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Early Childhood Forum - Newsletter 5

Early Childhood Forum - Newsletter 5

 

 

On:16-07-2021 Read More

Critique of the new DfE Reading Framework

Open letter to the press on the DfE new framework for teaching reading. 

Critique of the new reading framework

 

On:16-07-2021 Read More

Office Move

The NAPE Natiopnal Office is moving!

Please send any post to: NAPE, PO Box 1679, Northhampton, NN2 1JW

On:09-07-2021 Read More

The Phonics Screening Check 2012-2022: tracking and tracing changes in government policy

Article: The Phonics Screening Check 2012-2022: tracking and tracing changes in government policy 

I find that Nick Gibb on 15 June 2021 responded to another written question with an answer more similar to his previous comments , both about synthetic phonics and the success of the policy. I have therefore attached that question and answer to my article.

A recent dramatic increase in the number of children now off school with Covid related symptoms has been reported. Should this continue into the autumn term it will make it even more difficult for schools to administer both baseline assessment in reception class and the phonics screening check to pupils in year 2. As each class forms a bubble one must question who will be teaching the other children while the assessments take place. The PSC, an individual assessment, is administered to each child by a teacher trained to administer it, out of the hearing of the other children and takes about 15 minutes per child.

The report of this research, the earlier research on the views of teachers and parents on the check and related articles can be read and downloaded from the Newman University website

https://www.newman.ac.uk/knowledge-base/impact-of-the-systematic-synthetic-phonics-government-policy-on-literacy-ite-courses/

 

 

 

On:27-06-2021 Read More

Big Change Start Small - Royal Launch for the Early Years Centre

Big Change Start Small - Royal Launch for the Early Years Centre.

The Duchess of Cambridge will be launching The Royal Foundation Centre for Early Childhood. The Duchess is committed to elevating the importance of early childhood 

Big Change Starts Small, brings together leading sector research in one place and underlines the critical lifelong impact of the early years on individuals, our economy and society at large.  It also sets out recommendations on how all aspects of society can contribute positively and make a difference on this important issue. This report was written in collaboration with The Center on the Developing Child at Harvard University and the London School of Economics.

https://centreforearlychildhood.org/report/#summary-of-recommendations

 

On:18-06-2021 Read More

BERA Presidential Roundtable Seminar Series

15th July - BERA Presidential Roundtables provide compelling research reviews offering a state-of-the-art position on topics that are of interest to researchers, practitioners, policy makers and wider society. Each Presidential Roundtable results in a clear statement of the evidence in the field and implications for educational policy and practice. It is hoped that the statements will be a key reference point over several years, subject to periodic review and updating. The roundtables will also be used to promote engagement and dialogue across as many stakeholders as possible.

Substantial research evidence links good language and literacy development with long-term achievements in education, better social-emotional skills, good health, improved employment prospects and more opportunities for social mobility. Conversely, poor language skills and literacy are associated with poorer education, skills, health, employment and higher risks of offending.

Future employment trends, within the context of growing AI and less manual labour, mean children becoming young adults in the mid-2030s will encounter challenges which require even better communication and critical thinking skills.

It is now widely accepted that the early years of a child’s life lay the fundamental foundations for language competence: it is a period of rapid brain development. The language children hear, and the people with whom they engage, leaves a strong imprint on their speech, language skills and cognitive development. These can be improved later in life, but later means more expensive interventions.

If we are to address the main factors which promote or inhibit language development in young children, we must consider some key proximal factors. This means shining a light on best research evidence and practice, resources for home learning environments, parent support, the skills of the pre-school, primary and specialist language workforce, early identification and interventions.

Our paper will focus sharply on research evidence, policy and practice, and will engage with the most important matters for the early years — on what we know supports language and communication development and identify the key gaps and priorities.

CLICK HERE TO REGISTER (£15 for non-members)

 

On:14-06-2021 Read More

Teach the future News

Sustainability, education and the government

Hi all, 

We hope you are all enjoying the sunny weather which seems to have hit the UK this past week. A lot of our team had exams, so we haven't done too much in May, but we do still have a few updates...

England

We have an upcoming meeting with Ed Miliband, the Shadow Secretary of State for Business, Energy and Industrial Strategy, where we hope to engage him in our Ask for more sustainable educational settings as well as how to inspire the next generation of innovators through vocational courses. 

We are also currently in the process of planning a Spen and Batley hustings which will hopefully result in candidates promising to align plans with our campaigns main message of climate action, education and justice.

 

We have been supporting the wonderful team at Peers for Planet and SEEd on Jim Knight’s Private Members Bill (which is 6th in the ballot) on putting sustainability in the Education Act. The draft bill is similar to much of what we put on the first page of our own Climate EMergency Education Act that we drafted 18 months ago, so we hope you will all encourage peers and MPs and the Government to support the bill when it’s time comes. This bill will mean that a good chunk of what we are asking for is implemented this year!

We have also heard that, three weeks ago, the Department for Education established a new sustainability unit, with a remit for operational and educational sustainability, and that they are working on a strategy for consultation,  so we are working hard to get a meeting with the staff so we can shape their work from the start.

Finally, many thanks to the Reta Lila Howard Foundation, who have granted us £10k so we can commission our own review of how the English education system is preparing young people for the climate emergency and ecological crisis. We are now working up plans to commission some academics to lead it for us, as well as looking for the other £15k we think we will need to do it properly. We hope that our review will have practical recommendations for educators, head teachers / principles / deans / governors, teacher educators, exam boards and regulators for the steps they should take to ensure that sustainability is integrated, mandatory and assessed across the education system.  

As always, if you have any suggestions, comments or questions please feel free to contact bea@teachthefuture.uk (England Supporting Organisation Coordinator)

 

Scotland

At the beginning of May, we were very excited to see the outcome of the Scottish Parliament election in which a majority of our volunteers voted in. Before the election, we ran a Twitter storm to bring awareness to climate education to voters and get MSP candidates to sign our pledge. Scotland also has a new education secretary, Shirley-Anne Somerville, who we are excited to get in touch with and work with in the future.

 

Last week, we had a meeting with NUS Scotland to discuss ideas for COP26. It was really productive and we are looking forward to working closely with them over the next few months

 

We are now looking towards working with councils to discuss our campaign, our tasks, and gain support. To kick this off, we had a meeting with North Ayrshire council on May 26th where we gained the council’s support for our campaign and discussed the phasing out of fossil fuels and their climate change strategy. 

 

Finally, we have been busy preparing for a series of meetings with the Scottish Government where we are formally discussing implementing our asks! Our first meeting was on 01 June where we discussed our second ask; The inclusion of the climate emergency and ecological crisis in teacher education and a new professional teaching qualification. This went very well and we have more meetings throughout June to discuss the rest of our campaign asks.

As always, if you have any questions or comments please feel free to contact 

lily@teachthefuture.uk (Scottish Supporting Organisation Coordinator)

 

Wales

At the beginning of the month we were busy encouraging senedd candidates to sign our pledge in the run up to the election on 06 May. We ran a successful tweetstorm encouraging candidates to sign our pledge. Six of the elected Senedd members signed our pledge committing to improving climate education. 

 

After the election we were very excited to find out who the new education minister was, as Kirsty Williams did not run for re-election. We were excited to find out we have already had a meeting with the newly appointed education minister Jeremy Miles back in March. Two members of our team are Jeremy’s constituents and we have already reached out to him asking for a meeting in his capacity as education minister, receiving a positive response. We hope to meet with him in the next few months to discuss our asks and how climate education can be improved in Wales. We were also very excited to see the new cabinet has not one but two climate change ministers Julie James and Lee Waters, we hope we will be able to work with them as well. 

 

We have also contacted the Future Generations Commissioner Sophie Howe. As our asks are based on the Wellbeing and Future Generations Act we thought it would be useful to meet with her to discuss our campaign and the importance of climate education for future generations. 

 

We have spent the majority of the month planning for future events. We have received some funding from the Waterloo Foundation to host a Senedd reception when COVID restrictions are lifted, we have been working to plan the aims of our reception and have secured LLyr Gruffydd as our sponsor, so over the next few months we will continue to plan for the reception. 

 

We are also planning to hold a roundtable discussion with the leaders of the political parties in the Senedd. We are also preparing to write the Climate Education bill in Wales, we hope we can work on this over the next few months and complete it before the Senedd reception. 

 

Now that the election is over we are hoping to start council work and work with councillors to implement climate education on a local level. A climate education campaign in Blaenau Gwent called Generation Gwent, which we have been in communication with, has already started to work with the Blaenau Gwent council. They started an email campaign to Michelle Jones, their strategic education improvement manager, requesting a meeting to discuss their aims on climate justice education. Michelle Jones has responded to their request with a meeting invitation, which we hope is successful!

 

As always, if you have any questions or comments please feel free to contact sam@teachthefuture.uk  (Wales Supporting Organisation Coordinator)

 

International

Over the past month we have met with new people and groups in Canada, New Zealand and India this month and are growing connections. We have continued contact with groups we have existing connections with.

 

There have been some massive developments in climate education since we last updated you...

 

UNESCO released a report at their Berlin Conference on 17 May showing that most countries' education plans have no reference to climate change :-( It included the following statement: “UNESCO has therefore set a new target: to make environmental education a core curriculum component in all countries by 2025. The Organization is working with its 193 Member States to support curriculum reform and track progress to ensure everyone acquires the knowledge, skills, values and attitudes to introduce positive change and protect our planet’s future.” This is a big shift and marks clear UN support for climate education.

 

Earth Day and other civil society groups, including the former Italian education minister, have produced a draft communique for the G20 Education Ministers meeting later this month, with the plan it will be agreed by them and hopefully ratified at the main G20 event in October 2021. 

 

Argentina has passed a climate education law, joining Italy, New Zealand and a few states in India and the US in having committed to integrated, mandatory and assessed climate education.  

Everything Else 

We have had a bit of a line-up change in our student staff. We are excited to announce that Tess Corcoran and Finn Millwood will be job sharing our 4 day a week UK-wide role, replacing Joe Brindle, who has now left to enjoy some of his gap year. Our Scotland branch has also changed slightly with Tess moving to her new role, Frances Hobbs will be joining the staffing team in Scotland alongside Anna Brown and Lily Henderson

 

We have been working with BBC Bitesize as they are planning to run a climate education campaign for about a year from November. They told us that our research had helped to shape it!

 

We have a lot of work planned for the summer and the rest of the year so if you know anyone young people that would be interested in joining our team of volunteers, anywhere in the UK, please direct them to https://www.teachthefuture.uk/an/volunteer

 

And finally, we have been on Sky News in their climate programme this week! An article was also released which you can see here, and here is a great write-up on Teach the Future in Footprint Magazine.  

 

As always, thanks for all your support and encouragement! 

 

Lily (Scotland, 16), Bea (England,15), Sam (Wales, 16)


 

On:13-06-2021 Read More

9th June_Learning more about essential tremor and supporting children

9th June_Learning more about essential tremor and supporting children.

Essential tremor is a nervous system (neurological) disorder that causes involuntary and rhythmic shaking. It can affect almost any part of your body, but the trembling occurs most often in your hands — especially when you do simple tasks, such as drinking from a glass or tying shoelaces.

There is a first introductory event on the 9th June at 6pm to discuss the very important and often unrecognized condition of essential tremor in children. 

The online event will be hosted by our Children’s Liaison Officer and include:

·         > An introduction to the National Tremor Foundation

·         > What is essential tremor

·         > A child’s experience of school life with essential tremor through the eyes of a parent

·         > Question & Answer session

If you are interested in attending or would like further details, please contact enquiries@tremor.org.uk

To find out more about getting involved in the National Tremor Foundation go to https://tremor.org.uk/professionals

On:28-05-2021 Read More

Testing

Testing

On:24-05-2021 Read More

Early Years Non-Statutory Guidance

The Early Years Non-Statutory Guidance written by the Early Years Coalition, can now be ordered or downloaded. This was presented at the recent Primary Umbrella Group (PUG) meeting. We are grateful to all those who were instrumental in producing this milestone document for PUG. All those who were present warmly welcomed this essential and valuable guide for early years settings.  What is significant about this document is that it was developed by teachers, carers and academics. We strongly urge you to at least dowbload this document, you will not be disappointed.

https://www.birthto5matters.org.uk/

 

 

On:05-05-2021 Read More

Let Children Play

Reduce 'schoolificatifon' of children.    Experts are calling on the government to  think afresh about childhood beyond the narrow lens of academic attainment and bring a halt to the increasing “schoolification” of young lives (The Guardian, 23rd April). This follows from the advice a group of experts on Twitter called #playfirstuk in a paper advising Gavin Williamson to allow schools to plan more time for play rather than 'catching-up' with academic work. The paper states that they 'make a number of evidence-based recommendations designed to support children’s social and emotional wellbeing'.

On:23-04-2021 Read More

Independent Commision on how best to reform educational provision for a generation

Independent Commission on the future of Education - The Times is hence announcing the creation of an independent commission. If you want to sign in, Wendy says there are few Early Years and Primary representatives. Watch this space!

The Times newspaper heading

 

On:25-03-2021 Read More

Putting Wellbeing first, infront of formal education

Wellbeing In Wellies? - An article from the Guardian newspaper has hi-lighted a primary school that has taken a different, but welcome approach for children getting to grips with school again. A Lancashire school has devoted a week for children. This included; 'non-uniform and wellies doing mainly outdoor activities such as gardening, treasure hunts and, weather permitting, building campfires'. 

The Article

 

 

On:25-03-2021 Read More

Birth to 5 Matters – Guidance by the sector

Birth to 5 Matters (Guidance by the Sector) Have your say!

 

On:08-01-2021 Read More

Year 2 Phonics Screening - At what cost?

Year 2 Phonics Screening - At what cost?  Education Journal No. 435 Pg 23 -   26 and 64    Please click the link below for the article.

The administration of the Phonics Screening Check in autumn term 2020 to Year 2 children in primary schools in England: why and at what cost to teachers and children?

You may also wish to read Margaret's update on her research.

Information on two researches and related publications relevant to the government’s synthetic phonics policy (Updated on 17 September 2020 Margaret M Clark OBE)

Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teacher education in England

On:12-12-2020 Read More

Free period products

Free Period Products - DID YOU KNOW THAT SCHOOLS AND COLLEGES IN ENGLAND CAN ACCESS FREE PERIOD PRODUCTS FROM THE GOVERNMENT?

On:05-11-2020 Read More

Teaching Early Reading

Early Reading. In this original research article written for Literacy Today, Professor Margaret Clark explores the issue of the future content of courses in teaching early reading and asks whether the future is to be policy determined by evidence or government  ideology.

 

On:01-09-2020 Read More

Sir Ken Robinson

Media Release

 Sir Ken Robinson. It was with great sadness that we heard this morning of the sad passing of Ken Robinson, one of the greatest thinkers about education and creativity in modern time. His groundbreaking report “All Our Futures” published by the DfEE in 2001, but then sadly mostly ignored by politicians ever since, set a benchmark for anyone who thinks seriously about the business of education.

He was always the most eloquent advocate for change in education, with his wise, perceptive and invariably humorous presentations and books, loved by the millions of teachers across the world who saw, heard or read him. He talked to all of us and we knew that he understood we could make it better and many of us owe him a great debt of gratitude for restoring and often furthering our belief in the value of education.  Ken was a beacon for those who want to improve the lot of children and thus society, let us ensure that the light he cast amongst the gloom  and the passions he ignited will be kept burning by those of us who are left.

 

Peter Cansell FRSA

NAPE Information Officer

 

                  

Email: petercansell@gmail.com

On:24-08-2020 Read More

Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teacher education in England

Independent research - systematic synthetic phonics.

This research was undertaken in 2019 by Margaret M. Clark, Sue Reid and Jude Sloan at Newman University, Jonathan Glazzard at Leeds Beckett University and Colin Mills at Manchester University.

In January 2020, Ofsted published a consultation document on the future inspection of initial teacher education institutions in England. The new policy will be announced shortly and if ratified will be implemented in September 2020.  

Our research involved a survey which was completed by 38 academics at ITE providers in England, 10 of whom were interviewed to explore in more detail the findings from the survey. This research is evidence of the current situation. Following the consultation, Ofsted is likely to further curtail the power of professionals in planning the content of their courses in early reading if they wish their institutions to retain the right to train teachers. 

On:05-05-2020 Read More

Renewed call for early years curriculum to be extended up to seven

Early Years. Please sign this petition if you feel strongly that the curriculum for the early years should be extended rather than the KS1-type curriculum and testing being increasingly foisted on the early years.

Click the petition link here.

On:29-04-2020 Read More
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