Early Years’ Matters
Spring 2005
www.LTScotland.org.uk/earlyyears
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A Curriculum for Excellence:
Implications for the Early Years
Keir Bloomer, Chief Executive, Clackmannanshire Council, Member of Board of Directors and Vice-Chair, Advisory
Council of Learning and Teaching Scotland
A Curriculum for Excellence, unlike previous curricular guidelines, does not prescribe the content or recommend
teaching approaches, but sets out educational objectives and curriculum design principles intended to apply across the
whole age range from pre-school to the end of secondary education and into lifelong learning. Its aim is to give a shared
sense of purpose to the whole process of schooling and a coherence to young people’s experience of education. This is
obviously a very ambitious undertaking not previously attempted in Scotland, where the habit has been to look at small
parts of the educational process separately, commencing with the middle years of secondary schooling 30 years ago
and covering the early years only recently.
Developing Personal Qualities and Capabilities
The fact that official thinking on the early years curriculum is relatively recent perhaps explains why it is more consistent
with A Curriculum for Excellence than other stages are. Early years education has always been concerned with
developing the personal qualities and capabilities in young children. It has thus avoided the obsession with curricular
content which is characterised at later stages, especially the secondary stage. Teachers and others working in the preschool sector view the promotion of cognitive skills in the context of the broader development of the whole child. Thus
they take seriously the promotion of both personal and social values. Early years workers may not describe encouraging
children to choose activities without conflict as citizenship education – but
that is what it is. The idea that developing ‘confident individuals’ or
‘responsible citizens’ is as significant as promoting ‘successful learners’ or
‘effective contributors’ is not an alien one to them.
In this issue …
Strengths of the Early Years
Some of the seven new principles for curriculum design will present
considerable difficulties to the more formal sectors. However, two of the
more problematic – challenge and enjoyment, and personalisation and
choice – are already strengths of the early years.
Nothing to Worry About?
All of this may sound as though nurseries and children’s centres have
nothing to worry about. There is, indeed, quite a prevalent view that all of
Scotland’s educational goblins are centred in secondary schools (or, at
least, from mid-primary onwards) while the earlier stages offer a model of
excellence. There certainly are problems with the education of adolescents,
not merely in Scotland, but globally. However, that does not relieve those
working in other sectors of the need for self-criticism.
Some of the new curricular principles – ‘depth’ would be a good example –
are not conspicuous features of the early years. One of the criticisms which
can be made of the whole educational process is that it is intellectually
shallow, frequently failing to inculcate habits of serious thought. These
processes need to start early. How can they be better developed in the early
years?
In conclusion, it is clear that the new curriculum represents a turning point. It
endorses many of the approaches already familiar in the early years.
However, it is not an invitation to complacency but a challenge to which
every sector must respond.
A Curriclum for Excellence
Movement and Activity Glasgow Intervention in
Children
The National Physical Activity Strategy
The Report of the Review Group on Physical Education
Active Start in Clackmannanshire
Fit Ayrshire Babies
Birth to Three: supporting our youngest children
Pride of Place for Parents
Personal Learning Planning
Let’s Talk About Pedagogy!
A Professional Workforce for the Future
Registration and Beyond – the Scottish Social
Services Council
ICT Strategy for Early Years
2Simple Infant Video Toolbox and Infant Music Toolbox
Millie’s Maths House, Baillie’s Book House, Sammy’s
Science House and Trudy’s Time and Place
Review of 2Simple Infant Video Toolbox
If this is not ICT in action, what is?
Blairmore Nursery School
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A Curriculum
Stuart Ritchie, Consultant – Curriculum for Excellence
updates us.
The publication of A Curriculum for Excellence, www.
scotland.gov.uk/library5/education/cerv-00.asp, just
as the last Early Years’ Matters was going to press,
provides a major focus for current work within Learning
and Teaching Scotland. Staff and resources are focused
on leading and supporting the implementation of
improvements in the learning experiences of all children
and young people between the ages of 3 and 18.
Where has A Curriculum for Excellence come
from?
Following the National Debate on Education, an
extensive consultation exercise on the state of school
education, a Curriculum Review Group was established
to identify the purposes of education for the 3 to 18 age
range and determine the key principles to be applied in
redesigning the curriculum. In November 2004 A
Curriculum for Excellence was published.
successful learners
with
•
enthusiasm and motivation for learning
•
determination to reach high standards of
achievement
•
openness to new thinking and ideas
and able to
•
use literacy, communication and numeracy
skills
•
use technology for learning
•
think creatively and independently
•
learn independently and as part of a group
•
make reasoned evaluations
•
link and apply different kinds of learning in new
situations
What is A Curriculum for Excellence all about?
We now have explicit statements of the aims of education
in Scotland. A Curriculum for Excellence defines, in
straightforward terms, concepts which have long been
implicit. Thus the purposes of education are to enable
all young people to become successful learners,
responsible citizens, confident individuals and effective
contributors.
These statements about the purposes of education
and the principles for curriculum design have been
endorsed by Peter Peacock, Minister for Education
and Young People. He has set out a range of
actions designed to give shape to these aspirations
– including bringing ‘the 3–5 and 5–14 curriculum
guidelines together to ensure a smooth transition in
what children have learned and also in how they
learn. This will mean extending the approaches
which are used in pre-school into the early years of
primary, emphasising the importance of
opportunities for children to learn through
purposeful, well planned play.’
2
To enable
people to
responsible citizens
with
•
respect for others
•
commitment to participate responsibly in political,
economic, social and cultural life
and able to
•
develop knowledge and understanding
of the world and Scotland’s place in it
•
understand different beliefs and
cultures
•
make informed choices and decisions
•
evaluate environmental, scientific and
technological issues
•
develop informed, ethical views of
complex issues
for Excellence
•
self-respect
•
a sense of physical, mental and emotional
well-being
•
secure values and beliefs
Published at the same time, Ambitious, Excellent
Schools, www.scotland.gov.uk/library5/education/
aesaa-00.asp, lays out the Scottish Executive’s agenda
for action. In order to give strategic direction and to
oversee the work necessary to turn the nation’s
aspirations into reality, a Programme Board was
established in November 2004. The Board has identified
the following priorities for action:
•
ambition
•
confident individuals
with
Work has begun on drawing up and testing
questions to ask and criteria to apply to the task of
reviewing and 'de-cluttering' the curriculum.
and able to
•
relate to others and manage themselves
•
pursue a healthy and active lifestyle
•
be self-aware
•
develop and communicate their own beliefs and
view of the world
•
live as independently as they can
•
access risk and take informed decisions
•
achieve success in different areas of activity
all young
become:
•
•
an enterprising attitude
•
resilience
•
self-reliance
and able to
•
communicate in different ways and in
different settings
•
work in partnership and in teams
•
take the initiative and lead
•
apply critical thinking in new contexts
•
create and develop
•
solve problems
Construct advice on certification
The Board intends to provide a clear statement on
the articulation of Standard Grade and Intermediate
courses with other National Qualifications.
•
Develop 'skills-for-work' courses
The Board is in the process of identifying schools to
pilot a range of these courses, starting in August
2005.
•
Support professional development
Materials will be provided for presentations and
workshop activities for education authorities to adapt
and use with staff.
effective contributors
with
Trial an 'evaluation toolkit'
•
Establish a communications and
engagement strategy
The Board will ensure that a range of events,
publications and online resources keep teachers,
managers, parents, young people and others
informed about and fully engaged with developments.
The last point is a very important one. There is a genuine
commitment to engagement with the profession in
coming to decisions that will benefit all young people.
Soon you will see an informative website, which will be
developed to provide opportunities for interactive
working. The aim is to offer a curriculum that meets the
needs of all of our young people. You can make an
important contribution in securing that goal.
A team of seven LT Scotland staff will be working closely
with SEED and SQA in taking forward these initial
priorities identified by the Programme Board.
www.LTScotland.org.uk/eddevelopment/
curriculum.asp
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The MAGIC study aims to find out if a simple intervention
in nursery in the form of physical activities can reduce
the likelihood of cardiovascular and obesity risk factors
in children in their pre-school year. MAGIC builds on the
work of a previous pilot study, SPARKLE (Sport Aiding
Medical Research for Kids: Lifestyle and Energy), which
found that young children were inactive at nursery and at
home. The three-year MAGIC study is a randomised
controlled trial, which involves 36 nurseries in Glasgow. It
is a partnership between the British Heart Foundation,
Glasgow City Council, the University of Glasgow and
Yorkhill Hospitals.
The intervention had three elements:
★
Nursery-based element comprising 24 weeks (three
30-minute sessions per week) of adult-led physical
activity (TOP Start: www.youthsporttrust.org)
★
Home-based element: children were given a TOP
Tots pack and two leaflets designed to educate
parents and guardians on the benefits of physical
activity and of reducing sedentary behaviour (BDA
leaflet; MAGIC leaflet)
★
Materials were also provided for each nursery to set
up a parents’ information station.
The adult-led activity sessions took place in the 18
intervention nurseries. The 18 control nurseries
continued with their own programme.
Outcomes
The
National
Physical
Activity
Strategy
www.scotland.gov.uk/library5/culture/lmsa00.asp
The Scottish Executive’s National Physical Activity
Strategy – ‘Let’s Make Scotland More Active’ (2003) –
sets out the vision that people in Scotland will enjoy the
benefits of having a physically active life.
It focuses on three key strategic priorities, one of which
is to increase physical activity among children and
young people.
The Report of the
Review Group on
Physical Education
www.scotland.gov.uk/library5/education/
rgpe-00.asp recommends:
MAGIC will measure a variety of outcomes including:
★ change in body mass index (BMI)
★ time spent in sedentary behaviour
★ time spent in moderate to vigorous physical activity
★ body fat distribution
★ blood pressure
★ motor skills assessment
★ process evaluation.
•
All schools and education authorities should
actively increase participation levels in and
opportunities for quality physical education
across all the stages from 3–18.
•
Initial results from the study should be available by early
2006.
All schools and education authorities should be
working towards meeting the recommendations
of the Physical Activity Strategy and the Sport 21
Strategy of providing two hours’ quality physical
education for each child every week.
•
Those with responsibility for taking forward the
recommendations in this Report should take
account of the need to ensure that disabled
pupils have access to an appropriate experience
of quality physical education, whether they are in
pre-school, primary, secondary or special
schools.
Full details and contact information can be found on
www.gla.ac.uk/developmental/research/activities/
Exercise%20&%20Metabolism/MAGIC/index.html
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Active Start in
Clackmannanshire
By Kirsteen Carmichael, recently seconded to the LT
Scotland Early Years ICT team from Clackmannanshire
Council.
Clackmannanshire Council has designed a
comprehensive programme of physical activity for
children under 5 years old which has been adopted by
early years establishments throughout
Clackmannanshire. The programme is called Active Start
and is the introductory element of Clackmannanshire
Council’s commitment to physical activity, PE and sport.
Research and national statistics showing that the
development of the brain is heavily dependent upon
physical activity informed the programme. Evidence
exists to support the view that when activity is restricted
at an early age, problems can be stored for the future.
Physical development and movement
The Active Start programme was initially designed by
Sports Development staff and Early Years officers to
extend the range of coordination and movement
activities for 3- and 4-year-olds. The programme started
with a specially adapted version of very basic football
skills and has developed to include other activities such
as golf, dance, basketball, etc. The emphasis of Active
Start is to deliver the physical activity element of the
Curriculum Framework for Children 3 to 5 document
within the overall curriculum. Active Start has since
expanded to include movement, equipment and content
for 0–5-year-olds.
Active Start combines sports equipment, staff training
and a syllabus of activities delivered within early years
establishments by early years staff or by a series of
trained specialists. Active Start aims to help children
develop their social skills as well as their fitness, gross
motor skills, language and enjoyment of being active
both indoors and outdoors.
Considerable positive impact
Denise Wallace, Manager of ABC Nursery, Grant Street,
Alloa, said, ‘We piloted the Active Start programme and
are delighted with the impact on staff and children. The
range of activities has increased and a whole-year,
inclusive plan for indoor and outdoor activity is now
available. The children really enjoy it and we can see
considerable positive impact on certain of our young
people. We are particularly keen on the orienteering
section in the Active Start programme as this includes
curricular elements such as recognising colour, symbols,
spatial awareness, orientation and mapping as well as
running.’
Next steps
The next stage of Active Start is to work much more
closely with parents and their families to promote the
health and physical activity message as being important
for their child’s development. An Active Start
development officer has recently been appointed to take
its aims and objectives forward and form a smooth
transition into the primary PE team’s plan.
Clackmannanshire Council acknowledges that many
internal and external services and staff have worked so
well together to develop the Active Start programme for
the benefit of the children.
www.LTScotland.org.uk/earlyyears
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‘Parents should be given support to gain the necessary skills and confidence to take an active role in helping their children to
enjoy an active life.’
Let’s Make Scotland More Active, para 51
Fit Ayrshire Babies
Introduction
Fit Ayrshire Babies (FAB), a joint initiative between North, South and East Ayrshire councils, was funded through the
Health Improvement Fund (HIF) from April 2001 for three years.
The initiative has raised awareness of the benefits of play, physical exercise and social interaction for children under the
age of 3 years and their families.
FAB has achieved the objectives set, by involving
babies, toddlers, parents/carers, childminders and
professionals who work with families with young
children through:
•
cross-sectoral in-service training
•
workshops for parents/carers
•
distribution of FAB books and FAB bags
•
creating additional opportunities for physical play.
All of these raised awareness of health gains and
increased play and physical activity as well as
providing opportunities to increase children’s and
adults’ knowledge, skills, confidence and
self-esteem.
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Outcomes
The evaluation of FAB was based on the following
outcomes:
Increased daily exercise and physical play for
young children in nurseries/centres and family
homes
•
Nursery centres set time aside for physical play on a
daily basis.
•
Soft play, swimming and outings are timetabled in
long-term nursery plans.
•
Parents/carers across Ayrshire have access to 1000
FAB bags and 5000 FAB books. These resources
support and encourage parents/carers to set time
aside for physical activities and play.
•
2337 children were directly involved.
Increased mobility and coordination in very
young children
•
1000 FAB bags are available on loan and 5000 FAB
books are in circulation.
•
Nursery staff have recorded evidence of children’s
physical development.
•
Evaluations of two successful FAB conferences have
been carried out.
•
Children have increased opportunity to develop and
consolidate both fine and gross motor skills.
•
The Coordinator has attended six major events to
promote FAB.
•
Children have greater opportunity to practise these
skills in nursery and at home.
FAB has been received positively by parents/carers and
professionals working with families with young children.
There has also been national recognition of FAB, which
was quoted as an example of good practice in Let’s
Make Scotland More
Active, June 2002.
Lower instances of obesity in very young
children
•
•
This was an anticipated long-term outcome.
However, it has not been possible to chart lower
instances of obesity in very young children as
systems were not in place at the outset of the
project to follow individual/groups of children.
The promotion of healthy eating has been an
additional dimension to the initiative through the
provision of in-service training, parents’ workshops
and good practice in the centres.
The development of
a common crosssectoral strategy to
promote exercise/
physical play
•
FAB operated
successfully
across North,
South and East
Ayrshire and NHS
Ayrshire and Arran.
•
A wide range of
agencies and
professionals have been involved in the planning
and implementation of FAB.
•
•
The success of this
pan-Ayrshire project
was recognised in
June 2004 when FAB
received the Delivering
Excellence Award
sponsored by the
Scottish Executive at
the COSLA Excellence
Awards.
The FAB advisory group has representatives from
key personnel from education, social work and
health.
Key personnel in education, social work and health
have attended two FAB conferences.
Increased awareness of the long-term benefits
of exercise and physical play to young children
•
404 professionals have attended 22 in-service
training sessions.
•
Approximately 182 parent workshops have taken
place involving 901 parents/carers.
•
A range of publicity material has been produced, i.e.
pamphlets, videos, DVDs, photographs and
banners.
The way forward
FAB has received a further five years of joint funding from
North, South and East Ayrshire councils and Health
Improvement Fund. The focus of the initiative over the
next five years will be to promote and support FAB
activities in antenatal and postnatal classes and groups,
breastfeeding support groups and community parent
and toddler groups. With an anticipated annual birth rate
of 3500 babies across Ayrshire, it will not be possible to
involve every child in FAB. However, the aim is to involve
1000 children under 3 years old each year.
For further information on Fit Ayrshire Babies, please
contact:
Margaret Lawson, FAB Coordinator, Springvale Resource
Centre, McGillivray Avenue, Saltcoats KA21 6BN.
Telephone: 01294 605885.
‘Regular physical activity is vital for healthy growth.
Being active from an early age can
•
reduce the risk factors for heart and circulatory
diseases
•
help prevent weight gain.
•
promote positive mental health.’
Let’s Make Scotland More Active, para 97
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Birth to Three: supporting our youngest children
National launch
Birth to Three: supporting our youngest children was launched
on 18 January 2005 at a full-day conference held in Edinburgh.
Despite the heavy snow, there was a full turnout on the day, with
delegates from across Scotland and across all sectors attending.
Feedback from the day indicates that the launch was a real
success, with inspirational and thought-provoking keynotes from
Jacquie Roberts, Linda Kinney, Dr Vasudevi Reddy and Val Cox,
which can now be found online at www.LTScotland.org.uk/
earlyyears.
By now, many will have seen Birth to Three: supporting our
youngest children. Within 10 days of the launch, all 10,000
copies had been ordered, prompting a reprint of a further
30,000 copies. Early indications show that the accompanying
booklets for parents are also in demand, as are the sets of
posters which further exemplify the three key features of
Relationships, Responsive Care and Respect. For fuller
information on how the guidance might be used, visit
www.LTScotland.org.uk/earlyyears.
What next?
‘Young children deserve adults who do not
underestimate them, who trust in their abilities and
who have expectations that enable them to be the
competent, self-assured and capable individuals that
they are.’
(Birth to Three: supporting our youngest children, LT Scotland/Scottish
Executive, 2005)
A DVD and a staff development pack are currently being
developed which will further inform and illustrate ways of
working with young children. These will be available in early
autumn.
Reviewing the document as it embeds in practice will be
important, and this links to further work being developed within
LT Scotland at the moment on pedagogy. This seeks to create
opportunities within the early years community to talk about
aspects of early years work and about learning, teaching and
development. How we think about children, and our vision for
children in Scotland, are issues which are as important for our
youngest children as they are for every child and young person
aged 3–18.
For further information on Birth to Three, contact Juliet Hancock,
Development Officer Emerging Trends, Learning and Teaching Scotland.
Tel: 01382 443664
E-mail: j.hancock@LTScotland.org.uk
www.LTScotland.org.uk/earlyyears/Birthtothree
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Pride of Place
for Parents
On 1 March 2005, Celia Burn took up the post of
Parental Involvement Coordinator with Learning and
Teaching Scotland. The timing could not have been
better as this was the same day
that the paper Making the
Difference – Improving Parents’
Involvement in Schools: a
consultation on a draft bill was
published by the Scottish
Executive Education
Department. The vital role of
parents in supporting their
Celia Burn, Parental
children’s learning and
Involvement Coordinator
development has long been
recognised by early years
practitioners and this bill aims to build on current
practice and further develop the partnership between
school and home as children grow.
Celia’s role will be to work with local authorities and
schools as they develop new approaches and initiatives
to engage with parents and support them in their role as
primary educators.
Parent School Partnership
Celia has had a long and varied career – much of it
spent working in early years. After training as a primary
school teacher she taught for a number of years before
moving in the early 1970s into community education,
setting up a project in Liverpool called Home Link, which
trained women from a large overspill estate as
educational home visitors who supported other parents
of children under 5 by providing a visiting service, a
drop-in centre, a toy and book library, a food
cooperative, ‘You and your child’ classes and adult
education. This project led to the development of a
Liverpool-wide initiative called PSP – Parent School
Partnership – where parents were encouraged into
schools to learn about their children’s education and
also to learn themselves.
She later took up a post with the Open University,
developing the parent education courses ‘The First Years
of Life’ and ‘The Pre-school Child’ and making them
more relevant to working class, rural and disadvantaged
families. This project worked with communities across
the UK including the Western Isles.
Sure Start in England
Her most recent experience has been as a regional
manager for the Sure Start Unit, part of the Department
for Education and Skills in England, taking forward this
major initiative across the 22 local authorities in the North
West region. In this role she has worked with local
authorities, schools and projects to identify how their
management structures might be developed to ensure
effective representation from parents.
Celia looks forward to meeting as many people as
possible during the consultation events being held
around Scotland and learning about the work on
partnerships with parents that is already taking place.
You can contact Celia on c.burn@LTScotland.org.uk or
0141 337 5049.
The Early Years Resource Catalogue 2005/06
provides a selection of publications,
software, video and online resources that
have been developed by Learning and
Teaching Scotland specifically for early years
education.
For further information contact Customer
Services on 08700 100 297.
‘Learning and Teaching Scotland aims to improve the quality of education in Scotland so that our young people
acquire the knowledge, skills and confidence to achieve their potential in a new modern Scotland.’
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Personal Learning
Planning in Early Years
– What Does it Look Like?
Wendy Armstrong, seconded to LT Scotland from
Psychological Services, Glasgow City Council, writes
about developments.
Personal learning planning is a much discussed part of
the Scottish Executive’s vision for education in Scotland.
Originating in the New Community Schools initiative
(now Integrated Community Schools) in 1999 and
presently being carried forward in particular by the
Assessment is for Learning (AifL) programme (www.
LTScotland.org.uk/
assess), the ideas
behind personal learning
planning find echoes in
the results of the
Curriculum Review (A
Curriculum for
Excellence, Scottish
Executive, 2004),
curriculum flexibility (www.LTScotland.org.uk/
curriculumflexibility) and also ‘personalised learning’,
as noted in the Scottish Executive’s agenda for action,
Ambitious, Excellent Schools, 2004.
It would be true to say that much of the attention on
personal learning planning in Scotland has been within
primary and secondary schools rather than in early years
establishments, although the national AifL programme
this session is helping to redress this balance by placing
more emphasis on (and devoting more money to) work
in early years. A welcome shift in emphasis has been
from the importance of a ‘plan’ as a paper or electronic
document, to the process which supports personal
learning planning, a move which fits in well with good
practice in early years.
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Developing local initiatives
A number of Scottish authorities are looking at personal
learning planning in early years this session as part of
the AifL programme. Three of these are Scottish Borders,
South Ayrshire and East Renfrewshire. The AifL
programme promotes the development of local initiatives
rather than a ‘one size fits all’ approach, so it is
interesting to look at these three authorities to see the
different developments which have been taking place.
Scottish Borders
Burnfoot Community School in Hawick (Scottish
Borders) is one of the original New Community Schools
and has been working with personal learning plans
(PLPs) since 1999.
They have PLPs
firmly in place for
P1–P7, and are
further developing
PLPs in their
nursery class. The
shift from ‘plans’ to
‘planning’ has been
relatively easy for
them, as their
personal learning planning documentation is integral to
their work in the classroom and embedded in formative
assessment. Their nursery PLP was specifically designed
to promote home-school partnership, and includes
sharing forward planning for individual children with
parents, linking to the different experiences which
children have in nursery. Burnfoot’s challenge in terms of
their nursery is to link up the nursery PLP to the primary
PLP and also to their transition assessments. An
authority working group, including representatives from
Burnfoot, will be considering this further.
South Ayrshire
Reflecting on practice
In South Ayrshire, Wallacetown Nursery School is
involved in further developing existing records of
children’s progress. Staff at Wallacetown are adapting
summative records so that their use becomes a
formative process, thus contributing to personal learning
planning. Some aspects of this are:
If you are thinking about personal learning planning in
early years what should you be looking at in terms of
your own practice? Scottish Borders, South Ayrshire and
East Renfrewshire give some suggestions.
Think about:
making children’s folders easily accessible to
children and parents (not hidden away in a
cupboard)
•
How do we set learning goals in collaboration with
both children and parents?
•
•
encouraging children to talk with staff and with their
parents about their folders of work
How do we encourage children to think about their
own learning and the evidence for it?
•
•
engaging children in evaluating and then selecting
appropriate pieces of evidence of learning for
inclusion in their folder
How do we give formative feedback to children and
parents?
•
How do we interact with children, helping them to
assess their own learning and identify next steps?
•
revisiting folders to allow reflection on learning.
•
How do we engage in high quality interactions with
young children (involving listening and reflective
responses as well as questioning) as part of
assessment?
•
How do we ensure children’s well-being and
consequent involvement in learning is being
addressed as a foundation for learning?
•
How do we document this process?
•
How do we pass relevant information on to parents
and primary schools/next stages?
•
East Renfrewshire
East Renfrewshire is taking forward authority-wide
projects looking at assessing and planning
for children’s emotional well-being, young
children’s levels of involvement in learning
and the importance of adult interactions in
children’s learning. Their work is based in
part on Professor Dr Ferre Laevers’ research
Professor Dr
on assessing children’s emotional wellFerre Laevers
being and their involvement in learning.
He recently delivered an interactive seminar to all early
years practitioners in East Renfrewshire as part of this
programme. A teacher from every nursery participated
in four twilight continuing professional development
sessions with Aline Wendy Dunlop and Deirdre Grogan
from Strathclyde University, in preparation for the
day with Ferre Laevers and to raise the awareness of
emotional well-being and involvement in learning with
nursery staff throughout the authority. East Renfrewshire
sees this work as critical in building on staff skills in
monitoring children’s progress, and taking forward
the development of personal learning planning. There
is also a strong link with A Curriculum for Excellence,
in particular with the purposes of the curriculum 3–18,
successful learners, confident individuals, effective
contributors and responsible citizens. An authority
working group on Curriculum and Assessment is bringing
together approaches across the pre-school, primary and
secondary sectors on personal learning planning.
Additionally they are drawing from the recent AifL
document, Personal Learning Planning; A Framework for
Development (www.LTScotland.org.uk/assess/files/
plpframework.pdf) and from the EPPE research (SirajBlatchford et al, 2002), from which the concept of
‘sustained shared thinking’ is influencing discussions.
The answers to these questions will vary from authority
to authority and between establishments in terms of
practice. However, all these different answers should still
reflect the pivotal role that assessment can hold:
•
promoting learning in children, parents and staff
•
encouraging partnership and shared understandings
between parents, children and staff
•
developing a community of learners.
References
Laevers et al (undated), A process oriented child
monitoring system for young children. Centre for
Experiential Education, Leuven
Laevers, F. (1994), The Leuven Involvement Scale for
Young Children, LIS-YC. Centre for Experiential
Education, Leuven
Siraj-Blatchford et al (2002), Researching Effective
Pedagogy in the Early Years. DfES Research Report 356
Angela Wood has been seconded from Ladeside nursery
class, Falkirk Council, to be a Professional Adviser to the
Scottish Executive. She is working very closely with
LT Scotland on the Assessment is for Learning programme,
with a particular focus on early years. Angela can be
contacted on Angela.Wood@Scotland.gsi.gov.uk.
11
Let’s Talk about Pedagogy!
Juliet Hancock, Development Officer – Emerging
Trends, reports about recent early years roadshows.
Background
Over the past two years, work on a draft paper has been
under way, with the purpose of stimulating discussion
about the theory and practice of learning, teaching and
development in early years education in Scotland. From
the outset, the exciting, complex and challenging nature
of this whole area was apparent and engaging others in
the discussion about pedagogy from both
within and outwith Scotland became key to
the development of the draft paper. The key
purpose of the final paper will be to further
stimulate dialogue within the early years
community, and, of course, far from being
exclusive to this community, the final
publication will have relevance throughout
every stage of learning and teaching,
particularly in the context of a curriculum
3–18.
Since this process took the form of a series of
conversations with a variety of people, each of the three
events was organised in a similar way.
All those attending were given the background to the
paper and the opportunity to contribute their own current
response to the term pedagogy. A number of definitions
of the term were also shared, including the current
understanding of pedagogy developed by the writers of
the paper:
Getting the dialogue started
In order to get this dialogue about pedagogy
started, the Early Years team has held a series of oneday events, which aimed to:
Small groups then looked at the following conversation
topics and questions for reflection, before sharing their
discussions with everyone:
•
provide an opportunity to reflect upon and discuss
issues of learning, teaching and development
•
develop some shared understandings of pedagogy
•
•
look at LT Scotland’s Early Years Online discussion
forum as a means of sharing early years thinking
and practice
What is our image of the child? Will our image of the
child affect the values and principles which underpin
early childhood education?
•
Is our conceptualisation of childhood another factor
in determining our values and principles? What is
our construct of childhood? Can you suggest the
main values which should underpin early childhood
thinking and practice? Consider how they are
influenced by political and cultural issues in our
society.
•
To ensure that current early years thinking and
practice is underpinned by a strong theoretical base,
what training and recruitment issues need to be
addressed to accommodate this pedagogical
requirement? What is the importance of learning and
teaching in the early years being linked to a sound
knowledge of child development?
•
Is it widely recognised that underpinning early years
practice there is a ‘why’ implication? If so, are
educators encouraged to enter into a professional
dialogue about this? What opportunities exist for
•
give us the chance to talk to
one another!
With the support of education
consultant Pat Wharton,
participants engaged in discussion
and reflection throughout the day,
looking at not only why it is
important to begin the
conversation about pedagogy in
early years in Scotland, but also
why it is particularly important now.
Pat Wharton,
Consultant
Inverness, Stirling and Glasgow – a series of
initial conversations
The purpose of the first part of each session was to
engage the participants in the kind of process
undertaken by the writers of the paper.
12
them to do so? What are the implications of limiting
ourselves to the ‘what’ and ‘how’ of our practice?
•
•
Do you agree that professional dialogue is key to
developing early childhood thinking and practice,
and if so, how would you suggest facilitating this on
a local and national scale?
If it is true that having an understanding of our
pedagogical base will inform our practice, what
informs it now?
These conversation topics provoked a great deal of
dialogue at the session. Some of the main points of
these will be posted on the Early Years Online website,
www.LTScotland.org.uk/earlyyears, so that other
people can become part of this conversation, using the
above topics as prompts for further dynamic exchanges.
There is also a pedagogy thread in the online discussion
forum where we hope you will become involved in this
conversation.
The overall conversation was brought to a close with a
dialogue about the nature and content of the session
with all its possibilities for future ‘Talk About Pedagogy’.
CPD for
early years educators
In addition, an important event will take the
conversation further. On Saturday 21 May 2005
a conference will be held at the Burrell
Collection in Glasgow, organised by Learning
and Teaching Scotland. Keynote speakers
include Professor Carlina Rinaldi, Professor Tina
Bruce and Dr Christine Stephen and it promises
to be a lively and thought-provoking day.
For further details on this exciting event, go to
www.LTScotland.org.uk/earlyyears and for
further details on any aspect of the work on
pedagogy contact Juliet Hancock, Development
Officer Emerging Trends, tel: 01382 443654 or
e-mail: j.hancock@LTScotland.org.uk
Taking the conversation further
This initial series of conversations has been a good
starting point for the type of discussion needed to
collectively develop deeper understandings of what is
informing our early years thinking and practice. The final
paper Let’s Talk About Pedagogy: towards a shared
understanding for early years education in Scotland will be
published after Easter, as the first in a new series of
Perspectives papers on early years education.
To place an order for your copy of Let’s Talk About
Pedagogy: towards a shared understanding for early years
education in Scotland, please contact Customer Services,
tel: 08700 100 297.
Another way to take
the conversation
further!
Early Years Online has a new discussion
forum
Visit www.LTScotland.org.uk/earlyyears/
eydiscussionforum.asp and register to join the
forum.
You need to register to view and to contribute to the
forum. There are a number of threads – Birth to
Three guidance, Curriculum Framework 3–6, Early
Years ICT, Pedagogy among others – and plenty of
space for more.
The forum will allow early years practitioners across
Scotland and beyond to discuss issues and seek
advice on a range of topics.
13
A Professional Workforce
for the Future
David Purdie, Scottish Executive Education Department, provides this update on the current SEED Review of Early
Years and Childcare Workforce.
Early years practitioners have found demand for their
skills has mushroomed as parents increasingly choose
some form of early education and childcare. The latest
figures show that Scotland has 28,150 pre-school and
childcare posts – 1400 more than in the previous year.
The Scottish Executive recognises that supporting the
sector is vital if parents are to continue to have access to
high quality services that support young children’s
development and fit with families’ work arrangements.
Peter Peacock, Minister for Education and Young People,
launched the early years review last summer to look at
how to strengthen services by
◗
raising the status of the sector
◗
expanding career choices
◗
providing better training.
At the moment 74 per cent of staff are qualified – seven
per cent more than the previous year – but the Executive
wants to see further improvement.
Review Group members
The Review Group’s membership includes childcare
providers from public, private and voluntary sectors,
CoSLA, UNISON, the Scottish Qualifications Authority,
Scottish Social Services Council, further education/
higher education training provision and a parent
representative. The Review is led by a steering group
which is supported by a small team from the Scottish
Executive. Information about the group’s deliberations
can be found on the web at www.scottishexecutive.
gov.uk/Topics/People/Young-People/Early-EducationChild-Care
Frequently asked questions
Some of the group’s frequently asked questions are
listed below.
What areas is the Review looking at?
Five working groups have been created to focus on:
◗
qualifications and training
◗
recruitment and retention
◗
career pathways
14
◗
workforce planning
◗
roles and responsibilities
Who is covered by the Review?
The Review focuses on staff involved in early years care
and learning, out-of-school care and playwork, and on
childminders.
How will the Review affect my job?
The Review aims to support early years workers for many
years to come so its recommendations are likely to be
for the long term. It will take time to put proper career
structures in place and to raise the status of the sector.
However, the Review Group can also recommend other
long-term objectives.
Will my pay and conditions change?
Pay and conditions are issues for individual employers;
this will not change. The Review can comment on the
long-term implications for pay and conditions of its
recommendations.
When will the Review report?
The Review Group is due to report to Ministers later this
year and Ministers are likely to consult the sector on its
recommendations.
Where can I get more information on the
Review?
By visiting the Scottish Executive website (www.
scotland.gov.uk) and by following the links through:
◗
Topics; then
◗
People and Society; then
◗
Young People; then
◗
Early Education and Childcare.
Alternatively, go directly to www.scottishexecutive.gov.
uk/Topics/People/Young-People/Early-EducationChild-Care
Registration and Beyond
– the Scottish Social
Services Council
Frances Scott, Learning and Development Adviser,
Scottish Social Services Council, looks to the future.
As the countdown to registration begins, most workers
will now be familiar with the Scottish Social Services
Council’s (SSSC) registration requirements for phase
two, which is due to commence in 2006–07.
Early education and childcare workers will fall into one of
three categories for registration depending on the job
they do: support worker, practitioner, or lead practitioner/
manager. The three categories of registration and the
qualifications required for each can be viewed by logging
on to the SSSC website www.sssc.uk.com and clicking
on phase two, Early Education and Childcare.
Required to register
Workers in pre-school establishments run by a local
authority or a private or voluntary sector provider and
registered with the Care Commission will all be required
to register with the SSSC. So those workers who
currently describe themselves as nursery nurses or
nursery assistants (or any of the 76 different job titles
currently used in the sector) will be required to register
with the SSSC. In addition, managers will have to
register, unless they are teachers who are already
registered with the GTC.
Some headteachers have expressed concern that they
were unaware of the SSSC and of its scope in
registering the early years workforce. They have also
expressed concerns, sometimes in the run-up to
inspection, that they were unaware of the Code of
Practice for Social Services Workers and Employers
and how it affected them.
Agreed Codes of Practice
Copies of the Codes were sent out to all local education
authorities, through their childcare partnerships, in July
2004. They contain agreed Codes of Practice for social
service workers and employers of social service workers
and this is the first time standards like these have been
set out at national level. They require employers to
support social service workers in meeting their Code and
to take appropriate action if they fail to. They also require
that employers adhere to the standards set out for them.
The statements in the Codes of Practice describe the
standards of professional conduct and practice expected
of workers as they go about their daily work and are
intended to reflect existing good practice. It is anticipated
that workers and employers will recognise in them the
shared standards to which they already aspire.
If you haven’t received copies of the Codes of Practice or
if you would like further information about them, please
contact the Communications Team at the SSSC by
telephoning 0945 60 30 891 or e-mailing
enquiries@sssc.uk.com
If your organisation would find it helpful, the SSSC will
try to arrange for an officer to discuss the Codes and
their implications along with registration requirements
for phase two. The SSSC is particularly keen to speak
with groups of headteachers and heads of centres and
you should contact frances.scott@sssc.uk.com to
discuss this.
15
ICT Strategy
Early Learning, Forward Thinking:
spreading the word
develop
new ICT
skills, reflect
The policy framework launched in 2003 aims to highlight
on the
the relevance of ICT in the early years and promote use
relevance of
of technologies in this setting. In
ICT in their
order to implement the policy
work and
framework and the accompanying
discover
support materials, a key focus of
new ways
the strategy has been staff
of
development. This aims to
enhancing
increase the confidence of
their teaching. Supported by funding from SEED, each
practitioners in their use of ICT
authority has put into place a programme of training. To
and give them time to consider its
date 235 early years staff across Scotland have attended
value in their setting and its
a three-day training course run by Learning and
potential as a means of
Teaching Scotland to introduce them to principles and
enhancing the learning of each child.
skill modules which they will then deliver to other
practitioners in their authority.
Early Years Masterclass:
‘The training has helped us use ICT This process is set to continue
championing the cause
over the next year, and staff are
effectively to extend the children’s
Early Years Masterclass
learning in all five key aspects of the enjoying the opportunity to
continues to be an effective
develop ICT proficiency in a
means of driving forward the ICT curriculum.’
a nursery teacher context which is solely focused
strategy across Scotland. This
on the early years.
challenging but enjoyable four-day residential course
provides a mixture of pedagogy and skills-based
Staff commitment: putting ICT into practice
workshops alongside the opportunity to develop a plan
As we approach the third year of the Early Learning,
for embedding ICT into the active nursery curriculum.
Forward Thinking project, it
The course has now been attended by 150 delegates,
is time to reflect on the
many of whom have said that they have gone away more
progress of the Early Years
convinced that ICT has a place within the nursery
ICT strategy, evaluate
environment. More importantly, there are now at least
achievements and look
two ‘Masterclassers’ in each local authority who have the
towards the future. It is
opportunity to be involved in promoting ICT at an
encouraging to see the
authority level. These provide us with a network of ICT
enthusiasm of both staff and
‘champions’ who can spread good early years ICT
children as a greater
practice across Scotland. This
awareness of ICT and its
is set to continue over the next
potential for learning
year, with two more Masterclass
gradually finds its way into
courses being offered later in
more of our early years
2005.
establishments.
Training the Trainers:
sharing the skills
Coupled with this, the Training
the Trainers programme is
ensuring that the aims of the
strategy are cascaded across all early years staff, with all
practitioners being given the opportunity to learn and
16
Early years practitioners are constantly on the
lookout for new ideas and resources to
enhance learning and provide motivation for
the children in their care. By raising the profile
of ICT as another tool to develop children’s
learning, Early Learning, Forward Thinking has been
welcomed by staff who are keen to develop in this area.
for Early Years
‘Has learning and teaching got
its fun factor back?’
a Masterclass delegate
They have responded to the call to prepare
children for a changing world, and have enjoyed
integrating ICT into all areas of the curriculum
and nursery life.
As a result of raising the profile of ICT in the
Early Years through the staff development that is
taking place, we see more and more imaginative
uses of technology both inside and outside the
playroom. The training programme is but an
introduction to the potential of ICT in all its
forms: it is the practitioners who take these ideas
and run with them. It is encouraging to see
people applying their new skills in new and
interesting ways, always with the aim of
enriching the experiences of the children.
stimulated by the use of ICT in role play, language
activities and social games. Children are developing
spatial awareness and cognitive skills by their use of
ICT is being increasingly employed in all areas of the
programmable toys. ICT is being used to support
curriculum. Digital cameras and
expressive and aesthetic
videos are being more widely
‘Great day – I am gaining the
development through music and
used by both children and adults
confidence I need to implement ICT art. Computers are being used
to record and develop learning in
imaginatively as a tool in the
in my nursery.’
a whole range of contexts.
a practitioner’s response to the training nursery, and we are finding new
Interactions of all kinds have been
uses for scanners and other
peripherals. The list is endless, but it highlights the
resourcefulness of practitioners and their commitment to
finding new ways of teaching and learning.
The way forward: sharing ideas
Over the coming year at LT Scotland we hope to offer
further support in other areas of technology. Further skills
training and guidance materials will largely be based on
comments and ideas from early years practitioners. We
hope to begin to share some of the good work that has
been going on in a number of ways. For this we will be
relying on feedback from those implementing ICT in their
early years centres. If this includes you, do get in touch
and let us know how technology is being utilised in your
setting, or how you think the skills of staff could be
developed. You can help us to ensure that the support
given is relevant and inspirational.
Contact the Early Years ICT team at
EarlyYearsICT@LTScotland.org.uk
The strategy documents can be viewed at
www.LTScotland.org.uk/earlyyears
17
2Simple Infant Video Toolbox
and Infant Music Toolbox
LT Scotland has been working with 2Simple and can now offer
the multi-award-winning Infant Video Toolkit and Music Toolkit
under a licensing scheme. For the Infant Video Toolkit you
must in the first instance purchase a single user licence for
£50.00 and then additional licences at £25.00 each. The usual
price for a single user licence is £75.00.
You may be interested to know that the 2Simple Music Toolkit
is also available under licence from LT Scotland. Again, with
the Music Toolkit you must in the first instance purchase a
single user licence, at a cost of £30.00, and thereafter
additional licences cost £15.00 each. For more information on
these products please go to www.2simple.com
Millie’s Maths House, Baillie’s Book
House, Sammy’s Science House and
Trudy’s Time and Place
New Versions from Riverdeep Interactive Learning
Updated versions of Millie’s Maths House, Baillie’s Book House,
Sammy’s Science House and Trudy’s Time and Place House can
all now be purchased under the Riverdeep Interactive Licensing
scheme. You can purchase these titles at a reduced price
through LT Scotland. The Teacher’s Guide costs £24.95 and
additional licences cost £8.00 each.
Millies’s Maths House helps children learn about numbers,
counting, addition, subtraction, patterns, problem solving, size,
geometric shapes and much more, through seven activities that
feel like play.
Baillie’s Book House has seven playful activities designed to
develop emergent literacy skills. It allows children to experience
delightful characters and music, and to listen to words and
sentences being spoken aloud.
Sammy’s Science House provides five engaging activities that
help children practise sorting, sequencing, observing, predicting
and constructing.
Trudy’s Time and Place House teaches children important
concepts about geography and time, including mapping,
directions and telling the time.
To help you keep up to date with the latest software news and
ways of saving money when buying software, Learning and
Teaching Scotland has introduced a new Software Savings
bulletin. To ensure that you do not miss out, go to www.
LTScotland.org.uk/edresources/softwareschemes/
softwarenews/emailbulletin.asp and subscribe today.
18
Review of 2Simple
Infant Video Toolbox
Annette Burns, ICT Coordinator Early Years
West Dumbartonshire Council writes about
the 2Simple Infant Video Toolbox. Each local
authority has been given a copy of the
software to use in Early Years ICT training.
You may already be aware of the 2Simple Infant
Video Toolbox software and because of the
simplicity of the cover you would be forgiven for
not investigating further.
I’m very glad I did. The 2Simple software is
ingenious and the possibilities for enhancing
children’s learning are endless. The simple
graphics on the cover lack complexity but are
used creatively to represent the simplicity of use.
Divided into six sections, this cleverly created
software will enable staff to offer ante-pre-school
and pre-school children opportunities to engage
in self-directed learning. 2Publish offers children
opportunities to experiment with text, and to
create and publish newsletters, cards, stories,
letters and envelopes. The 2Paint program will
enable children to be creative, make choices,
select tools and learn about shape and colour.
2Count allows children to create their own
images to count or to use the many images
within the program to extend or tie in with
various activities, etc. 2Go extends children’s
learning about programmable toys such as
‘Roamer’ and helps address the different
learning styles of children, for example when
planning activities such as direction,
prepositional language, predicting, etc. 2Graph
gives children the opportunity to explore pictorial
representation of eye and hair colour, likes and
dislikes in a graph context, and continues the
learning from 2Count very effectively. 2Question
has not been successful for us so far. I feel the
concept of a database is quite complex for this
age group but may work very well within the
primary sector.
The 2Simple program is invaluable in the
playroom and enables staff to plan and extend
activities to suit individual needs and learning
styles. It offers simple-to-use programs which
help children to develop a clear understanding
of modern-day technology, and encourages
independence and self-esteem.
Wonderful value and highly recommended.
If this is not ICT in action, what is?
Two children in St Eunan’s nursery class, West Dunbartonshire, approached a
member of staff and commented to her on the number of children who had the
colour pink in their clothes. Another child pointed out that some had blue, yellow,
etc.
The staff member asked if the children would like to document their evidence using
the simple format of one stroke represents one colour, etc. The children completed
this task and proudly showed the staff member their finished work.
The member of staff had recently been on the 2Simple training and was able
to capitalise on the children’s new interest by introducing them to 2Graph. The
children transferred the strokes into a line graph and displayed the results.
19
Children from Blairmore Nursery School, Greenock
visited Port Glasgow library
‘We took lots of photographs.’
‘When we came
back to nursery we
painted pictures of
the library.’
To comment on this newsletter please contact:
Eileen Carmichael, Editor, e.carmichael@LTScotland.org.uk
or telephone 0141 337 5149
www.LTScotland.org.uk/earlyyears
Learning and Teaching Scotland, 74 Victoria Crescent Road, Glasgow G12 9JN Tel: 0141 337 5000 Fax: 0141 337 5050
Learning and Teaching Scotland, Gardyne Road, Dundee, DD5 1NY Tel: 01382 443600 Fax: 01382 443645/6
www.LTScotland.org.uk e: enquiries@LTScotland.org.uk
20
Customer Services Tel: 08700 100 297 Fax: 08700 100 298