Little Bears Family Homeschool
National Curriculum for Pre-school
* Introduction
* Notes * Personal & Social Development * Language & Literacy *
* Mathematics * Knowledge &
Understanding of the World *
* Physical Development * Creative Development *
The following is the Government's National Curriculum for Pre-schools, or the "Desirable Learning Outcomes" (Desirable Outcomes for Children's Learning)
This information was at: http://www.open.gov.uk/dfee/nursery/desintro.htm and was correct as at 3 February 1998. It has since been removed for some reason, and does not appear to be currently published on the internet (probably because it is currently under consultation because it's intended to be reviewed) although as far as I know, it is still current, and it is possible to obtain a written form (I'll find out how, and let you know).
We are not necessarily supporting this curriculum by publishing it here, but neither do we disagree with it entirely. In reproducing the curriculum here, we merely seek to provide information about what the Government is expecting of children under the age of five. We certainly question certain points, which I have made bold, and strongly disagree with formal interpretation of this curriculum. We also question the notion that daycare is the best place for pre-school children overall, and certainly that it is the best place for these 'desirable learning outcomes' to be fulfilled. For our reasons for this, look at Reasons for homeschooling.
When children enter school, an assessment of how far these "outcomes" have been achieved must be conducted by the teacher, called "Baseline Assessment", (unsurprisingly, perhaps, a parent's word that the child has achieved does not count) but I haven't been able to get any further information on it so far.
"The desirable outcomes are goals for learning for children by the time they enter compulsory education (this begins the term after the child's fifth birthday). 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".
Personal and Social Development
"These outcomes focus on children learning how to work, play, cooperate 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 effective relationships with other children and with adults. They work as part of a group and independently, are able to concentrate and persevere in their learning and to seek help where needed. They are eager to explore new learning, and show the ability to initiate ideas and to solve simple practical problems. They demonstrate independence in selecting an activity or resources and in dressing and personal hygiene.
"Children are sensitive to the needs and feelings of others and show respect for people of other cultures and beliefs. They take turns and share fairly. They express their feelings and behave in appropriate ways, developing an understanding of what is right, what is wrong and why. They treat living things, property and the environment with care and concern. They respond 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."
"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. They use a growing vocabulary with increasing fluency to express thoughts and convey meaning to the listener. They listen and respond to stories, songs, nursery rhymes and poems. They make up their own stories and take part in role play with confidence.
"Children enjoy books and handle them carefulty, understanding how they are organised. They know that words and pictures carry meaning and that, in English, print is read from left to right and from top to bottom. They begin to associate sounds with patterns in rhymes, with syllables, 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 of the different purposes of writing. They write their names with appropriate use of upper and lower case letters."
"These outcomes cover important aspects ofmattiematical understanding and provide the foundation for numeracy. 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 are familiar 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 to 10 [?] and are familiar with larger numbers from their everyday lives. They begin to use their developing mathematical understanding to solve practical problems. Through practical activities children understand and record numbers, begin to show awareness of number operations, such as addition and subtraction, and begin to use the language involved."
Knowledge and Understanding of 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 present events in their own lives. They explore and recognise features of living things, objects and events in the natural and made world and look closely at similarities, differences, patterns and change. 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 gain information about why things happen and how things work. They explore and select materials and equipment and use skills such as cutting, joining, folding and building for a variety of purposes. They use technology, where appropriate, to support their learning."
"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 coordination and an awareness of space and others. They use a range of small and large equipment and balancing and climbing apparatus, with increasing skill. They handle appropriate tools, objects, construction and malleable materials safely and with increasing control"
"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 three dimensions. 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 use their imagination, to listen and to observe. They use a widening range of materials, suitable tools, instruments and other resources to express ideas and to communicate their feelings."
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Sharon
Mortemore
30 June, 1999