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DOCUMENT RESUME
ED 433 091 PS 027 709
TITLE Nursery Education: Desirable Outcomes for Children'sLearning on Entering Compulsory Education.
INSTITUTION School Curriculum and Assessment Authority, Hayes(England).; Department for Education and Employment, London(England).
PUB DATE 1996-01-00NOTE 21p.
PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS British National Curriculum; Early Experience; *Educational
Objectives; Foreign Countries; National Curriculum; NurserySchools; Outcome Based Education; *Outcomes of Education;Parent School Relationship; Parent Teacher Cooperation;*Preschool Children; *Preschool Education; PrimaryEducation; *School Readiness
IDENTIFIERS England
ABSTRACTThis document summarizes the goals for learning to be
achieved by English children by the time they enter compulsory educationafter their fifth birthday. The goals emphasize early literacy, numeracy, andthe development of personal and social skills. Presented as six areas oflearning, the goals provide a foundation for later achievement in Key Stage 1of the National Curriculum. The report's introduction defines the sixlearning areas: personal and social development, language and literacy,mathematics, knowledge and understanding of the world, physical development,and creative development. The report delineates common features of goodpractice to support children's learning and key features underlying effectivepartnerships with parents. The bulk of the report shows in a tabular formathow the desirable outcomes or learning goals in each area relate to NationalCurriculum Key Stages 1 and 2. (KB)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
NURSERYEDUCATION
School Curriculum andAssessment Authority
Nursery Education
DESIRABLE
OUTCOMESFOR
CHILDREN'SLEARNING
on enteringcompulsory education
4,
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
INTRODUCTION
This document is for people who work with children of
pre-compulsory school age across the full range of
provision in the private, voluntary and maintained sectors
in England. Separate documentation applies to Wales.
The desirable outcomes are goals for learning for children
by the time they enter compulsory education*. They
emphasise early literacy, numeracy and the development
of personal and social skills and contribute to children's
knowledge, understanding and skills in other areas.
Presented as six areas of learning, they provide a
foundation for later achievement.
Children's progress will be at different rates and
individual achievement will vary. However, all children
should be able to follow a curriculum which enables
them to make maximum progress towards the
outcomes. Children whose achievements exceed the
desirable outcomes should be provided with
opportunities which extend their knowledge,
understanding and skills. Some of these may be planned
from the Key Stage 1 Programmes of Study of the
National Curriculum. Other children will require
continued support for achieving all or some of the
outcomes after entering compulsory education:
A small number of children with special educational
needs may continue to make progress towards all or
some of the outcomes throughout their educational
careers. Some children will make progress towards the
outcomes using means of communication other than
speech, non-sighted methods of reading and aids or
adapted equipment.
As a condition of initial validation for the receipt of
vouchers, institutions will be required to publish
information, including a statement of the education that
will be provided. The published statement will provide
the framework for planning educational activities which
ensure equality of opportunity, build on children's
previous experience and achievement and respond to
individual needs. Confirmation of validation will be based
on a judgement, through inspection, about the extent to
which the quality of provision is appropriate to the
desirable outcomes in each area of learning, rather than
on the achievement of the outcomes themselves by
individual children.
Full details of the nursery education scheme are
contained in Nursery Education Scheme: The Next Steps,
the companion publication produced by the Department
for Education and Employment.
* Compulsory education begins the term after the
child's fifth birthday.
PERSONAL
ANDSOCIAL
DEVELOPMENT
These outcomes focus on children learning how to work,
play, co-operate with others and function in a group
beyond the family. They cover important aspects of
personal, social, moral and spiritual development
including the development of personal values and an
understanding of self and of others. They should be
interpreted in the context of the values agreed by the
adults, including the parents, involved with each setting.
Children are confident, show appropriate self-respect and are able to establish effectiverelationships with other children and with adults. They work as part of a group andindependently, are able to concentrate and persevere in their learning and to seek help whereneeded. They are eager to explore new learning, and show the ability to initiate ideas and tosolve simple practical problems. They demonstrate independence in selecting an activity orresources and in dressing and personal hygiene.
Children are sensitive to the needs and feelings of others and show respect for people ofother cultures and beliefs. They take turns and share fairly. They express their feelings andbehave in appropriate ways, developing an understanding of what is right, what is wrong andwhy They treat living things, property and their environment with care and concern. Theyrespond to relevant cultural and religious events and show a range of feelings, such as wonder,joy or sorrow, in response to their experiences of the world.
LANGUAGE
ANDLITERACY
These outcomes cover important aspects of language
development and provide the foundation for literacy.
Children must be helped to acquire competence in
English as soon as possible, making use, where
appropriate, of their developing understanding and
skills in other languages. The outcomes focus on
children's developing competence in talking and
listening and in becoming readers and writers. Other
areas of learning also make a vital contribution to the
successful development of literacy.
In small and large groups, children listen attentively and talk about their experiences. Theyuse a growing vocabillary with increasing fluency to express thoughts and convey meaning to thelistener. They listen and respond to stories, songs, nursery rhymes and poems. They make up theirown stories and take part in role play with confidence.
Children enjoy books and handle them carefully, understanding how they are organised.They know that words and pictures carry meaning and that, in English, print is read from left toright and from top to bottom. They begin to associate sounds with patterns in rhymes, withsyllables, and with words and letters. They recognise their own names and some familiar words.They recognise letters of the alphabet by shape and sound. In their writing they use pictures,symbols, familiar words and letters, to communicate meaning, showing awareness of some ofthe different purposes of writing. They write their names with appropriate use of upper and lowercase letters.
MATHEMATICSThese outcomes cover important aspects of
mathematical understanding and provide the
foundation for numeracv They focus on achievement
through practical activities and on using and
understanding language in the development of simple
mathematical ideas.
Children use mathematical language, such as circle, in front of, bigger than and more,to describe shape, position, size and quantity. They recognise and recreate patterns. They arefamiliar with number rhymes, songs, stories, counting games and activities. They compare, sort,match, order, sequence and count using everyday objects. They recognise and use numbers to10 and are familiar with larger numbers from their everyday lives. They begin to use theirdeveloping mathematical understanding to solve practical problems. Through practical activitieschildren understand and record numbers, begin to show awareness of number operations, suchas addition and subtraction, and begin to use the language involved.
KNOWLEDGE AND
UNDERSTANDINGOF THE WORLD
These outcomes focus on children's developing
knowledge and understanding of their environment,
other people and features of the natural and made
world. They provide a foundation for historical,
geographical, scientific and technological learning.
Children talk about where they live, their environment, their families and past and presentevents in their own lives. They explore and recognise features of living things, objects andevents in the natural and made world and look closely at similarities, differences, patterns andchange. They show an awareness of the purposes of some features of the area in which they live.They talk about their observations, sometimes recording them and ask questions to gaininformation about why things happen and how things work. They explore and select materialsand equipment and use skills such as cutting, joining, folding and building for a variety ofpurposes. They use technology, where appropriate, to support their learning.
PHYSICAL
DEVELOPMENT
These outcomes focus on children's developing physical
control, mobility, awareness of space and manipulative
skills in indoor and outdoor environments. They include
establishing positive attitudes towards a healthy and
active way of life.
Children move confidently and imaginatively with increasing control and co-ordination andan awareness of space and others. They use a range of small and large equipment and balancingand climbing apparatus, with increasing skill. They handle appropriate tools, objects,construction and malleable materials safely and with increasing control.
CREATIVE
DEVELOPMENT
These outcomes focus on the development of children's
imagination and their ability to communicate and to
express ideas and feelings in creative ways.
Children explore sound and colour, texture, shape, form and space in two and threedimensions. They respond in a variety of ways to what they see, hear, smell, touch and feel.Through art, music, dance, stories and imaginative play, they show an increasing ability to usetheir imagination, to listen and to observe. They use a widening range of materials, suitabletools, instruments and other resources to express ideas and to communicate their feelings.
SUPPORT PEOPLE WORKING WITHCHILDREN SHOULD
MATERIAL CONSIDER THE FOLLOWINGSECTIONS WHENPLANNING THE EDUCATIONTO BE PROVIDED IN EACHSETTI NG.
COMMON FEATURES OF GOOD
PRACTICE
PARENTS* AS PARTNERS
KEY FEATURES OF PROGRESSION
from the end of pre-compulsory education to the end
of Key Stage 1 of the National Curriculum.
* Where the word 'parent(s)' is used in the document, it
should be taken to mean 'parents or other carer(sr.
COMMONFEATURES OF
GOOD PRACTICEA number of common features of good practice are
recognised, across the full range of pre-compulsory
school provision, as being effective in supporting
children's learning. These features do not prescribe a
particular or preferred curriculum or teaching approach.
Such matters are for educators to decide. Rather they
provide a helpful context which might be considered
when planning the curriculum.
Children feel secure, valued and confident and
develop a sense of achievement through learning
which is a pleasurable and rewarding experience
both within the settings and at home.
Each setting has a statement, shared with parents
and with all adults working in the setting, which
outlines the aims, objectives and content of the
curriculum, how it is taught and how children's
progress and achievement are assessed, recorded
and communicated to parents and the schools to
which children will progress.
There is good liaison with other agencies and carers,
such as health visitors and childminders, and these
contacts are used in planning opportunities for
learning for individual children. Successful links with
the previous and next stage of education are
maintained.
Children participate in a range of activities which
take due account of their interests and
achievements and their developing physical,
intellectual, emotional and social abilities.
Children are encouraged to think and talk about
their learning and to develop self-control and
independence. They are given appropriate periods
of time for learning through sustained involvement
in concentrated activity. Approaches to teaching
include recognition of the value of providing first
hand experiences, of giving clear explanations, of
appropriate adult intervention and of using play and
talk as media for learning.
Children's progress and future learning needs are
assessed and recorded through frequent
observation and are shared regularly with parents.
Early identification of children's particular needs
leads to appropriate intervention and support.
The physical environment supports learning with
appropriate space, facilities and equipment and is
organised with due regard to health and safety.
Adults in each setting take responsibility for
identifying and, where appropriate, meeting their
training needs.
PARENTS AS
PARTNERS
Children's experiences at home are highly significant
to achievement. Parents significantly influence their
children's learning. When parents and adults in each
setting work together to support children's learning, the
results can have a measurable and lasting effect upon
children's achievement. Effective partnership between
home and each setting should, therefore, be developed
as fully as possible.
To be successful this partnership needs to be a two-way
process with opportunities for knowledge, expertise and
information to flow both ways. Examples of effective
partnerships show parents and other adults involved in
the child's education in a variety of ways. There are
however some common key features underlying these
partnerships.
Parents' fundamental role in their child's education
is acknowledged by staff in the setting and a
partnership, based on shared responsibility,
understanding, mutual respect and dialogue, is
developed.
There is recognition of the role parents have already
played in the early education of their child and that
their continued involvement is crucial to successful
learning.
Parents feel welcome and there are opportunities for
collaboration among parents, staff and children.
There is recognition of the expertise of parents and
other adults in the family and this expertise is used
to support the learning opportunities provided
within the setting.
Adults working in the setting give parents access
to information about the curriculum in a variety
of ways, eg open days, meetings, social events,
brochures and video presentations (in different
languages where appropriate).
Parents contribute to and are fully informed of their
child's progress and achievements.
Admission procedures are flexible to allow time for
discussion with parents and for children to feel
secure in the new setting.
Opportunities for learning provided in the setting are
sometimes continued at home, eg reading and
sharing books, and experiences initiated at home are
sometimes used as stimuli for learning in the setting.
9
KEY FEATURES
OF PROGRESSION
FROM THE END OF
PRE-COMPULSORY EDUCATION
TO THE END OF KEY STAGE 1
OF THE NATIONAL CURRICULUM
The following pages show how the desirable outcomes
for children's learning on entering compulsory education
provide a foundation for Key Stage 1 of the National
Curriculum.
Programmes of Study in the National Curriculum set
out the opportunities to be provided and knowledge,
understanding and skills to be taught in each of nine
subjects.
Level descriptions and end of key stage descriptions
support teachers in making judgements about children's
performance at the end of the key stage (ie after a
minimum of two years full-time education). For the
majority of children, performance will be within the range
of Levels 1 to 3. In 1994 approximately 15-20 per cent
performed within Level 1, with the largest percentage
performing within Level 2.
Although not designed for this purpose, in practice,
Level 1 is often used by teachers during the key stage
as an indicator of progression towards Level 2 and as
a marker of expectation after one year in Key Stage 1.
AR
EA
OF
LE
AR
NIN
GD
ES
IRA
BLE
OU
TC
OM
ES
ON
EN
TR
Y T
O
CO
MP
ULS
OR
Y S
CH
OO
LIN
GN
AT
ION
AL
CU
RR
ICU
LUM
LEV
EL
1 D
ES
CR
IPT
ION
NA
TIO
NA
L C
UR
RIC
ULU
M L
EV
EL
2/E
ND
OF
KE
Y S
TA
GE
DE
SC
RIP
TIO
N
Per
sona
l and
Soc
ial D
evel
opm
ent
Chi
ldre
n ar
e co
nfid
ent,
show
app
ropr
iate
sel
f-re
spec
t and
are
able
to e
stab
lish
effe
ctiv
e re
latio
nshi
ps w
ith o
ther
child
ren
and
with
adu
lts. T
hey
wor
k as
par
t of a
gro
up a
ndin
depe
nden
tly, a
re a
ble
to c
once
ntra
te a
ndpe
rsev
ere
inth
eir
lear
ning
and
to s
eek
help
whe
re n
eede
d. T
hey
are
eage
r to
exp
lore
new
lear
ning
, and
sho
w th
e ab
ility
toin
itiat
e id
eas
and
to s
olve
sim
ple
prac
tical
pro
blem
s.T
hey
dem
onst
rate
inde
pend
ence
in s
elec
ting
an a
ctiv
ity o
rre
sour
ces
and
in d
ress
ing
and
pers
onal
hyg
iene
.
Pup
ils ta
lk a
bout
mat
ters
of i
mm
edia
te in
tere
st. T
hey
liste
n to
oth
ers
and
usua
lly r
espo
nd a
ppro
pria
tely
. The
ybe
gin
to e
xten
d th
eir
idea
s or
acc
ount
s by
pro
vidi
ngso
me
deta
il.
(Eng
lish:
Spe
akin
g an
d Li
sten
ing)
Pup
ils b
egin
to s
how
con
fiden
ce in
talk
ing
and
liste
ning
.O
n oc
casi
ons
they
sho
w a
war
enes
s of
the
need
s of
liste
ners
by
incl
udin
g re
leva
nt d
etai
l. T
hey
usua
lly li
sten
care
fully
and
res
pond
with
incr
easi
ng a
ppro
pria
tene
ssto
wha
t oth
ers
say.
(Eng
lish:
Spe
akin
g an
d Li
sten
ing)
The
y im
prov
e th
eir
perf
orm
ance
thro
ugh.
.. w
orki
ng a
lone
and
with
a p
artn
er.
(Phy
sica
l Edu
catio
n)
The
y as
k an
d re
spon
d ap
prop
riate
ly to
que
stio
nsIn
clud
ing
'Wha
t wou
ld h
appe
n if.
..?'
(Mat
hem
atic
s: U
sing
and
App
lyin
g M
athe
mat
ics)
The
y re
spon
d to
sug
gest
ions
of h
ow to
find
thin
gsou
tan
d, w
ith h
elp,
mak
e th
eir
own
sugg
estio
ns.
(Sci
ence
: Exp
erim
enta
l and
Inve
stig
ativ
e S
cien
ce)
Chi
ldre
n ar
e se
nsiti
ve to
the
need
s an
d fe
elin
gs o
f oth
ers
and
show
res
pect
for
peop
le o
f oth
er c
ultu
res
and
belie
fs.
The
y ta
ke tu
rns
and
shar
e fa
irly.
The
yex
pres
s th
eir
feel
ings
and
beha
ve in
app
ropr
iate
way
s, d
evel
opin
gan
unde
rsta
ndin
g of
wha
t is
right
, wha
t is
wro
ng a
nd w
hy. T
hey
trea
t liv
ing
thin
gs, p
rope
rty
and
thei
r en
viro
nmen
t with
care
and
conc
ern.
The
y re
spon
d to
rel
evan
t cul
tura
l and
rel
igio
usev
ents
and
show
a r
ange
of f
eelin
gs, s
uch
as w
onde
r, jo
yor
sor
row
, in
resp
onse
to th
eir
expe
rienc
es o
f the
wor
ld.
The
y re
spec
t tho
se w
ho h
ave
diffe
rent
bel
iefs
and
cust
oms,
rec
ogni
sing
the
need
s an
d co
ncer
ns o
f oth
ers
and
give
car
eful
con
side
ratio
n of
oth
er v
iew
s.(R
E M
odel
Syl
labu
ses)
The
y de
velo
p th
e po
wer
of i
mag
inat
ion
to id
entif
yfe
elin
gssu
ch a
s lo
ve, w
onde
r, fo
rgiv
enes
s an
dso
rrow
.(R
E M
odel
Syl
labu
ses)
11
Ple
ase
note
that
in s
ome
case
s on
ly p
arts
of t
heN
atio
nal C
urric
ulum
des
crip
tions
are
sho
wn
on th
is c
hart
.
BE
ST C
OPY
AV
AIL
AB
LE
12
AR
EA
OF
LE
AR
NIN
GD
ES
IRA
BLE
OU
TC
OM
ES
ON
EN
TR
Y T
O
CO
MP
ULS
OR
Y S
CH
OO
LIN
G
NA
TIO
NA
L C
UR
RIC
ULU
M
LEV
EL
1 D
ES
CR
IPT
ION
NA
TIO
NA
L C
UR
RIC
ULU
M L
EV
EL
2/
EN
D O
F K
EY
ST
AG
E D
ES
CR
IPT
ION
Lang
uage
and
Lite
racy
13
In s
mal
l and
larg
e gr
oups
, chi
ldre
n lis
ten
atte
ntiv
ely
and
talk
abo
ut th
eir
expe
rienc
es. T
hey
use
a gr
owin
gvo
cabu
lary
with
incr
easi
ng fl
uenc
y to
exp
ress
thou
ghts
and
conv
ey m
eani
ng to
the
liste
ner.
The
y lis
ten
and
resp
ond
to s
torie
s, s
ongs
, nur
sery
rhy
mes
and
poe
ms.
The
y m
ake
up th
eir
own
stor
ies
and
take
par
t in
role
pla
yw
ith c
onfid
ence
.
Pup
ils ta
lk a
bout
mat
ters
of i
mm
edia
te in
tere
st. T
hey
liste
n to
oth
ers
and
usua
lly r
espo
nd a
ppro
pria
tely
. The
yco
nvey
sim
ple
mea
ning
s to
a r
ange
of l
iste
ners
, spe
akin
gau
dibl
y, a
nd b
egin
to e
xten
d th
eir
idea
s or
acc
ount
s by
prov
idin
g so
me
deta
il.(E
nglis
h: S
peak
ing
and
List
enin
g)
Pup
ils b
egin
to s
how
som
e co
nfid
ence
in ta
lkin
g an
dlis
teni
ng, p
artic
ular
ly w
here
the
topi
cs in
tere
st th
em.
On
occa
sion
s, th
ey s
how
aw
aren
ess
of th
e ne
eds
of th
elis
tene
r by
incl
udin
g re
leva
nt d
etai
l. In
dev
elop
ing
and
expl
aini
ng th
eir
idea
s th
ey s
peak
cle
arly
and
use
a g
row
ing
voca
bula
ry. T
hey
usua
lly li
sten
car
eful
ly a
nd r
espo
nd w
ithin
crea
sing
app
ropr
iate
ness
to w
hat o
ther
s sa
y. T
hey
are
begi
nnin
g to
be
awar
e th
at in
som
e si
tuat
ions
a m
ore
form
al v
ocab
ular
y an
d to
ne o
f voi
ce a
re u
sed.
(Eng
lish:
Spe
akin
g an
d Li
sten
ing)
Chi
ldre
n en
joy
book
s an
d ha
ndle
them
car
eful
ly,
unde
rsta
ndin
g ho
w th
ey a
re o
rgan
ised
. The
y kn
ow th
atw
ords
and
pic
ture
s ca
rry
mea
ning
and
that
, in
Eng
lish,
prin
t is
read
from
left
to r
ight
and
from
top
to b
otto
m. T
hey
begi
n to
ass
ocia
te s
ound
s w
ith p
atte
rns
in r
hym
es, w
ithsy
llabl
es, a
nd w
ith w
ords
and
lette
rs. T
hey
reco
gnis
e th
eir
own
nam
es a
nd s
ome
fam
iliar
wor
ds. T
hey
reco
gnis
ele
tters
of t
he a
lpha
bet b
y sh
ape
and
soun
d.
Pup
ils r
ecog
nise
fam
iliar
wor
ds in
sim
ple
text
s. T
hey
use
thei
r kn
owle
dge
of le
tters
and
sou
nd-s
ymbo
l rel
atio
nshi
psin
ord
er to
rea
d w
ords
and
to e
stab
lish
mea
ning
whe
nre
adin
g al
oud.
In th
ese
activ
ities
they
som
etim
es r
equi
resu
ppor
t. T
hey
expr
ess
thei
r re
spon
se to
poe
ms,
sto
ries
and
non-
fictio
n by
iden
tifyi
ng a
spec
ts th
ey li
ke.
(Eng
lish:
Rea
ding
)
Pup
ils' r
eadi
ng o
f sim
ple
text
s sh
ows
unde
rsta
ndin
g an
dis
gen
eral
ly a
ccur
ate.
The
y ex
pres
s op
inio
ns a
bout
maj
orev
ents
or
idea
s in
sto
ries,
poe
ms
and
non-
fictio
n. T
hey
use
mor
e th
an o
ne s
trat
egy,
suc
h as
pho
nic,
gra
phic
, syn
tact
ican
d co
ntex
tual
, in
read
ing
unfa
mili
ar w
ords
and
esta
blis
hing
mea
ning
.(E
nglis
h: R
eadi
ng)
In th
eir
writ
ing
they
use
pic
ture
s, s
ymbo
ls, f
amili
ar w
ords
and
lette
rs, t
o co
mm
unic
ate
mea
ning
, sho
win
g aw
aren
ess
of s
ome
of th
e di
ffere
nt p
urpo
ses
of w
ritin
g. T
hey
writ
eth
eir
nam
es w
ith a
ppro
pria
te u
se o
f upp
er a
nd lo
wer
case
lette
rs.
Pup
ils' w
ritin
g co
mm
unic
ates
mea
ning
thro
ugh
sim
ple
wor
ds a
nd p
hras
es. I
n th
eir
read
ing
or w
ritin
g, p
upils
begi
n to
sho
w a
war
enes
s of
how
full
stop
s ar
e us
ed.
Lette
rs a
re u
sual
ly c
lear
ly s
hape
d an
d C
orre
ctly
orie
ntat
ed(E
nglis
h: W
ritin
g)
Pup
ils' w
ritin
g co
mm
unic
ates
mea
ning
in b
oth
narr
ativ
e an
dno
n-na
rrat
ive
form
s, u
sing
app
ropr
iate
and
inte
rest
ing
voca
bula
ry, a
nd s
how
ing
som
e aw
aren
ess
of th
e re
ader
.Id
eas
are
deve
lope
d in
a s
eque
nce
of s
ente
nces
, som
etim
esde
mar
cate
d by
cap
ital l
ette
rs a
nd fu
ll st
ops.
Sim
ple,
mon
osyl
labi
c w
ords
are
usu
ally
spe
lt co
rrec
tly, a
nd w
here
ther
e ar
e in
accu
raci
es th
e al
tern
ativ
e is
pho
netic
ally
plau
sibl
e. In
han
dwrit
ing,
lette
rs a
re a
ccur
atel
y fo
rmed
and
cons
iste
nt in
siz
e.(E
nglis
h: W
ritin
g)
Ple
ase
note
that
in s
ome
case
s on
ly p
arts
of t
he N
atio
nal C
urric
ulum
des
crip
tions
are
show
n on
this
cha
rt.
BE
ST
CO
PY
MA
ILA
BLE
14
AR
EA
OF
LE
AR
NIN
GD
ES
IRA
BLE
OU
TC
OM
ES
ON
EN
TR
Y T
O
CO
MP
ULS
OR
Y S
CH
OO
LIN
GN
AT
ION
AL
CU
RR
ICU
LUM
'
LEV
EL
1 D
ES
CR
IPT
ION
NA
TIO
NA
L C
UR
RIC
ULU
M L
EV
EL
2/E
ND
OF
KE
Y S
TA
GE
DE
SC
RIP
TIO
N
Mat
hem
atic
sC
hild
ren
use
mat
hem
atic
al la
ngua
ge, s
uch
as c
ircle
,in
fron
t of,
bigg
er th
an a
nd m
ore,
to d
escr
ibe
shap
e,po
sitio
n, s
ize
and
quan
tity.
The
y re
cogn
ise
and
recr
eate
patte
rns.
The
y be
gin
to u
se th
eir
deve
lopi
ng m
athe
mat
ical
unde
rsta
ndin
g to
sol
ve p
ract
ical
pro
blem
s.
Pup
ils u
se m
athe
mat
ics
as a
n in
tegr
al p
art o
f cla
ssro
omac
tiviti
es. T
hey
repr
esen
t the
ir w
ork
with
obj
ects
or
pict
ures
and
dis
cuss
it. T
hey
reco
gnis
e an
d us
e a
sim
ple
patte
rn o
r re
latio
nshi
p, u
sual
ly b
ased
on
thei
r ex
perie
nce.
(Mat
hem
atic
s: U
sing
and
App
lyin
g M
athe
mat
ics)
Pup
ils s
elec
t the
mat
hem
atic
s fo
r so
me
clas
sroo
mac
tiviti
es. T
hey
disc
uss
thei
r w
ork
usin
g fa
mili
arm
athe
mat
ical
lang
uage
and
are
beg
inni
ng to
rep
rese
nt it
usin
g sy
mbo
ls a
nd s
impl
e di
agra
ms.
The
y as
k an
dre
spon
d ap
prop
riate
ly to
que
stio
ns in
clud
ing
'Wha
t wou
ldha
ppen
if...
?'(M
athe
mat
ics:
Usi
ng a
nd A
pply
ing
Mat
hem
atic
s)
The
y ar
e fa
mili
ar w
ith n
umbe
r rh
ymes
, son
gs, s
torie
s,co
untin
g ga
mes
and
act
iviti
es. T
hey
com
pare
, sor
t, m
atch
,or
der,
seq
uenc
e an
d co
unt u
sing
eve
ryda
y ob
ject
s. T
hey
reco
gnis
e an
d us
e nu
mbe
rs to
io a
nd a
re fa
mili
ar w
ithla
rger
num
bers
from
thei
r ev
eryd
ay li
ves.
Thr
ough
pra
ctic
alac
tiviti
es c
hild
ren
unde
rsta
nd a
nd r
ecor
d nu
mbe
rs, b
egin
tosh
ow a
war
enes
s of
num
ber
oper
atio
ns, s
uch
as a
dditi
onan
d su
btra
ctio
n, a
nd b
egin
to u
se th
e la
ngua
ge in
volv
ed.
Pup
ils c
ount
, ord
er, a
dd a
nd s
ubtr
act n
umbe
rs w
hen
solv
ing
prob
lem
s in
volv
ing
up to
to o
bjec
ts. T
hey
read
and
writ
e th
e nu
mbe
rs in
volv
ed. P
upils
rec
ogni
se a
nd m
ake
repe
atin
g pa
ttern
s, c
ount
ing
the
num
ber
of e
ach
obje
ct in
each
rep
eat.
(Mat
hem
atic
s: N
umbe
r)
Pup
ils c
ount
set
s of
obj
ects
rel
iabl
y, a
nd u
se m
enta
l rec
all
of a
dditi
on a
nd s
ubtr
actio
n fa
cts
to to
. The
y ha
ve b
egun
toun
ders
tand
the
plac
e va
lue
of e
ach
digi
t in
a nu
mbe
r an
dus
e th
is to
ord
er n
umbe
rs u
p to
too.
The
y ch
oose
the
appr
opria
te o
pera
tion
whe
n so
lvin
g ad
ditio
n an
dsu
btra
ctio
n pr
oble
ms.
The
y id
entif
y an
d us
e ha
lves
and
quar
ters
, suc
h as
hal
f of a
rec
tang
le o
r a
quar
ter
of e
ight
obje
cts.
The
y re
cogn
ise
sequ
ence
s of
num
bers
, inc
ludi
ngod
d an
d ev
en n
umbe
rs.
(Mat
hem
atic
s: N
umbe
r)
15P
leas
e no
te th
at in
som
e ca
ses
only
par
ts o
f the
Nat
iona
l Cur
ricul
um d
escr
iptio
ns a
re s
how
n on
this
cha
rt.
BE
ST C
OPY
AV
AIL
AB
LE
-16
AR
EA
OF
LE
AR
NIN
GD
ES
IRA
BLE
OU
TC
OM
ES
ON
EN
TR
Y T
O
CO
MP
ULS
OR
Y S
CH
OO
LIN
G
NA
TIO
NA
L C
UR
RIC
ULU
M
LEV
EL
1 D
ES
CR
IPT
ION
NA
TIO
NA
L C
UR
RIC
ULU
M L
EV
EL
2/
EN
D O
F K
EY
ST
AG
E D
ES
CR
IPT
ION
Kno
wle
dge
and
Und
erst
andi
ngof
the
Wor
ldC
hild
ren
talk
abo
ut w
here
they
live
, the
ir en
viro
nmen
t,th
eir
fam
ilies
and
pas
t and
pre
sent
eve
nts
in th
eir
own
lives
. The
y sh
ow a
n aw
aren
ess
of th
e pu
rpos
es o
f som
efe
atur
es o
f the
are
a in
whi
ch th
ey li
ve.
Pup
ils r
ecog
nise
and
mak
e ob
serv
atio
ns a
bout
phy
sica
l and
hum
an fe
atur
es. T
hey
expr
ess
thei
r vi
ews
on fe
atur
es o
f the
envi
ronm
ent o
f a lo
calit
y th
ey fi
nd a
ttrac
tive
or u
nattr
activ
e.
(Geo
grap
hy)
Pup
ils r
ecog
nise
dis
tinct
ions
bet
wee
n pa
st a
nd p
rese
nt in
thei
r ow
n an
d ot
her
peop
les
lives
. The
y kn
ow a
nd r
ecou
ntep
isod
es fr
om s
torie
s ab
out t
he p
ast.
(His
tory
)
The
y ex
pres
s vi
ews
on a
ttrac
tive
and
unat
trac
tive
feat
ures
of th
e en
viro
nmen
t of a
loca
lity.
(Geo
grap
hy)
Pup
ils s
how
thei
r de
velo
ping
sen
se o
f chr
onol
ogy.
.. by
mak
ing
dist
inct
ions
bet
wee
n as
pect
s of
thei
r ow
n liv
es a
ndpa
st ti
mes
. The
y de
mon
stra
te fa
ctua
l kno
wle
dge
and
unde
rsta
ndin
g of
asp
ects
of t
he p
ast b
eyon
d liv
ing
mem
ory.
(His
tory
)
The
y ex
plor
e an
d re
cogn
ise
feat
ures
of l
ivin
g th
ings
,ob
ject
s an
d ev
ents
in th
e na
tura
l and
mad
e w
orld
and
look
clos
ely
at s
imila
ritie
s, d
iffer
ence
s, p
atte
rns
and
chan
ge.
The
y ta
lk a
bout
thei
r ob
serv
atio
ns, s
omet
imes
rec
ordi
ngth
em a
nd a
sk q
uest
ions
to g
ain
info
rmat
ion
abou
t why
thin
gs h
appe
n an
d ho
w th
ings
wor
k.
Pup
ils d
escr
ibe
sim
ple
feat
ures
of o
bjec
ts, l
ivin
g th
ings
and
even
ts th
ey o
bser
ve, c
omm
unic
atin
g th
eir
findi
ngs
insi
mpl
e w
ays,
suc
h as
by
talk
ing
abou
t the
ir w
ork
or
thro
ugh
draw
ings
or
sim
ple
char
ts.
(Sci
ence
: Exp
erim
enta
l and
Inv
estig
ativ
e Sc
ienc
e)
Pup
ils r
espo
nd to
sug
gest
ions
of h
ow to
find
thin
gs o
utan
d, w
ith h
elp,
mak
e th
eir
own
sugg
estio
ns. T
hey
use
sim
ple
equi
pmen
t pro
vide
d an
d m
ake
obse
rvat
ions
rela
ted
to th
eir
task
. The
y co
mpa
re o
bjec
ts, l
ivin
g th
ings
and
even
ts th
ey o
bser
ve. T
hey
desc
ribe
thei
r ob
serv
atio
nsan
d re
cord
them
usi
ng s
impl
e ta
bles
whe
re it
isap
prop
riate
to d
o so
. The
y sa
y w
heth
er w
hat h
appe
ned
was
wha
t the
y ex
pect
ed.
(Sci
ence
: Exp
erim
enta
l and
inve
stig
ativ
e Sc
ienc
e)
The
y ex
plor
e an
d se
lect
mat
eria
ls a
nd e
quip
men
t and
use
skill
s su
ch a
s cu
tting
, joi
ning
, fol
ding
and
bui
ldin
g fo
r a
varie
ty o
f pur
pose
s.
Whe
n de
sign
ing
and
mak
ing,
pup
ils g
ener
ate
idea
sth
roug
h sh
apin
g, a
ssem
blin
g an
d re
arra
ngin
g m
ater
ials
and
com
pone
nts.
The
y re
cogn
ise
the
sim
ple
feat
ures
of
fam
iliar
pro
duct
s an
d, w
hen
prom
pted
, rel
ate
them
to th
eir
own
idea
s. T
hey
use
pict
ures
and
wor
ds to
con
vey
wha
tth
ey w
ant t
o do
.
(Des
ign
& T
echn
olog
y: D
esig
ning
)
Whe
n de
sign
ing
and
mak
ing,
pup
ils e
xpla
in w
hat t
hey
are
mak
ing
and
whi
ch m
ater
ials
they
are
usi
ng. T
hey
sele
ctfr
om a
nar
row
ran
ge o
f mat
eria
ls a
nd u
se te
chni
ques
and
tool
s to
sha
pe, a
ssem
ble
and
join
them
.
(Des
ign
& T
echn
olog
y: M
akin
g)
Whe
n de
sign
ing
and
mak
ing,
pup
ils u
se th
eir
expe
rienc
esof
usi
ng m
ater
ials
, tec
hniq
ues
and
prod
ucts
to h
elp
gene
rate
idea
s. T
hey
use
mod
els
and
pict
ures
to d
evel
opan
d co
mm
unic
ate
thei
r de
sign
s. T
hey
refle
ct o
n th
eir
idea
s
and
sugg
est i
mpr
ovem
ents
.(D
esig
n &
Tec
hnol
ogy:
Des
igni
ng)
Whe
n de
sign
ing
and
mak
ing,
pup
ils s
elec
t fro
m a
ran
ge o
fm
ater
ials
, too
ls a
nd te
chni
ques
, exp
lain
ing
thei
r ch
oice
s.T
hey
man
ipul
ate
tool
s sa
fely
and
ass
embl
e an
d jo
inm
ater
ials
in a
var
iety
of w
ays.
The
y m
ake
judg
emen
tsab
out t
he o
utco
mes
of t
heir
wor
k.
(Des
ign
& T
echn
olog
y: M
akin
g)
Ple
ase
note
that
in s
ome
case
s on
ly p
arts
of t
he N
atio
nal C
urric
ulum
des
crip
tions
are
sho
wn
on th
is c
hart
.
17
BE
ST C
OPY
AV
AIL
AB
LE
18
AR
EA
OF
LE
AR
NIN
GD
ES
IRA
BLE
OU
TC
OM
ES
ON
EN
TR
Y T
O
CO
MP
ULS
OR
Y S
CH
OO
LIN
G
NA
TIO
NA
L C
UR
RIC
ULU
M'
LEV
EL
1 D
ES
CR
IPT
ION
NA
TIO
NA
L C
UR
RIC
ULU
M L
EV
EL
2/
EN
D O
F K
EY
ST
AG
E D
ES
CR
IPT
ION
Kno
wle
dge
and
unde
rsta
ndin
gof
the
wor
ldT
hey
use
tech
nolo
gy, w
here
app
ropr
iate
, to
supp
ort t
heir
lear
ning
.P
upils
use
Info
rmat
ion
Tec
hnol
ogy
to a
ssem
ble
text
and
sym
bols
to h
elp
them
com
mun
icat
e id
eas.
The
y ex
plor
ein
form
atio
n he
ld o
n IT
sys
tem
s, s
how
ing
an a
war
enes
sth
at in
form
atio
n ex
ists
in a
var
iety
of f
orm
s. T
hey
reco
gnis
e th
at m
any
ever
yday
dev
ices
res
pond
to s
igna
lsan
d co
mm
ands
, and
that
they
can
sel
ect o
ptio
ns w
hen
usin
g su
ch d
evic
es to
pro
duce
diff
eren
t out
com
es.
(Inf
orm
atio
n T
echn
olog
y)
Pup
ils u
se IT
to h
elp
them
gen
erat
e an
d co
mm
unic
ate
idea
sin
diff
eren
t for
ms,
suc
h as
text
, tab
les,
pic
ture
s an
d so
und.
With
som
e su
ppor
t, th
ey r
etrie
ve a
nd s
tore
wor
k. T
hey
use
IT to
sor
t and
cla
ssify
info
rmat
ion
and
to p
rese
nt th
eir
findi
ngs.
Pup
ils c
ontr
ol d
evic
es p
urpo
sefu
lly a
nd d
escr
ibe
the
effe
cts
of th
eir
actio
ns. T
hey
use
IT-b
ased
mod
els
or
sim
ulat
ions
to in
vest
igat
e op
tions
as
they
exp
lore
asp
ects
of r
eal a
nd Im
agin
ary
situ
atio
ns.
(Inf
orm
atio
n T
echn
olog
y)
Phy
sica
l Dev
elop
men
tC
hild
ren
mov
e co
nfid
ently
and
imag
inat
ivel
y w
ithin
crea
sing
con
trol
and
co-
ordi
natio
n an
d an
aw
aren
ess
of s
pace
and
oth
ers.
The
y us
e a
rang
e of
sm
all a
nd la
rge
equi
pmen
t and
bal
anci
ng a
nd c
limbi
ng a
ppar
atus
, with
incr
easi
ng s
kill.
The
y ha
ndle
app
ropr
iate
tool
s, o
bjec
ts,
cons
truc
tion
and
mal
leab
le m
ater
ials
saf
ely
and
with
incr
easi
ng c
ontr
ol.
Pup
ils p
lan
and
perf
orm
sim
ple
skill
s sa
fely
, and
sho
wco
ntro
l in
linki
ng a
ctio
ns to
geth
er. T
hey
Impr
ove
thei
rpe
rfor
man
ce th
roug
h pr
actis
ing
thei
r sk
ills,
wor
king
alo
nean
d w
ith a
par
tner
. The
y ta
lk a
bout
wha
t the
y an
d ot
hers
have
don
e, a
nd a
re a
ble
to m
ake
sim
ple
judg
emen
ts. T
hey
reco
gnis
e an
d de
scrib
e th
e ch
ange
s th
at h
appe
n to
thei
rbo
dies
dur
ing
exer
cise
.
(Phy
sica
l Edu
catio
n)
Cre
ativ
e D
evel
opm
ent
19
Chi
ldre
n ex
plor
e so
und
and
colo
ur, t
extu
re, s
hape
, for
man
d sp
ace
in tw
o an
d th
ree
dim
ensi
ons.
The
y re
spon
d in
ava
riety
of w
ays
to w
hat t
hey
see,
hea
r, s
mel
l, to
uch
and
feel
. Thr
ough
art
, mus
ic, d
ance
, sto
ries
and
imag
inat
ive
play
, the
y sh
ow a
n in
crea
sing
abi
lity
to u
se th
eir
imag
inat
ion,
to li
sten
and
to o
bser
ve. T
hey
use
a w
iden
ing
rang
e of
mat
eria
ls, s
uita
ble
tool
s, in
stru
men
ts a
nd o
ther
reso
urce
s to
exp
ress
idea
s an
d to
com
mun
icat
e th
eir
feel
ings
.
Pup
ils r
ecor
d th
eir
idea
s an
d fe
elin
gs c
onfid
ently
and
sho
wa
deve
lopi
ng a
bilit
y to
rep
rese
nt w
hat t
hey
see
and
touc
h.T
hey
choo
se r
esou
rces
and
mat
eria
ls fo
r th
eir
visu
al a
ndta
ctile
qua
litie
s to
sim
ulat
e an
d de
velo
p id
eas
for
thei
rw
ork.
The
y w
ork
prac
tical
ly a
nd im
agin
ativ
ely
with
mat
eria
ls, t
ools
and
tech
niqu
es, a
nd p
rese
nt th
eir
wor
k in
two
and
thre
e di
men
sion
s.
(Art
: Inv
estig
atin
g an
d M
akin
g)
Pup
ils s
ing
a va
riety
of s
ongs
and
pla
y si
mpl
e pi
eces
and
acco
mpa
nim
ents
with
con
fiden
ce a
nd a
war
enes
s of
pul
se.
The
y ex
plor
e, s
elec
t and
ord
er s
ound
s, m
akin
gco
mpo
sitio
ns th
at h
ave
a si
mpl
e st
ruct
ure
and
mak
eex
pres
sive
use
of s
ome
of th
e m
usic
al e
lem
ents
incl
udin
gdy
nam
ics
and
timbr
e.
(Mus
ic: P
erfo
rmin
g an
d C
ompo
sing
)
Ple
ase
note
that
in s
ome
case
s on
ly p
arts
of t
he N
atio
nal C
urric
ulum
des
crip
tions
are
sho
wn
on th
is c
hart
.
BE
ST C
OPY
AV
AIL
AB
LE
20
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