QI 2.2 p27 – Curriculum
Features of highly effective practice
The curriculum is current and relevant to children. It is informed by shared values and beliefs about how young children learn.
All practitioners have a sound understanding of the importance of play and their role in supporting children’s play experiences.
Everyone understands what the setting is trying to achieve through the design of the curriculum they offer.
All practitioners and partners are ambitious and expect high levels of progress and achievement for all children.
Professional learning and collegiate working are prioritised within the setting.
Practitioners’ up-to-date knowledge of early learning pedagogy is evident in all aspects of practice within the setting.
There is a clear focus on the development of children’s skills in early language and mathematics.
Planning for progression in children’s learning is in place and continuity and progression in learning is secured for children within and beyond the setting.
We create rich and meaningful opportunities for our children to be active participants in the community.
QI 2.2 p27 – Curriculum
Challenge questions
In what ways do we share the purpose of our curriculum framework with children, parents, practitioners and partners? What difference does this make to our practice?
What evidence do we have that our children are developing a positive attitude to learning?
How do practitioners challenge and support for example creativity and problem solving with young children? How do they engage in discussion and what examples are there of this working well in practice?
Are children regularly involved in evaluating their play experiences and can they describe what they are learning? What do we do with this information? What changes could we make to use this more effectively?
In our work with colleagues in other settings and sectors, to what extent do we focus on a shared understanding of continuity and progression in learning? What are the arrangements to share children’s learning across, for example, the early level of Curriculum for Excellence?
What do we do to encourage a child’s sense of belonging and increase their knowledge within their wider community?
QI 1.3 p21
Quality illustrations
Children are meaningfully and actively involved in leading their play and learning through a balance of spontaneous and planned high quality experiences that promote children’s choice and independence. Well considered innovations and creative approaches successfully engage children’s imagination and enrich their play and learning. Play experiences develop skills in language, literacy and numeracy.
p22
Planning approaches are child centred and responsive to children’s interests and life experiences. As a result, children are progressing well, and are happy and confident.
Children’s opportunities for play and learning are enhanced through strong connections to their own and wider communities.
High quality play and learning experiences support the emotional resilience of children and families through holistic and nurturing approaches to secure children’s wellbeing including the right to play.
High quality observations and skilled interactions promote children’s creativity and curiosity. Effective use of questioning, extends children’s thinking, widens their skills, and consolidates their learning through play.
Children make informed choices about leading their play and learning within a stimulating, challenging, creative setting. Through careful observations and effective assessment of information, progress and achievements are recognised and enhanced. Any additional supports are identified, planned for, and implemented. This highly responsive approach ensures children are developing a broad range of lifelong learning skills.
p24
Challenge questions
How are we using national and current best practice to plan children’s play and learning experiences?
How well do we support and encourage children’s natural curiosity in our setting?
What approaches are we using to promote children’s developing language, numeracy and literacy skills?
How effective are our processes to track children’s development, progress and achievements?
How well are we involving children in identifying and assessing their learning and progress?
