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Wednesday Aims and Objectives
• Visit reflection / messages to take back to ‘my
school’
• Planning
• Transition
• Phonics and Reading
Tuesday Overview (visits)Spring Grove Primary School
•How does their provision facilitate outstanding learning?
•How does their planning meet the needs of pupils?
•How do day to day assessment strategies build a picture of a
child’s learning?
•How do a range of adults contribute to the pupil’s learning?
Tuesday Overview (visits)Alexandra Primary School
•How does their provision facilitate outstanding learning?
•How does their planning meet the needs of pupils?
•How do day to day assessment strategies build a picture of a
child’s learning?
•How do a range of adults contribute to the pupil’s learning?
Medium Term Planning
•Map out the terms ‘special events’Settling in
topics “pirates”
(building on pre-school interests…)
Diwali(17th Oct)
World book day
“Celebrating Schools 50
years” Whole school
18th-22nd November
Medium Term PlanningWhat are the ‘anticipated’ learning outcomes for this term?
– Write expected learning outcomes in brief– Sketch out some possible learning activities – Think about special resources
•Remain Flexible!•Remember – this is only a sketch. Children will influence your thinking and your planning week by week.
Medium Term Planning•Final checks
•Broad?•Balanced? •Inclusive? •Builds on the children’s prior learning? •Flexible enough to respond to
children’s interest?
Short Term Planning•Bring together the planning for individual children based on your assessments and observations •Regular weekly planning meetings
– Involve all practitioners
Short Term Planning•Should show the deployment of adults •Ideally an adults time should be spent
– 2/5 – support child initiated play– 2/5 leading adult guided activities– 1/5 observing children – Planning should try to reflect this
Short Term Planning•Child initiated play
– You cannot plan a learning intention for a child initiated activities
– Brief notes to remind you to follow up children’s self initiated play should be written on the planning sheets
Short Term Planning•Adult Guided Activities
– Differentiation – Broad and flexible– Lots of opportunities for speaking and listening– Plan a range of activities across different
curriculum areas – Promote a positive disposition to learning
Short Term Planning•Provision Planners/Enhanced Provision
– To ensure you have an enabling environment – Think about resources in each area – Ideally filled out on a daily basis not a week in
advance
Planning
• Look at the examples of planning…
– Are learning objectives clear?
– Do all adults know what they are doing?
– How do they support the needs of the children?
– Is the balance between adult guided/child initiated clear?
• How do you share your planning with your team?
Messages for me…
• Can I take anything from either school to use in
my school?
• How will I implement this? Who do I need to
support me with this?
Coffee Break
Transition
•What is transition?•When does transition occur?•What does transition look like in your school?
•Ineffective use of assessment•Lack of continuity and progression in provision for learning in Year 1•Lack of understanding of the importance of a practical approach to learning by parents.
Key Transition Issues
Challenges• Active (doing) curriculum vs. more passive (listening)
curriculum
• Integrated curriculum vs. subject based curriculum
• Play based literacy and maths vs. formal sessions
• Large number of adults vs. smaller number of adults
• Individual/small group work vs. large group/class activities
• Child initiated activities vs. adult directed activities
• Informal access to outside vs. timetabled playtime
Emotional well beingExtremely Low
The child clearly shows signs of discomfort such as crying or screaming. They may look dejected, sad, frightened or angry. The child does not respond to the environment, avoids contact and is withdrawn. The child may behave aggressively, hurting him/herselfor others.
Low The posture, facial expression and actions indicate that the child does not feel at ease. However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time.
Moderate The child has a neutral posture. Facial expression and posture show little or no emotion. There are no signs indicating sadness or pleasure, comfort or discomfort.
High The child shows obvious signs of satisfaction (as listed under level 5). However, these signals are not constantly present with the same intensity.
Extremely High
The child looks happy and cheerful, smiles, cries out with pleasure. They may be lively and full of energy. Actions can be spontaneous and expressive. The child may talk to him/herself, play with sounds, hum, sing. The child appears relaxed and does not show any signs of stress or tension. He /she is open and accessible to the environment. The child expresses self-confidence and self-assurance.
Involvement Low Activity Activity at this level can be simple, stereotypic, repetitive and passive. The child is absent and displays no energy.
There is an absence of cognitive demand. The child characteristically may stare into space. N.B. This may be a sign of inner concentration.
A Frequently Interrupted Activity
The child is engaged in an activity but half of the observed period includes moments of non-activity, in which the child is not concentrating and is staring into space. There may be frequent interruptions in the child’s concentration, but his/her Involvement is not enough to return to the activity.
Mainly Continuous Activity
The child is busy at an activity but it is at a routine level and the real signals for Involvement are missing. There is some progress but energy is lacking and concentration is at a routine level. The child can be easily distracted.
Continuous Activity with Intense Moments
The child’s activity has intense moments during which activities at Level 3 can come to have special meaning. Level 4 is reserved for the kind of activity seen in those intense moments, and can be deduced from the ‘Involvement signals’. This level of activity is resumed after interruptions. Stimuli, from the surrounding environment, however attractive cannot seduce the child away from the activity.
Sustained Intense Activity
The child shows continuous and intense activity revealing the greatest Involvement. In the observed period not all the signals for Involvement need be there, but the essential ones must be present: concentration, creativity, energy and persistence. This intensity must be present for almost all the observation period.
Measuring well-being and involvement
•Observe pupils in a group or individually – at least 2 minutes•Give a score for well being and/or involvement•Unless operating at 4 or 5 learning will be limited •Initial observation is starting point for further analysis •Focus on pupils with lower levels•Analysis should inform educators •Should provide framework for intervention
(Ref: Well-being and Involvement in Care Settings. A Process-oriented Self-evaluation Instrument,Ferre Laevers (Ed.) Research Centre for Experiential Education, Leuven University. ISBN: 978-90-
77343-76-8)
•Whole school training
•http://www.foundationyears.org.uk/2011/11/continuing-the-learning-journey/
•Identify the specific needs of the school and ensure transition targets feature on the School Improvement Plan.
A Whole School Approach to Successful Transition
•Inform parents of transition arrangements.•Raise awareness of the principles of effective practice in the Foundation Stage and how this can be developed into Key Stage 1.•Audit provision (resources, staffing, space, time, etc.) to provide effective support during the transition process and beyond.
A Whole School Approach to Successful Transition
•Stimulating environment – both indoors and •outdoors •Provide engaging and stimulating activities•Create a flexible workspace which can be changed• and adapted throughout the year•Provide elements of continuous provision (e.g. role play, writing area, construction, small world, sand, water) •Well labelled classroom with clearly accessible resources•Ensure the classroom responds to the needs of a wide range of learners, including diversity,
A similar environment for Reception and Y1 with the opportunity toinitiate activities independently
Challenges to promote child
initiated learning into Year One
.
•Timetabled opportunities for child initiated activities to consolidate and extend their learning•Opportunities to become familiar with the environment, show them how to use it, and share expectations•Provide opportunities for children to be independent, having access to their own resources,•Plan time for formal and informal assessments, including observations•Involve familiar adults who can promote continuity in learning from the foundation stage
A similar environment for Reception and Y1 with the opportunity to initiate activities independently
•Manageable planning systems•Opportunities for group work, individual work and whole class teaching•Range of practical activities to allow children to explore and interact with resources, to consolidate learning•Develop positive relationships•Use a range of assessment for learning strategies, to establish where the children are and to move them on in their learning
A similar environment for Reception and Y1 with the opportunity to initiate activities independently
Information from FS should be used to build on and extend children’s learning in Key Stage 1•Observations should be planned for in a range of situations and activities, predominantly self initiated/independent activities•Assessments should come from a range of perspectives, including parents, welfare staff support staff•Involve parents in the assessment process throughout the year•Involve children in their own assessment.
Ongoing assessment to support planning for the next steps in children’slearning
•Parent meetings•Include parents in transition process and keep them up to date with ongoing developments,•Provide opportunities for parents to be involved in the child’s learning through newsletters, termly topic focus, helping with homework •Create strategies to promote and maintain good communication and cooperation between school and home•Develop guidelines and procedures to ensure continued good practice, e.g. reflected in school policies
Parental understanding and awareness of the value of practical approaches to teaching and learning
After you have read the case study discuss…•How many transitions can you identify in this scenario?•How would you deal with them in your setting?•What would you change?
Have you thought about…•How much time do members of staff really listen to he children and use what they are saying? •How are activities planned? How are the children’s needs and abilities catered for?
Transition Case study
•Why have one?– To promote effective communication– To be supportive and make clear the process and expectations
that will make transition calm and successful
• Should include:– Your schools philosophy on transition – The aims of the policy – What transition looks like in your school – Parents
Transition policy?
•A process and not an event •Well informed and have a clear understanding of the transition process•Take account of as many positives as possible•Building positive relationships•Communication, flexibility and organisation •Partnership with other professionals
Summing up - Transition Principles
•Multi agency working•Children social, emotional and education needs central to the process•An inclusive policy •Consultation with children
Summing up - Transition Principles
Lunch
The simple view of reading
•High quality phonic teaching secures crucial skills of word recognition•Phonics teaching should be taught systematically and discretely •Prime approach •Not a ‘strategy but a body of knowledge, skills and understanding to be learned’
•Rose Review
Principles of high quality phonic work
•It is part of a broad and rich curriculum that engages children in a range of activities •Starts by the age of 5•Multi-sensory to enliven core learning •Time limited •Carefully planned programme•Discretely and daily•Opportunities to reinforce and apply phonic knowledge and skills across the curriculum
Most effective when…
Phonics in the EYFS
Children ‘should be’ secure at Phase 3 by the end of
Reception
• Children ‘should be’ secure at Phase 5 by the end of
Year One
• Sessions should include new learning not just
consolidation
• Oral blending practice should be a key part of each
lesson in Reception and sometimes in Y1
Phonics in the EYFS• Ensure blending and segmenting are included from the
start
• Ensure that the ‘apply’ part of the teaching sequence is not
missed out
• Children do not have to be secure at Phase 1 before
starting Phase 2
• Make sure the phonic phase tracker, or something similar,
is used and shared across year groups
• ‘Run in’ sessions for Year One
•Phoneme•Graphemes
•Segmenting •Bending
•Digraph•Trigraph•Split digraph
• Smallest unit of sound• How the sound is written
• Taking the word apart• Putting the word together
• Two letters making one sound
• Three letters making one sound
• Two letter making one sound but the letters are not together in the word e.g. o_e
Terminology
There are 7 aspects with 3 strands.
•A1 – Environmental
•A2 – Instrumental sounds
•A3 – Body Percussion
•A4 – Rhythm and rhyme
•A5 – Alliteration
•A6 – Voice sounds
•A7 – Oral blending and segmenting
Phase 1
•Set 1: s, a, t, p•Set 2: i, n, m, d•Set 3: g, o, c, k•Set 4: ck, e, u, r•Set 5: h, b, f, ff, l, ll, ss
Phase 2
•Set 6: j, v, w, x•Set 7: y, z, zz, qu•Consonant digraphs: ch, sh, th, ng•Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
Phase 3
•This phase consolidates all the children have learnt in the previous phases.
Phase 4
•Children will be taught new graphemes and alternative pronunciations for these graphemes.•Vowel digraphs: wh, ph, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au• Split digraphs: a_e, e_e, i_e, o_e, u_e
Phase 5
•The focus is on learning spelling rules for suffixes.
-s -es -ing -ed-er -est -y -en-ful -ly -ment -ness
Phase 6
Building words from phonemes to read.
c a t
Blending
Qu ee n
Blending
dog d
Segmenting
o g
shin
sh
Segmenting
i n
Revisit/review Flashcards to practice phonemes learnt so far.
Teach Teach new phoneme air
Practice Buried treasure Air, zair, fair, hair, lair, pair, vair, sair, thair
Apply Read captions:The goat had a long beard.The quack was right in his ear.
A typical phonics lesson
•Introduced in 2012 to all Year One children •Short statutory assessment
Year One Phonics Check
Why?•To encourage schools to pursue a rigorous phonics programme•To identify children who have not learned to decode•To lead to an increase in the number of children able to read competently
The check…•20 real words, 20 pseudo-words•The pseudo words are presented with a picture prompt •Children will be asked to name the creature •Real words will contain 40-60% less common words
•High quality book corners•Using core books to plan for children's interests and class topics •Valuing non-fiction books •Enthusiastic staff •Having books available in all areas of the
classroom
The Early reading experience…
•Listening to a variety of genres•Story time/shared reading
• Enthusiastic – bring one to life• Use of tone and rhythm• Multi language • Both genders to be role models• Encourage involvement
The Early reading experience…
•Guided reading (starts in Reception)– Teach book behaviours – Books chosen on a 90% vs 10%– Carefully planned
•Speaking and listening sessions
The Early reading experience…
•Using illustrations •Context– Sensible guesses are helpful •Noticing patterns, rhymes and repetitions in texts•Jump over the word•Using phonic knowledge to sound out words •Recognising word shapes
Reading Cues
•Labelling all areas in your setting•Role play area – make appropriate notices with the children •Books not just used at ‘story time’•Involve children with the written word•Encouraging childen to become aware of authors by visiting libraries/visiting authors.
Embedding reading into the setting…
Embedding reading into the setting…
Time for Reflection…•What does this mean for me?•What does it mean for the children?•What does it mean for my team?
Any final questions?
![Scholastic Phonics Clubhouse [Kit] for Scholastic Phonics Reade-1](https://img.dokumen.tips/doc/110x75/5695d02c1a28ab9b02914d58/scholastic-phonics-clubhouse-kit-for-scholastic-phonics-reade-1.jpg)
