3.2
Literacy and numeracy at Key Stages 1
_
2
Short summary of the policy
• Since 1997/8 there has been dedicated time for
literacy and numeracy.
• 2007
_
the renewed Primary Framework for
literacy and mathematics.
Teaching, learning and assessment • The Rose Review recommends a focus on
Schools leaders see ‘less formal’ approaches as key synthetic phonics.
to improvement. Learning for Early Years will be • Primary schools are given more freedom within
personalised and is likely to become more topic- the Framework, although the various strands are
based and active. An increase in play was still prescribed.
anticipated and much welcomed by all
respondents. One issue raised was assessment: it There were 25 replies to this survey topic, the
will be more difficult to gather and interpret majority from schools.
evidence of learning. And there is some
discontinuity between Foundation Stage Attainment and learning outcomes
assessment and Key Stage 1. Those who commented on this aspect suggested
that attainment of relevant learning goals should
Suppliers see Early Years as a growth sector. be achieved more easily because of an increased
Schools said they needed more ICT-based resources emphasis on the development of skills. Some
and more to support literacy and numeracy within school leaders saw success as determined by
active learning. teaching of a higher standard and better
adaptation of the curriculum to pupils’ individual
learning needs. There was concern that written
‘The needs of Early Years learners are literacy might decline, but optimism that students
different and too many learning should become more articulate and better listeners.
platforms seek to shoehorn young A small minority of respondents felt that there
learners into an environment that is were likely to be more pupils ‘failing...too many
designed for young adults with a children reading without comprehension...
child-friendly skin. Great learning Excellence and Enjoyment seems to have a more
content exists but the platforms need limited impact than would have been hoped for.’
to complement the purpose-built
materials.’ Educational supplier The learning environment
Again, there was reference to environments being
more ‘relaxed and stimulating’. Space and facilities
The whole child will be required for more collaborative style
There were mixed opinions about the ‘blending of learning. Better access to ICT is necessary.
pre-school education and childcare’. Some school Hardware and software will need regular updating
leaders saw this as an opportunity to begin to work and other materials and equipment ‘constant
with the whole child. renewal’.
41
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66