hugely important.’

The curriculum for early years

• The ‘Statutory framework for the early years foundation stage’

(EYFS) sets out the education and care standards that all early years providers must meet to ensure that children, from birth to five, learn and develop well and are kept healthy and safe.

• Once a provider is registered on the Early Years Register, Ofsted

carries out regular inspections to evaluate the overall quality and standards of the early years provision in line with the principles and requirements of the EYFS.

• This will not change, but we propose to put a greater emphasis
• n the curriculum.

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Judgement areas: evolution, not revolution

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Quality of education Personal development Leadership and management Behaviour and attitudes Teaching, learning and assessment Personal development, behaviour and welfare Leadership and management Outcomes Overall effectiveness Overall effectiveness

A new ‘quality of education’ judgement

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Quality of education

Intent

• Curriculum design, coverage and

appropriateness (EYFS) Implementation

• Curriculum delivery
• Teaching (pedagogy)
• Assessment (formative and summative)

Impact

• Attainment and progress
• Knowledge and skills
• Readiness for next stage of education

• The EYFS (educational programmes) provides

the curriculum framework that leaders build on to decide what they intend children to learn and develop (intent).

• Leaders and practitioners decide how to

implement the curriculum so children make progress in the seven areas of learning (implementation).

• They evaluate the impact of the curriculum by

checking what children know and can do.

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Quality of education

The curriculum is at the heart of the proposed new framework – a working definition

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‘Learning is defined as an

alteration in long-term

• memory. If nothing has

altered in long-term memory, nothing has been learned.’

Sweller, J., Ayres, P., & Kalyuga, S. (2011), Cognitive load theory (Vol. 1). Springer Science & Business Media.

Early Years curriculum workshops March 2019

Assessment goals: Desired outcomes Curriculum: WHAT is taught Teaching: HOW curriculum content is taught Activity 1: Distinguishing curriculum from teaching and assessment

Slide 10

WHAT do children need to ‘know’ or ‘know how’ if they are to ‘represent their own ideas, thoughts and feelings through music’?

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Curriculum: Learn to sing unaccompanied songs, in tune and with actions. Teaching: Adult modelling, singing, call and response, listening, role play, movement activities, games.

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Diving deeper…

What research tells us about knowledge

Infants have amazing capacities

They can…

• mentally represent and think about

the existence of objects that are

• ut of sight
• develop expectations of how

physical objects will behave based

• n experience
• appreciate the ways behaviour has

purpose and is goal-directed

• have social preferences.

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What knowledge of the physical world do children have?

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Early Years curriculum workshops March 2019

As infants’ knowledge of the physical and social world increases, they can use their capacities more.

'All infants appreciate the ways behaviour has purpose and is goal-directed.'

• But what behaviours and goals do they know about?
• When did they learn about them?

Slide 15

What behaviours and goals do children know about?

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Early Years curriculum workshops March 2019

As infants’ knowledge of the physical and social world increases, they can use their capacities more.

'All infants can mentally represent and think about the existence of objects that are out of sight.’

• But what are they thinking about?
• When did they learn about it?

Slide 17

What is known?

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There is a wide variation in young children’s exposure to vocabulary.

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The importance of shared reading: ‘book language’ is much more linguistically complex than ordinary conversation.

“Excuse me, but I’m very

• hungry. Do you think I could

have tea with you?”

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The importance of shared reading

• Adults use more complex language when talking to children as

they read to them.

• Scaffolds the child’s language by making links, emphasising

words and explaining concepts.

• Encourages good reading habits and positive attitudes.
• Provides quality time with one-to-one attention, emotional

bonding and enjoyment.

Nation, Kate (2018) What teachers need to know about shared reading. Times Educational Supplement

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Vocabulary size relates to academic success

Such correlations between vocabulary size and life chances are as firm as any correlations in educational research. Simply put: knowing more words makes you smarter!

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Knowledge does not sit as isolated ‘information’ in children’s minds.

Knowledge does not sit as isolated ‘information’ in children’s minds.

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Connection of old knowledge to new knowledge

Knowledge is generative i.e. the more you know, the easier it is to learn.

Hooks/old learning

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When will children have learned the knowledge they need to understand a classic text?

• What might a three-year-old struggle to understand if they

were read this story?

• What knowledge that can be acquired through

the early years foundation stage would help that child to more fully understand this story by the time they reach Reception?

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What might a three-year-old struggle to understand in the story when read to them?

• ‘Once upon a time’
• ‘crystal’ and familiarity with

metaphor, ‘crystal clear’, ‘sea- blue’

• ‘deepest’
• ‘youngest’, ‘oldest’
• coral and amber
• family relationships (grandmother

is the mother of…)

• ‘decorate’
• ‘delicate’
• ‘simple things pleased her’
• Other people have experiences

and lives very different from your

• wn
• growing flowers
• ‘year’, ‘six whole years’
• ‘each sister was a year older than

the next’

• ‘surface’, ‘rise to the surface’
• ‘town’, ‘coast’
• ‘sound of bells’, ‘church towers’

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Activity 3

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• What web of knowledge might a three-year-old

have for this word?

• What web of knowledge might a five-year-old

have for this word?

• What web of knowledge might a ten-year-old

have for this word?

• What web of knowledge do you have for this

word?

Activity 3: you may have considered…

• Three: Lives in a castle; wears a crown and cloak; rides a

horse

• Five: Son of king; being rich; marries princess; has sword
• Ten: In fairy tales; of a country; Prince William; role has

changed – princes no longer rule

• Adult: Monarchy; replaced by democracy; hereditary rulers;

Prince the pop star; ‘a princely sum’; Princes, Charles, Andrew, Edward, William, Harry, George etc; role of princes in public life; feminist critique of fairy tale prince stereotype; a ‘prince charming’ etc. etc. etc.

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• personal, social and emotional
• communication and language
• Physical
• literacy
• mathematics
• understanding the world
• expressive arts and design?

The curriculum outlines the building blocks of knowledge children need to learn – hold in long-term memory.

How do you decide what knowledge children need to learn to make subsequent progress in:

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The curriculum is not…

• the same as teaching (pedagogy): the curriculum is

WHAT is taught and not how it is taught.

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The curriculum is not …

• The same as providing ‘experiences’. Providing ‘experiences’ is

not a substitute for thinking about what children need to learn.

• Devising more and more elaborate or creative activities. This is

not a substitute for working out what children need to learn and know.

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A good curriculum is...

• based on proactive thinking
• the product of clear consideration of the sequence of

knowledge necessary for children to make progress towards the early learning goals. A good curriculum ensures that all children are ready for the challenges that await them.

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Cultural capital – improving a child’s life chances

• Cultural capital is the essential knowledge that children need

to be educated citizens.

• Some children arrive at an early years setting with poorer

experiences than others, in their learning and play.

• What the setting does, through its curriculum and interactions,

potentially makes all the difference.

• It is the role of the setting to ensure that children experience

the awe and wonder of the world in which they live, through the seven areas of learning.

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• is based on proactive thinking
• will be the product of clear consideration of the

sequence of content necessary for children to make progress

• will provide children with the knowledge they need

for subsequent learning – transferable knowledge

• builds deeper understanding and the capacity for

skilful performance.

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In summary, a high-quality curriculum:

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Leadership and management: integrity

• We want to make sure that the curriculum for children

with particular needs, such as those with high levels of SEN and/or disabilities, is ambitious and meets their needs from birth to five. We want to find out how leaders make sure these children have full access to their entitlement for early education (off-rolling).

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‘Personal development’ and ‘behaviour and attitudes’

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Personal development Behaviour and attitudes Personal development, behaviour and welfare

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Quality of education Personal development Leadership and management Behaviour and attitudes

Overall effectiveness

EIF 2019 – inspection judgements

Consultation materials for early years

Material published alongside the consultation:

https://www.gov.uk/government/consultations/education- inspection-framework-2019-inspecting-the-substance-of- education

• the draft education inspection framework 2019
• the draft early years inspection handbook
• a commentary setting out the research that has informed the

development of the criteria in the framework

• the draft equalities, diversity and inclusion statement.

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Ofsted on the web and on social media

www.gov.uk/ofsted https://reports.ofsted.gov.uk

www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews

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