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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
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