A Rationale for teaching the Foundation Subjects within Early Years and Primary Education, with specific reference to History
The underlying basis for the inclusion of foundation subjects within early years and primary education might not be immediately apparent, particularly for first year students studying towards qualified teacher status. This essay will, therefore, unfold the reasons for this inclusion whilst including specific reference to the enclosure of history teaching. The National Curriculum (NC), introduced in 1988 and currently undergoing revision, consists of the core subjects: English, mathematics and science; compulsory at all key stages, and the foundation subjects: art, design technology (DT), geography, history, information and communication technology (ICT), modern foreign languages (MFL), music, personal, social and health education (PSHE) and physical education (PE); most of which are compulsory at one or more of the key stages (DfE, 2013). It is also important to remember that Religious Education is included within the basic curriculum and is legally bound to be taught, however children can forego the subject at their parents request. Since 2008 the Early Years Foundation Stage (EYFS) has become integrated within all childcare providers, except mother and toddler groups, nannies and short-term crèches, and covers the welfare and development of children (BBC). This essay will not only demonstrate a rationale for the inclusion of foundation subjects in both the EYFS and NC, but also examine how history is developed into children’s learning through both stages.
Boys and Spink (2008) believe the foundation subjects and RE ‘have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners’ (p.xii). Hoodless (2008) develops this further with history, stating “the most significant reason for teaching history in primary schools is that it motivates children and captures their imaginations” (p.2). Both statements reflect on the importance of teaching history and other foundation subjects, yet focuses on extra-curricular
Boys and Spink (2008) believe the foundation subjects and RE ‘have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners’ (p.xii). Hoodless (2008) develops this further with history, stating “the most significant reason for teaching history in primary schools is that it motivates children and captures their imaginations” (p.2). Both statements reflect on the importance of teaching history and other foundation subjects, yet focuses on extra-curricular