Welcome Early Years Curriculum Workshop: spring 2019 Early Years - PowerPoint PPT Presentation

Welcome Early Years Curriculum Workshop: spring 2019 Early Years curriculum workshops March 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. Slide 2 Early Years curriculum workshops March 2019

Every child deserves the best possible start in life Early Years curriculum workshops March 2019 Slide 3

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 other age. This means that the choices we make for very young children …are all hugely important .’ Early Years curriculum workshops March 2019 Slide 4

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 on the curriculum. Early Years curriculum workshops March 2019 Slide 5

Judgement areas: evolution, not revolution Overall effectiveness Overall effectiveness Teaching, learning and Quality of education assessment Behaviour and attitudes Outcomes Personal development, Personal development behaviour and welfare Leadership and Leadership and management management Early Years curriculum workshops March 2019 Slide 6

A new ‘quality of education’ judgement Intent  Curriculum design, coverage and appropriateness (EYFS) Implementation  Curriculum delivery Quality of education  Teaching (pedagogy)  Assessment (formative and summative) Impact  Attainment and progress  Knowledge and skills  Readiness for next stage of education Early Years curriculum workshops March 2019 Slide 7

The curriculum is at the heart of the proposed new framework – a working definition  The EYFS (educational programmes) provides the curriculum framework that leaders build on Quality of education 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. Early Years curriculum workshops March 2019 Slide 8

‘ 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 Slide 9

Activity 1: Distinguishing curriculum from teaching and assessment Curriculum : Teaching: HOW WHAT is taught curriculum content is taught Assessment goals: Desired outcomes Early Years curriculum workshops March 2019 Slide 10

WHAT do children need to ‘know’ or ‘know how’ if they are to ‘represent their own ideas, thoughts and feelings through music’? Curriculum: Learn to sing unaccompanied songs, in tune and with actions. Teaching: Adult modelling, singing, call and response, listening, role play, movement activities, games. Early Years curriculum workshops March 2019 Slide 11

Diving deeper… What research tells us about knowledge Early Years curriculum workshops March 2019 Slide 12

Infants have amazing capacities They can…  mentally represent and think about the existence of objects that are out of sight  develop expectations of how physical objects will behave based on experience  appreciate the ways behaviour has purpose and is goal-directed  have social preferences. Early Years curriculum workshops March 2019 Slide 13

What knowledge of the physical world do children have? Early Years curriculum workshops March 2019 Slide 14

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? Early Years curriculum workshops March 2019 Slide 15

What behaviours and goals do children know about? Early Years curriculum workshops March 2019 Slide 16

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? Early Years curriculum workshops March 2019 Slide 17

What is known? Early Years curriculum workshops March 2019 Slide 18

There is a wide variation in young children’s exposure to vocabulary. 19

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?” Early Years curriculum workshops March 2019 Slide 20

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 Early Years curriculum workshops March 2019 Slide 21

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! 22

Knowledge does not sit as isolated ‘information’ in children’s minds. 23

Knowledge does not sit as isolated ‘information’ in children’s minds. 24

Knowledge is generative i.e. the more you know, the easier it is to learn. Connection of old knowledge to new knowledge Hooks/old learning 25

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? 26

What might a three-year-old struggle to understand in the story when read to them? ‘Once upon a time’  ‘simple things pleased her’  ‘crystal’ and familiarity with Other people have experiences   metaphor, ‘crystal clear’, ‘sea - and lives very different from your blue’ own ‘deepest’ growing flowers   ‘youngest’, ‘oldest’ ‘year’, ‘six whole years’   coral and amber ‘each sister was a year older than   family relationships (grandmother the next’  is the mother of…) ‘surface’, ‘rise to the surface’  ‘decorate’ ‘town’, ‘coast’   ‘delicate’ ‘sound of bells’, ‘church towers’   27

Activity 3 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? 28

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. 29

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How do you decide what knowledge children need to learn to make subsequent progress in:  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. 31

The curriculum is not…  the same as teaching (pedagogy): the curriculum is WHAT is taught and not how it is taught. Early Years curriculum workshops March 2019 Slide 32