the learning aims of the EYFS framework are split into seven areas, known as the prime and specific areas of learning.

The prime areas of learning covered in the Early Years Curriculum Framework are:

There are also specific areas of learning:

 

2.     Scope and sequence of the curriculum is not set in a holistic and chronological order. 

3.     There is need to include learning outcomes focused on social and emotional development of the child.

4.     There is need to bring innovation in assessment methods. 

2.     As a general rule scope and sequence of any taught unit must be in chronological order.

3.     Continuous constructive feedback to students and parents can bridge the gap between learning at school and in outer world and in this way students get a chance to improve their skill before actual evaluation  

4.     For development of effective formative assessment one should consider Millers’ triangle to assess educational competencies (Armstrong, P. (2010).

·       Farah, S., & Ridge, N. (2009). Challenges to curriculum development in the UAE. Dubai school of government policy brief, 16, 1-10.

·       Gaad, E., Arif, M., & Scott, F. (2006). Systems analysis of the UAE education system. International Journal of Educational Management.

·       Kysilka, M. L. (1998). Understanding integrated curriculum. Curriculum journal, 9(2), 197-209.

·       Magoma, C. M. (2016). The Shift and Emphasis towards Curriculum Integration: Meaning and Rationale. African Educational Research Journal, 4(2), 25-30.

·       Stephenson, L. (2010). Developing curriculum leadership in the UAE. Education, Business and Society: Contemporary Middle Eastern Issues.

·       Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

·       http://www.resourcefulschools.org/activities/songs-and-poems/sing-along-recycling-songs ∙

·       Harrell, P. (2010). Teaching an integrated science curriculum: Linking teacher knowledge and teaching assignments. Issues in Teacher Education, 19(1), 145-165.

·       Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education, 12(5), 23-37.

·       Erlandson, C., & McVittie, J. (2001). Student voices on integrative curriculum. Middle School Journal, 33(2), 28-36.

·       Mustafa, J. (2011). Proposing a model for integration of social issues in school curriculum. International Journal of Academic Research, 3(1), 925-931.

The two curricula offer many major components of learning at the same level and pace. For example in UAE schools there is main focus on the subjects related to active use of higher mental functions like Numeracy and exactly the same is in EYFS, the children are taught English & Maths when they are awake and alert. However, alongside the appropriateness of achievable learning outcome, there is need for including Social and emotional aspect in learning outcomes in every unit in MOE ECE curriculum.  

In MOE ECE curriculum, in early year learning, much stress is laid mark-making and a deep level of language understanding and students are expected to demonstrate their understanding of the language quickly even though it is a foreign language. In EYFS curriculum the main focus is on a broader understanding of the linguistic skills and then moving on to higher level. Similarly students are encouraged to start early writing and there is lot of focus on accurate letter formation in MOE ECE curriculum and in contrast it is delayed in EYFS curriculum. 

However, the two systems become increasingly similar as children get older and move into elementary schools. At this stage teachers offer a broad range of subjects and ensure that adequate yearly progress is made by putting in place effective assessment measures. For this purpose formative as well as summative assessment are used at different levels to ensure that no child is left behind (Gaad, E., Arif, M., & Scott, F. (2006).  In general, the EYFS curriculum offers a holistic liberal arts approach to education from kindergarten all the way through graduation. In the MOE ECE educational set up there is an encouraging approach towards liberal arts with some reservations and, as learners get older, it becomes increasingly specialized. The philosophy in MOE ECE is to ensure that each learner is challenged to progress at a rate over and above the rate at an average school. Based on general average statistics, most children educated in UAE are a year or more ahead of their EYFS counterparts in math and language.

Although there are many similarities between the EYFS and MOE ECE curriculum, there are some prominent differences. The MOE ECE curriculum tends to have a national focus while the EYFS curriculum tends to have a broader global perspective. The MOE ECE curriculum often relies heavily on text books with occasional use of texts and other sources while the EYFS curriculum uses a variety of sources and authentic texts. As UK has a multicultural make up, so religious education is very diverse and covers multi faiths. This is quite different compared to here in UAE and you will learn lots about other cultures more. The MOE ECE curriculum has the capacity to accommodate the varied learning experiences and diverse backgrounds that children bring to school (Farah, S., & Ridge, N. (2009).

Both educational systems offer a high standard education for children and assist students by using innovative teaching strategies in developing their interests and talents not only for university but also for this rapidly changing and more demanding global village.