Early Years Learning Panaga School

Tuesday 27th November 2012, 7:15 pmSarah Josefsen/ Craig Heaton

Mendaram

‘Born to learn’

‘Shell schools are expected to provide Nursery education’

The Nursery provision in Shell schools: Brings together children from the term they turn 3 years

old to the term they turn 4 years old Has trained professionals Provides an appealing structured setting Has adequate and safe accommodation Has a maximum of 12.5 hours a week Is well resourced with age appropriate equipment and

materials Contributes to the continuity in the school by working

closely together with the Primary 1 Children are expected to be toilet trained

Shell Global Policy - Nursery

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Age Range Admission criteria Practitioner/ Teacher in charge

Physical Environment

Pre- nursery Turn 3 years old between1st Sept. & 31st Aug

Yvonne CrooksLouise RamsdenNuel West

2.3 sqm² per child (3 years old)2.5 sqm² per child (2 years old)270 sqm²

1 Qualified Practitioner (QTS or NNEB) to 20 children (BSP: 23)For children in the term they turn 3 years old - Supported by 1 Learning Support Assistant to 8 childrenFor children before the term they turn 3 years old – Supported by 1 Learning Support Assistant to 4 children

Nursery Turn 4 years old between1st Sept. & 31st Aug

Sarah Josefsen EYMPStephanie HeatonHettie Barnhard (Nicole Ebert)

2.3 sqm² per child (3 -7 years old)300 sqm²

1 Qualified Teacher (QTS) to 20 children (BSP: 23)Supported by 1 Learning Support Assistant to 8 children

Primary 1 Turn 5 years old between 1st Sept. & 31st Aug

Jenny WinderDonna BonhamChristina Fenlon

2.3 sqm² per child (3 -7 years old)270 sqm²

1 Qualified Teacher (QTS) to 15/18 children (BSP: 23) Supported by a Learning Support Assistant

Specifications

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1. Playing2. Finding out and exploring new things3. Being willing to ‘have a go’4. Active learning5. Being with other people6. Talking to themselves and others7. Representing their ideas and experiences

Early Years PrinciplesThe key ways children learn

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‘Play brings together and connects different parts of the network of learning. It uses real first hand experiences, games with rules, representation, and helps children reflect on and try out ideas, feeling and relationships. Play co-ordinates a child’s development and learning.’

Tina Bruce, 1996, Helping Young Children to Play

What really is play?

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Play based learning is important because it:

• is developmentally appropriate• is inclusive of all stages of development• is child-centred and meets the needs and

interests of the pupils• is child initiated• is teacher guided and supported• is supported by evidence from best

practice and brain research that it develops attitudes, skills and understandings.

Play Based Learning

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Early Years Learning at Panaga School

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* IPC principles- also based on play research‘Play is an essential part of children’s learning.’

‘ To develop the skills and attitudes children need at this level and throughout a lifetime of learning’‘Children need an holistic experience that doesn’t create artificial boundaries between different aspects of their development.’

* 4 Learning Strands- Independence and interdependence, Communication, Exploring and Healthy Living.

* Children have to achieve the goals by the end of Primary One.

Early Years IPC

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Areas of Learning

CLL Develop

conversational skills Develop listening

skills Hear sounds in words Develop pencil

control

PSED Encourage children to

be independent To be self-confident and

self-aware Build relationships Know what their own

needs are Manage their feelings

and behaviour

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Areas of Learning

KUW Gain an

understanding of the world

Explore and investigate environment

Develop designing and making skills

Use ICT

PSRN Count to ten and

beyond Use mathematical

vocabulary Develop comparing

and sorting skills Shape, space and

measures

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Areas of Learning

Creative Development Encourages an

enjoyment of music Opportunities for

imaginative play Confidence in

painting, drawing and other areas of art

Physical Development Supports healthy

development Uses large and small

equipment Sense of space Practical skills

Eg. dressing Encourages balance Fine motor skills

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1. In Pre-Nursery and Nursery, all the 6 Areas of Learning are equal.

2. In Primary One, all 6 areas are planned for, but the focus moves slightly more towards Literacy and Numeracy.

Areas of Learning

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Development MattersA guide to help support children’s learning and

development

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• Listen to familiar sounds, words, or finger plays

• Respond to words and rhymes, such as’Clap hands’

• Show interest stories, songs and rhymes

• Have some favourite stories, rhymes, songs, poems or jingles

• Listen to and join in with stories and poems, begin to be aware of story structure, suggest how stories might end, show interest in illustrations and print in books and print in the environment, handle books carefully, know information can be relayed in the form of print, hold books the correct way up and turn pages, understand the concept of word

• Explore and experiment with sounds, words and texts

• Retell narratives in the correct sequence, drawing on language patterns of stories

• Read a range of familiar and common words and simple sentences independently

• Show an understanding of elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how

Birth – 11 Months

8 – 20 Months

16- 26 Months

22- 36 Months

30 – 50 Months

40 – 60+

Months

Effective Early Years teachers will organise the time, space and activities in the daily routine to reflect the overall combination which best supports the children’s learning and well-being.

How do we plan?

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How do we plan?

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- Continuous provision in Pre-Nursery.

- Continuous provision in Nursery but introducing more structure in timetable.

- Structured timetabled activities in Primary One.

Continuous Provision Plan

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1. Offer assistance and support as needed to help the children be successful.

2. Scaffolding the children’s learning through talk, discussing strategies and ideas, suggesting possibilities and modelling approaches.

3. Use a problem solving approach to resolving conflicts.4. Ensure that the children have sustained time to

develop their activities.5. Ensure that the learning environment offers a range of

stimulating open ended materials indoors and outdoors.

6. Observe the children’s activities carefully, to discover what the child is thinking about and extend the learning.

7. Maintain a child’s focus on learning.

Adult role in play and continuous provision

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Nursery Key Worker Activity Plan

1. The children are introduced to a new idea, skill, story or rhyme (often linked to IPC unit/ theme)

2. They can then extend their learning through play and discussion.

3. Adults will adapt the continuous provision to link to new experiences.

4. Adults will interact and develop language, knowledge and skills as appropriate.

What are the children learning in Early Years?

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PSED- Dispositions and Attitudes

Show confidence in linking up with others for support and guidance.

Displays high levels of involvement in self chosen activities.

Persist for extended periods of time at an activity of their choosing.

Continue to be interested, excited and motivated to learn.

Maintain attention and concentrate.

PSED- Making Relationships

Form good relationships with adults

PSED- Self-care

Select and use activities and resources independently.

CLL- Handwriting

Use one handed tools and equipment.

Manipulate objects with increasing control (pre-writing skills).

What learning did you see?

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CLL- Reading

Handle books carefully.

Hold books the correct way up and turn pages.

CLL- Language for Communication

Build up vocabulary that reflects the breadth of their experiences (“spoon to mix”).

Have confidence to speak about their own wants or needs.

Speak clearly and audibly with confidence.

PSRN- Numbers as Labels for Counting

Use some number names accurately in play (2 eyes, would continue to count buttons etc)

Match number and quantity correctly.

Use language such as ‘smaller’ to describe solids (adult modelling).

KUW- Designing and Making

Begin to try out a range of tools and techniques safely.

PD. Using Equipment and Materials

Handles tools and malleable materials safely and with increasing control.

Humour to enhance learning (David A Souza, How the brain learns – fourth addition)

Laughter facts:

◦ Provides more oxygen to the brain◦ Causes an endorphin surge

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Brain Friendly Learning

Educational benefits:

◦ Gets attention◦ Creates a positive climate◦ Increases retention and recall◦ Improves everyone’s mental health◦ Provides an Effective Discipline Tool

1. A parent workshop for phonics sounds on Phase 1 programme.

2. Behaviour3. Identifying problems with development.4. Cater for special needs/ gifted and

talented.

Other Information

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Q & A