Transcript Welcome Back!

Tuesday 27th November 2012, 7:15 pm
Sarah Josefsen/ Craig Heaton
Mendaram
‘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
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Age Range
Pre- nursery
Admission criteria
Turn 3 years old between1st
Sept. & 31st Aug
Practitioner/ Teacher
in charge
Yvonne Crooks
Louise Ramsden
Nuel West
Physical
Environment
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 children
For 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 EYMP
Stephanie Heaton
Hettie 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 Winder
Donna Bonham
Christina 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
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Playing
Finding out and exploring new things
Being willing to ‘have a go’
Active learning
Being with other people
Talking to themselves and others
Representing their ideas and experiences
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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
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Adults can
challenge and
extend thinking
Learn to interact
Gain confidence
and
self-esteem
Experience and
manage feelings
Take risks and
use trial and error
Can play alone
or with others
What really
is play?
Find out about
the world through
explorations
Independence
over learning
Develops
creativity
Think things
through in a
logical way
Make decisions
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Play based learning is important because it:
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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.
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IPC Learning Strands:
Development
Matters
6 Areas
of Learning
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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.’
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4 Learning Strands- Independence and
interdependence, Communication, Exploring
and Healthy Living.
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Children have to achieve the goals by the end
of Primary One.
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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
CLL

Develop
conversational skills

Develop listening
skills

Hear sounds in words

Develop pencil control
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PSRN
 Count to ten and
beyond
 Use mathematical
vocabulary
 Develop comparing and
sorting skills
 Shape, space and
measures
KUW

Gain an understanding
of the world

Explore and
investigate
environment

Develop designing
and making skills

Use ICT
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Physical Development
 Supports healthy
development
 Uses large and small
equipment
 Sense of space
 Practical skills
Eg. dressing
 Encourages balance
 Fine motor skills
Creative Development

Encourages an
enjoyment of music

Opportunities for
imaginative play

Confidence in
painting, drawing and
other areas of art
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In Pre-Nursery and Nursery, all the 6 Areas
of Learning are equal.
In Primary One, all 6 areas are planned for,
but the focus moves slightly more towards
Literacy and Numeracy.
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Birth – 11
Months
• Listen to familiar sounds, words, or finger plays
• Respond to words and rhymes, such as’Clap hands’
8 – 20 Months
• Show interest stories, songs and rhymes
16- 26 Months
• Have some favourite stories, rhymes, songs, poems or jingles
22- 36 Months
• 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
30 – 50 Months
• 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
40 – 60+
Months
• 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
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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.
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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.
Learning Targets
Continuous
provision
Group times
Key worker tasks
Music
PE
Letters and Sounds
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Offer assistance and support as needed to help the
children be successful.
Scaffolding the children’s learning through talk,
discussing strategies and ideas, suggesting possibilities
and modelling approaches.
Use a problem solving approach to resolving conflicts.
Ensure that the children have sustained time to develop
their activities.
Ensure that the learning environment offers a range of
stimulating open ended materials indoors and outdoors.
Observe the children’s activities carefully, to discover
what the child is thinking about and extend the learning.
Maintain a child’s focus on learning.
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Nursery Key Worker Activity
Plan
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The children are introduced to a new idea,
skill, story or rhyme (often linked to IPC
unit/ theme)
They can then extend their learning through
play and discussion.
Adults will adapt the continuous provision
to link to new experiences.
Adults will interact and develop language,
knowledge and skills as appropriate.
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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).
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.
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Brain Friendly Learning
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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Educational benefits:
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Gets attention
Creates a positive climate
Increases retention and recall
Improves everyone’s mental health
Provides an Effective Discipline Tool
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A parent workshop for phonics sounds on
Phase 1 programme.
Behaviour
Identifying problems with development.
Cater for special needs/ gifted and talented.
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