Northern Ireland Curriculum Primary

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The Northern IrelandCurriculum Primary


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CONTENTS

1.0 Introduction 1

1.1 TherevisedNorthernIrelandCurriculum 21.2 StagesothePrimaryCurriculum 2

1.3 StructureothePrimaryCurriculum 2

1.4 ProvidingEqualityoOpportunityandAccessorAll 31.5 WholeCurriculumAimandObjectives 41.6 WholeCurriculumSkillsandCapabilities 5

1.7 ApproachestoLearningandTeaching 91.8 PlanningorCoherenceandProgression 10

1.9 AssessmentorLearning 11

2.0 FoundationStage 13

2.1 LanguageandLiteracy 172.2 MathematicsandNumeracy 23

2.3 TheArts 27

2.4 TheWorldAroundUs 372.5 PersonalDevelopmentandMutualUnderstanding 392.6 PhysicalDevelopmentandMovement 43

3.0 KeyStages1&2 473.1 LanguageandLiteracy 49

3.2 MathematicsandNumeracy 573.3 TheArts 69

3.4 TheWorldAroundUs 833.5 PersonalDevelopmentandMutualUnderstanding 91

3.6 PhysicalEducation 99

The Northern Ireland Curriculum Primary


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1.0_INTRODUCTI

DIVIDERACCEAPublication2007CCEAwishestothanktheschoolswhowillinglyco-operated

intheproductionothephotographsusedinthispublication.


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1.0_

INTRODUCTION


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The Northern Ireland Curriculum Primary_Introduction

Introduction

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1.2_STAGES OF THE PRIMARY CURRICULUM

Theprimaryphasecomprises:

TheFoundationStage: Years1and2

KeyStage1: Years3and4

KeyStage2: Years5,6and7

1.3_STRUCTURE OF THE PRIMARY CURRICULUM

ThecurriculumorthethreestagesissetoutinsixAreasoLearning.AlthoughtheAreasoLearningaresetoutseparatelyteachersshould,whereappropriate,integratelearningacrossthesixareastomakerelevantconnectionsorchildren.Teachershaveconsiderableexibilitytoselectromwithinthelearningareasthoseaspectstheyconsiderappropriatetotheabilityandinterestsotheirpupils.TheAreasare:

1LanguageandLiteracy(includingTalkingandListening,ReadingandWriting;schoolsarealsoencouragedtoteachadditionallanguages);

2MathematicsandNumeracy(ocusingonthedevelopmentomathematicalconceptsandnumeracyacrossthecurriculum);

3TheArts(includingArtandDesign,DramaandMusic);

4TheWorldAroundUs(ocusingonthedevelopmentoknowledge,skillsandunderstandinginGeography,HistoryandScienceandTechnology);

5PersonalDevelopmentandMutualUnderstanding(ocusingonemotionaldevelopment,socialskills,learningtolearn,health,relationshipsandsexualityeducationandmutualunderstandinginthelocalandglobalcommunity);

6PhysicalEducation(ocusingonthedevelopmentoknowledge,skillsandunderstandingthroughplayandarangeophysicalactivities).

1.1_THE REVISED NORTHERN IRELAND CURRICULUM

ThisdocumentsetsouttherequirementsotherevisedNorthernIrelandCurriculum

(hereaterreerredtoastheNorthernIrelandCurriculum)andisthestartingpointorplanningaschoolcurriculumthatmeetstheneedsoindividualchildren.Therevisionstothecurriculumaimtoretainthebestocurrentpracticewhileseekingtogivegreateremphasistoimportantelements,suchaschildrensPersonalDevelopmentandMutualUnderstandingandtheexplicitdevelopmentoThinkingSkillsandPersonalCapabilities.

TheNorthernIrelandCurriculumsetsouttheminimumrequirementthatshouldbetaughtateachkeystage.Withintheserequirements,schoolshavearesponsibilitytoprovideabroadandbalancedcurriculumorallchildrenandschoolsshouldaimtogiveeverychildtheopportunitytoexperiencesuccessinlearningandtoachieveashighastandardaspossible.Teachers,however,haveconsiderableexibilitytomakedecisionsabouthowbesttointerpretandcombinetherequirementssoastoprepareyoungpeopleorarapidlychangingworld.


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Introduction

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This access statement outlines how teachers can modiy the Northern Ireland Curriculum asnecessary to provide all children with relevant and challenging work.

Schoolshavearesponsibilitytoprovideabroadandbalancedcurriculumorallchildrenandschoolsshouldaimtogiveeverypupiltheopportunitytoexperiencesuccessinlearningandtoachieveashighastandardaspossible.TheStatutoryCurriculumisthestartingpointorplanningaschoolcurriculumthatmeetstheneedsoindividualpupils.TheNorthernIrelandCurriculumsetsouttheminimumrequirementthatshouldbetaughtateachkeystage.TheThinkingSkillsandPersonalCapabilitiesFrameworkallowsteacherstoteachtheknowledge,skillsandunderstandinginwaysthatsuitindividualpupilsability.

Teacherswillbeawarethatpupilshavedierentexperiences,interestsandstrengths,whichwillinuencethewayinwhichtheylearn.Inplanningcurriculumandassessmentactivities,teachersshouldbeawareotherequirementsotheequalopportunitieslegislationandtheSpecialEducationalNeedsandDisabilityOrder(SENDO)andshouldhavehighexpectationsorallpupils,includingpupilswithspecialeducationalneeds,pupilswithdisabilities,pupilsromallsocialandculturalbackgrounds,pupilsodierentethnicgroupsincludingtravellersandthoseromdiverselinguisticbackgrounds.

Approachestolearningandteachingshouldprovidesuitablychallengingopportunitiesorallpupilstotakepartinlessonsullyandeectivelyandshouldallowallpupilstoachieve.Forpupilswithspecialeducationalneedsteachingshouldtakeaccountothetypeandextentothedifcultyexperiencedbythepupil.Forpupilswhose

attainmentsallsignifcantlybelowthelevelsexpectedataparticularkeystage,degreesodierentiationotasksandmaterialsappropriatetotheageandrequirementsothepupilwillbenecessary.Forpupilswhoseattainmentssignifcantlyexceedtheexpectedlevelsoattainmentduringaparticularkeystage,teacherswillneedtoplansuitablychallengingworkbyextendingthebreadthanddepthostudyacrossAreasoLearning.

Inplanningtomeettheneedsoallpupils,teachersmayneedto:

useteachingapproachesappropriatetodierentlearningstyles;

usearangeoorganisationalapproaches,suchassetting,groupingorindividualwork,toensurethatindividualneedsareproperlyaddressed;

varycontentandpresentationsothatitmatchesthelearningneedsoparticularpupils;

usearangeoactivitiesandcontextsorworkandallowavarietyointerpretationsandoutcomes;

allocatesufcienttimeorchildrentocompletetasks;

useaccessibletextsandmaterialsthatsuitchildrensageandlevelolearning;

planworkwhichbuildsoninterestsandculturaldiversity;

planthepaceoworksothatallchildrenwillhavetheopportunitytolearneectivelyandachievesuccess;

planchallengingworkorthosewhoseabilityandunderstandingareinadvanceotheirpeergroup;

providesupportbyusingICT,videooraudiomaterials,dictionariesandothersuitableaids;

enabletheullestpossibleparticipationopupilswithdisabilities,includingthosewithmedicalneeds,toaccessphysicalactivitiesandextra-curricularactivitieswithappropriatesupport,aidsoradaptations.Manypupilswithdisabilitiescanlearnalongsidetheirpeerswithlittleneedoradditionalresourcesbeyondtheaidsorequipmenttheyuseaspartotheirdailylives.

1.4_PROVIDING EQUALITY OF OPPORTUNITYAND ACCESS FOR ALL


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Introduction

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Individuals Contributors to SocietyContributors to the Economy andEnvironment

Throughouttheprimarystagesteachersshouldhelpchildrento:

developsel-confdence,sel-

esteemandsel-discipline;understandtheirownandotherseelingsandemotions;

developtheabilitytotalkabouthowtheyeel;

developtheirmotivationtolearnandtheirindividualcreativepotential;

listentoandinteractpositivelywithothers;

exploreandunderstandhowotherslive;

(Personal and MutualUnderstanding)

haveanunderstandingohealthyeatingandtheimportanceoexercise;

developpositiveattitudestowardsanactiveandhealthyliestyle,relationships,personalgrowthandchange;

becomeawareokeyissueswhichaecttheirphysical,socialandmentalwell-beingandthatoothers;

developanawarenessotheirownpersonalsaety;

(Personal Health)

developanawarenessorightandwrong;

developanawarenessohowtheiractionscanaectothers;

understandthatvalues,choicesanddecisionsshouldbeinormedbyasenseoairness;

takeresponsibilityortheiractions;

developtoleranceandmutualrespectorothers;

(Moral Character)

developasenseoaweandwonderabouttheworldaroundthem.

(Spiritual Understanding)


becomeawareosomeotheirrightsandresponsibilities;

becomeawareosomeotheissuesandproblemsinsociety;

contributetocreatingabetterworldorthosearoundthem;

(Citizenship)

developanawarenessandrespector:

-thedierentliestylesoothers;-similaritiesanddierencesinamiliesandpeopleinthewidercommunity;

understandsomeotheirownandothersculturaltraditions;

beawareohowwerelyoneachother;

(Cultural Understanding)

beawareo,anduse,inormationavailabletousthroughallsortsomedia;

becomeawareothepotentialimpactomediaininuencingourpersonalviews,choicesanddecisions;

(Media Awareness)

becomeawareotheimbalancesintheworldaroundus,atbothalocalandagloballevel;

becomeawareothepotentialimpactodevelopmentsuponthelivesoothers.

(Ethical Awareness)


developliteracy,numeracyandICT

skills;developtheiraptitudes,abilitiesandcreativity;

bewillingtoexpandtheirlearningandperormancethroughouttheirlives;

workindependentlyandasamemberoateam;

developperseverance,initiativeandexibility;

bewillingtotakecalculatedriskswhenappropriate;

usecriticalandcreativethinkingtosolveproblemsandmakedecisions;

identiythemainreasonswhypeoplesetuptheirownbusiness.

(Employability)

learntomanagetheirmoneyandbuildupsavings;

interpretinormationinordertomakeinormedchoicesasconsumers;

developanunderstandingotheimportanceousingresourcescareullyintheclassroom;

developanawarenessosomeenvironmentalissues;

(Economic Awareness)

appreciatetheenvironmentandtheirroleinmaintainingandimprovingit;

understandhowactionscanaecttheenvironment.

(Education or SustainableDevelopment)

1.5_WHOLE CURRICULUM AIM AND OBJECTIVES

AimTheNorthernIrelandCurriculumaimstoempoweryoungpeopletodeveloptheirpotential

andtomakeinormedandresponsiblechoicesanddecisionsthroughouttheirlives.

ObjectivesThelearningopportunitiesprovidedthroughtheNorthernIrelandCurriculumshouldhelpyoungpeopletodevelopas:


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1.6_WHOLE CURRICULUM SKILLS AND CAPABILITIES

Attheheartothecurriculumliesanexplicitemphasisonthedevelopmentoskillsandcapabilitiesorlielonglearningandoroperatingeectivelyinsociety.Through

opportunitiestoengageinactivelearningcontextsacrossallareasothecurriculum,childrenshouldprogressivelydevelop:

Cross-Curricular Skills:CommunicationUsingMathematicsUsingInormationandCommunicationsTechnology

Thinking Skills and Personal Capabilities:Thinking,Problem-SolvingandDecision-MakingSelManagementWorkingwithOthers

ManagingInormationBeingCreative

Furtherguidancewillbemadeavailableorschoolsbeorereportingotheseskillsbecomesstatutoryin2009/2010.

1.6_1COMMUNICATION across the curriculum

Communicationiscentraltothewholecurriculum.Childrenshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,to

developasindividuals,engagewithothersandcontributeasmembersosociety.Childrenshouldbegivenopportunitiestoengagewithanddemonstratetheskillocommunicationandtotransertheirknowledgeaboutcommunicationconceptsandskillstoreal-liemeaningulcontextsacrossthecurriculum.

Themodesocommunicationincludetalkingandlistening,readingandwriting.However,eectivecommunicationalsoincludesnon-verbalmodesocommunication,widerliteracyandtheuseomultimediaandICTtechnologieswhichmaycombinedierentmodes.Childrenarethereoreencouragedtobecomeeectivecommunicatorsbyusingarangeotechniques,ormsandmediatoconveyinormationandideascreativelyandappropriately.

TherequirementsorCommunicationaresetoutbelow.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:

TALKINGANDLISTENING

Pupilsshouldbeenabledto:

listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtootherspointsoview;communicateinormation,ideas,opinions,eelingsandimaginings,usinganexpandingvocabulary;

structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysospeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.


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READING


readarangeotexts*orinormation,ideasandenjoyment;usearangeostrategiestoreadwithincreasingindependence;

fnd,selectanduseinormationromarangeosources;understandandexploreideas,eventandeaturesintexts*;useevidenceromtexts*toexplainopinions.

* Texts reer to ideas that are organised to communicate and presenta message in written, spoken, visual and symbolic orms.

WRITING


talkabout,planandeditwork;communicateinormation,meaning,eelings,imaginingsandideasina clearandorganisedway;develop,expressandpresentideasinavarietyoormsandormats, usingtraditionalanddigitalresources,ordierentaudiencesandpurposes;writewithincreasingaccuracyandprofciency.

UsingMathematicsistheskilloapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyocontexts.Ideallytheseshouldbeinrelevantrealliesituationsthatrequireamathematicaldimension.Childrenarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheAreao

LearningorMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Childrencandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyowaystocommunicate,manageinormation,thinkcritically,solveproblemsandmakedecisions.

TherequirementsorUsingMathematicsaresetoutbelow.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:

choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;

usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;

usemathematicstosolveproblemsandmakedecisions;

developmethodsandstrategies,includingmentalmathematics;

exploreideas,makeandtestpredictionsandthinkcreatively;

identiyandcollectinormation;

read,interpret,organiseandpresentinormationinmathematicalormats;

usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwaysoworking;

developfnancialcapability;

useICTtosolveproblemsand/orpresenttheirwork.

1.6_2USING MATHEMATICS across the curriculum


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InormationandCommunicationsTechnologyacrossthecurriculumhasthepotentialtotransormandenrichpupilslearningexperiencesandenvironments.Itcanempowerpupils,developsel-esteemandpromotepositiveattitudestolearning.Additionally,thecreativeuseoICThasthepotentialtoimprovepupilsthinkingskills,providingthemwithopportunitiestobecomeindependent,sel-motivatedandexiblelearners.

PupilsshoulddeveloptheskillsoUsingICTbyengaginginmeaningulresearchandpurposeulactivitiessetinrelevantcontexts.TheyshoulduseICTtohandleandcommunicateinormation,solveproblems,posequestionsandtakerisks.Theyshouldprocess,presentandexchangetheirideasandtranslatetheirthinkingintocreativeoutcomesthatshowanawarenessoaudienceandpurpose.TheyshouldalsouseICTtocollaboratewithinandbeyondtheclassroom,toshareandexchangetheirworkandtoexhibitandshowcasetheirlearning.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshoulddeveloptheirICTskillsto:

ExplorePupilsshouldbeenabledto:accessandmanagedataandinormation;research,select,processandinterpretinormation; investigate,makepredictionsandsolveproblemsthroughinteraction withdigitaltools;understandhowtokeepsaeanddisplayacceptableonlinebehaviour.

ExpressPupilsshouldbeenabledto:create,develop,presentandpublishideasandinormationusinga rangeodigitalmedia;createinormationandmultimediaproductsusingarangeoassets.

ExchangePupilsshouldbeenabledto:communicateusingarangeocontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.

EvaluatePupilsshouldbeenabledto: talkabout,reviewandmakeimprovementstowork,reectingon theprocessandoutcome;considerthesourcesandresourcesused.

ExhibitPupilsshouldbeenabledto:manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.

1.6_3USING INFORMATION AND COMMUNICATIONSTECHNOLOGY across the curriculum


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1.6_4THINKING SKILLS AND PERSONAL CAPABILITIES

PersonalskillsandcapabilitiesunderpinsuccessinallaspectsolieandtheNorthern

IrelandCurriculumaimstoostertheseexplicitlysothatchildrenarehelpedtodevelopselmanagementskillsandtheabilitytointeracteectivelywithothers.Thinkingskillsaretoolsthathelpchildrentogobeyondtheacquisitionoknowledgetosearchormeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.

Teachersshouldhelpchildrentodevelopthinkingskillsandpersonalcapabilitiesbyocusingontheollowingareas.

TheStatutoryRequirementsorThinkingSkillsandPersonalCapabilitiesaresetoutbelowinbold.Suggestionsareinplaintext.

Children should be given worthwhile experiences across the curriculum which allow

them to develop skills in:

THINKING, PROBLEM-SOLVING AND DECISION-MAKING, suchas:sequencing,ordering,classiying,makingcomparisons;makingpredictions,examiningevidence,distinguishingactromopinion;makinglinksbetweencauseandeect;justiyingmethods,opinionsandconclusions;generatingpossiblesolutions,tryingoutalternativeapproaches,evaluatingoutcomes;examiningoptions,weighingupprosandcons;usingdierenttypesoquestions;makingconnectionsbetweenlearningindierentcontexts.

SELF MANAGEMENT, suchas:beingawareopersonalstrengths,limitationsandinterests;settingpersonaltargetsandreviewingthem;managingbehaviourinarangeosituations;organisingandplanninghowtogoaboutatask;ocusing,sustainingattentionandpersistingwithtasks;reviewinglearningandsomeaspectthatmightbeimproved;learningwaystomanageowntime;seekingadvicewhennecessary;comparingownapproachwithothersandindierentcontexts.

WORKING WITH OTHERS,suchas:listeningactivelyandsharingopinions;developingroutinesoturntaking,sharingandco-operating;givingandrespondingtoeedback;understandinghowactionsandwordseectothers;adaptingbehaviourandlanguagetosuitdierentpeopleandsituations; takingpersonalresponsibilityorworkingwithothersandevaluatingowncontributiontothegroup;

beingair;respectingtheviewsandopinionsoothers,reachingagreementsusingnegotiationandcompromise;

suggestingwaysoimprovingtheirapproachtoworkingcollaboratively.


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MANAGING INFORMATION,suchas:askingocusedquestions;planningandsettinggoals,breakingataskintosub-tasks;usingownandothersideastolocatesourcesoinormation;selecting,classiying,comparingandevaluatinginormation;selectingmostappropriatemethodoratask;usingarangeomethodsorcollating,recordingandrepresentinginormation;communicatingwithasenseoaudienceandpurpose.

BEING CREATIVE,suchas:seekingoutquestionstoexploreandproblemstosolve;experimentingwithideasandquestions;makingnewconnectionsbetweenideas/inormation; learningromandvaluingotherpeoplesideas;makingideasrealbyexperimentingwithdierentdesigns,actions,outcomes;challengingtheroutinemethod;

valuingtheunexpectedorsurprising;seeingopportunitiesinmistakesandailures;takingrisksorlearning.

1.7_APPROACHES TO LEARNING AND TEACHING

Childrenlearnbestwhenlearningisinteractive,practicalandenjoyable.Teacherswillmakeuseoawiderangeoteachingmethods,balancingwholeclass,groupandindividualactivities,toengagechildrenineectivelearning.IntheFoundationStagechildrenshouldexperiencemuchotheirlearningthroughwellplannedandchallenging

play.Sel-initiatedplayhelpschildrentounderstandandlearnaboutthemselvesandtheirsurroundings.Motivationcanbeincreasedwhenchildrenhaveopportunitiestomakechoicesanddecisionsabouttheirlearning,particularlywhentheirownideasandinterestsareused,eitherasstartingpointsorlearningactivitiesororpursuingatopicinmoredepth.

Itisimportantthatchildren:

havesecurerelationshipswithpeersandadultsinapositivelyafrmingenvironmentwhichsupportstheiremotionaldevelopmentandwhichissensitivetotheirgrowingsel-esteemandsel-confdence;

haveopportunitiestobeactivelyinvolvedinpractical,challengingplay-basedlearning

inastimulatingenvironment,whichtakesaccountotheirdevelopmentalstage/needs(includingthosewithlearningdifcultiesandthemostablechildren)andtheirowninterests/experiences;

haveopportunitiestoinitiateplaywhichcapitalisesonintrinsicmotivationandnaturalcuriosity;

havechoiceandexerciseautonomyandindependenceintheirlearning,andwheretheyaresupportedintakingrisksintheireortstosucceed;

aregivenequalityoopportunitytolearninavarietyowaysandindierentsocialgroupings;

areactivelyinvolvedinplanning,carryingoutandreectingontheirwork;

aresupportedbytrained,enthusiasticandcommittedproessionalswhoworkinpartnershipwithparentsandcarersandwhereappropriate,proessionalsinotherfelds,toensurethatallachievetheirullpotential.


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Intrinsictothisisarecognitionotheimportanceoprocessbasedlearning,asopposedtoproductbased,outcomedrivenlearning,withobservationbasedassessment,carriedoutinaunobtrusiveway,asanongoingandintegralpartothelearningandteachingprocess.

Inordertodevelopchildrensskillsandcapabilitiesacrossthewholecurriculum,teacherswillneedtoproviderequentopportunitiesorpupilstothinkanddoorthemselves.Tohelpostergoodthinkinghabitsanddevelopmoreindependentlearners,teachersmayfndithelpultoutiliseasimplePlan,Do,Reviewprocess,whichintegratesandosterschildrensskillsandcapabilities.

Plan,orexample:

Clariyingtasks;Generatingideas;Designingwaysoapproachingtasksorproblems.

Do(carryouttheplanandcommunicatefndings),orexample:

Findingandanalysingrelevantinormation;Creating,triallingortestingoutpossiblesolutions;Makingdecisions;Drawingconclusions;Presentingideas,opinionsoroutcomes.

Review(boththeprocessandoutcomesotheirworkandtheirlearning),orexample:

Evaluatingprogressthroughoutandmakeimprovementswhennecessary;Reectingontheirthinkingandthelearning;Transerringthinkingandlearningtoothercontexts.

1.8_PLANNING FOR COHERENCE AND PROGRESSION

Childrenlearnbestwhenlearningisconnected.AlthoughthecurriculumhasbeensetoutundersixAreasoLearning,urtherintegrationisencouragedtohelpchildrenbetterunderstandthelinksbetweenthedierentaspectsolearning.

IntheFoundationStageteachershaveconsiderableexibilitytointerprettheAreasoLearningtosuittheneeds,interestsandabilitiesothechildren.ThroughouttheFoundationStage,childrenneedtobecloselyobservedsothat:

teachingbuildsromwherethechildrenare;

childrensneedsandinterestsleadthelearning;

appropriatesupportcanbegiventothosechildrenwhorequireit;

childrenaremotivatedandtheirlearningchallenged;

childrenhavehighexpectationsothemselves;

inormationcanbesharedwithparents.

AtKeyStages1and2,toassistteachersinmanagingandmakingconnections,eachAreaoLearningcontainsaparagraphhighlightingthelinkstotherestothecurriculum.ArangeoIdeasorConnectingLearning(ICLs)arebeingdevelopedtoexempliyhowthe

statutoryrequirementsmaybemetusingacross-curricularapproach.EachAreaoLearningalsosetsouthowteachersshouldseektobuildonchildrensearlierlearning.Teachersshouldworktogetheratawholeschoolleveltoensure:


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theoverallprogrammeolearninginanyoneyeargroup,andacrossthekeystages,isbroadandbalanced;

thereiscontinuityandprogressioninchildrenslearning;

theplanningidentifesclearlytheknowledge,skillsandunderstandingthechildrenare

expectedtoacquire; thecurriculumisplannedtotakeaccountothechildrensdieringstagesodevelopment,abilitiesandattainmenttoensureindividualneedsaremet;

thereiscareulassessmentochildrensprogressandevaluationochildrensresponsestoinormutureplanning.

ProgressionrameworksortheWholeCurriculumSkillsandCapabilitiesarebeingdevelopedtosupportteachersintheirplanningandinmakingjudgementsaboutpupilprogress.Theseprogressionrameworksmaybeusedbyteachersasaproessionaltooltoplan,guide,describeandreportonprogressioninbroadterms.

1.9_ASSESSMENT FOR LEARNING

Assessmentisanintegralpartothelearningprocess.Throughongoingintegratedassessment,teachersbuildacomprehensivepictureotheprogressandlearningneedsoeachchildinordertoplanutureworkandultimatelyimprovelearning.Improvementinlearningisenhancedbytakingaccountoanyinormationthatisavailableaboutachildsprogressioninlearningtodate.AssessmentorLearningencourages:

theactiveinvolvementochildrenintheirownlearningby:

- sharinglearningintentionswithchildren;

- developingtheirawarenessotheskillsandknowledgethatarebeingdeveloped;

- developingtheirawarenessothestrategiestheyemployintheirlearning.

theprovisionoeectiveeedbacktochildren(recognisingtheprooundinuencethiscanhaveonmotivationandsel-esteem,bothowhicharecrucialinuencesonlearning);

thedevelopmentochildrensabilityorpeerandselassessmentbyhelpingthemto:

- reviewandevaluatetheirownandotherswork;

- settheirowngoalsollowingeectivequestioningandeedback;

- understandhowtoimprove.

theuseooutcomesoassessmenttoinormutureteachingandlearning.

Avariedrangeoassessmenttechniquesshouldbeusedasanintegralpartothelearningandteachingprocess,notjustattheendoalessonortopic.Teachersshouldselecttechniquesthatbestsuitthenatureotheworkbeingassessedandthepurposeotheassessmentattheparticulartime,orexample:

observation;

classdiscussion;

oral,written,visualpresentationsorphysicaldemonstrations;

independentorgrouptasks;


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projectwork;

homework;

diagnosticand/orstandardisedtests.

Evidenceromtheseactivitiesshouldbeusedtohelpteachers: identiystrengthsandareasorimprovement;

planthenextstagesolearning;

makesummativejudgementsataparticularpointintime,orexample, attheendoatopic,unitoworkortheendoeachyear.


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2.0_FOUNDATIONSTAGE


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The Northern Ireland Curriculum Primary_FoundationStage

FoundationStage

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INTRODUCTION

Youngchildrencometoschoolromavarietyodierentbackgrounds,havinghadarangeodiverselearningexperiencesathomeandormost,someormopre-schooleducation.TheFoundationStageaimstobuildontheselearningexperiencesbyproviding

childrenwithanappropriatelearningprogrammetodeveloptheirdispositionstolearnandtoprovidethemwiththeskillsandcompetenciestheywillneedtosucceedinschoolanduturelie.TheFoundationStagealsoendorsesgoodearlyyearspracticewhereteachershavemoreexibilityintermsowhattheyteach.Thisexibilityallowsteacherstoollowtheinterestsothechildren,encouragingthemtoseelinksintheirlearningandtoappreciatethattheskillstheylearninoneareacanbeappliedelsewhere.

CHARACTERISTICS OF THE FOUNDATION STAGE

AttheoutsetitisimportanttoemphasisethattheFoundationStagereectstheexistinggoodpracticealreadyfrmlyestablishedinNorthernIrelandschools.TheProgramme

oStudy(1996)outlinedtheCharacteristicsotheCurriculumatKeyStage1andtheFoundationStageseekstoendorsetheseelementsosoundeducationalpracticebyprovidingalearningenvironmentwhichbestmeetstheneedsoyoungchildren.

TheProgrammeoStudy(1996)statedthatKeyStage1teachersshould:provide opportunities or pupils to develop the skills they will need to become condent andindependent,

thereore;the learning experiences provided should refect pupils interests and the practical andinormal ways in which pupils o this age learn. These experiences should be enjoyable andchallenging, and should motivate pupils and encourage them to adopt positive attitudes toschool and learning.

Thecontextsorlearningshould:relate to the pupils immediate and known environment and should refect the act that pupilsat this age do not see knowledge and skills as belonging to specic categories and subjects.

ItgoesontostatethateducationatKeyStage1shouldostertheintellectual,social,emotional,physical,moralandspiritualdevelopmentopupilsby:

enablingthemtoworkandplaytogetherharmoniously;

promotingpositiveattitudestoschoolandlearning;

providingopportunitiesorthemtolearninapracticalway;

using,totheull,opportunitiesprovidedbyplayortheirdevelopment,bothsociallyandacademically;

providingawiderangeoopportunitiesordevelopingmovementandmanipulativeskills;

developingtheirnaturalcuriosityandstimulatingtheirimagination;

providingopportunitiesorexploration,investigation,problem-solvinganddecision-making;

developingtheundamentalskillsoliteracy,numeracyandoralcommunication,boththroughdirectteachingandbytheopportunitiesprovidedbyothersubjectsandactivities;

providingopportunitiesorthemtodevelopknowledge,understandingandskillsthrougharangeocontextsspanningallsubjectsothecurriculum;

providingrichandvariedcontextsordevelopingskills,suchasobserving,investigating,organising,recording,interpretingandpredicting,whichareessentialtolearninginallsubjectsothecurriculum.


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Thisguidanceshouldbeusedinconjunctionwith:

Together Towards Improvement and Improvement through Sel-evaluation(ETI,2003)

The Refective Teacher(ETI,2005)

The Characteristics o the Curriculum at the Foundation Stage(TheRevisedN.I.PrimaryCurriculum2006/07).

Key Stages 1 and 2 The Northern Ireland Curriculum Programmes o Study and Attainment Targets(DENI1996).

THE AIMS OF THE FOUNDATION STAGE

TheNorthernIrelandCurriculumaimstoempoweryoungpeopletodeveloptheirpotentialandmakeinormedandresponsiblechoicesanddecisionsthroughouttheirlives.TheFoundationStageaimstoprovidealearningprogrammewhichwill:

promotechildrenspersonaldevelopment;promotepositiveattitudesanddispositionstolearning;

promotechildrensThinkingSkillsandPersonalCapabilities;

encouragecreativityandimagination;

enablechildrentodevelopphysicalconfdenceandcompetence;

developchildrenscuriosityandinterestintheworldaroundthem;

enablechildrentocommunicateinavarietyoways;

motivatechildrentodevelopliteracyandnumeracyskillsinmeaningulcontexts.

THE PRINCIPLES UNDERPINNING THE FOUNDATION STAGE

Youngchildrenlearnbestwhenlearningisinteractive,practicalandenjoyableorbothchildrenandteachers.

Childrenlearnbestwhenthey:

haveopportunitiestobeactivelyinvolvedinpractical,open-endedandchallenginglearningexperiencesthatencouragecreativity;

haveopportunitiestoinitiateexperiencesthatcapitaliseontheirindividualinterestsandcuriosities;

areactivelyinvolvedinplanning,reviewingandreectingwhattheyhavedone;

areenabledtoexpressthemselvesbycreatingimages,sounds,movements,structuresandinventedstories;

areinvolvedinplaythatischallenging,takesaccountotheirdevelopmentalstageandneedsandbuildsontheirowninterestsandexperiences;

workinstimulatingenvironmentsandhaveaccesstoarangeoresources;

developsecurerelationshipswithpeersandadults;

havechoiceandexerciseautonomyandindependenceintheirlearning,andareencouragedtotakerisks.


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Learningissupportedbyadultswhen:

earlyyearspractitionersarecommitted,sensitive,enthusiasticandinteracteectivelytochallengechildrensthinkingandlearning;

planningiscollaborative,holistic,childocusedandinormedbyobservationso

learning;assessmentisongoing,ormativeandintegraltolearningandteaching.Itisobservationbased,inormsplanningandiscarriedoutinanunobtrusiveway;

practitionersmanagetheintroductionandeectiveuseoresources;

positivelyafrmingenvironmentsarecreatedtosupportchildrensemotional,socialandphysicaldevelopment;

theimportanceoprocessbasedratherthanoutcomedrivenlearningisacknowledged;

practitionersandparents/carersworkinpartnershiptoensurechildrenachievetheirullpotential;

amulti-proessionalapproachexistsandpractitionersaccesstheexpertiseootherproessionals;

childrenaremadeawareotheirprogressbyreceivingpositiveeedbackandsuggestionsorimprovement;

theyreectontheirpracticeandareengagedinproessionaldevelopment.

THE CURRICULUM IN THE FOUNDATION STAGE

ThestatutorycurriculumintheFoundationStageissetoutundertheollowingAreasoLearning:

Religious EducationinaccordancewiththecoresyllabusdratedbytheourmainChristianChurchesinNorthernIrelandandspecifedbytheDepartmentoEducation;

Language and LiteracyincludingTalkingandListening,ReadingandWriting;

Mathematics and NumeracyincludingNumber,Measures,ShapeandSpace,SortingandPatternandRelationships;

The ArtsincludingArtandDesign,MusicandDrama;

The World Around UsincludingGeography,HistoryandScienceandTechnology;

Personal Development and Mutual UnderstandingincludingPersonalUnderstandingandHealthandMutualUnderstandingintheLocalandWiderCommunity;

Physical Development and MovementincludingAthletics,Dance,GamesandGymnastics.

NoteAlthoughAreasoLearningaresetoutseparatelyteachersshouldintegratelearningtoenablechildrentomakeappropriateconnections.

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Literacyocusesondevelopingeachchildsabilitytounderstandanduselanguage,bothspokenandwritten,asanintegralpartolearninginallareas.Thedevelopmentotheseskillsenableschildrentointeracteectivelyintheworldaroundthem,toexpressthemselvescreativelyandtocommunicateconfdently,usingtheourmodesocommunication(TalkingandListening,ReadingandWriting)andavarietyoskillsandmedia.

LanguageandLiteracyshouldbeconsideredinaholisticway,takingaccountotheintegralnatureoTalkingandListeningandReadingandWritingwhichextendacrossallAreasoLearning.

Childrencometoschoolwiththeirownexperiencesousinglanguage,bothoralandwritten,inthehome,pre-schoolsettingandlocalcommunity.Theseskillsshouldbevaluedandusedasastartingpointorurtherdevelopment.Theroleotheadultistoencourageinteractionandpromotecommunicationasatoolorlearning.Teachersshouldobservechildrensdevelopmentandusetheinormationgatheredtoplanuturelearningexperiences.

Schoolsarealsoencouragedtoteachadditionallanguages.Secondlanguagelearningimproveschildrenscommunicationandliteracyskills,enablingthemtodeveloptheirauralandvisualmemoryandencouragingthemtobecomeclearandconfdentspeakersaswellasattentivelisteners.Childrenarehelpedtodevelopagreaterunderstandingohowlanguageworksbyexploringthesimilaritiesanddierencesbetweentheirmothertongueandthesecondlanguage.Moreover,learningasecondlanguageservestoconsolidateideas,conceptsandskillsalreadytaughtinotherAreasoLearningandwhencombinedwithelementsromtheareasoPersonalDevelopmentandMutualUnderstandingandTheWorldAroundUs,canhelptocreateameaningulandrealcontextinwhichtodevelopchildrensinter-culturalunderstanding.

TALKING AND LISTENING

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The Northern Ireland CurriculumPrimary_FoundationStage

Orallanguagedevelopmentiscentraltoachildsdevelopmentandinvolvesmorethanthegrowthovocabulary.Orallanguageisusedtocommunicatewithpeople,toshareandreleaseeelings,togiveandobtaininormationandtounderstandideasanddevelopthoughts.

Thelanguagewhichchildrenbringtoschoolshouldbevaluedandusedasastartingpointorurtherdevelopmentsothattheycanbehelpedtocommunicateconfdentlywithadultsandotherchildren,expressingtheirownneeds,thoughtsandeelings.

Childrenslisteningandcommunicationskillsareosteredastheytalkwithadultsandastheyplayandworkwithotherchildren.Byusingcareullychosencommentsandopenquestionsandbylisteningattentivelytochildrentalkingtogether,adultscanassistchildrenintheirthinkingandhelptobuildtheirconfdenceintheuseolanguage.Bydevelopingchildrensawarenessosoundswithintheenvironmentandpatternswithinwords,adultsprovidechildrenwithtoolsoruturereadingandwriting.

Childrenshouldhaveopportunities,arisingromclassroomandotherfrsthand

experiences,todeveloptheirtalkingandlisteninginarangeocontextsandoravarietyopurposes,orexample,todescribetheirneedsandexperiences,toaskandanswerquestions,totakepartinconversations,totalkaboutstories,poemsorrhymes,toexplainandtomakepredictions.TheyshouldbeencouragedtolistentoandtalktopeersandadultsduringplayandastheycarryoutactivitiesineveryAreaoLearning.Theyshouldbegivenopportunitiestoexpresstheirthoughtsandeelingsandpresentideasandinormationtoothersinagrouportothewholeclass.Role-playanddramawillprovideopportunitiesorchildrentobecomeawareoanduseotherormsocommunicationincludingbodylanguage,acialexpressionandgesture.

ThestatutoryrequirementsorTalkingandListeningaresetoutbelowinbold.

Teachers should enable children to develop knowledge, understanding and skills in:

ATTENTION AND LISTENING SKILLS through:

listening to a wide range o stories, poems, songs and music;

ollowing instructions;

identiying environmental sounds;

repeating amiliar phrases/sound sequences;

recalling sequence and detail.

PHONOLOGICAL AWARENESSthrough:

responding to a steady beat;

identiying words in phrases and sentences;

identiying syllables;

identiying and generating rhymes;

identiying and manipulating phonemes.


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PROGRESSIONAs pupils progress through the Foundation Stage they should be enabled to:

express themselves with increasing clarity and condence, using a growingvocabulary and more complex sentence structure;

understand and use social conventions in conversations and pupil initiatedinteractions;

initiate and sustain conversations with adults and peers in the classroom; retell stories, events or personal experiences in sequence with reasonable

detail; answer questions to give inormation and demonstrate understanding; ask questions to nd inormation or seek an explanation; oer reasons to support opinions given;

listen with increasing attentiveness and or longer periods o time; listen to and carry out increasingly complex instructions.

SOCIAL USE OF LANGUAGEthrough:

observing modelled behaviours;

understanding non-verbal signals;

talking with adults and other pupils;

initiating and joining in conversations in pairs or groups;

working in dierent groupings;

adopting or assuming a role relevant to context.

LANGUAGE AND THINKINGthrough:

talking about experiences, pictures and stories;

talking about their work, play and things they have made;

naming;

recalling;

sequencing;

predicting;

asking and answering questions;

describing;

explaining;

sharing their thoughts, eelings and ideas with dierent audiences;

taking part/contributing to group oral language activities.

AN EXTENDED VOCABULARYthrough:

listening and responding to adults and peers;

an immersion in the language o books, both ction and non-ction;

ocused experiences to introduce or generate vocabulary.


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READINGChildrenshouldbeencouragedtodevelopaloveobooksandthedispositiontoread.Asstoriesarereadtothembyadultsandolderchildren,theyshouldseethereaderasarolemodel.Childrenshouldhaveopportunitiestolistentoarangeointerestingand

excitingfction,non-fction,poetryandrhymes,retellamiliarstoriesandshareawiderangeobookswithadultsandotherchildren.Opportunitiesshouldbegiventobrowseinthebookcornerandusebookstofndinormation.Aschildrenbegintorealisethatprinthasmeaningandthatreadingcanmakesenseoprint,theyshouldbeencouragedtodevelopacuriosityaboutwords,howtheysound,thepatternswithinwordsandhowtheyarecomposed.Throughsharingandusingbooks,childrenshouldbecomeamiliarwithlettersandtheirshapeandsound.

Readingexperiencesshouldbeinormalandenjoyable,withchildrenlearninginanenvironmentwhereprintisallaroundthem,orexample,incaptions,labelsandinstructions.Childrenshouldhaveaccesstoawiderangeoreadingmaterialsthroughouttheday,orexample,menus,catalogues,fction,non-fction,comics,magazines,on-screentext,personalisedbooks,classbooks,andbooksrelatedtoareasoplay.Theyshouldhaveregularopportunitiesasawholeclass,insmallgroupsandindividuallytoseemodelledreadingandtoparticipateinsharedreading.AstheymovethroughtheFoundationStagetheyshouldhaveopportunitiestoreadindividuallyorinsmallgroupswithteacherguidance.

ThestatutoryrequirementsorReadingaresetoutbelowinbold.Examplesareinplaintextanditalics.

READING

Through modelled, shared and guided reading sessions pupils should be enabled to:

read with some independence; read a range o texts including digital texts and those composed by themselves and

others;

sequence stories in reasonable detail using appropriate language;

use word structure to develop reading;

develop auditory discrimination and memory;

develop visual discrimination and memory;

share a range o books with adults/other pupils;

know how to handle and care or books;

understand and use some language associated with books, orexample, cover, spine,author, illustrator;

select and use books or specic purposes;

develop concepts o print;

listen to a range o stories, poems and non-ction texts read to them byadults/other pupils.


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WRITING

Inordertohelpchildrenexperienceandunderstandthepurposesowriting,theyshouldhaveopportunitiestotalkaboutwhypeoplewriteandbegivenopportunitiestoexperimentwiththeirownwrittencommunication(emergent/experimentalwriting).Theyshouldhaveopportunitiesthroughoutthedaytowriteortheirownpurposesusingarangeowritingmaterialssuchaspens,pencils,crayonsandpaint.Theyshouldbeencouragedtoreadtheirownwritingandhavethiswritingvalued.Astheteacherwritesinarangeosituations,childrenshouldseehim/herasarolemodel.

Whereteachershaveobservedthatchildrenareattheappropriatestageodevelopmentandhavechosentouseadultwritingasamodel,helpshouldbegiventothosechildrenintheormationoletters.Onoccasions,somechildrenmaychoosetocopythiswritingbuttheyshouldnotbeaskedtodoso.

Aschildrenbegintowritewithmorecompetence,theyshouldbehelpedtoexpresstheirideasclearlyusingtheirincreasedvocabularyandknowledgeosentencestructure.Teachersshouldprovidespecifcmodellingothewritingprocessthrougharangeo

writingormsordierentpurposesandaudiences.Throughsharedwritingandwithteachersupportorindividuals,childrenwillhaveopportunitiestowriteinincreasinglyconventionalways.

Throughouttheschoolday,childrenshouldhaveaccesstoastimulatingwritingareawithavarietyotoolsandmedia.Theyshouldhaveopportunitiestousedigitalmediatoexpresstheirideas.TheyshouldbeencouragedtowriteduringplayandineveryAreaoLearning.Theyshouldhaveregularopportunities,asawholeclass,insmallgroupsorindividually,toseemodelledwritingandtoparticipateinsharedwriting.Astheyprogresstheyshouldhaveopportunitiestowriteindividuallyorinsmallgroupswithteacherguidance.

PROGRESSION

As pupils progress through the Foundation Stage they should be enabled to:

understand that words are made up o sounds and syllables and that sounds arerepresented by letters (phoneme/grapheme awareness);

recognise dierent types o text and identiy specic eatures o some genres; read and ollow simple instructions; use a range o reading cues with increasing independence and begin to sel-

correct; read on sight some words in a range o meaningul contexts; begin to read with expression in response to print variations and punctuation, orexample, sounding surprised, sounding angry, stopping at a ull stop;

use extended vocabulary when discussing text, retelling stories or in theiremergent writing;

make links between personal experience and the text, orexample, My cousinbroke my chair.;

make and give reasons or predictions; understand the purpose o and use environmental print; browse and choose books or a specic purpose.


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ThestatutoryrequirementsorWritingaresetoutbelowinbold.Examplesareinplain

textanditalics.

WRITING

Through modelled, shared and guided writing sessions pupils should be enabled to:

distinguish between drawing and writing;

talk about the ideas represented in their drawings;

understand that writing is a means o communication and can be used or dierentpurposes, orexample,writing messages or others to read;

share their writing with others;

see themselves and the teacher as writers;

observe the teacher modelling specic writing strategies;

use ICT to present and communicate their ideas.

PROGRESSION


write without prompting and make decisions about how and what they willwrite, orexample,a story caption or a model, a label or a picture, an order in theca, a sentence about a topic or shopping lists;

use rhymes, poems and patterned stories as models or structuring their ownwriting;

write in a range o genres with teacher guidance, orexample, a simple report on

an animal ollowing a visit to the arm, a story or a poem; begin to problem solve how to write using sound/symbol correspondence as the

rst strategy; begin to show evidence o sequence in recount and instructions; use a wide range o vocabulary in their writing; begin to demarcate sentences; begin to use capital letters or the pronoun I, or names and at the start o a

sentence; show increased control over ormation o lower and upper-case letters, size

and spacing.


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2.2_MATHEMATICSandNUMERACYChildrenwillacquireearlymathematicalconceptsthroughactivitiesthatinvolvesorting,matching,comparing,classiying,andmakingpatternsandsequencesinavarietyocontexts.Theseactivitiesshouldinvolvechildreninplaying,exploringandinvestigating,doingandobserving,talkingandlistening,andaskingandansweringquestions.

Asthedevelopmentomathematicallanguageisoundamentalimportance,talkingaboutworkhasahighpriorityintheearlyyears.Throughengaginginawidevarietyoactivities,childrenshouldunderstandmathematicallanguageandthenbegintousethelanguagetotalkabouttheirwork.Childrenshouldbegintodeveloptheirskillsinmentalmathematicsduring

countingactivities,byplayinggamesandthroughdailyclassroomroutines.Theyshouldbegintoestimateandmakesimplepredictionsinallareasomathematics.Teachersshouldobservechildrensdevelopmentandusetheinormationgatheredtoplanuturelearningexperiences.

Mathematicalactivitiesshouldbepresentedthroughcontextsthathavearealmeaningorchildrenandprovideopportunitiesorthemtoinvestigatetheirideas.Childrenshouldhaveopportunitiestodeveloptheirunderstandingthroughguidedmathematicalactivities,includingopen-endedtasks,aswellasactivitiesinotherAreasoLearning,theireverydayroutinesandexperiencesotheclassroom,theirhomeandtheworldaroundthem.Theyshoulddevelopmuchotheirearlymathematicalunderstandingduring

play,wheretheactivitiesprovidedoeropportunitiesorthemtoestimatesize,weight,capacity,lengthandnumber,andalsoallowsthemtoexploreideasrelatedtonumber,shape,pattern,size,order,andrelationships.Theyshouldhaveopportunitiestoidentiyandusenumberstheymeetineverydaylieandincountinggames,songs,rhymesandstories.

Childrenshouldhaveopportunitiestoexploreanduseawidevarietyomaterialsincludingnatural,man-madeandscrapmaterials,andone/two/threepropertymaterials.Throughhandlingthesematerials,theyshouldgainconfdenceintheuseothemandbegintoappreciatetheirspecialcharacteristics.Childrenshouldexplorearangeocomputerpackagestoenhancetheirunderstandingomathematics.

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ThestatutoryrequirementsorMathematicsandNumeracyaresetoutbelowinbold.Examplesareinplaintextanditalics.


NUMBER

UNDERSTANDING NUMBER

Pupils should be enabled to:

count a variety o objects, orexample, number o cups, apples, crayons;

develop an understanding o one-to-one correspondence and come to appreciatethat the size o a set is given by the last number in the count;

investigate dierent ways o making sets or a given number within 5/10;

match numerals to sets;

order numerals and sets within 5/10;

develop an understanding o conservation o number within 5/10;

understand in counting activities that none is represented by zero;

explore ordinal number,orexample,rst, second, third, last, between, by completingpractical activities;

explore the number that comes ater, beore, between a given number;

carry out simple mental calculations,orexample,1 more than/less than within 10; 2more than/less than within 10;

extend, when appropriate, understanding o number beyond 10.

COUNTING AND NUMBER RECOGNITION


count in the context o number rhymes, jingles and stories;

count orwards in ones within 5/10 rom dierent starting points;

count backwards in ones within 5/10 rom dierent starting points;

recognise numerals up to 5/10;

state, without counting, quantities within 5;

make a sensible guess o quantities within 10;

explore numbers relevant to their everyday lives, orexample,the number o childrenallowed to play in the sand, telephone numbers, house number;

extend, when appropriate, counting in ones and recognition o numbers beyond 10;

extend activities to include counting in 2s, 5s and 10s.

UNDERSTANDING MONEY


use money in various contexts;

talk about things that they want to spend money on;

understand the need to pay or goods; become amiliar with coins in everyday use;

talk about dierent ways we can pay or goods,orexample,cash, cheque,credit/debit card;

use their number skills in shopping activities.


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MEASURES


compare two objects o dierent length/weight/capacity/area; understand and usethe language o comparison, orexample,longer/shorter, heavier/lighter, holds more/less, covers more/less, covers more/less surace;

order three objects o dierent length, weight, capacity, area; talk about theordering using appropriate language,orexample,heaviest/lightest, covers the most/least surace;

nd an object o similar length, weight, capacity, area; talk about their ndings interms o just about the same length, weight, capacity, area;

begin to explore the notion o conservation o length, weight, capacity in practicalsituations, engage in discussion about their observations;

choose and use, with guidance, non-standard units to measure length/capacity/

weight; talk about their work;

sequence two or three amiliar events,orexample,those associated with schoolroutines;

talk about signicant times on the clock, orexample, lunch time, home time;

compare two intervals o time, talk about their observations in terms o took longer/shorter time;

explore time patterns, orexample,morning aternoon, evening, days o the week;

choose and use, with guidance, non-standard units to measure time; talk about theirwork.

SHAPE AND SPACE


explore and talk about shapes in the environment, orexample,shapes o leaves,containers, windows;

build and make models with 3D shapes; create pictures and patterns with 2Dshapes;

investigate and talk about the properties o shapes, orexample,those that roll/do notroll, those with straight edges/curved edges;

sort collections o shapes in several ways; describe the arrangements;

describe and name common 3-D and 2-D shapes;

explore body space through dierent types o movement,orexample,curling andstretching, alling orwards/backwards;

explore movement through space during indoor and outdoor play activities;

understand and use a range o positional words, orexample,in ront o, behind,across, beside, between;

explore movement using programmable devices, orexample,Pixie;

ollow/give directions rom/to a partner or simple movements, orexample,twosteps orward, one step backwards.


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use appropriate mathematical language and symbols;

sort and re-sort materials, recording the outcomes in a variety o ways;

talk about data represented in simple block graphs, tables and diagrams;

understand the conservation o number;

count orwards and backwards rom dierent starting points;

recognise numbers to at least 20;

carry out mental calculations such as 1 more/less than up to 20, doublesup to 10 and mentally add and subtract within 10;

understand that teen numbers are made up o 10 plus another number;

begin to measure using non-standard units;

talk about the properties o 3-D and 2-D shapes using appropriate mathematicallanguage;

be involved in solving practical problems.

SORTING


explore reely properties o a range o materials and one/two/three propertycollections, respond to questions about the arrangements;

sort collections o random materials, orexample,cutlery, collections o autumn ruits,sorting boxes and talk about the arrangements;

sort or one criterion using one-property materials, talk about the arrangement;

sort or one criterion using two-property collections, re-sort or the secondcriterion, explain their work;

sort or one criterion using three/our-property collections, nd the variouspossibilities, explain their work;

partition sets into subsets in preparation or exploring components o number.

PATTERNS AND RELATIONSHIPS


investigate and talk about pattern in the environment, orexample,tiles, windows,wall paper, art prints, clothes, brick walls;

copy a simple pattern, orexample,green cube, blue cube, green cube, shell, pebble,shell;

continue a simple pattern;

create patterns,orexample,when making a necklace or teddy, when printing;

explore pattern in number,orexample,setting out a number o objects in twos;

discover the components o numbers within 5/10 by investigating dierent ways opartitioning sets into subsets practically, talk abut the outcomes;

understand the concept o addition by combining sets o objects to nd how many;

match objects in real contexts, orexample,cup to saucer, knie to ork;

compare sets by matching objects/counting objects to understand the terms morethan, less than, the same;

investigate the relationship between addition and subtraction in practical situations.


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Childrenscreative,expressiveandphysicaldevelopmentiscloselylinkedwithallaspectsotheirlearning.Theyshouldbegivenopportunitiestoexploreandsharetheirthoughts,ideasandeelingsthroughavarietyoartanddesign,music,

movement,dance,dramaticandrole-playactivities.Throughtakingpartinarangeowell-plannedactivities,childrensfneandgrossmotorskillswilldevelop,theywillgainconfdenceinwhattheycandoandthiswillhelpbuildtheirsel-esteem.

Indevelopingchildrenscreativityinallaspectsothearts,theemphasisshouldbeontheprocess,thechildrensenjoymentandthelearningthatistakingplace,ratherthanonthefnishedproduct.Teachersshouldobservechildrensdevelopmentandusetheinormationgatheredtoplanuturelearningexperiences.

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ARTANDDESIGNArtandDesignisanaturalmeansocommunicationandlearningorchildren.Ithelps

themtothinkthroughtheirideas,todevelopvisual,spatialandtactileawarenessandinvestigativeandmanipulativeskills.Throughthereedomoplay,andelementsocolour,line,tone,shape,orm,textureandpatternchildrenexploreandextendtheirimaginationandexperienceotheworld.Throughthehandlingoobjectsandmaterials,childrenbegintounderstandtheirproperties.

Childrencometoschoolhavingexperiencedarangeodrawing/paintingactivitiesinthehomeand/orinapre-schoolsetting.Manywillalsohavemademodelsandhandledmalleablematerials.Theseexperiencesshouldbebuilton,withchildrenhavingopportunitiestotakepartinabroadrangeoartanddesignactivities.Duringtheseactivities,childrenarelikelytofndsatisactioninthemanipulationothematerialaloneratherthanproducinganoutcome.Emphasisshould,thereore,ocusontheenjoyment

othetaskandthesel-expressionandlearningthattakesplaceduringtheexperience,ratherthanonthefnishedproducts.

Averyimportantelementotheartanddesignprocessisallowingchildrentoobserve,makechoicesanddecisions,investigate,problemsolveandtalkabouttheirownandotherswork,includingtheworkorealartists,designersandcratworkers.Theyshouldbeencouragedtovaluetheirownwork,aswellastheworkoothers,andbegintounderstandthateveryonesworkisunique.

Timeneedstobeavailableorchildrentoexplore,developandexplaintheirideas.Overtime,aprogressiveintroductiontothehandlingoartanddesigntools,materialsandprocesseswillenablechildrentoexpresstheirideasmoreully,andwillcontributetotheextensionotheirvisualvocabularyandtheirabilitytocommunicate.

Childrenshouldhaveopportunitiestobeimaginativeandcreativethroughplay,workingindividually,ingroupsandasawholeclass.Duringplay,childrenshouldhaveopportunitiestoexploreandcreateinaspacewheretheycanreturnatdierenttimestocompleteormodiytheirwork.Plannedactivitiesshouldberelevanttochildrensinterestsandexperiencesand,wherepossible,shouldmakeconnectionstoothercurricularareas.Contextsorchildrensexplorationshouldincludememoryandimagination,livingthings,environments,arteactsandobjects.


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ThestatutoryrequirementsorArtandDesignaresetoutbelowinboldandexamplesareinplaintextanditalics.

Art and Design:


OBSERVE AND RESPOND TO THINGS SEEN, HANDLED, REMEMBEREDAND IMAGINED

Forexample,childrenshouldhaveopportunitiesto:

lookatarangeonaturalandman-madeobjects,exploringandgettingtoknowthecharacteristicsowhatisseenbycloseobservationandtouch.Makecommentsonwhathasbeenseenandhandled,orexample, by sorting a collection o sea shells intodierent types;

recallexperiencesothevisualworldandimaginativeworldswhentalkingaboutmemories,reminiscences,fction,antasiesanddreams,orexample, talk about whathas been seen when visiting places on holiday;

visualiseobjects,environments,placesandentities,orexample,talk about what acharacter rom a story might look like;

usethoughtsandideasasthebasisorvisualwork,orexample,talk about theintended meaning o a personal drawing.

INVESTIGATE AND TALK ABOUT COLOURS, LINES, SHAPES, TEXTURESAND PATTERNS


workwiththevisualelementstoexploreandcreatevisualoutcomes,talkaboutandcommentonwhattheyproduce,orexample,mix and apply paint using a paintbrush;

exploretherangeocircumstanceswherevisualelementsmightbeencounteredsuchas:drawing,painting,printmaking,modelling,selecting,arranging,classiying,orexample, look at pictures and spot colours and shapes within them;

experimentwithmediaandprocessesandidentiywhenandwheredierentapproachesgeneratemarkswhichshowpropertiesoline,shape,texture,patternetc.,orexample,point to colours, shapes, etc. within their own work.

LOOK AT, AND RESPOND TO A PIECE OF WORK BY ARTISTS,DESIGNERS, ILLUSTRATORS OR CRAFT WORKERS


viewexamplesoart,designandcratinreproductionsandatfrsthandwhentakingpartinmuseumvisitsorworkingwithpractitionersvisitingtheclassroom,orexample,take part in activities as part o a classroom visit by an artist;

talkaboutwhattheyhaveseen,givingpersonalresponsesandoeringindividualinterpretationsorreactions,orexample, say what they have liked best within a rangeo examples used as stimulus material;

usewhattheyhaveseenasastimulusorstartingpointorindividualideasandpersonalinterpretations,orexample, base a personal drawing on a trip to a visitor

attraction such as an aquarium.


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EXPLORE AND USE A WIDE RANGE OF MATERIALS AND PROCESSES


selectandworkwithtraditionalanddigitalmedia.Makedrawings,paintingsandthreedimensionalobjects,orexample, over the course o a year, work with a variety omedia and equipment;

workatarangeosizesandscales,orexample,produce small scale drawings in aworkbook, and larger paintings or collages as part o a group construction;

experimentwiththemark-makingpropertiesomediasuchascharcoal,graphite,ink,elt-tippens,temperaorposterpaints,orexample,have access to a good rangeo drawing, painting and other media, including digital media;

revisitmediaonanumberooccasionstoprogressivelyacquireamiliarityandconfdenceinhandlingtoolsandequipment,orexample, have time to go back andrework their products, repeat activities which either ailed to satisy intentions, or which

proved successul and are avoured;

usemodellingorconstructiontomakethree-dimensionalwork,orexample,workwith clay to model shapes and obtain textures by impression.

CREATE AND DEVELOP IDEAS USING COLOURS, LINES, SHAPES,TEXTURES AND PATTERNS


workonindividualandgroupprojectssoastodevelopresponsesovertime;negotiatingandadaptingideasinthecourseothework,orexample,make a paperand card construction which is added to and developed over several sessions;

explorethepropertiesoarangeotwoandthree-dimensionalmedia,orexample,take the time to investigate how a range o dierent media behave without the need tohave an end product in mind;

talkaboutthevariouscomponentswhichhavebeenincorporatedwithinpersonalandgroupresponses,suchascolours,shapesandpatterns,orexample, talk aboutthe personal meanings which have arisen in the course o making work, explaining thesignicance o components and the reasons or their inclusion and position.

TALK ABOUT OWN AND OTHER PUPILS WORK AND HOW THE WORKWAS MADE


reectontheexperiencesomakingwork,makingcommentsinrelationtotheirownwork,orexample, describe the process o making a piece o work;

talkaboutworkproducedbyotherpupils,comparingtheirownproductswithwhatothershaveachieved,orexample,watch what others in the group are doing and adaptwhat they see being done within their own work.


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PROGRESSION


use senses to explore real things, developing the capacity or ocusing attentionto detail;

use direct experiences, memory and imagination to observe and respond to theworld;

begin to use visual language to describe what has been examined andobserved, orexample, the colours and textures o a lea;

begin to appreciate the visual qualities in the natural and made environment;

value own and other pupils work, orexample, talk about something they likeabout anothers work;

talk about the processes involved in creating own work;

look at, explore and talk with some condence about works o art, crat anddesign;

explore and discover qualities o various materials in order to make choices andto create their own unique pictures and structures;

begin to develop a range o skills using materials, tools and processes(drawing, painting, printmaking, textiles, malleable materials and three-dimensional construction).


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Musicalactivityprovideschildrenwiththeopportunitytoexploreeelingsandexpress

themselvesinwaysthatsupportorgobeyondverbalcommunication.Musicprovidesacontextordevelopingcreativity,sel-confdenceandsel-esteemthroughthekeyactivitiesomakingandrespondingtomusic.Musichelpschildrentolearntolisten,todistinguishbetweensoundsandtorespondtopulseandrhythm.Theseareextremelyimportantelementsinchildrensoveralldevelopment.

Allchildrenwillhaveexperiencedsomeormomusicathome,inthecommunityand,ormost,inapre-schoolsetting.Theseexperiencesshouldbebuilton,withchildrencontinuingtohaveopportunitiestolistentoandmakemusic.Theyshouldbeinvolvedinlistening,singing,movingrhythmicallyandexpressivelytomusic,andmakingtheirownmusicbyusingvocalandbodysounds,bytapping,shakingandscrapingeverydayobjectsandbyusingsimplepercussioninstruments.Theircontributionstomusic-makingshould

bevalued.

Childrenshouldhaveopportunitiestobeinvolvedinmusicalactivitiesasawholeclass,ingroups,individuallyandduringplay.Duringplay,childrenshouldbeabletochoosetoexploreandcreatesoundsinamusiccorner.Plannedactivitiesshouldberelevanttothechildrensinterestsandexperiencesandmayrelatetootherlearningareas.

ThestatutoryrequirementsorMusicaresetoutbelowinboldandexamplesareinplaintextanditalics.


2.3

WORK CREATIVELY WITH SOUND


explorevocal/bodysounds,orexample, by using high voice/low voice, whispering,tapping knees, stamping eet;

exploremethodsomakingsounds,orexample,by tapping, scraping, shaking, using awide variety o everyday objects and simple classroom percussion instruments, tuned anduntuned;

talkaboutthesoundstheymakeandhear,usingappropriatelanguage,orexample,high/low, long/short, ast/slow;

usethemusiccornertoexploreandcreatesounds,orexample,playing matching andsequencing games, sorting sounds into sets o wooden, skin or metal;

choosesoundstocreateeectsoraddatmospheretopartsoastory;

talkaboutsoundstheyhearintheenvironmentandimitatesomeothesesounds,orexample,bird song or warning sounds such as a car horn or a smoke alarm;

makesoundsrepresentedbypictures,orexample, hand = clap and oot = stamp.

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MusicFoundationStage

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MUSIC


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PROGRESSION


be aware o and perorm a steady beat;

distinguish between loud/quiet sounds, high/low sounds, long/short sounds,ast/slow music;

listen to and repeat simple rhythms;

make music, orexample,by using vocal and body sounds and by tapping, shakingand scraping simple percussion instruments;

watch and respond to start/stop signals;

value own and others contributions in the team aspect o music making andperorming.

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SING AND PERFORM WITH SIMPLE INSTRUMENTS


listento,joininandrememberarangeorhymes,simplesongsandsinginggames;takepartinsingingactivitiesasaclass,grouporindividual;

singinarangeoormalandinormalsituationsthroughouttheday.

LISTEN AND RESPOND TO THEIR OWN AND OTHERS MUSIC-MAKING


listentoavarietyomusic,respondingtothebeatusingappropriateactions,orexample,nodding head, tapping oot, clapping hands, marching;

listentoandrespondimaginativelytoshortpiecesomusic,orexample,by choosing

to sway, tip-toe, stride, stretch, curl.

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Playistheessenceodramaandwhenchildrenplay,dramahappens.Aschildrengrowthedramabecomesmorestructured,organisedandtheybecomemoreskilledintheactivitiesoimprovisation,acting,mimeandmovementuntilplaybecomestheplayastheperormanceintheatre.Fromthechildatplaytotheactorinperormance,everyonehasthebasichumancapacitytopretendtobesomeoneorsomethingelse.Dramaisapowerulandeectivewayolearningandhasmuchtooerinenrichingthecurriculumorchildren.Throughdramachildrencanexpresstheirinner-mostthoughts,ideasandeelings,inasaeenvironment,inbothverbalandnon-verbalways.Throughimprovisation,mime,movementandroleplaytheycanrecreateandinventsituationsathome,inschool,inthecommunityorintheirimagination.Theycanvisitnewworlds,meetcharacters,shareeelings,makedecisionsandsolveproblems.Forexample,inmakingadecisiontoplaytheroleothegiant,achildcanlearnmoreabouttheeectopoweroverothersratherthanbyreadingaboutit.AstheyimaginebeingattheNorth

Pole,oronadesertedbeach,orinamagicalorest,theyalsobegintouseappropriatelanguage,voice,movement,gestureandacialexpressiontoexpresstheirthoughtsandemotions.

Childrenlearnnaturallybyactingoutrolesasparentsandasotherpeopleromtheircommunity.Theycometoschoolhavingexploredarangeorole-playsituationsandtheseexperiencesneedtobeextendedduringdramaticplaytoallowthemtoexpresstheirownthoughts,ideas,eelingsandconcerns.Thesituationscanbeenhancedandstimulatedbyprovidingchildrenwithclothesandpropssuchashats,cloaks,glasses,awalkingstickoratelephone.Puppetscanalsohelpchildrentoactoutscenariosandstories.

Takingpartindramacontributestothedevelopmentochildrenssel-esteemandconfdence,aswellasenhancingtheirorallanguageskills.Ithelpschildrentolearnaboutthemselvesandtheworldaroundthemandalsocontributestotheirsocialandemotionaldevelopmentastheyexperienceandactoutdierentsituations.Theemphasisinallactivitiesshouldbeonenjoymentandthelearningthatistakingplace.

Opportunitiesshouldarisethroughoutthedayorchildrentocommunicatethroughdrama,orexample,duringplay-based/activity-basedlearning,storyandrhymetime,sharedreadingandcircletime.Childrenshouldhaveopportunitiestoworkasindividuals,inpairs,insmallgroupsandasawholeclass.

ThestatutoryrequirementsorDramaaresetoutbelowinboldandexamplesareinplaintextanditalics.


EXPRESS THEIR THOUGHTS IDEAS AND FEELINGS


respondtotheteachertellingstoriesandexploringemotions,orexample,usingpuppets or sot toys;

discusspossiblescenarios,orexample,what made Humpty Dumpty all o the wall?Should Mr Greedy go on a diet? How can we help Mrs Wishy Washy keep her animals outo the mud?

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rts_

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FoundationStage

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DRAMA


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DEVELOP THEIR CREATIVITY THROUGH IMAGINATIVE PLAY


enterintoanimaginaryworldorexample,travelling in a spaceship, visiting a beach inwinter, going through an imaginary door into the Queen o Hearts garden, playing in theSelsh Giants garden, going on a bear hunt;

understandthedierencebetweenpretenceandrealitywithinspecifccontextsorexample, using an imaginary magic mirror with the teacher as queen or the teacher asbus-driver using chairs as seats on the bus going to the sea-side, taking a trip on a fyingcarpet to Topsy Turvy land.

ENGAGE IN DRAMATIC PLAY TO EXTEND THE LEARNING


assumerolesduringdramaticplay,orexample,pupils become involved in a localsupermarket where they take on the roles o cashier, assistants or customers, buildersconstructing a house, guests at a wedding;

seetheteacherinrole,orexample,as a patient in the hospital or as Jack returningrom selling the cow, asking the pupils to question him.

TAKE PART IN A RANGE OF DRAMA GAMES AND STRATEGIES


enjoyandco-operateingames,orexample,Who am I ?, mirror images, charades,

grandmothers ootsteps, musical statues, ruit salad bowl, number shapes, groupalphabet, sculptor and the sculpture;

reezeamomentoactionasitishappening,orexample,when they hear thunder,when the three bears discover that baby bears chair is broken, when the woodcutterdiscovers the wol in grandmas cottage;

makeatableauorexample,watching a rework display, going on holiday, meetingsomeone amous;

seetheteacherinroleorexample,looking ater a baby let on the doorstep, leading atour around an art gallery, as the president o a oreign country.

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co-operate during role-play, negotiate roles, agree rules and act out scenarios;

express thoughts, ideas, eelings and imagination with condence in a range odramatic contexts using verbal and non-verbal language;

adopt and sustain a role.


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Childrenarenaturallycuriousandotenaskprooundquestionsaboutthemselvesandthenatureotheworldaroundthem.ThepurposeothisAreaoLearningistohelpchildrenexploreandfndageappropriateanswerstosomeothesebigquestions.Beorestartingschool,theywillhavehadopportunitiestoexploretheirworldinthehome,pre-schoolsettingandthelocalarea.Theseexperiencesshouldbevaluedandchildrensnatural

curiosityshouldbeosteredandextended.

Childrenshouldhaveopportunitiestousetheirsensesinordertodeveloptheirpowersoobservation,theirabilitytosortandclassiy,explore,predict,experiment,compare,plan,carryoutandreviewtheirwork.IntheFoundationStagetheyshouldalsohaveopportunitiestoinvestigatetheworldtheylivein.Theseexperiencesarelikelytoinclude:

askingquestionsaboutwhythingshappen;

lookingcloselyatsimilarities,dierences,patternsandchange;

talkingabouttopicswhicharisenaturallyromchildrensownexperiences;

exploringandexaminingphotographs,objectsandotheritems;

listeningtostoriesthatintroduceasenseotime;

developinganawarenessoaspectsotheenvironment;

talkingandfndingoutaboutpastandpresenteventsintheirownlives,andinthoseotheiramiliesandothers.

Skillsandconceptsshouldbedevelopedduringplayandotherplannedactivities/topicsandtheseshouldberelevanttothechildrensinterestsandexperiences.Teachersshouldobservechildrensdevelopmentandusetheinormationgatheredtoplanuturelearningexperiences.

2.4_THEWORLD

AROUNDUS

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TheWorld

AroundUsFoundationStage

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ThestatutoryrequirementsorTheWorldAroundUsaresetoutbelowinbold.

Teachers should enable children to develop knowledge, understanding and skills in relation to:

INTERDEPENDENCE

Pupils should be enabled to explore:

Who am I? What am I? Am I the same as everyone else? What else is living? How do living things survive?

PLACE


Where do I live? How have I changed over time?

What is in my world? What is beyond my world? How has this place changed?

MOVEMENT AND ENERGY


How do things move now and in the past? Why do things move? How do things work? Why do people and animals move? Where do things move? Where do people and animals move to?

What sources o energy are in my world? How and why are they used?

CHANGE OVER TIME


How do things change? What kind o changes happen, have happened or might happen? How can we make change happen?


show curiosity about the living things, places, objects and materials in the environment; identiy similarities and dierences between living things, places, objects and materials; understand that some things change over time; understand that dierent materials behave in dierent ways, have dierent properties and

can be used or dierent purposes; understand that some materials change i kept in dierent conditions; understand that materials can be joined/assembled in dierent ways; be aware o the local natural and built environment and their place in it; know some o the jobs that are carried out by dierent people in the local community; be able to sequence amiliar events; be aware o dierent liestyles; understand the need to respect and care or themselves, other people, plants, animals and

the environment; understand and use positional and directional language, as well as simple maps and

drawings; be aware o everyday uses o technological tools and know how to use some o these saely.


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Childrenenteringprimaryschoolwillcomeromarangeosettingsandwillhaveexperiencedavarietyorelationshipswithothers.Mostchildrenwillhavehadtheopportunitytoplayandmixwithotherchildrenothesameageinapre-schoolplaygroupornurserywhilesomemayhavehadlittlesocialcontactotherthanintheamilywithsiblings.Itisimportantthatchildrenssocialandemotionaldevelopmentpriortocomingtoschoolisrecognisedandbuiltonduringtheearlyyears.Childrenshouldcontinuetobeencouragedtoormrelationshipswithadultsandotherchildren,andtodeveloptheirsel-esteemandconfdence.Theyshouldlearntoworkco-operativelyintheclassroomandbeyond.Theyshouldbegivenopportunitiestotalkabouttheireelingsandemotions,andbeginto

understandhowtheiractionscanaecttheeelingsoothers.

Dispositionsdevelopromanearlyageandareaectedbyeelings.Bythetimechildrenenterschooltheirdispositionswillhavebeeninuencedbytheirpre-schoolexperiences.Teachersshouldosterchildrensdispositionstolearnbyprovidingavariedandenjoyablecurriculumwhichtakesaccountotheirinterests.Theyshouldhelpchildrentoprogressandachievebynurturingtheirmotivation,perseverance,curiosityandcreativity,byencouragingthemtoproblemsolve,andbygivingthemtimeorreection.Tohelpchildrentobecomeindependentlearners,teachersshouldprovideopportunitieswhichallowthemtoexperiment,tomakejudgements,tochooseactivitiesandtoexpressideas.

2.5_PERSONAL

DEVELOPMENTandMUTUALUNDERSTANDING

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Childrenneedtorespectthemselvesandlearntorespectothers.Teachersshouldhelpchildrentobecomeawareotheworldbeyondtheirimmediateenvironmentandtolearnaboutothersromabasisotolerance,respectandopen-mindedness.Theyshouldencouragethemtounderstandsimilaritiesandrespectdierencesinpeopleinthelocalandwidercommunity.

WhenimplementingPersonalDevelopmentandMutualUnderstandingschoolsshouldgiveprioritytotheneedsothechildandprovideavarietyoactivity-basedlearningexperiencesinsupportotheseneeds.Theyshouldensurethateachchildeelsvalued.

PersonalDevelopmentandMutualUnderstandingintheFoundationStageshouldbeimplementedatalevelappropriateorchildrenenteringschoolandormtheoundationoruturelearninginKeyStages1and2.Teachersshouldobservechildrensdevelopmentandusethisinormationtoplanuturelearningexperiences.

Thevarietyolearningopportunitiesshouldbeprovidedduringplayandinplannedactivities/topicsinallcurricularareas.Booksandpuppetscanhelptosupportchildrens

emotionaldevelopment,orexample,byintroducingimportantissuessuchasairness,byallowingchildrentoexploretheirowneelingsandbyintroducingcharacterswithdierentemotions.Topicsshouldbeintroducedsothatallchildrenhavetheopportunitytoparticipateingrouporwholeclassdiscussions.Muchothediscussionmaytakeplacewithincircletimeoraterastory,game,videoorotherstimulushasbeenprovided.Childrenshouldbegivenopportunitiestoactoutsituationsandsolearnhowtheymightrespondtosimilarcircumstancesinreallie.

ThestatutoryrequirementsorPersonalDevelopmentandMutualUnderstandingaresetoutbelowinbold.Examplesareinplaintextanditalics.


PERSONAL UNDERSTANDING AND HEALTH


themselves and their personal attributes;

their own and others eelings and emotions;

their dispositions and attitudes to learning;

the importance o keeping healthy and how to keep sae in amiliar and unamiliarenvironments.

MUTUAL UNDERSTANDING IN THE LOCAL

AND WIDER COMMUNITYPupils should be enabled to explore:

their relationships with amily and riends;

their responsibilities or sel and others;

how to respond appropriately in confict situations;

similarities and dierences between groups o people;

learning to live as a member o a community.

Inulfllingtherequirementsaboveteachersshouldprovideabalanceoexperiencesacrossthetwostrands;oppositearesuggestionsromwhichteachersmaywishto

select.


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Strand 1:Personal Understanding and Health

Childrenshouldhaveopportunitiestoexplore:

Sel-Awareness

Exploringwhotheyare,orexample,their physical attributes;Recognisingwhattheycando,orexample,their personal skills such as dressing

themselves, using a knie and ork, their physical skills such as running, jumping, skipping,cutting, threading;

Identiyingtheiravouritethings,orexample,their avourite stories, TV programmes,oods, activities in school, their likes and dislikes;

Recognisingwhatmakesthemspecial,orexample,their own characteristics, things thatmake them dierent rom their brothers/sisters/riends.

FeelingsandEmotions

Beginningtorecognisehowtheyeel,orexample,when they are happy, sad, angry,araid, lonely;

Developingwaysoexpressinghowtheyeel,orexample, orally, using acialexpressions, through their behaviour;

Knowingwhattodoitheyeelsad,lonely,araidorangryandwhenitisimportanttotellothersabouttheireelings,orexample, when someone is making them anxious orunhappy they should talk to a sae adult;

Realisingwhatmakestheirriendseelhappyorsad,orexample,when they do notshare with others;

Recognisinghowotherpeopleeelwhentheyarehappy,sad,angry,lonely,orexample,observing their acial expressions, behaviour, listening to them.

HealthandSaety

Beingawareohowtocareorhis/herownbodyinordertokeepithealthyandwell,orexample,by talking about which oods are healthy, by talking about the importance oregular exercise and physical activity, the need or rest and adequate sleep;

Recognisingandpractisingbasichygieneskills,orexample,hand washing beoremeals and ater going to the toilet, hygienic eating habits, developing basic skills in dressinghimsel/hersel;

Realisingthatgrowthandchangearepartotheprocessolieandareuniquetoeachindividual,orexample,physical: increase in shoe size; social: being able to take turns;intellectual: what I can do or mysel;

Exploringappropriatepersonalsaetystrategiesandidentiyingsituationsthataresae,andthosewherepersonalsaetymaybeatrisk,orexample, knowing own name

and address, knowing who to seek help rom, knowing when to say yes or no to riends oradults , how accidents might be prevented at home, in school, on the arm or in the water;

Beginningtorealisetheimportanceoroadsaety,orexample, understand that roadscan be very dangerous and that there are saer places to play, there are special people whohelp us cross roads, it is best to hold hands with a known adult when near or when crossinga road, know how to behave saely in cars and buses, learn about the Green Cross Code;

Understandingthatmanysubstancescanbedangerous,orexample,never touch, tasteor smell unknown substances, the importance o not taking medicines belonging to others;

Knowingthesaetyrulesthatapplywhentakingmedicines.


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Strand 2: Mutual Understanding in the Local and Wider Community

Childrenshouldhaveopportunitiestoexplore:

RelationshipswithFamilies

Findingoutabouttheirownamilies,orexample,their immediate and extended amily,special people in their lives, roles within the amily, what the amily do to make them eelhappy, sad, angry;

Talkingaboutwhatamiliesdotogether,orexample, amily mealtimes, shoppingactivities, what members o the amily do or each other;

Beginningtorecognisehowtheyrelatetoadultsandotherchildren,orexample,bybuilding riendships, learning to co-operate, share and take turns, by taking the lead and byknowing when to ask or help.

RelationshipsinSchoolandtheCommunity

Realisingwhyitisnecessarytohaverulesintheclassroomandtheschool,orexample,to ensure that everyone is treated equally and airly, or saety;

Developingasenseowhatisair;

Beginningtotakeresponsibilityorwhattheysayanddo;

Beginningtorecognisesimilaritiesanddierencesinamiliesandthewidercommunity,orexample,gender, race, disability, ethnic/cultural background;

Understandingthateveryoneisoequalworthandthatitisacceptabletobedierent;

Beginningtounderstandtheinterdependentnatureotheclass/schoolcommunityandthemselvesasparticipantmembers;

Raisingawarenessotheirattitudestoothersintheschoolcommunity;

Celebratingspecialoccasions,orexample,birthdays,weddings.

Childrenshouldhaveopportunitiestoexploretheirlearningdispositions,includingorexample:

Learningtoocusattention,concentrateandrememberbytakingpartinavarietyoactivitieswhichreectthewaytheylearn,orexample,repeating simple soundsequences, playing memory games, learning action songs, recalling detail rom a picture,identiying objects in a eely bag, using puppets to create interest and empathy, providingopportunities or sustained play;

Beingencouragedtodevelopapositiveattitudetolearning,orexample,by beingenthusiastic about taking on a new challenge, by not being araid to ha

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