EYFS Framework Reforms: Teaching Mathematics in Line with DfE Curriculum Guidance

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About the Webinar

This webinar will provide school leaders, mathematics leads and teaching staff in early years with an understanding of how to enhance mathematics provision in line with the DfE’s reformed Early Years Foundation Stage (EYFS) Framework and supportive curriculum guidance.

The DfE’s revised EYFS Framework will become statutory for all schools in September 2021. Early adopter schools are already adhering to the framework, supported by the recent DfE ‘Development Matters’ curriculum guidance, which sets out the pathways of children’s development, including mathematics.

This follows research published by the Education Endowment Foundation (EEF) in January 2020 which set out five recommendations to support practitioners in developing the maths skills of 3 to 7 year-olds.

In this webinar, Mark Avis, a mathematics specialist with over 30 years’ teaching and leadership experience, explores how schools can start to build and develop an effective mathematics provision in line with proposed EYFS requirements and best practice recommendations.

Learning Outcomes

  • Understanding the duties placed on schools under the revised EYFS Framework in terms of education programmes and early learning goals for mathematics.

  • Recognising how the EYFS Framework reforms impact current mathematics teaching and learning in early years.

  • Developing a strategy for implementing changes to the school’s mathematics curriculum so that it is compliant with the EYFS Framework statutory requirements.

  • Understanding how schools can improve their mathematics teaching in line with EEF research and best available international evidence.

  • Identifying the characteristics of effective teaching and learning in mathematics through early years in order for children to develop a strong grounding in numbers.

Mark Avis

About The Expert

Mark Avis

Mathematics specialist who has led on several new, innovative approaches to teaching mathematics.
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