This Appendix provides details of the desirable learning outcomes which were replaced by early learning goals as the curriculum guidance for the foundation stage of education in England in August 2000.
Details of the early learning goals are provided in section 5.1.2.
Desirable learning outcomes
In 1995, the Secretary of State for Education and Employment asked the, then, School Curriculum and Assessment Authority (SCAA) (now the Qualifications and Curriculum Authority, QCA) to define a set of 'desirable outcomes for children's learning on entry to compulsory education'; and to consider the need for guidance to providers on educational activities appropriate to these outcomes. After a period of consultation, the so-called desirable learning outcomes were published in January 1996. All children in publicly-funded pre-compulsory education were expected to follow a curriculum which enabled them to make maximum progress towards the desirable learning outcomes. 102, 116, 190
The desirable outcomes were goals for learning for children by the time they entered compulsory education. They emphasised early literacy, numeracy, and the development of personal and social skills and contributed to children's knowledge, understanding and skills in other areas. Presented as six areas of learning, they provided a foundation for later achievement.116
The six areas were:
Personal and social development
These outcomes focused on children learning how to work, play, cooperate with others and function in a group beyond the family. They covered important aspects of personal, social, moral and spiritual development, including the development of personal values and an understanding of self and of others. They were interpreted in the context of the values agreed by the adults, including parents, involved with the setting in which the pre-compulsory education took place.89
Language and literacy
These outcomes covered important aspects of language development and provided the foundation for literacy. Children were expected to be helped to acquire competence in English as soon as possible, making use, where appropriate, of their developing understanding and skills in other languages. The outcomes focused on children's developing competence in talking and listening and in becoming readers and writers. Other areas of learning also made a contribution to the successful development of literacy.183
Mathematics
These outcomes covered important aspects of mathematical understanding and provided the foundation for numeracy. They focused on achievement through practical activities and on using and understanding language in the development of simple mathematical ideas.183
Knowledge and understanding of the world
These outcomes focused on children's developing knowledge and understanding of their environment, other people and features of the natural and made world. They provided a foundation for historical, geographical, scientific and technological learning.183
Physical development
These outcomes focused on children's developing physical control, mobility, awareness of space and manipulative skills in indoor and outdoor environments. They included establishing positive attitudes towards a healthy and active way of life.183
Creative development
These outcomes focused on the development of children's imagination and their ability to communicate and to express ideas and feelings in creative ways.183
Taken together, the six areas of learning also provided opportunities to address important aspects of children's spiritual, moral, social and cultural development.183
In order for the desirable learning outcomes to be achieved, the Qualifications and Curriculum Authority (QCA) considered that pre-school age children needed to receive five sessions of nursery education a week of about 2.5 hours per session for 33 weeks a year.116