EYE L3 WF 7 Promoting an effective early years curriculum

1. Understand how evidence-based philosophical and pedagogical approaches influence the early years foundation stage (EYFS) that sets out the early education curriculum requirements from birth to age five

• 1.1 Summarise a range of evidence-based philosophical and pedagogical approaches and research that underpin early years development and that underpin the organisation’s approach and values
• 1.2 Outline the areas of learning and development making up the statutory EYFS framework, to include: • communication and language • physical development • personal, social and emotional development • literacy • mathematics • understanding the world • expressive arts and design
• 1.3 Describe a range of pedagogical approaches, to include: • play • direct teaching • adult explanations • adult modelling • learning from peers • guided learning

2. Understand that all children and young people are entitled to an education, appropriate to their needs, which promotes high standards and the fulfilment of potential

• 2.1 Outline the implications of the Equality Act 2010 for early years educators when providing an early years curriculum
• 2.2 Explain the importance of promoting equality, diversity and inclusion, and respecting children’s social and cultural context
• 2.3 Discuss how different cultural backgrounds and family circumstances can impact babies’ and children’s learning and development

3. Understand how the curriculum and pedagogical approaches to teaching are planned and adapted to create experiences and opportunities for children which appreciate that children are likely to have different levels of prior experience and knowledge, including how adaptive pedagogy promotes learning for all

• 3.1 Describe characteristics and elements of enabling environments to support learning and development for all children both indoors and outdoors
• 3.2 Analyse the significance of adapting the curriculum and pedagogical practice to meet the needs and interests of each individual child, taking into account their prior knowledge and experience
• 3.3 Explain how an enabling environment fosters healthy dispositions to learning for children
• 3.4 Analyse the influence, contribution and impact of adults on the child within their immediate and wider environment
• 3.5 Describe the importance of equality, diversity and inclusion, and respecting children’s social and cultural context for effective pedagogical practice

4. Understand that a carefully planned and sequenced curriculum is essential for all children, in recognition of their needs and interests, to include adult-led explicit teaching, as well as child initiated experiences

• 4.1 Summarise the benefits of a curriculum that is responsive to the needs and interests of babies and children
• 4.2 Explain how a carefully planned and sequenced curriculum scaffolds and embeds effective characteristics of teaching and learning for all children
• 4.3 Use examples to outline benefits of adult-led explicit teaching and child-initiated experiences
• 4.4 Describe how the design of flexible daily routines and expectations within an enabling environment adapt to support and reflect children’s current needs
• 4.5 Describe the influence, contribution and impact of adults on the child within their immediate and wider environment

5. Understand that the learning environment, both indoors and outdoors, is a resource that supports the implementation of the curriculum

• 5.1 Analyse learning potential from carefully planned, resourced and scaffolded indoor and outdoor learning experiences for babies and children in line with current statutory requirements

6. Promote equality of opportunity in the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND)

• 6.1 Demonstrate high-quality, fair and inclusive practice

7. Be able to plan educational programmes that reflect the needs and interests of the children

• 7.1 Contribute to educational programmes that reflect: • stage of development • individual interests, needs and circumstances • entitlement to new, important and interesting knowledge.
• 7.2 Advocate for children’s individual learning, considering their current development and uniqueness
• 7.3 Facilitate, scaffold and support adult-led opportunities and child-centred experiences with children based on their curriculum and pedagogy
• 7.4 Provide ongoing, effective learning experiences underpinned by a holistic understanding of the child

8. Be able to use appropriate curriculum and practice support, such as the nonstatutory Development Matters guidance

• 8.1 Use appropriate curriculum and practice to facilitate child-centred dynamic, innovative and evolving experiences and opportunities for babies and children both indoors and outdoors, in line with non-statutory guidance
• 8.2 Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements
• 8.3 Use knowledge of the early years curriculum and the needs and interests of children in an early years setting to choose, plan and sequence what all children need to learn

9. Be able to respond to the needs and interests of the child to support intended learning

• 9.1 Be child-centred and empathetic, valuing equality, diversity and inclusion, and the uniqueness of each child
• 9.2 Be playful, creative and imaginative in a range of interactions to demonstrate • giving encouragement • introducing the child to new interests • applying strategies to develop and extend children’s development, learning and thinking (including sustained shared thinking)

10. Be able to reflect on the impact of pedagogical approaches and values on the environment in an early years setting

• 10.1 Reflect on how an organisation’s approach and values underpin the environment in an early years setting

11. Be able to select and combine the best pedagogical approaches, based on the curriculum and children’s prior knowledge

• 11.1 Demonstrate an appropriate balance of adult and child-led activities
• 11.2 Work in ways that demonstrate effective role modelling and supporting children’s group learning and socialisation
• 11.3 Demonstrate reading a story with expression and clarity
• 11.4 Interact with children to explain new concepts with clarity and precision
• 11.5 Demonstrate strategies for supporting early literacy
• 11.6 Demonstrate strategies for supporting early mathematics
• 11.7 Promote and facilitate children’s interpersonal communication to support the development of their social interactions and relationships

12. Be able to adapt teaching to suit babies’ and children’s different starting points, experience and knowledge

• 12.1 Adapt experiences and opportunities to suit the current and next steps learning needs of babies and children
• 12.2 Advocate for children’s individual learning, considering their current development and uniqueness
• 12.3 Review pedagogical practice for improved childcentred experiences in line with curriculum requirements
• 12.4 Create child-centred, dynamic, innovative and evolving physical environments both indoors and outdoors. Facilitate and support opportunities and experiences with children based on their curriculum and pedagogy
• 12.5 Review effective learning experiences underpinned by a holistic understanding of the child’s needs, stage and interests
• 12.6 Exemplify inclusive practice to ensure children have equal access to opportunities to learn, develop and reach their potential
• 12.7 Be child-centred and empathetic, valuing diversity and the uniqueness of each child, paying attention to avoidance of stereotypes (for example, those based on gender, culture or race) and explain how they can cause damage (how they might encourage prejudice)
• 12.8 Analyse and explain how cultural background and family circumstances can impact on babies’ and children’s learning and development