Early Years Teacher Status (EYTS) The Early Years Foundation Stage (EYFS) Statutory Framework Syllabus

The Early Years Foundation Stage (EYFS) Statutory Framework syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for The Early Years Foundation Stage (EYFS) Statutory Framework in Early Years Teacher Status (EYTS), not a summary of it.

1. 1

   Structure and Principles of the EYFS

   3 topics

   • Statutory basis and legal status of the EYFS
     • Childcare Act 2006 and EYFS regulations
     • Settings required to deliver the EYFS
   • The four guiding principles
     • A unique child
     • Positive relationships
     • Enabling environments
     • Learning and development
   • Overarching aims and the educational programmes
2. 2

   Areas of Learning and Development

   4 topics

   • The three prime areas
     • Communication and language
     • Physical development
     • Personal, social and emotional development
   • The four specific areas
     • Literacy
     • Mathematics
     • Understanding the world
     • Expressive arts and design
   • Interplay between prime and specific areas
   • Sequencing curriculum and intent across areas
3. 3

   Characteristics of Effective Teaching and Learning

   4 topics

   • Playing and exploring (engagement)
   • Active learning (motivation)
   • Creating and thinking critically (thinking)
   • Supporting characteristics through pedagogy
4. 4

   Assessment within the EYFS

   4 topics

   • The progress check at age two
     • Purpose and timing
     • Integrated review with health visitors
   • The Reception Baseline Assessment (RBA)
   • The Early Years Foundation Stage Profile (EYFSP)
     • Early Learning Goals
     • Best-fit judgement and moderation
   • Ongoing formative assessment and observation
5. 5

   Safeguarding and Welfare Requirements

   5 topics

   • Statutory safeguarding duties
     • Designated safeguarding lead responsibilities
     • Prevent duty and radicalisation
   • Suitability of staff and adults
     • DBS checks and disqualification
   • Key person approach and ratios
     • Staff-to-child ratios by age
     • Qualification requirements
   • Health, safety and the physical environment
   • Paediatric first aid and medicines

The Early Years Foundation Stage (EYFS) Statutory Framework flashcards for Early Years Teacher Status (EYTS)

23 of 50 cards from the The Early Years Foundation Stage (EYFS) Statutory Framework deck — real questions with worked answers.

1. On what legislation is the EYFS statutory framework based, and what is its legal status for early years providers in England?

   It is given legal force by the Childcare Act 2006 (specifically sections covering the Early Years Foundation Stage). All early years providers registered with Ofsted or a childminder agency must, by law, comply with the EYFS learning and development requirements and the safeguarding and welfare requirements.

2. What age range does the EYFS cover, and when does it end?

   It applies from birth to the end of the academic year in which a child turns five (i.e. the end of the Reception year). After this the National Curriculum begins in Year 1.

3. What is the difference between the two main types of requirement in the EYFS framework?

   The learning and development requirements set out areas of learning, early learning goals and assessment; the safeguarding and welfare requirements set out the steps providers must take to keep children safe and promote their welfare. Both are statutory.

4. Which children does the EYFS framework apply to, and are there exemptions?

   It applies to all children in registered early years settings (nurseries, childminders, pre-schools, reception classes). Some independent schools and certain settings (e.g. some Steiner schools historically) could apply for exemptions, but the framework is the default statutory baseline.

5. State the four guiding principles that shape practice in the EYFS.

   1) A Unique Child (every child is a competent learner who is constantly developing); 2) Positive Relationships (children learn to be strong and independent through secure relationships); 3) Enabling Environments (the environment plays a key role in supporting and extending learning); 4) Learning and Development (children develop and learn at different rates, with importance on inclusion).

6. How does the 'A Unique Child' principle translate into practice?

   It means recognising that every child is constantly learning and can be resilient, capable, confident and self-assured; practitioners respond to each child's individual needs, interests and starting points and promote equality and inclusion.

7. What is the central message of the 'Enabling Environments' guiding principle?

   That the environment - including emotional, indoor, outdoor and resourced spaces - plays a key role in supporting and extending children's development and learning, and should be shaped around children's needs and interests, including a strong partnership with parents.

8. What are the overarching aims of the EYFS framework?

   To promote teaching and learning to ensure children's school readiness and give them the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. It seeks quality and consistency, a secure foundation, partnership working, and equality of opportunity.

9. What are the seven areas of learning and development in the EYFS, and how are they grouped?

   Three prime areas (Communication and Language; Physical Development; Personal, Social and Emotional Development) and four specific areas (Literacy; Mathematics; Understanding the World; Expressive Arts and Design).

10. Name the three prime areas of learning in the EYFS.

    1) Communication and Language; 2) Physical Development; 3) Personal, Social and Emotional Development (PSED).

11. Why are the prime areas described as 'prime', and when are they most crucial?

    They are particularly crucial for igniting children's curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. They are most important in the earliest years (especially birth to three) because they are time-sensitive and underpin all later learning.

12. Name the four specific areas of learning in the EYFS.

    1) Literacy; 2) Mathematics; 3) Understanding the World; 4) Expressive Arts and Design.

13. How do the specific areas relate to the prime areas?

    The specific areas strengthen and apply the prime areas; they provide the contexts (such as reading, number, exploring the world and creativity) through which the prime skills are practised and extended. Prime areas are foundational and the specific areas build on them.

14. What does the 'interplay' between prime and specific areas mean for planning?

    All seven areas are interconnected and must be delivered through planned, purposeful play with a balance of adult-led and child-initiated activity. A weakness in a prime area (e.g. language) limits progress in specific areas (e.g. literacy and maths), so practitioners often prioritise prime areas first, especially for younger children or those with delays.

15. What is meant by 'curriculum intent' in an early years context?

    Intent is what the setting wants children to learn - the knowledge, skills and understanding it plans for children to gain (the 'cultural capital' and progression of learning). It is the rationale and sequence behind the curriculum, distinct from implementation (how it is taught) and impact (what children learn).

16. Why is sequencing important when designing an early years curriculum across the areas of learning?

    Because children build new knowledge on prior knowledge; a well-sequenced curriculum identifies the small steps and order in which knowledge and skills should be taught so that learning is progressive, coherent and not left to chance. Sequencing ensures children are ready for the next stage, including Year 1.

17. What are the three Characteristics of Effective Teaching and Learning in the EYFS?

    1) Playing and Exploring (engagement); 2) Active Learning (motivation); 3) Creating and Thinking Critically (thinking).

18. Describe 'Playing and Exploring' as a characteristic of effective learning, and the key word associated with it.

    Key word: engagement. Children investigate and experience things, 'have a go', show curiosity, use what they know in play, and are willing to take risks and try new things - finding out and exploring.

19. Describe 'Active Learning' as a characteristic of effective learning, and its key word.

    Key word: motivation. Children concentrate and keep on trying if they encounter difficulties, persist, show high levels of involvement, and enjoy achieving what they set out to do (intrinsic motivation and perseverance).

20. Describe 'Creating and Thinking Critically' as a characteristic of effective learning, and its key word.

    Key word: thinking. Children have and develop their own ideas, make links between ideas, and develop strategies for doing things - choosing ways to do tasks, planning, making predictions and testing ideas.

21. Give examples of pedagogy that supports the characteristics of effective learning.

    Providing open-ended resources and time/space for child-initiated play; modelling and 'sustained shared thinking'; offering challenge and allowing productive struggle; commenting rather than over-directing; following children's interests; and creating an enabling environment that encourages exploration, persistence and problem-solving.

22. What is 'sustained shared thinking' and why does it matter for the characteristics of effective learning?

    It is an episode in which two or more individuals (adult-child or child-child) work together to solve a problem, clarify a concept, or extend a narrative. It supports Creating and Thinking Critically by helping children develop and connect ideas and reasoning.

23. What is the progress check at age two, and when must it be carried out?

    A statutory short written summary of a child's development in the three prime areas, completed by practitioners when a child is aged between 24 and 36 months. It identifies the child's strengths and any areas where progress is less than expected.

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