Early Mark MakingFriday, 27th September

Agenda and Objectives• To recognise the developmental stages in

early mark making and counting.• To consider effective resources and

activities to support progression. • To be familiar with EYFS Early Learning

Goals and Area of Learning and approaches to counting within the new National Curriculum.

The EYFS (revised) 2012

3 Prime Areas of Learning:1. Personal, Social and Emotional

Development2. Communication and Language3. Physical Development

4 Specific Areas of Learning:1. Literacy2. Mathematics3. Understanding the World4. Expressive Arts and Design

DfE (2012) Development Matters in the Early Years Foundation Stage available athttps://www.education.gov.uk/publications/eOrderingDownload/Development-Matters.pdfDfE (2012) Statutory Framework for the Early Years Foundation Stage available at:https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00023-2012

What do you notice?

Interesting changes …

Discuss these points and any others:1. Now ‘Mathematics’ not ‘PSRN’2. The arrows represent the ‘characteristics of

effective learning’:‘Creating and Thinking Critically’ – critical thinking not really included specifically before. What do you think about that?

Let’s look at the key documentation …

The Early Learning Goals

Mathematics (Specific Area)• Numbers: children count reliably with numbers from 1 to 20, place

them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

• Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them

Does maths link to any other specific area?

Prime AreasCommunication and language • Listening and attention: children listen attentively in a range of situations. They listen to stories,

accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

• Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

• Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events

Do the examples above link clearly to maths? Should they?Does maths link to any other prime areas? Is this made clear?

Does EYFS planning in your school take this into consideration clearly enough?How aware are you of EYFS planning?

It is the foundation of everything else so extremely important to get right

Williams Review (2008)

Recommendation 4: That the DCSF commissions a set of materials on mathematical mark making and children’s mathematical development which can be used to support early years practitioners’ CPD.

Mark Making MattersThe National Strategies Early years

Matthew (3 years, 1 month)

He knows that marks carry meaning and they can sometimes represent numbers. He also knows that you write numbers down.)

Tins Games

Tins Game

What do marks mean? How would we know?

Marks have meaning

Worthington and Carruthers’ research and guidance:

Gallery

Essential elements to support mark making

What is an ‘enabling environment’ for mark making?

• Discuss and collect key ideas• Share these key points

The Pedagogy of Children’s Mark Making

Providing an ‘enabling environment’ for mark makingFor example …• An environment that gives children many opportunities to

explore mark making• Assessment that is positive and responsive to children’s

marks and informs the next steps of learning• Adults that model mathematics in meaningful contexts• Adults that understand and value children’s marks

… and does not move children on before they are ready

… but they do need to move on

• Are there implications for older children?• How important is it to allow children to record in their own

way? APP evidence? SATS?

We need to help them make progress by careful planning and excellent teaching

Numbers and Patterns: laying foundations in mathematics (written to support old EYFS)How well has your school engaged with the ‘Numbers and Patterns’ Material?Is there some scope for development here?• Let’s look at page 11 and 15Early Years Magazines (NCETM)(now recently combined with ‘Primary’ as one)Does this regularly feature in EYFS planning in your school?• Let’s look at some of their recent issues:NCETM