Early Years Foundation Stage System

Also, full-time education is compulsory for all children aged between 5 and 16. Key Stage 1 is for 5 – 7 year olds; Key Stage 2 is for children aged 7-11; 11 -14 year olds are taught at Key Stage 3; and finally Key Stage 4 is for 14 – 16 year olds. (Tutorial, Laser Learning Ltd

The last stage is “Advanced” and students in this stage have near native speech fluency. The student has a good comprehension of information in English as well as a n expanded vocabulary. At this stage students are able to lead group discussions so a great activity for them to participate in

The National Curriculum prescribes what should be taught in both primary and secondary state schools and is set out by the Department of Education. It and when. It is organised into four blocks called ‘Key Stages’, with KS1 and KS2 in primary schools (Department for Education, 2013). There are twelve subjects, classified in to ‘core’ and ‘other foundation’ subjects, each set out in a programme of study. The programmes of study also contain ‘attainment targets’ for each subject (House of Commons, 2009). Unlike other countries the National

Piaget developed the four stages by observing and testing children. He found that children behaved or seemed to understand things in a particular way at different ages. Piaget didn’t want to measure how well a child can count, spell or solve problems. He was more interested in “the way in which fundamental concepts like the very idea of ‘number’, ‘time’, ‘quantity’, ‘causality’, ‘justice’ and so on emerged” (Simply Psychology, 2015).

The three stage is the Concrete operational stage which is ages seven to twelve years old. In the stage children create an understanding on mental operations, but still have trouble with abstract ideas. Children begin to grow out of egocentric and start to see other’s viewpoint. An example of that is that Timmy viewpoint on reading is that he think reading is boring but Sammy viewpoint on

The thinking patterns of the typical preschooler that is three years old and that of a nine-year-old student are in many ways different. The developmental stages of the brain are very different between a three-year-old and a nine-year-old. Piaget's cognitive development theory is broken up into four stages. The first of the four stages is the sensorimotor stage, which occurs from birth until age two. The second stage (ages two to seven) is known as the pre-operational stage. The next stage is the concrete operational stage, for ages seven to eleven. The final stage is for children above age eleven and is known as the formal operational stage.

Students in tier two are students who did not reach benchmark and need more remediation. During the process of tier two parents are contacted and then the student is brought to one of the following teams; problem solving (weekly), 9th grade core connect (Bi-monthly) English RTI data reviews (monthly), Math RTI data reviews (monthly), behavior data review (monthly). These groups use NWEA MAP testing data as well as various data collection methods in order to view student success. These data collections systems include oral reading fluency, correct word sequence (writing), reading MAZE probe, math concepts and application probe, algebra probe, on task data, classroom observation, behavior room data, and attendance data. The classes the students

If these phases are not established, there may be some deficiency in the development, for whatever reason, and that will require exploration as to why (Sudbery, 2010). Through studying human growth and development, when becoming a social worker the ability to recognise whether children developing accordingly to theories will be granted (Parrish, 2010). In relation to Piaget, he says these stages are important because it is the way children construct their understanding of the world. It is their way of organising knowledge and beginning physical interaction; as they grow, they refine these things and they become more complex. It is through these stages that the child’s future is shaped (Wilson & Ruch et al., 2011).

Stages. Since the moment one is born, since the first taste of air our lunges experience, humans start to go through stages. The minute our petite feet step into elementary school, to the time we leave middle school and venture into high school; we are going through eras. Elementary school is the period from first grade to fifth grade. Middle school is the next phase from sixth grade to eighth grade. During this chapters of our lives, we acquire knowledge like sponges absorb water. Both these stages are essential to the creation of fecund children. The stages of middle school and elementary school are two unique worlds, but they are in the same universe.

Stage 4: Concentrate hard amid the late spring, and take the August SAT or the September ACT as a senior. From Steps 2 and 3, one can estimate the time to develop in their score. There is need to work truly hard amid the late spring, even to the detriment of social life or individual fun.

Industry vs Inferiority (Competence) – This stage is also known as the Elementary school stage. It focuses on children from the ages 6-12 years old. During this stage most children are learning to read and write and simple math problems. Erikson felt children at this stage is able to understand logical reasoning. Also at this age children seem to be more competitive with each other.

The four stages according to Piaget are the sensorimotor stage (from birth to almost 2 years old), the preoperational stage (from just before 2 years to almost 7 years), the concrete operations stage (from 7 to 11 years), and the formal operations stage (11 years onward).

According to Piaget, there are four stages in children and that are completed in a set order in all children. The second stage in children is the Preoperational stage. The ages of Preoperational Stage in young children is three to six years. Preoperational children can think in symbols and learn to interact with their environment .During this stage, the development of language occurs. Children learn to interact with their environment through the use of words and images.

At this school teachers are expected to collect baseline data at the beginning of each year on the students they have in their class, some of the information is retrieved from the previous year’s assessment records, giving teachers a starting point. Kaylene will collect this information and use to group children in either levels and or common goals. (Appendix 2 – spreadsheet of students recorded progress). Completion of ‘guides to making judgement’ criteria sheets for each summative assessment piece are required by the school and with consultation with others within the same year level moderated to gain appropriate scores/grades. (appendix 3 – GTMJ template) Records of achievement are collected throughout the year and used to assist with writing report cards twice a year, term 2 and 4 each year.

The study was conducted in a Leicestershire high school that accepts learners from year 7 to 9. Year 7s enter directly from several feeder primary schools and generally leave to join a single upper school where they sit GCSEs. Although it does not take the learners through formal exams,the school’s primary focus is on the preparation to attain qualifications. This means its Scheme of Work (SOW) is fixed to meeting the National Curriculum (NC).