The Curriculum For Excellence And Education

This assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the National Curriculum. Throughout the assignment I will refer not only in general but also to how my research has help me as a practitioner help my setting to effectively continue children’s learning.

In Scotland there is the Curriculum for Excellence which aims to achieve a transformation in education by providing a coherent, more flexible and enriched curriculum from 3 to 18.

6. Why it is important for practitioners to have high expectations and ambitions for children and young people? (Ref. 2.1, 5.1, 5.2)

Identify the positive outcomes for children and young people that practitioners should be striving to achieve

Early childhood education curriculums are becoming a national curriculum in most countries. With more governments and society thinking about education of under-fives we are seeing shifts in thinking and education to meet the changing world. We are developing children skills for the future to create a society where children feel they belong and can contribute to society. Curriculums are being influenced my social, political, cultural, historical and theoretical issues that are impacting different curriculums in the world. I am going to explore and develop my understanding about three different curriculums to recognise the different influences affecting curriculums. I am going to explore the curriculums of Te Whāriki: New Zealand, Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Curriculum for Excellence: Scotland. This will allow me to develop an understanding of other curriculums which I have not heard about to discover other way to education that I have not been taught in teacher’s college.

Children should be aware of the importance of healthy eating and exercise as well as the meaning of “right and wrong” and “stranger danger”. Still we will not be able to protect them from all the potential dangers in the world but if any problem happens, pupils have to be aware that help is at hand, either from teaching staff in the school or from external organisations specialised in certain fields.

1 Penny Tassoni et al (2010) Level 3 Diploma for the Children and Young Peoples Workforce Pearson Education: Oxford: Page 90

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

Effective practice can support children’s well-being and development when looking at a child’s health and physical development. Effective practice means ‘About ensuring that all children get optimum benefit from their experiences in the EYFS. This apparently simple outcome can only be achieved when adults work together to get to know the children s that they can support their play, development and learning.’ (Early years’ matters,2017.) Children’s well-being means the quality of the child and how their life is, and to ensure that they child is happy, comfortable and stable throughout their everyday life. Children all develop at different stages, whether this is through additional needs or family issues or they might have a gap in there learning.

Every child matters agenda and the childcare act 2006, it become an entitlement of all 3-4 year olds in England to receive a free part time early years education of up to 12.5 hours per week for 38 weeks of the year. Early year’s provision in school is about supporting very young children it is distinct from key stage 1 in each country within the UK and is best on the concept of learning through play rather than more formal education Play has been show to be an important part for children learning. In Scotland the curriculum is focused around the document curriculum for excellent. This document concerns the curriculum for 3-4 years

In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.

Young people should have positive relationships with primary care givers, education staff and peers as this leads to higher levels of self-worth, high self-esteem and a positive self- image. This positive outlook on life may lead to that person becoming more approachable and popular individual. Structure, routine and boundaries should be put in place and positive reinforcement is to be used, this allows an understanding of the young person’s position within their society and leads to a more settled and well balanced individual. Positive and dependable role models allow the young person to model the behaviours of well-balanced, well behaved and already resilient individuals. Positive encouragement offered to young people may lead to higher levels of self-esteem and enables the young person to develop an optimistic attitude about learning new skills and having the ability to keep trying when things become challenging. Regular attendance to education should be encouraged, ‘Schooling may be vital in enabling children to make the best of

The key aims of PE on the national curriculum focusses on a healthy lifestyle developing competence across several physical activity areas and for children to be active for sustained periods of time and encouraging children to engage in competitive activities and sports (Smith 2014. P213).

By advocating for a curriculum that encourages processes and puts children’s learning at its centre, the Scottish Curriculum for Excellence (Education Scotland, online) provides educators with chances to enhance professional learning by promoting

In this report I will explain the purpose and design of the curriculum proposal. I will then review the feedback obtained from the validating panel and the changes made. Professional values will also be explained and the importance they have in the lifelong learning sector. In addition, I will explain how the course will be evaluated providing a summary of how records are currently being used. Finally, I will create an action plan highlighting development needs to the course design.