DOCUMENT RESUME

ED 433 091 PS 027 709

TITLE Nursery Education: Desirable Outcomes for Children'sLearning on Entering Compulsory Education.

INSTITUTION School Curriculum and Assessment Authority, Hayes(England).; Department for Education and Employment, London(England).

PUB DATE 1996-01-00NOTE 21p.

PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS British National Curriculum; Early Experience; *Educational

Objectives; Foreign Countries; National Curriculum; NurserySchools; Outcome Based Education; *Outcomes of Education;Parent School Relationship; Parent Teacher Cooperation;*Preschool Children; *Preschool Education; PrimaryEducation; *School Readiness

IDENTIFIERS England

ABSTRACTThis document summarizes the goals for learning to be

achieved by English children by the time they enter compulsory educationafter their fifth birthday. The goals emphasize early literacy, numeracy, andthe development of personal and social skills. Presented as six areas oflearning, the goals provide a foundation for later achievement in Key Stage 1of the National Curriculum. The report's introduction defines the sixlearning areas: personal and social development, language and literacy,mathematics, knowledge and understanding of the world, physical development,and creative development. The report delineates common features of goodpractice to support children's learning and key features underlying effectivepartnerships with parents. The bulk of the report shows in a tabular formathow the desirable outcomes or learning goals in each area relate to NationalCurriculum Key Stages 1 and 2. (KB)

********************************************************************************* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

********************************************************************************

NURSERYEDUCATION

School Curriculum andAssessment Authority

Nursery Education

DESIRABLE

OUTCOMESFOR

CHILDREN'SLEARNING

on enteringcompulsory education

4,

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

INTRODUCTION

This document is for people who work with children of

pre-compulsory school age across the full range of

provision in the private, voluntary and maintained sectors

in England. Separate documentation applies to Wales.

The desirable outcomes are goals for learning for children

by the time they enter compulsory education*. They

emphasise early literacy, numeracy and the development

of personal and social skills and contribute to children's

knowledge, understanding and skills in other areas.

Presented as six areas of learning, they provide a

foundation for later achievement.

Children's progress will be at different rates and

individual achievement will vary. However, all children

should be able to follow a curriculum which enables

them to make maximum progress towards the

outcomes. Children whose achievements exceed the

desirable outcomes should be provided with

opportunities which extend their knowledge,

understanding and skills. Some of these may be planned

from the Key Stage 1 Programmes of Study of the

National Curriculum. Other children will require

continued support for achieving all or some of the

outcomes after entering compulsory education:

A small number of children with special educational

needs may continue to make progress towards all or

some of the outcomes throughout their educational

careers. Some children will make progress towards the

outcomes using means of communication other than

speech, non-sighted methods of reading and aids or

adapted equipment.

As a condition of initial validation for the receipt of

vouchers, institutions will be required to publish

information, including a statement of the education that

will be provided. The published statement will provide

the framework for planning educational activities which

ensure equality of opportunity, build on children's

previous experience and achievement and respond to

individual needs. Confirmation of validation will be based

on a judgement, through inspection, about the extent to

which the quality of provision is appropriate to the

desirable outcomes in each area of learning, rather than

on the achievement of the outcomes themselves by

individual children.

Full details of the nursery education scheme are

contained in Nursery Education Scheme: The Next Steps,

the companion publication produced by the Department

for Education and Employment.

* Compulsory education begins the term after the

child's fifth birthday.

PERSONAL

ANDSOCIAL

DEVELOPMENT

These outcomes focus on children learning how to work,

play, co-operate with others and function in a group

beyond the family. They cover important aspects of

personal, social, moral and spiritual development

including the development of personal values and an

understanding of self and of others. They should be

interpreted in the context of the values agreed by the

adults, including the parents, involved with each setting.

Children are confident, show appropriate self-respect and are able to establish effectiverelationships with other children and with adults. They work as part of a group andindependently, are able to concentrate and persevere in their learning and to seek help whereneeded. They are eager to explore new learning, and show the ability to initiate ideas and tosolve simple practical problems. They demonstrate independence in selecting an activity orresources and in dressing and personal hygiene.

Children are sensitive to the needs and feelings of others and show respect for people ofother cultures and beliefs. They take turns and share fairly. They express their feelings andbehave in appropriate ways, developing an understanding of what is right, what is wrong andwhy They treat living things, property and their environment with care and concern. Theyrespond to relevant cultural and religious events and show a range of feelings, such as wonder,joy or sorrow, in response to their experiences of the world.

LANGUAGE

ANDLITERACY

These outcomes cover important aspects of language

development and provide the foundation for literacy.

Children must be helped to acquire competence in

English as soon as possible, making use, where

appropriate, of their developing understanding and

skills in other languages. The outcomes focus on

children's developing competence in talking and

listening and in becoming readers and writers. Other

areas of learning also make a vital contribution to the

successful development of literacy.

In small and large groups, children listen attentively and talk about their experiences. Theyuse a growing vocabillary with increasing fluency to express thoughts and convey meaning to thelistener. They listen and respond to stories, songs, nursery rhymes and poems. They make up theirown stories and take part in role play with confidence.

Children enjoy books and handle them carefully, understanding how they are organised.They know that words and pictures carry meaning and that, in English, print is read from left toright and from top to bottom. They begin to associate sounds with patterns in rhymes, withsyllables, and with words and letters. They recognise their own names and some familiar words.They recognise letters of the alphabet by shape and sound. In their writing they use pictures,symbols, familiar words and letters, to communicate meaning, showing awareness of some ofthe different purposes of writing. They write their names with appropriate use of upper and lowercase letters.

MATHEMATICSThese outcomes cover important aspects of

mathematical understanding and provide the

foundation for numeracv They focus on achievement

through practical activities and on using and

understanding language in the development of simple

mathematical ideas.

Children use mathematical language, such as circle, in front of, bigger than and more,to describe shape, position, size and quantity. They recognise and recreate patterns. They arefamiliar with number rhymes, songs, stories, counting games and activities. They compare, sort,match, order, sequence and count using everyday objects. They recognise and use numbers to10 and are familiar with larger numbers from their everyday lives. They begin to use theirdeveloping mathematical understanding to solve practical problems. Through practical activitieschildren understand and record numbers, begin to show awareness of number operations, suchas addition and subtraction, and begin to use the language involved.

KNOWLEDGE AND

UNDERSTANDINGOF THE WORLD

These outcomes focus on children's developing

knowledge and understanding of their environment,

other people and features of the natural and made

world. They provide a foundation for historical,

geographical, scientific and technological learning.

Children talk about where they live, their environment, their families and past and presentevents in their own lives. They explore and recognise features of living things, objects andevents in the natural and made world and look closely at similarities, differences, patterns andchange. They show an awareness of the purposes of some features of the area in which they live.They talk about their observations, sometimes recording them and ask questions to gaininformation about why things happen and how things work. They explore and select materialsand equipment and use skills such as cutting, joining, folding and building for a variety ofpurposes. They use technology, where appropriate, to support their learning.

PHYSICAL

DEVELOPMENT

These outcomes focus on children's developing physical

control, mobility, awareness of space and manipulative

skills in indoor and outdoor environments. They include

establishing positive attitudes towards a healthy and

active way of life.

Children move confidently and imaginatively with increasing control and co-ordination andan awareness of space and others. They use a range of small and large equipment and balancingand climbing apparatus, with increasing skill. They handle appropriate tools, objects,construction and malleable materials safely and with increasing control.

CREATIVE

DEVELOPMENT

These outcomes focus on the development of children's

imagination and their ability to communicate and to

express ideas and feelings in creative ways.

Children explore sound and colour, texture, shape, form and space in two and threedimensions. They respond in a variety of ways to what they see, hear, smell, touch and feel.Through art, music, dance, stories and imaginative play, they show an increasing ability to usetheir imagination, to listen and to observe. They use a widening range of materials, suitabletools, instruments and other resources to express ideas and to communicate their feelings.

SUPPORT PEOPLE WORKING WITHCHILDREN SHOULD

MATERIAL CONSIDER THE FOLLOWINGSECTIONS WHENPLANNING THE EDUCATIONTO BE PROVIDED IN EACHSETTI NG.

COMMON FEATURES OF GOOD

PRACTICE

PARENTS* AS PARTNERS

KEY FEATURES OF PROGRESSION

from the end of pre-compulsory education to the end

of Key Stage 1 of the National Curriculum.

* Where the word 'parent(s)' is used in the document, it

should be taken to mean 'parents or other carer(sr.

COMMONFEATURES OF

GOOD PRACTICEA number of common features of good practice are

recognised, across the full range of pre-compulsory

school provision, as being effective in supporting

children's learning. These features do not prescribe a

particular or preferred curriculum or teaching approach.

Such matters are for educators to decide. Rather they

provide a helpful context which might be considered

when planning the curriculum.

Children feel secure, valued and confident and

develop a sense of achievement through learning

which is a pleasurable and rewarding experience

both within the settings and at home.

Each setting has a statement, shared with parents

and with all adults working in the setting, which

outlines the aims, objectives and content of the

curriculum, how it is taught and how children's

progress and achievement are assessed, recorded

and communicated to parents and the schools to

which children will progress.

There is good liaison with other agencies and carers,

such as health visitors and childminders, and these

contacts are used in planning opportunities for

learning for individual children. Successful links with

the previous and next stage of education are

maintained.

Children participate in a range of activities which

take due account of their interests and

achievements and their developing physical,

intellectual, emotional and social abilities.

Children are encouraged to think and talk about

their learning and to develop self-control and

independence. They are given appropriate periods

of time for learning through sustained involvement

in concentrated activity. Approaches to teaching

include recognition of the value of providing first

hand experiences, of giving clear explanations, of

appropriate adult intervention and of using play and

talk as media for learning.

Children's progress and future learning needs are

assessed and recorded through frequent

observation and are shared regularly with parents.

Early identification of children's particular needs

leads to appropriate intervention and support.

The physical environment supports learning with

appropriate space, facilities and equipment and is

organised with due regard to health and safety.

Adults in each setting take responsibility for

identifying and, where appropriate, meeting their

training needs.

PARENTS AS

PARTNERS

Children's experiences at home are highly significant

to achievement. Parents significantly influence their

children's learning. When parents and adults in each

setting work together to support children's learning, the

results can have a measurable and lasting effect upon

children's achievement. Effective partnership between

home and each setting should, therefore, be developed

as fully as possible.

To be successful this partnership needs to be a two-way

process with opportunities for knowledge, expertise and

information to flow both ways. Examples of effective

partnerships show parents and other adults involved in

the child's education in a variety of ways. There are

however some common key features underlying these

partnerships.

Parents' fundamental role in their child's education

is acknowledged by staff in the setting and a

partnership, based on shared responsibility,

understanding, mutual respect and dialogue, is

developed.

There is recognition of the role parents have already

played in the early education of their child and that

their continued involvement is crucial to successful

learning.

Parents feel welcome and there are opportunities for

collaboration among parents, staff and children.

There is recognition of the expertise of parents and

other adults in the family and this expertise is used

to support the learning opportunities provided

within the setting.

Adults working in the setting give parents access

to information about the curriculum in a variety

of ways, eg open days, meetings, social events,

brochures and video presentations (in different

languages where appropriate).

Parents contribute to and are fully informed of their

child's progress and achievements.

Admission procedures are flexible to allow time for

discussion with parents and for children to feel

secure in the new setting.

Opportunities for learning provided in the setting are

sometimes continued at home, eg reading and

sharing books, and experiences initiated at home are

sometimes used as stimuli for learning in the setting.

9

KEY FEATURES

OF PROGRESSION

FROM THE END OF

PRE-COMPULSORY EDUCATION

TO THE END OF KEY STAGE 1

OF THE NATIONAL CURRICULUM

The following pages show how the desirable outcomes

for children's learning on entering compulsory education

provide a foundation for Key Stage 1 of the National

Curriculum.

Programmes of Study in the National Curriculum set

out the opportunities to be provided and knowledge,

understanding and skills to be taught in each of nine

subjects.

Level descriptions and end of key stage descriptions

support teachers in making judgements about children's

performance at the end of the key stage (ie after a

minimum of two years full-time education). For the

majority of children, performance will be within the range

of Levels 1 to 3. In 1994 approximately 15-20 per cent

performed within Level 1, with the largest percentage

performing within Level 2.

Although not designed for this purpose, in practice,

Level 1 is often used by teachers during the key stage

as an indicator of progression towards Level 2 and as

a marker of expectation after one year in Key Stage 1.

AR

EA

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SC

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Per

sona

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evel

opm

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Chi

ldre

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show

app

ropr

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sel

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spec

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are

able

to e

stab

lish

effe

ctiv

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latio

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ps w

ith o

ther

child

ren

and

with

adu

lts. T

hey

wor

k as

par

t of a

gro

up a

ndin

depe

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tly, a

re a

ble

to c

once

ntra

te a

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rsev

ere

inth

eir

lear

ning

and

to s

eek

help

whe

re n

eede

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hey

are

eage

r to

exp

lore

new

lear

ning

, and

sho

w th

e ab

ility

toin

itiat

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eas

and

to s

olve

sim

ple

prac

tical

pro

blem

s.T

hey

dem

onst

rate

inde

pend

ence

in s

elec

ting

an a

ctiv

ity o

rre

sour

ces

and

in d

ress

ing

and

pers

onal

hyg

iene

.

Pup

ils ta

lk a

bout

mat

ters

of i

mm

edia

te in

tere

st. T

hey

liste

n to

oth

ers

and

usua

lly r

espo

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ppro

pria

tely

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ybe

gin

to e

xten

d th

eir

idea

s or

acc

ount

s by

pro

vidi

ngso

me

deta

il.

(Eng

lish:

Spe

akin

g an

d Li

sten

ing)

Pup

ils b

egin

to s

how

con

fiden

ce in

talk

ing

and

liste

ning

.O

n oc

casi

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they

sho

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war

enes

s of

the

need

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liste

ners

by

incl

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leva

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usua

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care

fully

and

res

pond

with

incr

easi

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ppro

pria

tene

ssto

wha

t oth

ers

say.

(Eng

lish:

Spe

akin

g an

d Li

sten

ing)

The

y im

prov

e th

eir

perf

orm

ance

thro

ugh.

.. w

orki

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lone

and

with

a p

artn

er.

(Phy

sica

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catio

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The

y as

k an

d re

spon

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prop

riate

ly to

que

stio

nsIn

clud

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'Wha

t wou

ld h

appe

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(Mat

hem

atic

s: U

sing

and

App

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athe

mat

ics)

The

y re

spon

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sug

gest

ions

of h

ow to

find

thin

gsou

tan

d, w

ith h

elp,

mak

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sugg

estio

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(Sci

ence

: Exp

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Inve

stig

ativ

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cien

ce)

Chi

ldre

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nsiti

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the

need

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d fe

elin

gs o

f oth

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and

show

res

pect

for

peop

le o

f oth

er c

ultu

res

and

belie

fs.

The

y ta

ke tu

rns

and

shar

e fa

irly.

The

yex

pres

s th

eir

feel

ings

and

beha

ve in

app

ropr

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way

s, d

evel

opin

gan

unde

rsta

ndin

g of

wha

t is

right

, wha

t is

wro

ng a

nd w

hy. T

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trea

t liv

ing

thin

gs, p

rope

rty

and

thei

r en

viro

nmen

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care

and

conc

ern.

The

y re

spon

d to

rel

evan

t cul

tura

l and

rel

igio

usev

ents

and

show

a r

ange

of f

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uch

as w

onde

r, jo

yor

sor

row

, in

resp

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to th

eir

expe

rienc

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f the

wor

ld.

The

y re

spec

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se w

ho h

ave

diffe

rent

bel

iefs

and

cust

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rec

ogni

sing

the

need

s an

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f oth

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and

give

car

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con

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ratio

n of

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s.(R

E M

odel

Syl

labu

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The

y de

velo

p th

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of i

mag

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to id

entif

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gssu

ch a

s lo

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rgiv

enes

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rrow

.(R

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odel

Syl

labu

ses)

11

Ple

ase

note

that

in s

ome

case

s on

ly p

arts

of t

heN

atio

nal C

urric

ulum

des

crip

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are

sho

wn

on th

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BE

ST C

OPY

AV

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AB

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12

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F K

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Lang

uage

and

Lite

racy

13

In s

mal

l and

larg

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oups

, chi

ldre

n lis

ten

atte

ntiv

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and

talk

abo

ut th

eir

expe

rienc

es. T

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use

a gr

owin

gvo

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with

incr

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exp

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thou

ghts

and

conv

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eani

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the

liste

ner.

The

y lis

ten

and

resp

ond

to s

torie

s, s

ongs

, nur

sery

rhy

mes

and

poe

ms.

The

y m

ake

up th

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own

stor

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and

take

par

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role

pla

yw

ith c

onfid

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Pup

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bout

mat

ters

of i

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and

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ppro

pria

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ple

mea

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a r

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of l

iste

ners

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akin

gau

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nd b

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to e

xten

d th

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idea

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prov

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me

deta

il.(E

nglis

h: S

peak

ing

and

List

enin

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Pup

ils b

egin

to s

how

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in ta

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teni

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artic

ular

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here

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topi

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tere

st th

em.

On

occa

sion

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how

aw

aren

ess

of th

e ne

eds

of th

elis

tene

r by

incl

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g re

leva

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etai

l. In

dev

elop

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and

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aini

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eir

idea

s th

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peak

cle

arly

and

use

a g

row

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voca

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ry. T

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usua

lly li

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car

eful

ly a

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espo

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ithin

crea

sing

app

ropr

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ness

to w

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ther

s sa

y. T

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are

begi

nnin

g to

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awar

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at in

som

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tuat

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a m

ore

form

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d to

ne o

f voi

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re u

sed.

(Eng

lish:

Spe

akin

g an

d Li

sten

ing)

Chi

ldre

n en

joy

book

s an

d ha

ndle

them

car

eful

ly,

unde

rsta

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w th

ey a

re o

rgan

ised

. The

y kn

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atw

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and

pic

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s ca

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mea

ning

and

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, in

Eng

lish,

prin

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read

from

left

to r

ight

and

from

top

to b

otto

m. T

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begi

n to

ass

ocia

te s

ound

s w

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atte

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in r

hym

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ithsy

llabl

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nd w

ith w

ords

and

lette

rs. T

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reco

gnis

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eir

own

nam

es a

nd s

ome

fam

iliar

wor

ds. T

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reco

gnis

ele

tters

of t

he a

lpha

bet b

y sh

ape

and

soun

d.

Pup

ils r

ecog

nise

fam

iliar

wor

ds in

sim

ple

text

s. T

hey

use

thei

r kn

owle

dge

of le

tters

and

sou

nd-s

ymbo

l rel

atio

nshi

psin

ord

er to

rea

d w

ords

and

to e

stab

lish

mea

ning

whe

nre

adin

g al

oud.

In th

ese

activ

ities

they

som

etim

es r

equi

resu

ppor

t. T

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expr

ess

thei

r re

spon

se to

poe

ms,

sto

ries

and

non-

fictio

n by

iden

tifyi

ng a

spec

ts th

ey li

ke.

(Eng

lish:

Rea

ding

)

Pup

ils' r

eadi

ng o

f sim

ple

text

s sh

ows

unde

rsta

ndin

g an

dis

gen

eral

ly a

ccur

ate.

The

y ex

pres

s op

inio

ns a

bout

maj

orev

ents

or

idea

s in

sto

ries,

poe

ms

and

non-

fictio

n. T

hey

use

mor

e th

an o

ne s

trat

egy,

suc

h as

pho

nic,

gra

phic

, syn

tact

ican

d co

ntex

tual

, in

read

ing

unfa

mili

ar w

ords

and

esta

blis

hing

mea

ning

.(E

nglis

h: R

eadi

ng)

In th

eir

writ

ing

they

use

pic

ture

s, s

ymbo

ls, f

amili

ar w

ords

and

lette

rs, t

o co

mm

unic

ate

mea

ning

, sho

win

g aw

aren

ess

of s

ome

of th

e di

ffere

nt p

urpo

ses

of w

ritin

g. T

hey

writ

eth

eir

nam

es w

ith a

ppro

pria

te u

se o

f upp

er a

nd lo

wer

case

lette

rs.

Pup

ils' w

ritin

g co

mm

unic

ates

mea

ning

thro

ugh

sim

ple

wor

ds a

nd p

hras

es. I

n th

eir

read

ing

or w

ritin

g, p

upils

begi

n to

sho

w a

war

enes

s of

how

full

stop

s ar

e us

ed.

Lette

rs a

re u

sual

ly c

lear

ly s

hape

d an

d C

orre

ctly

orie

ntat

ed(E

nglis

h: W

ritin

g)

Pup

ils' w

ritin

g co

mm

unic

ates

mea

ning

in b

oth

narr

ativ

e an

dno

n-na

rrat

ive

form

s, u

sing

app

ropr

iate

and

inte

rest

ing

voca

bula

ry, a

nd s

how

ing

som

e aw

aren

ess

of th

e re

ader

.Id

eas

are

deve

lope

d in

a s

eque

nce

of s

ente

nces

, som

etim

esde

mar

cate

d by

cap

ital l

ette

rs a

nd fu

ll st

ops.

Sim

ple,

mon

osyl

labi

c w

ords

are

usu

ally

spe

lt co

rrec

tly, a

nd w

here

ther

e ar

e in

accu

raci

es th

e al

tern

ativ

e is

pho

netic

ally

plau

sibl

e. In

han

dwrit

ing,

lette

rs a

re a

ccur

atel

y fo

rmed

and

cons

iste

nt in

siz

e.(E

nglis

h: W

ritin

g)

Ple

ase

note

that

in s

ome

case

s on

ly p

arts

of t

he N

atio

nal C

urric

ulum

des

crip

tions

are

show

n on

this

cha

rt.

BE

ST

CO

PY

MA

ILA

BLE

14

AR

EA

OF

LE

AR

NIN

GD

ES

IRA

BLE

OU

TC

OM

ES

ON

EN

TR

Y T

O

CO

MP

ULS

OR

Y S

CH

OO

LIN

GN

AT

ION

AL

CU

RR

ICU

LUM

'

LEV

EL

1 D

ES

CR

IPT

ION

NA

TIO

NA

L C

UR

RIC

ULU

M L

EV

EL

2/E

ND

OF

KE

Y S

TA

GE

DE

SC

RIP

TIO

N

Mat

hem

atic

sC

hild

ren

use

mat

hem

atic

al la

ngua

ge, s

uch

as c

ircle

,in

fron

t of,

bigg

er th

an a

nd m

ore,

to d

escr

ibe

shap

e,po

sitio

n, s

ize

and

quan

tity.

The

y re

cogn

ise

and

recr

eate

patte

rns.

The

y be

gin

to u

se th

eir

deve

lopi

ng m

athe

mat

ical

unde

rsta

ndin

g to

sol

ve p

ract

ical

pro

blem

s.

Pup

ils u

se m

athe

mat

ics

as a

n in

tegr

al p

art o

f cla

ssro

omac

tiviti

es. T

hey

repr

esen

t the

ir w

ork

with

obj

ects

or

pict

ures

and

dis

cuss

it. T

hey

reco

gnis

e an

d us

e a

sim

ple

patte

rn o

r re

latio

nshi

p, u

sual

ly b

ased

on

thei

r ex

perie

nce.

(Mat

hem

atic

s: U

sing

and

App

lyin

g M

athe

mat

ics)

Pup

ils s

elec

t the

mat

hem

atic

s fo

r so

me

clas

sroo

mac

tiviti

es. T

hey

disc

uss

thei

r w

ork

usin

g fa

mili

arm

athe

mat

ical

lang

uage

and

are

beg

inni

ng to

rep

rese

nt it

usin

g sy

mbo

ls a

nd s

impl

e di

agra

ms.

The

y as

k an

dre

spon

d ap

prop

riate

ly to

que

stio

ns in

clud

ing

'Wha

t wou

ldha

ppen

if...

?'(M

athe

mat

ics:

Usi

ng a

nd A

pply

ing

Mat

hem

atic

s)

The

y ar

e fa

mili

ar w

ith n

umbe

r rh

ymes

, son

gs, s

torie

s,co

untin

g ga

mes

and

act

iviti

es. T

hey

com

pare

, sor

t, m

atch

,or

der,

seq

uenc

e an

d co

unt u

sing

eve

ryda

y ob

ject

s. T

hey

reco

gnis

e an

d us

e nu

mbe

rs to

io a

nd a

re fa

mili

ar w

ithla

rger

num

bers

from

thei

r ev

eryd

ay li

ves.

Thr

ough

pra

ctic

alac

tiviti

es c

hild

ren

unde

rsta

nd a

nd r

ecor

d nu

mbe

rs, b

egin

tosh

ow a

war

enes

s of

num

ber

oper

atio

ns, s

uch

as a

dditi

onan

d su

btra

ctio

n, a

nd b

egin

to u

se th

e la

ngua

ge in

volv

ed.

Pup

ils c

ount

, ord

er, a

dd a

nd s

ubtr

act n

umbe

rs w

hen

solv

ing

prob

lem

s in

volv

ing

up to

to o

bjec

ts. T

hey

read

and

writ

e th

e nu

mbe

rs in

volv

ed. P

upils

rec

ogni

se a

nd m

ake

repe

atin

g pa

ttern

s, c

ount

ing

the

num

ber

of e

ach

obje

ct in

each

rep

eat.

(Mat

hem

atic

s: N

umbe

r)

Pup

ils c

ount

set

s of

obj

ects

rel

iabl

y, a

nd u

se m

enta

l rec

all

of a

dditi

on a

nd s

ubtr

actio

n fa

cts

to to

. The

y ha

ve b

egun

toun

ders

tand

the

plac

e va

lue

of e

ach

digi

t in

a nu

mbe

r an

dus

e th

is to

ord

er n

umbe

rs u

p to

too.

The

y ch

oose

the

appr

opria

te o

pera

tion

whe

n so

lvin

g ad

ditio

n an

dsu

btra

ctio

n pr

oble

ms.

The

y id

entif

y an

d us

e ha

lves

and

quar

ters

, suc

h as

hal

f of a

rec

tang

le o

r a

quar

ter

of e

ight

obje

cts.

The

y re

cogn

ise

sequ

ence

s of

num

bers

, inc

ludi

ngod

d an

d ev

en n

umbe

rs.

(Mat

hem

atic

s: N

umbe

r)

15P

leas

e no

te th

at in

som

e ca

ses

only

par

ts o

f the

Nat

iona

l Cur

ricul

um d

escr

iptio

ns a

re s

how

n on

this

cha

rt.

BE

ST C

OPY

AV

AIL

AB

LE

-16

AR

EA

OF

LE

AR

NIN

GD

ES

IRA

BLE

OU

TC

OM

ES

ON

EN

TR

Y T

O

CO

MP

ULS

OR

Y S

CH

OO

LIN

G

NA

TIO

NA

L C

UR

RIC

ULU

M

LEV

EL

1 D

ES

CR

IPT

ION

NA

TIO

NA

L C

UR

RIC

ULU

M L

EV

EL

2/

EN

D O

F K

EY

ST

AG

E D

ES

CR

IPT

ION

Kno

wle

dge

and

Und

erst

andi

ngof

the

Wor

ldC

hild

ren

talk

abo

ut w

here

they

live

, the

ir en

viro

nmen

t,th

eir

fam

ilies

and

pas

t and

pre

sent

eve

nts

in th

eir

own

lives

. The

y sh

ow a

n aw

aren

ess

of th

e pu

rpos

es o

f som

efe

atur

es o

f the

are

a in

whi

ch th

ey li

ve.

Pup

ils r

ecog

nise

and

mak

e ob

serv

atio

ns a

bout

phy

sica

l and

hum

an fe

atur

es. T

hey

expr

ess

thei

r vi

ews

on fe

atur

es o

f the

envi

ronm

ent o

f a lo

calit

y th

ey fi

nd a

ttrac

tive

or u

nattr

activ

e.

(Geo

grap

hy)

Pup

ils r

ecog

nise

dis

tinct

ions

bet

wee

n pa

st a

nd p

rese

nt in

thei

r ow

n an

d ot

her

peop

les

lives

. The

y kn

ow a

nd r

ecou

ntep

isod

es fr

om s

torie

s ab

out t

he p

ast.

(His

tory

)

The

y ex

pres

s vi

ews

on a

ttrac

tive

and

unat

trac

tive

feat

ures

of th

e en

viro

nmen

t of a

loca

lity.

(Geo

grap

hy)

Pup

ils s

how

thei

r de

velo

ping

sen

se o

f chr

onol

ogy.

.. by

mak

ing

dist

inct

ions

bet

wee

n as

pect

s of

thei

r ow

n liv

es a

ndpa

st ti

mes

. The

y de

mon

stra

te fa

ctua

l kno

wle

dge

and

unde

rsta

ndin

g of

asp

ects

of t

he p

ast b

eyon

d liv

ing

mem

ory.

(His

tory

)

The

y ex

plor

e an

d re

cogn

ise

feat

ures

of l

ivin

g th

ings

,ob

ject

s an

d ev

ents

in th

e na

tura

l and

mad

e w

orld

and

look

clos

ely

at s

imila

ritie

s, d

iffer

ence

s, p

atte

rns

and

chan

ge.

The

y ta

lk a

bout

thei

r ob

serv

atio

ns, s

omet

imes

rec

ordi

ngth

em a

nd a

sk q

uest

ions

to g

ain

info

rmat

ion

abou

t why

thin

gs h

appe

n an

d ho

w th

ings

wor

k.

Pup

ils d

escr

ibe

sim

ple

feat

ures

of o

bjec

ts, l

ivin

g th

ings

and

even

ts th

ey o

bser

ve, c

omm

unic

atin

g th

eir

findi

ngs

insi

mpl

e w

ays,

suc

h as

by

talk

ing

abou

t the

ir w

ork

or

thro

ugh

draw

ings

or

sim

ple

char

ts.

(Sci

ence

: Exp

erim

enta

l and

Inv

estig

ativ

e Sc

ienc

e)

Pup

ils r

espo

nd to

sug

gest

ions

of h

ow to

find

thin

gs o

utan

d, w

ith h

elp,

mak

e th

eir

own

sugg

estio

ns. T

hey

use

sim

ple

equi

pmen

t pro

vide

d an

d m

ake

obse

rvat

ions

rela

ted

to th

eir

task

. The

y co

mpa

re o

bjec

ts, l

ivin

g th

ings

and

even

ts th

ey o

bser

ve. T

hey

desc

ribe

thei

r ob

serv

atio

nsan

d re

cord

them

usi

ng s

impl

e ta

bles

whe

re it

isap

prop

riate

to d

o so

. The

y sa

y w

heth

er w

hat h

appe

ned

was

wha

t the

y ex

pect

ed.

(Sci

ence

: Exp

erim

enta

l and

inve

stig

ativ

e Sc

ienc

e)

The

y ex

plor

e an

d se

lect

mat

eria

ls a

nd e

quip

men

t and

use

skill

s su

ch a

s cu

tting

, joi

ning

, fol

ding

and

bui

ldin

g fo

r a

varie

ty o

f pur

pose

s.

Whe

n de

sign

ing

and

mak

ing,

pup

ils g

ener

ate

idea

sth

roug

h sh

apin

g, a

ssem

blin

g an

d re

arra

ngin

g m

ater

ials

and

com

pone

nts.

The

y re

cogn

ise

the

sim

ple

feat

ures

of

fam

iliar

pro

duct

s an

d, w

hen

prom

pted

, rel

ate

them

to th

eir

own

idea

s. T

hey

use

pict

ures

and

wor

ds to

con

vey

wha

tth

ey w

ant t

o do

.

(Des

ign

& T

echn

olog

y: D

esig

ning

)

Whe

n de

sign

ing

and

mak

ing,

pup

ils e

xpla

in w

hat t

hey

are

mak

ing

and

whi

ch m

ater

ials

they

are

usi

ng. T

hey

sele

ctfr

om a

nar

row

ran

ge o

f mat

eria

ls a

nd u

se te

chni

ques

and

tool

s to

sha

pe, a

ssem

ble

and

join

them

.

(Des

ign

& T

echn

olog

y: M

akin

g)

Whe

n de

sign

ing

and

mak

ing,

pup

ils u

se th

eir

expe

rienc

esof

usi

ng m

ater

ials

, tec

hniq

ues

and

prod

ucts

to h

elp

gene

rate

idea

s. T

hey

use

mod

els

and

pict

ures

to d

evel

opan

d co

mm

unic

ate

thei

r de

sign

s. T

hey

refle

ct o

n th

eir

idea

s

and

sugg

est i

mpr

ovem

ents

.(D

esig

n &

Tec

hnol

ogy:

Des

igni

ng)

Whe

n de

sign

ing

and

mak

ing,

pup

ils s

elec

t fro

m a

ran

ge o

fm

ater

ials

, too

ls a

nd te

chni

ques

, exp

lain

ing

thei

r ch

oice

s.T

hey

man

ipul

ate

tool

s sa

fely

and

ass

embl

e an

d jo

inm

ater

ials

in a

var

iety

of w

ays.

The

y m

ake

judg

emen

tsab

out t

he o

utco

mes

of t

heir

wor

k.

(Des

ign

& T

echn

olog

y: M

akin

g)

Ple

ase

note

that

in s

ome

case

s on

ly p

arts

of t

he N

atio

nal C

urric

ulum

des

crip

tions

are

sho

wn

on th

is c

hart

.

17

BE

ST C

OPY

AV

AIL

AB

LE

18

AR

EA

OF

LE

AR

NIN

GD

ES

IRA

BLE

OU

TC

OM

ES

ON

EN

TR

Y T

O

CO

MP

ULS

OR

Y S

CH

OO

LIN

G

NA

TIO

NA

L C

UR

RIC

ULU

M'

LEV

EL

1 D

ES

CR

IPT

ION

NA

TIO

NA

L C

UR

RIC

ULU

M L

EV

EL

2/

EN

D O

F K

EY

ST

AG

E D

ES

CR

IPT

ION

Kno

wle

dge

and

unde

rsta

ndin

gof

the

wor

ldT

hey

use

tech

nolo

gy, w

here

app

ropr

iate

, to

supp

ort t

heir

lear

ning

.P

upils

use

Info

rmat

ion

Tec

hnol

ogy

to a

ssem

ble

text

and

sym

bols

to h

elp

them

com

mun

icat

e id

eas.

The

y ex

plor

ein

form

atio

n he

ld o

n IT

sys

tem

s, s

how

ing

an a

war

enes

sth

at in

form

atio

n ex

ists

in a

var

iety

of f

orm

s. T

hey

reco

gnis

e th

at m

any

ever

yday

dev

ices

res

pond

to s

igna

lsan

d co

mm

ands

, and

that

they

can

sel

ect o

ptio

ns w

hen

usin

g su

ch d

evic

es to

pro

duce

diff

eren

t out

com

es.

(Inf

orm

atio

n T

echn

olog

y)

Pup

ils u

se IT

to h

elp

them

gen

erat

e an

d co

mm

unic

ate

idea

sin

diff

eren

t for

ms,

suc

h as

text

, tab

les,

pic

ture

s an

d so

und.

With

som

e su

ppor

t, th

ey r

etrie

ve a

nd s

tore

wor

k. T

hey

use

IT to

sor

t and

cla

ssify

info

rmat

ion

and

to p

rese

nt th

eir

findi

ngs.

Pup

ils c

ontr

ol d

evic

es p

urpo

sefu

lly a

nd d

escr

ibe

the

effe

cts

of th

eir

actio

ns. T

hey

use

IT-b

ased

mod

els

or

sim

ulat

ions

to in

vest

igat

e op

tions

as

they

exp

lore

asp

ects

of r

eal a

nd Im

agin

ary

situ

atio

ns.

(Inf

orm

atio

n T

echn

olog

y)

Phy

sica

l Dev

elop

men

tC

hild

ren

mov

e co

nfid

ently

and

imag

inat

ivel

y w

ithin

crea

sing

con

trol

and

co-

ordi

natio

n an

d an

aw

aren

ess

of s

pace

and

oth

ers.

The

y us

e a

rang

e of

sm

all a

nd la

rge

equi

pmen

t and

bal

anci

ng a

nd c

limbi

ng a

ppar

atus

, with

incr

easi

ng s

kill.

The

y ha

ndle

app

ropr

iate

tool

s, o

bjec

ts,

cons

truc

tion

and

mal

leab

le m

ater

ials

saf

ely

and

with

incr

easi

ng c

ontr

ol.

Pup

ils p

lan

and

perf

orm

sim

ple

skill

s sa

fely

, and

sho

wco

ntro

l in

linki

ng a

ctio

ns to

geth

er. T

hey

Impr

ove

thei

rpe

rfor

man

ce th

roug

h pr

actis

ing

thei

r sk

ills,

wor

king

alo

nean

d w

ith a

par

tner

. The

y ta

lk a

bout

wha

t the

y an

d ot

hers

have

don

e, a

nd a

re a

ble

to m

ake

sim

ple

judg

emen

ts. T

hey

reco

gnis

e an

d de

scrib

e th

e ch

ange

s th

at h

appe

n to

thei

rbo

dies

dur

ing

exer

cise

.

(Phy

sica

l Edu

catio

n)

Cre

ativ

e D

evel

opm

ent

19

Chi

ldre

n ex

plor

e so

und

and

colo

ur, t

extu

re, s

hape

, for

man

d sp

ace

in tw

o an

d th

ree

dim

ensi

ons.

The

y re

spon

d in

ava

riety

of w

ays

to w

hat t

hey

see,

hea

r, s

mel

l, to

uch

and

feel

. Thr

ough

art

, mus

ic, d

ance

, sto

ries

and

imag

inat

ive

play

, the

y sh

ow a

n in

crea

sing

abi

lity

to u

se th

eir

imag

inat

ion,

to li

sten

and

to o

bser

ve. T

hey

use

a w

iden

ing

rang

e of

mat

eria

ls, s

uita

ble

tool

s, in

stru

men

ts a

nd o

ther

reso

urce

s to

exp

ress

idea

s an

d to

com

mun

icat

e th

eir

feel

ings

.

Pup

ils r

ecor

d th

eir

idea

s an

d fe

elin

gs c

onfid

ently

and

sho

wa

deve

lopi

ng a

bilit

y to

rep

rese

nt w

hat t

hey

see

and

touc

h.T

hey

choo

se r

esou

rces

and

mat

eria

ls fo

r th

eir

visu

al a

ndta

ctile

qua

litie

s to

sim

ulat

e an

d de

velo

p id

eas

for

thei

rw

ork.

The

y w

ork

prac

tical

ly a

nd im

agin

ativ

ely

with

mat

eria

ls, t

ools

and

tech

niqu

es, a

nd p

rese

nt th

eir

wor

k in

two

and

thre

e di

men

sion

s.

(Art

: Inv

estig

atin

g an

d M

akin

g)

Pup

ils s

ing

a va

riety

of s

ongs

and

pla

y si

mpl

e pi

eces

and

acco

mpa

nim

ents

with

con

fiden

ce a

nd a

war

enes

s of

pul

se.

The

y ex

plor

e, s

elec

t and

ord

er s

ound

s, m

akin

gco

mpo

sitio

ns th

at h

ave

a si

mpl

e st

ruct

ure

and

mak

eex

pres

sive

use

of s

ome

of th

e m

usic

al e

lem

ents

incl

udin

gdy

nam

ics

and

timbr

e.

(Mus

ic: P

erfo

rmin

g an

d C

ompo

sing

)

Ple

ase

note

that

in s

ome

case

s on

ly p

arts

of t

he N

atio

nal C

urric

ulum

des

crip

tions

are

sho

wn

on th

is c

hart

.

BE

ST C

OPY

AV

AIL

AB

LE

20

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