Missing the goal

10th November 2006 at 00:00
Judith Mabbott Sheffield

"Under-fives too slow to catch on" (TES, November 3)? What a way to refer to children! The piece berates youngsters for being unable to achieve many of the learning goals in the foundation stage profile. In these pages, Ted Wragg slated the profile, and your paper has run pieces explaining how many of the goals have been set too high - comparable to level 1 of the key stage 1 attainment targets. Much better to celebrate what children can and do achieve, at an appropriate level, when oral language and PSHE are taught through the prescribed, broad, play-based curriculum - including reading, writing and calculating - for the foundation stage.

This puts children in a strong position to hit the targets of the next key stage at the appropriate time. Over-emphasis on these aspects at too early an age has no long-term benefit. It unbalances the curriculum and can lead to disaffection later on.

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.
Subscribe now
Existing subscriber?
Enter subscription number


The guide by your side – ensuring you are always up to date with the latest in education.

Get Tes magazine online and delivered to your door. Stay up to date with the latest research, teacher innovation and insight, plus classroom tips and techniques with a Tes magazine subscription.
With a Tes magazine subscription you get exclusive access to our CPD library. Including our New Teachers’ special for NQTS, Ed Tech, How to Get a Job, Trip Planner, Ed Biz Special and all Tes back issues.

Subscribe now