Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
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This presentation provides an overview for Rainbow Nursery staff of how to communicate effectively with their key children, and all the children at the nursery. It relates to EYFS and best practice in early years.
Celebrating young children's learning: TACTYC keynote 2016:Dr Julian Grenier
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Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
Effective communication in Early YearsSammy Fugler
This presentation provides an overview for Rainbow Nursery staff of how to communicate effectively with their key children, and all the children at the nursery. It relates to EYFS and best practice in early years.
Celebrating young children's learning: TACTYC keynote 2016:Dr Julian Grenier
My keynote for TACTY's 2016 Conference considers contemporary issues in early years assessment through discussion of 100 years of early childhood practice and consideration of current dilemmas and best practices
Sharing Learning and Best Practices Between Professionals Working with Young ...BASPCAN
Assessment and Intervention.
Dora Pereira, PhD and Isabel Silva, PhD
Faculty of Psychology and Education Sciences
University of Coimbra, Coimbra, Portugal
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We’re here to help.
Your goals are our goals, and that’s why we’ve compiled these resources for you: free downloads you can use right away, plus practical books and tools to help you achieve long-term success. In line with the goals of the Head Start Child Development and Early Learning Framework and Head Start Program Performance Standards, the resources on these pages will help you strengthen program quality and get all children ready for school.
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Chapters 5 & 6
Week 3 Lecture Notes
Chapter 5 – Teaching, Standards, and You
If we were in a traditional classroom setting, I would bring in state and national standards to give everyone an idea of what is meant by the word, “ standards.” But, since this class is online, I would like all of you to review National and State standards online. You will find links to these under the “Web Links” button. Also, throughout this lecture, you will find web links.
This chapter begins by posing the question, "What should I teach?" That's a very important question because it can have many different responses! So, how do we know what to teach? How do we have all children, across the country, regardless of gender or economic status, to have access to the same information?
Standards: statements of what students should know and be able to do; help answer questions about what to teach children and about what they should learn.
What are local, state, and national standards?
· • Local: Refers to the immediate community, your school district.
· • State: Refers to the state’s standards.
· • National: Refers to the standards that are expected of all schools across the country. They are designed to be applicable to all children, regardless of individual state or local standards.
Today, we are moving towards standards-based education (SBE), focusing on basing the curriculum (all of the experiences children have while in school), teaching, and testing on local, state and national standards. Specifically, states are moving towards using the Common Core Standards.
Foundations of the Standards Movement
Education reform is not new; three federal initiatives played a large role in popularizing our need for standards-based education:
The Reagan Administration’s 1983 report, A Nation At Risk, was the first document that called for such reform. I would like you to familiarize yourself with this document. You will not be tested on it, but it will give you an idea of its historical importance. Please read the sections entitled (click on) A Nation at Risk,Findings and Recommendationshttp://www.ed.gov/pubs/NatAtRisk/index.html
Goals 2000 was an act designed to ensure that all students reached high levels of achievement.For a summary of Goals 2000, please visit http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw0goals.htm
No Child Left Behind (NCLB) was the former federal law affecting education from kindergarten through high school. NCLB emphasizes state and district accountability, mandates state standards for what children should know and be able to do, puts in place a comprehensive program of testing in grades three to twelve, and encourages schools to use teaching methods that have demonstrated their ability to help children learn. Table 5.1 discusses some pros and cons of NCLB. I am sure you've heard of NCLB; most teachers, as your text states, "love to hate" it! In particular, due to NCLB, the rise in standardized testing occurred and this, as many educators w.
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4. What makes
a difference?
• A curriculum progress model
• Checking children have plenty of time to enjoy, practise and repeat so
they are secure in their early learning
• Assessment that’s proportionate, and helps children’s learning
7. Some key
principles of
assessment
• Proportionate
• High-quality
• Helps children’s learning
• Focused on children at risk of
falling behind the majority
• Involves children and parents
• Helps us to evaluate our
provision and curriculum
• Ensuring that every child
thrives
8. How can we
make sure that
the Early Years
Curriculum is
inclusive? So
that every child
can thrive?
14. Working with parents to support children’s
learning in the Early Years
• EEF Guidance Report ‘Working with parents
to support children’s learning’
• Hard to reach parents or hard to reach
schools?
• Bilingualism is not a disadvantage – let’s
change that narrative
17. What about Ofsted?
At the heart of the early years in schools are
how we help children to
• have positive relationships,
• feel good about themselves,
• be able to start and finish an activity,,
• have the vocabulary and the understanding
of the vocabulary that they need in their
language and communication.