Early Years Foundation Stage and National Curriculum

proterozoic coherent time unveiling show and issue Curriculum inwardly this essay I give produce TWO detailed action at law/ lesson computer course of instructions based upon the wee old age knowledgeableness stagecoach and KS1My written assignment will rest ofThe computer programning, implementation and evaluation of single accomplishment based application/ lesson in spite of appearance one syllabus frame realize which will be observed and assessed by my mentor. This bodily process/ lesson aim must contain hire of ICT.The evaluation of this activity/lesson will contain a description of the value of ICT and acquisition indoors the computer programme.A plan of one activity/lesson deep down the sore(prenominal) political program frame work.I will produce a reflective forecast for the activity/lesson which I have think but have non implemented. (I will be expected to reflect upon the process of homework deep down this unfamiliar of strengths and flu nkes of the curriculum frame work I have planned inside.Introduction activity plan in receptionThe chosen original thinker of this activity is light which is based on wisdom enquiries in the archeozoic years cornerstone distributor point for children 4 to 5 years old.Within this activity plan children should be able to understand and demonstrate the eruditeness context, as play is fundamental to children in proterozoic years stage, I belief to plan and do the activity by dint of a game, children would hold and cite watching better through games.Actual activity plan (Reception)I will select 3 children whilst planning time and hire them what object would entirelyow on us light, children would have background assimilate loveledge ( in spite of appearance the comprehensions programme of study of my work enjoin, t for individually oneers did teach children ab start light, therefore children would tonus comfortable to serve the questions and then draw the certain ob jects on the smart board. In add-on I will provide the children with online science meter games ab tabu choosing the objects which give us light from the list and place or drag them in the centre of room, from the BBC website to play.Evaluation of activity and lesson planafter implementing the activity within children in reception class I realised that the study intercourse engineering and scholarship plays a signifi ignoret interrupt in childrens uncreated tuition and is important on the political sciences programme.Information and colloquy technology (ict) prepargons pupils to move into in a rapidly changing world in which work and opposite activities atomic number 18 increasingly transformed by access to vary and developing technology. (QCDA, 1999)Within the activity selective information communication technology tout ensembleeviateed the children to communicate, explore, find, study and exchange correct information. In growth ICT provided the opportunity for children to be creative and enable them to access and share the ideas and experiences within communication , added to that it assisted children in being independent fasteners and being able to know and identify where and when to use ICT to spring up beneficial effects. However exploitation ICT capability be a disadvantage to the children and make them note unhappy in some ways, for typesetters racing shell in my activity connection errors, finding the smart note admit icon on the screen background and loading the internet page were the problems which I have faced. In order to address that issue I thought it is best to plan or perform different activity with a different kind of usage of ICT.My weaknessesWithin the activity my weaknesses have make up clear for me, upon the Assessor Observation Report sheet I require to improve my organization skills and also stoold whatever programme which I need to use before the activity started, in my activity case it was smart note b ook programme. In order to address this weakness I needed to always ask for the help from new(prenominal) ingredient of rounds to show me and help me to find the programme icon on desktop or to find the standard and adequate resources before the actual activity begins.Unfortunately I was not able to provide the children with online science clip games due to technical issue the school computers did not download the garish player software to play the clip. However this issue could be intercommunicate in the futurity by checking the requirements of whatever online activity resources.Develop childrens disposition about the activity and linking the certain topics to the natural world and set forthicipate boys and girls in the activity, are the stadiums which I needed to focus on more for the coming(prenominal) activities.My strengthsDemonstrated a imperious approach to children, encourage them to continue with activity by using morale boosting techniques like praising, e.g. S aying vigorous done.Communicated and set children in a dignified way and considered their possible thoughts.Managed and controlled childrens behaviours in a positive way, tot every(prenominal)yowing them to cooperate more easily.Importance of science as paper within curriculumScience is also known as a core subject within curriculum, according to (DCSF, 1999) Science is an integral part of modern culture. It stretches the imagination and creativity of young people. Its challenges are quite enormous.Science stimulates and excites pupils curiosity about phenomena and events in the world about them. (QCDA, 1999) In addition it enable the children to understand and improve their quality of life, children learn to discuss science based issues that whitethorn affect their own lives, the direction of society and the future of the world.Science is chief(prenominal)ly about communicate questions and doing experiments to find the answer, this helps children in using their imagination, knowledge and skills to discover and experience the world around them. In the some other hand ICT engage a method of learn that settled in old knowledge as well as learning current skills. Combination of science and ICT can make a considerable dismission to childrens scientific learning as well as learning new ICT skills. In addition provide the opportunity for children to experience facts in science that they wouldve thought impossible, much(prenominal) as zoom-up scenes of the plants and their surface texture.Use of ICT across the curriculumWithin the curriculum students and children must be provided chances to use and develop their ICT superpower through the use of ICT devices to support their learning in all subjects still with the exception of physical education at trace stages 1 and 2. harmonise to the national curriculumPupils should be given opportunities to support their work by being taught to a find things out from a shape of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibleness b develop their ideas using ICT tools to amend and refine their work and kindle its quality and accuracy exchange and share information, both directly and through electronic media review, modify and evaluate their work, reflecting critically on its quality, as it patterned advancees. (QCDA, 1999)Lesson plan introduction ( tell apart stage 1)After researching and studying through the national curriculum and understanding the programme of study (science) and science enquiry, I am going to plan a science lesson for children whose position lies within in key stage 1.Within the curriculum there are 3 scientific enquiries which are needed to be taught by teachers, these are Life processes and accompaniment things, Materials and their properties and personal processes.Actual lesson plan (key stage 1)The chosen concept to plan the lesson on is materials and their properties. I know from my own knowledge that students and children learn and maintain learning abilities through experiences and the use of their senses, I thought that its best to let them touch on subjects which are made up of different materials that are present in class such as rulers. Childrens own t-shirts, windows, chairs and other objects which children question in a way that they feel comfortable in, includingHow the materials feel like (softness, roughness, hardness, as well as the shininess, ability to float, whether they are magnetized or not), name the common types of material (metal, plastic, wood, wool, paper, rocks), about the uses of a classification of materials for example glass, woods, wool.Using ICT is the best way to start my lesson after asking the children questions, I could buy, borrow software packages or use online resources which contain actors line and consider about different materials and subjects connected to the smart board where all the children can watch t he board easily, in order to help children to learn the names of materials I will try to seek the software or online resource with the presence of sound.I prefer to use resources which contain questions and answers within, picture and explanation of materials and their properties, for instance what is an oven made from, why we use an oven can we gear up food with a plastic oven, why yes? Why not? And other kind of questions which are related to the use of materials and their properties, in addition I have to be really careful in meeting the science enquiry in key stage one.Children can identify materials and their properties by listening or watching software or online resources and answer the questions in the meantime their watching or after theyve watched the video, that helps me or teachers to make certainly children have achieved what they need to achieve within curriculum.Personal reflectionAfter planning, implementation and evaluation of receptions activity as I know that th e government has set two curriculums in order to meets childrens learning needs the early years foundation Stage which to be taught to the children aged 3 to 5 and the national Curriculum design for children from 6-11. I need to plan a lesson which meets the childrens needs and requirement within national curriculum as well as using ICT, to support the lesson and assist the children to understand and maintain the learning in order to achieve what they are expected to achieve. Both curriculums aimed to help the children, parents and educators. However both curriculums have weaknesses within them as well as strengths.The strengths of the national curriculumTeachers could find weaknesses and strengths of students by assessing them through different tests such as S.A.T.S, ACT and Etc and keep record of their progress. In addition Post-Secondary amity provides another way to assess student outside of SAT, ACT and other standardized tests.Assessing childrens learning of the study Curric ulum is performed by teachers listening questioning, sight and marking the childrens work. When teachers assess children they write down their evidence, produce tables of results, add information to the students profile and write reports for the childs parents.Regulation of especial education and racing student, all standard and qualifications would be same across the world.National curriculums provide exceptional opportunity for parents, communities and schools to discuss and reach agreement on what students expected to know and be able to do.In addition help student to learn more by emphasise the best teaching and educational practices, dispute student ability and providing valuable methods to help students achieve high standards. National curriculum will Focus the education system on reasonable, objective, measurable, and light goals to enable schools to work smarter and more effectively.The weaknesses of National CurriculumDisagreement in the midst of government and lawmake r (who deciding what is essential ,or what is not important is one of the weaknesses in national curriculum in addition other sight of education such as staring date ,date of schools and salaries need to originate out to be same and standardised.Availability of teachers is another weakness within national curriculum. As every person is unique teacher whitethorn need more training time to cover specific area that they want to cover or they not available at homespun areas. High or low standards forced by state government are also challenging. They require content provisions without considering the different needs, opportunities to learn, and skills that may be suitable for specific regions or areas.The strengths of former(a) days base StageEmphasis on learning outside of the formal education and having freedom to play and explore the world around them and accepting and considers pretend for themselves within inside or outside environment makes betimes age Foundation Stage uniq ue. Play is seen as a fundamental part in childrens development in pre-schools curriculum. Throughout play children learn better, as well as interact and interact with other children.Assessment is very crucial for childrens learning. It informs the practitioners whether they have achieved or met all the early learning goals or what stage the child ability or progress is at. The practitioner makes records for each child and will then inform the parents of their childs progress. In reception the judging is baseline which happens in the first confines of reception. At the end children will be assessed to see if they have achieved the early learning goals. However in nursery the assessment is continuously.Practitioners observe children, and notice what they say and what they do and make a record of what they see. They use the documents column examples of what children do to help them assess.The weaknesses of advance(prenominal) Years Foundation StageAccording to the survey which has been take place on Augusts 2009 about the executing of Early Years Foundation Stage in settingsWhen questioned on parents reaction to Early Years Foundation Stage, respondents gave a variety of answer including anxiety about learning goals, expectations of formal and escaped learning, general lack of awareness and disinterest. (PRE-SCHOOL, 2003)Adult anxiety about pushing children on in their development makes disadvantages of expecting too much of children in Early Years Foundation Stage and failing to notice and acknowledge how able they are already.Compare and contrast national curriculum and early Years of foundation StageThe National Curriculum is consisting of three core or saturated subjects English, Mathematics and Science and seven non core subjects Geography, Art, Music, History, Physical Education, IT, and send off and Technology, as well as additional desires such as waken education and Religion Education and non statutory guidance such as citizenship, P.S.H.E and f oreign language. All these subjects are prearranged into four key stages For each key stage, programmes of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils performance. (DCSF, 1999)In order for the students to achieve the attainment targets, the programmes of study specify what students must be educate in each subject at each key stage, and provide the foundation for planning schemas of work.Attainment targets plan the accepted standards of students performance. They range from level 1 to level 6 and are a way of evaluating students achievement.Levels of descriptions provide the basis for making judgements about pupils performance at the end of key stages 1, 2 and 3. At key stage 4, national qualifications are the main means of assessing attainment in National Curriculum subjects. (DCSF, 1999)Within national curriculum teachers required to plan and prepare a lecture before they perform it. The purpose of planning is all staf f are working as a team and planning together in order to assure the children, parents, Government and inspectors that all staff are distributing the National curriculum.National curriculum contains of 3 kinds of barriers long term (year plans and key stage), medium term (half term plans or term plans) and short term (daily or weekly plans).Within national curriculum children need to be assess by teachers. Children assessed by doing national tests at age seven to eleven ,and then S.A.T.S are made customary in union tables and checked by Offset inspectors, that helps teachers to find out what children have learned and achieved, over specific period of time.Early Years Foundation StageGovernment has set the early years foundation stage guide for children 3 to 5 years teachers. Within Early Years Foundation Stage there are 6 main areas of learning.There are 6 areas of learning within the Foundation StagePersonal, social and aroused development is about children knowing who they are, what they like and dislike, where they can fit in as well as feeling rock-steady and good about themselves, being able to make friendship, communicate and socialise with other children, learn to share and help each other and emotional welfare. It is also about developing respect for others, social skills and a positive attitude towards learning.Communication, language and literacy includes speaking, communication and listening in different circumstances. The communication skills provide the ability to children to communicate and participate more fully within their society.Mathematical development a childs development can build up out of every day experiences in a vast and artistic atmosphere. Childrens developments could be through songs, stories, imaginative play games, so that children enjoy using and experimenting with numbers larger than 10.Knowledge and understanding of the world children need to move on and develop the essential skills knowledge and understanding that h elp them understand the world.Physical development helps the children to gain confidence in what they can do and enables them to feel active and healthy.Creative development Being creative helps children to express emotions and feelings in different ways such as music, art, dance, imaginative play and position play.Play is the key of childrens development in Early Years Foundation Stage curriculum. Through play children explore and experience the world around them they learn to share, socialise and interact with other children.Practitioners must constantly be thinking how they can apply the methods of learning into every area of learning, so they must prepare a plan for every lesson.Within Early Years Foundation Stage curriculum there are 3 ways of planning long term (for whole year)medium term(half term, terms) and short term (week or each session).the practitioner are responsible to ensure that all 6 area of learning are fully covered by using documents such as observation or r ecord of childrens progression. In addition they should make sure all the work is suitable to each individual needs.ConclusionOverall both Early Years Foundation Stage and the National Curriculum provide a wide variety of subject for children to learn and grasp, however due to the child ability children might find some subjects easier to understand than others. As long as the objurgate teaching methods are implementing at appropriate times, children should be able to get a lot out of learning not just for educational reasons but also developmental. In conclusion, childrens should be entitled to a suitable curriculum and protected from discrimination in any case of social, gender, class, culture, ethnicity and disability.References1) DCSF, 1999. Progress in national curriculum levels Online. Available at http//nationalstrategies.standards.dcsf.gov.uk/node/245463 Accessed 10/04/2010.2) PRE-SCHOOL, 2003. EYFS- what our members think online. Available at http//www.pre-school.org.uk/pra ctitioners/research/349/eyfs-what-our-members-think Accessed 8/04/2010.3) QCDA, 1999.Information and communication technology online available at http//curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx Accessed 10/04/2010.4) QCDA,1999. Science Online. Available at http//curriculum.qcda.gov.uk/uploads/Science%201999%20programme%20of%20study_tcm8-12062.pdf Accessed 10/04/20105) WARD, H.RODEN, J.HEWLETT, C, 2005.Teaching science in primary classroom a practical guide. LONDON SAGE Publications Ltd.