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Curricular Transitions at the Early Level
Michelle Simpson,Acting PT Toronto Primary School West [email protected] Leadership Conference
September 2014
-We spend a lot of time, usually in the final term, preparing children for their move to ‘the big school’ but how can we ensure that this just becomes a natural transition?
-What have they experienced for 2 years prior to coming to school that we can learn from and nurture?
-How can we ensure that the children are making progress in their learning?
-How can we record this progress effectively?
The Big Questions
What did we do?Pre-School Transition
Visits to Primary 1 and the school building (PE and Assemblies, Dinner hall and Playground)P1 teacher and nursery teacher team teaching with mixed groups of P1 and Nursery pre school childrenJoint collaborative projects which start in Nursery and finish in Primary 1‘Jobs for the Day’ for the full last term
Planning for Progression across the Early LevelLearner’s JourneysPlanningAssessment
Introduction of the idea of a ‘Onery’Using the Environment as a tool to support our childrenP1 and P2 area shared Similar themes and topics to encourage collaborative practiceStructured ‘Soft Start’ times like in Nursery
The Big SchoolThe move to the ‘big school’ is an exciting and important time for children and their parents. Children look forward to it and mums and dads can see it as marking a significant moment when a special carefree time of childhood is left behind and children embark on a new phase of development.The first days and months in primary school present so many new experiences and challenges, and children often respond with an accelerated spurt of development, thriving on the challenge and adapting well. This kind of response depends on the resilience of the individual child as well as on factors such as the network of friends and supporters that children can draw on. Research shows that how well children adjust to the challenges of the new environment can have a significant and lasting impact on their learning in school.our aim has been to develop an approach that makes it more likely that children moving on are ready, willing and able to confidently pick up the threads of successful early learning.
We thought about our P1 classrooms and shared areas
We asked ourselves…How can our P1 classrooms reflect the
Nursery environment?
Do we have:
A Writing Area?A Numeracy Area?A Role Play Area?A Physical Play Area?A Small World Play Area?A Craft Area?A Sand/Water?Dough Area? etc
Co-operative LearningFairytales Co-operative groups
Assessment
Group 1 (P1 Teacher and Nursery Nurse)
Group 2 (P1 Teacher and Nursery Nurse
Group 3 (Nursery Teacher and PSW)
The Gingerbread Man
Read the Story of the Gingerbread Man
Make salt dough and use it to make gingerbread men shapes with rolling pins
and cutters.
Small play farm animals and gingerbread men
Animal puppets to act out the story
Draw your own gingerbread man on card then make it into a j igsaw
Run, run rhyme with woodblocks to keep
steady beat.
Pictures of the story to sequence.
Make paper chain gingerbread men and colour with multicultural crayons.
Aladdin
Read the story of Aladdin
Provide a selection of craf t materials to make treasure – encourage independence in
getting and using resources.
I maginative play in a cave with a torch. Provide story books, treasure and lamps in
the cave.
Aladdin j igsaw
I maginative play on a magic carpet.
Make model lamps f rom plasticine.
Play “hide the treasure” using warmer and colder clues. (like hunt the thimble)
The Princess and the Pea
Read and follow the interactive story of The Princess and the Pea www.realprincess.com
Print castle pictures f rom diff erent shaped
bricks.
Dress up as princes and princesses. (old wise man and page costumes and dancer’s
dresses)
I nvestigate how easy it is to feel a pea with layers of diff erent fabrics.
Role play weddings and banquets.
Build castles f rom own choice of
construction materials.
Shared Role Play Areas
Structured ‘Soft Start’
Joint Initiatives
Learner’s JourneysIn West Lothian we use Learner’s Journeys as a form of documenting
children’s learning and tracking their progress.
The Learner’s Journey is the Early Level Profile. This
document was developed by West Lothian Council
Early Years Quality Assurance Group in
consultation with relevant stakeholders as a response
to BtC5. It provides a format to recognise and
record children’s progress in learning and wider
achievements within the early level of CfE.
West Lothian Early Years Quality Assurance Sub Group
March 2011
Early Level Overview READING LIT 0-01a / 11a / 20a Sounds, rhymes, alliteration LIT 0-01b / 11b Reading stories D D1 I enjoy rhyming stories D2 I join in saying
rhymes D D1 I can select a library book D2 I choose to look at books for
pleasure C C1 I am aware that letters relate to sounds C2 I can identify
rhyming words C3 I identify one or more initial sounds
C C1 I can say whether I like or dislike a story C2 I enjoy using picture clues to “read” a story
S S1 I can identify initial sounds S2 I can generate rhyming words S3 I can sound out simple words S4 I can generate alliteration
S S1 I can talk about a story with some detail S2 I use pictures and my knowledge of a few words to “read” S3 I am mainly using words to read simple stories
ENG 0-12a /LIT 13a / 21a Learning to read LIT 0-14a Finding information D D1 I can recognise one or more letters
D2 I can recognise my own name without picture support D I can use signs, books or the internet(with support) to find information
C C1 I can recognise most letters C2 I can recognise a few words other than my name
C I can learn from the information I find
S S1 I can read all the Jolly phonics sounds S2 I can read 3 letter words S3 I can use my phonic knowledge to sound out simple words S4 I can read some “tricky words”
S I can use the information I find to help me make choices and/or make plans
LIT 0-07a / 16a / 17a Understanding and linking LIT 0-19a Sharing understanding D I can ask a simple question about a text to help me understand or gain
info D I enjoy exploring events and characters in stories through role play
C I can link what I already know to information in a text C I can respond to a simple question about an event or character in a story or text
S I can link and share my new learning from a text with others S I can share my ideas about an event or character in a story or text WRITING LIT 0-01a / 11a / 20a Patterns and sounds in writing ENG 0-12a / LIT 13a / 21a Learning to write D I do emergent writing and say what I am writing about D D1 I do emergent writing D2 I am trying to write my
name C As I begin to write I show awareness of onset and rhyme in 3 letter
words C C1 I can write my name C2 I can write most letters
C3 I can use my phonic knowledge to write simple words S As I write I use previous knowledge of sound patterns to generate words S S1 My writing shows an awareness of spaces between words
S2 My writing shows some awareness of sentences and punctuation Lit 0-021b Writing materials and conveying information LIT 0-26a Communicating and genre D D1 I explore mark making and I try out different materials such as
pencils, crayons, felt pens, chalks and brushes D2 I can talk about my drawings and / or emergent writing
D D1 I do emergent writing as part of my play to record information D2 Through my emergent writing I show that I am aware of different forms of writing (eg list, invitation, sign)
C As I play and learn I am beginning to write to record experiences, feelings, ideas and information with support
C I am beginning to write to communicate feelings, ideas, experiences and info using various genre with support
S As I play and learn I can write to record experiences, feelings, ideas and information with little support
S I communicate my feelings, ideas, experiences and information using various genre of writing with little support
LIT 0-09b / 31a Writing stories D I can make marks to record my ideas and I can talk about them
C I am beginning to write my own imaginative stories with support and I can say what they are about
S I can write my own imaginative stories and share them with others
Taking things a step further…
May 2014 HWB 0-23a Today in Nursery, Ellie chose to play in the brick corner with her friend. As she investigated the brick area she discussed what she was going to build
with her friend. The girls settled on building a house. Ellie selected some of the tools from the tool box and measured one of the bricks with a tape
measure saying ‘it’s 80-50 and these tweezers (pliers) are very nippy so let’s get the hammer and sort this mess out’.
During this experience, Ellie had very clear ideas of her own and was also able to accept the viewpoint of others around her. ‘India let’s get building an
enormous wall...oh that’s good’. Ellie went on to tell one of the boys that she was ‘a lady builder’. Ellie played here for a good while co-operatively
and had great fun with her peers!
Relevant and Purposeful for the Children and Parents
I chose to look through my Learner’s Journey folder today.
I did something special in nursery today and asked for
it to be added to my Learner’s Journey!
I helped to add lovely work to my Learner’s Journey. I’m very clever!
This is what I thought:
The staff at nursery might not know this but something you’re really good at at home is:
Parent
Consultation Feedback
October 2013
I had a look through your Learner’s Journey and I loved:
Something I would love to see you improve on is: (This can be at nursery or at home)
Please tell us what you thought of our Learner’s Journey folders as we always strive to improve them and value your feedback.
Child’s Name
How do you feel your child has settled in or settled back in to nursery so far:
MNU 0-01a Size/Measure
Short Long Full Empty Small Big Thick Thin
MNU 0-02a Number
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
1-5 5-10 10-15 15-20 20+
I can count using 1-1 correspondence. I can order numbers. MNU 0-03a Add/Subtract
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
I can count forwards. I can count backwards.
MNU 0—07a Fractions
I can divide. I divide objects equally. I can share objects equally between my friends.
MNU 0-09 Money
I can use money through play. I can sort money by type.
MNU 0-10a Time
I can follow nursery routines. I am learning about the seasons. I can recite the days of the week.
MNU 0-13a Pattern
I have experienced pattern through play. I can complete a pattern. I can complete a complex pattern. MNU 0-16a Shape
I can name a square. I can name a circle.
I can name a triangle I can name a rectangle.
I have experienced shape through play.
MNU 0-17a Position
Forward Backwards on top under in MNU 0-20b Sorting
I can sort using a given criteria. I can sort using my own criteria.
Colour
As a Nursery Team we
realised the importance
of the children
being able to see their
progression at a glance
so we created this
visual representati
on of the outcomes for
Numeracy and Maths.
Currently we are developing more
for the other areas
‘Professional dialogue is key to improving learning….Forward planning is a tool to assist teaching and learning. Teachers should plan to the level of detail which will work best for their pupils. This will vary…and there should not be a “one-size-fits-all” approach.’
Forward planning should be proportionate; there is no need to plan, assess, record and report at the level of each and every Experience and Outcome. It is almost always better to group together related Experiences and Outcomes and focus on the most significant aspects of teaching and learning.
http://www.scotland.gov.uk/Topics/Education/Schools/CfEtacklingbureaucracygroup
…and so that is what we did…
Thinking about Planning
Planning
We grouped some of the natural SocialStudies and ScienceOutcomes and from there created some possible contextsfor learning over theEarly Level.
Social Studies SOC 0-17a/SOC 0-18a – Permeates throughout Nursery and P1
Nursery Primary 1 SOC 0-01a SOC 0-02a SOC 0-04a SOC 0-15a SOC 0-18a
My Family (Year 1)
SOC 0-01a SOC 0-02a SOC 0-04a SOC 0-15a SOC 0-16a
Me at School
SOC 0-012a Weather (Year 1) SOC 0-07a SOC 0-08a SOC 0-09a SOC 0-12a
Scotland
SOC -0-07a SOC 0-15a SOC 0-16a
People in our Community who help us (Year 2)
SOC 0-16a People Who Help Us (Health)
SOC 0-20a Shops (Year 2) SOC 0-20a Shops (Money)
Science SCN 0-11a – Linked to Music with Mr Paul throughout the the year for both Nursery and Primary 1
Nursery Primary 1 SCN 0-01a SCN 0-03a
Autumn (Year 1 &2) Minibeasts
SCN 0-01a SCN 0-03a SCN 0-20a
The Gruffalo
SCN 0-04a SCN 0-07a
Transport, Toys and Wheels (Year 2)
SCN 0-11a SCN 0-12a HWB 0-47a HWB 0-47b
Senses
SCN 0-05a SCN 0-15a
Winter Weather, Animals and Materials (Year 1)
SCN 0-15a Materials (3 little pigs)
SCN 0-09a Electricity (Year 1&2)
SCN 0-20a Weather Around the World – Wizard of Oz (Year 2)
Early Level 3 Year Overview – Nursery
Year 1Term 1
Aug - OctTerm 2
Oct – Dec Term 3
Jan - AprilTerm 4
April - June
Topic 17 Weeks
Topic 28 Weeks
Topic 35 ½ Weeks
Topic 46 Weeks
Topic 56 Weeks
Topic 6 (HEALTH)3 Weeks
Nursery Year 1(2012-2013)
My (New) Nursery
(2 weeks)HWB 0-03a HWB 0-05aHWB 0-07a HWB 0-08aHWB 0-19a HWB 0-23aRME 0-02a RME 0-09a
*These outcomes will be focussed on whenever a new child arrives throughout the
year.
My Family(3 weeks)
SOC 0-01aSOC 0-02aSOC 0-04a
H&WB 0-44bH&WB 0-51a
Dinosaurs(children’s interest)
SOC 0-04a
Autumn (2 weeks)SOC 0-08aSCN 0-01aMNU 0-10a
Dark and Light
(4 weeks)SCN 0-01aSCN 0-06aMNU 0-10a
*Stranger Danger/
Road SafetyH & WB 0-17aH & WB 0-18a
Seasonal/Celebrations*Halloween *Fireworks
H&WB 0-16a
Christmas & Nativity(4 weeks)
H&WB 0-12aRME 0-01aRME 0-03a
Chinese New Year
(1 week)RME 0-04aRME 0-06a
Scottish WeekTartan
Robert BurnsSOC 0-01aSOC 0-07aSOC 0-15a
LIT 0-01a/LIT 0-11a/LIT 0-20a
LIT 0-10a
Winter Animals & Materials
Topical Science(4weeks)
SCN 0-05aSCN 0-15aMNU 0-20b
Colour and Shape
(2 weeks)
MNU 0-13aMNU 0-16aMNU 0-20aMNU 0-20b
Easter and Mothers’ Day
(1 week)RME 0-03a
Spring and New Life on the Farm
Preparation for TRIP to East Links Farm
(3 weeks)SCN 0-20a
SOC 0—08a
Living Things in our Garden
Plants & Mini Beasts(6 weeks)
SCN 0-01aSCN 0-08aSCN 0-20aMNU 0-19a
H&WB 0-50a
Going to School(integrated throughout last
term)
Jolly Phonics
ENG 0-12a/LIT 0-13a/LIT 0 – 21a
Number Zoo
MNU 0-02a
12 Days of Fitness
H&WB Focus(Variety of sports and
health and fitness activities will be provided throughout
this final few weeks )
Sports DaySplit Pre and Ante-Pre children to participate
Electricity
SCN 0-09a
Fathers’ Day
‘Oh Leela’Drug and Alcohol misuse
programme of work(1 week)
Nursery Trip to soft play
area
Windyknowe Nursery Early Level Topic Overview (2012-2014)(Nursery – Primary 1)
Broad overview of MAIN Social Studies and Science CfE outcomes which link to each topic naturally are listed below. Each topic will have a main assessment focus. Literacy, Numeracy, H&WB and Technology will all permeate throughout so only focussed outcomes are listed below. More detail can be found in Long Term plans.
Early Level 3 Year Overview – Nursery Year 2
Term 1Aug - Oct
Term 2Oct – Dec
Term 3Jan - April
Term 4April - June
Term 4
Topic 19 Weeks
Topic 28 Weeks
Topic 313 Weeks
Topic 56 Weeks
Topic 6 (HEALTH)3 Weeks
Nursery Year 2(2013-2014)
My (New) Nursery
(3 weeks)HWB 0-03a HWB 0-05aHWB 0-07a HWB 0-08aHWB 0-19a HWB 0-23aRME 0-02a RME 0-09a
*These outcomes will be focussed on whenever a new child arrives
throughout the year.
People in our community who help us
*Local Environment Study(4 weeks)
SOC 0-07aSOC 0-15aSOC 0-16a
Autumn & HarvestPercy The Park Keeper
(1 week)
SCN 0-01aSCN 0-03a
Transport and Wheel
TechnologyFinancial Educataion*Energy and Forces
(4 weeks)SCN 0-04aSCN 0-07aSOC 0-09aSOC 0-15aMNU 0-01aMNU 0-11aMTH 0-17aTCH 0-01a
Scottish WeekSt AndrewRME 0-03a
H&WB 0-35a
Christmas&Nativity(3 weeks)
H&WB 0-12aRME 0-01aRME 0-03a
Seasonal/Celebrations
*Halloween *Fireworks*Divali
H&WB 0-16aRME 0-04aRME 0-06a
Weather Around the World*The Wizard of OzNatural Disasters
(5 weeks)
SCN 0-20aMNU 0-20aSOC 0-12a
Burns WeekHairy McLary
(Scottish Literature) (1 week)
SOC 0-01aSOC 0-02a
LIT 0-01a/LIT 0-11a/LIT 0-20a
LIT 0-10a
Traditional Tales(6 weeks)
SOC 0-17aLIT 0-19a
LIT 0-01b/LIT 0-11bMNU 0-01aHWB 0-09aHWB 0-17a
Easter and Mothers’ Day
(1 week)RME 0-03a
Preparation for Nursery Trip
*Location to be decided in collaboration with parents and
children
The Shop/Post Office(6 weeks)
SOC 0-07aSOC 0-16aSOC 0-20aMNU 0-01aMNU 0-09aMNU 0-20a
Going to School(integrated throughout last
term)
Jolly Phonics
ENG 0-12a/LIT 0-13a/LIT 0 – 21a
Number Zoo MNU 0-02a
12 Days of Fitness
H&WB Focus(Variety of sports and
health and fitness activities will be provided throughout
this final few weeks )
Sports DaySplit Pre and Ante-Pre children to participate
I am Special(Body Systems)
H&WB 0-48aH&WB 0-48bSCN 0-12a
Fathers’ Day
‘Oh Leela’
Drug and Alcohol misuse programme of work
(1 week)
End of term Showcase of our talents
Early Level 3 Year Overview – Primary 1
PRIMARY 1
Primary 1
Settling In(1 week)
I am at School
(6 weeks)SOC 0-01aSOC 0-02aSOC 0-16aSOC 0-17aRME 0-08aRME 0-07a
I Live in Scotland
(4 weeks)SOC 0-07aSOC 0-08aSOC 0-09aSOC 0-12a
Scottish Week
RME 0-03a
Christmas & Toys(3 weeks)
SCN 0-04aSCN 0-07aRME 0-02aRME 0-03a
Materials: The 3 Wee Grumphies
(5 ½ weeks)SCN 0-15aTCH 0-02aTCH 0-12aTCH 0-14a
Senses
(6 weeks)SCN 0-12aHWB 0-47aHWB 0-47b
The Gruffalo
(6 weeks)SCN 0-01aSCN 0-03a
Healthy Me(3 weeks)
SOC 0-16aRME 0-02a HWB0-16aHWB0-17aHWB0-21aHWB0-22aHWB0-23aHWB0-24aHWB0-25aHWB0-26aHWB0-27aHWB0-28a
Primary 1
Stand Alone
H&WB*Keeping Myself Safe
*Thinking About Others*My Family and Friends
RME
*Introduction of the Bible*Noah’s Ark
*Harvest/Creation
H&WB*Bonfire Night
*Be Bright Be Seen*What’s The Score?
*Drug Sense
RME*Divali
H&WB*Right and Wrong
*My Feelings*My Community
H&WB*Bee Safe*Be Safe
RME
*Chinese New Year*Easter
H&WB
*People Who Help Us *CEOP
*All the Things
RME
*Jesus as a special person (Miracles)*The Church as a
special place
Assessment Records
CfE OutcomeENG 0-12/LIT 0-13a/LIT 0-21a As I help to prepare the snack menu board I am becoming aware of sounds and words by using visual cards and listening to an adult. I am learning to experiment with writing letters and words with adult guidance.
I can confidently copy sounds
with actions and can copy simple
words.
With some support I am
copying Sounds with actions and
creating early symbols
With some support I am becoming aware of sound, letters and mark making.
Name Comment
Aaron G
Aaron N
Aaron W
Adam
Alfie
Andy
Angus
Anna
Anthony
Leanna
‘Joyning’ the Learning ProjectFollowing on from the success of Nursery
floorbooks
Children leading their own learning
https://blogs.glowscotland.org.uk/glowblogs/technologiesforlearning/2010/08/30/glowing-cookbook-glow-meet-with-a-dragon-early-years-fairyland-topic/
The curriculum should be designed on the
basis of the following principles:
Challenge & enjoymentBreadth
ProgressionDepth
Personalisation & choice
CoherenceRelevance
CollaborativeNursery
P1/P2 Project
Let’s Reflect