Transcript Slide 1
EYFS Bite-size training
Literacy: Writing
Presenter details and credentials
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Aims and outcomes
Participants to:
know the early learning goal in relation to writing
understand how to interact with children to develop their skills and
competencies in writing
know what resources and staff interactions will support children in developing
their writing
gain confidence in planning for this area of learning and development for
children of different ages and stages.
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In advance
Before the training session you will have read
Handout 1: What quality looks like in practice: Literacy: Writing
If you have not read the handout, please inform the trainer.
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Step 1 (5 -10 mins)
Read the early learning goal relating to writing:
‘Children use their phonic knowledge to write words in ways which match their
spoken sounds. They also write some irregular common words. They write simple
sentences which can be read by themselves and others. Some words are spelt
correctly and others are phonetically plausible.’
Think about what the early learning goal means for you in practice working
with different age groups of children.
With a partner, choose three things which you do in practice to support
learning and development in writing to feed back to the whole group.
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Writing in practice
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Step 2 (10 mins)
In groups of 3 or 4 discuss the following questions:
Are all staff aware of what we mean by writing - understanding the
differences between the transcriptional aspects of writing (handwriting and
spelling) and the compositional aspects where the writer is communicating a
message?
Is the environment set up to encourage children to mark make and express
their thoughts and ideas?
How well do we observe and interpret what we are seeing when children’s
intentional mark making occurs?
How often do we model writing for real purposes in the course of our work?
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Feed back your ideas to your trainer
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Step 3 (5-10 mins)
Thinking about what you read in Handout 1 and what you have learned today,
work on your own to plan a new activity which focuses on children’s development
in this area of learning.
Share your ideas with a colleague.
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After the training: Part 1
After the training use Handout 3: Individual Action Plan to plan three or four
things you will do in the next two weeks to improve your provision for
Literacy: Writing.
Give your action plan to your trainer within the next seven days.
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After the training: Part 2
Use Handout 2: Environment Audit to check you have the right resources in
your room base to encourage children’s learning and development in writing.
Make a note of any resources which need to be ordered or replaced.
Hand in the completed audits to your trainer.
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