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http://www.primaryict.org.uk/book_resources/ch3/Statutory_framework_for_the_early_years.pdf

Page 44 onwards lists what a child is expected to be able to do by the end of the eyfs, which I think is the end of the academic year in which they turn 5, I guess end of reception year.



https://www.education.gov.uk/publications/eOrderingDownload/eyfs_practiceguid_0026608.pdf

There's a table from page 43 here which is grouped by age

Fidgetsmum - you won't be able to find out what the EYFS is and will struggle to find what it covers unless you've been on courses (and even then it's all down to child-led play) and contains a lot of duplicate stuff.


The EYFS is centred around every child achieving the ECM (Every Child Matters) which are to be healthy, to stay safe, to enjoy and achieve, to make a positive contribution and to achieve economic well-being. This was because of the Victoria Climbie (spelling) case a few years ago.


Up until they're 5 years old the EYFS is then also split into four themes - A Unique Child, Positive Relationships, Enabling Environments and Learning and Development. This is where it gets even more complicated. Learning and Development (orange band) has another 6 themes coming from it: I will just give initials: PSED, CLL, PSRN, KUW, PD and CD. This is what childminders, nurseries, etc. have to link what we're doing to the EYFS.


When they start reception, teachers have to do the EYFS profile (hopefully from info collected from prior care arrangements).


I think there are 67 (can't think tonight) goals.


In CLL (Communication, Language and Literacy there are 19 goals. These include writing their own names and using and holding a pencil to form early letters. Also using phonics to write simple words i.e. cat, pig.


Hope that helps.


Renata I don't think you've got it right.

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