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Early Years Learning Panaga School

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Presentation on theme: "Early Years Learning Panaga School"— Presentation transcript:

1 Early Years Learning Panaga School
Tuesday 27th November 2012, 7:15 pm Sarah Josefsen/ Craig Heaton Mendaram

2 ‘Born to learn’

3 Shell Global Policy - Nursery
‘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 CH2012

4 Practitioner/ Teacher
Specifications Age Range Admission criteria Practitioner/ Teacher in charge Physical Environment Pre- nursery Turn 3 years old between1st Sept. & 31st Aug Yvonne Crooks Louise Ramsden Nuel 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 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 1 Qualified Teacher (QTS) to 15/18 children (BSP: 23) Supported by a Learning Support Assistant CH2012

5 Early Years Principles The key ways children learn
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 CH2012

6 What really is play? ‘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 CH2012

7 Dramatic Play Manipulative Play Exploratory Play Sensory Play
What really is play? Dramatic Play Manipulative Play Exploratory Play Sensory Play Creative Play CH2012

8 Active Learning Active learning is learning which engages and challenges children’s thinking using real life and imaginary situations. It takes full advantage of the opportunities for learning through: - spontaneous play - planned purposeful play - investigating and exploring - events and life experiences - focused learning and teaching CH2012

9 Play Based Learning 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. CH2012

10 Early Years Learning at Panaga School

11 Early Years IPC ‘Play is an essential part of children’s learning.’
* 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. CH2012

12 Areas of Learning 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 CH2012

13 Areas of Learning 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 CH2012

14 Areas of Learning 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 CH2012

15 Areas of Learning 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. CH2012

16 Development Matters A guide to help support children’s learning and development
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 Months Months 30 – 50 Months 40 – 60+ Months CH2012

17 How do we plan? 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. CH2012

18 How do we plan? - Continuous provision in Pre-Nursery.
- Continuous provision in Nursery but introducing more structure in timetable. - Structured timetabled activities in Primary One. CH2012

19 Learning Targets CH2012

20 Continuous Provision Plan
CH2012

21 Adult role in play and continuous provision
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. CH2012

22 Examples of support Asking for help Practising new skills
Language and EAL Asking for help Practising new skills All keen to try

23 Nursery Key Worker Activity Plan
CH2012

24 Discussion and Feedback
Weekly team planning meetings to discuss learning targets. Key workers feedback daily and at end of each week. All observations and evaluations feed future planning. Activities differentiated to suit individuals. CH2012

25 What are the children learning in Early Years?
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. CH2012

26 Examples of children learning
What learning can you see? CH2012

27 What learning did you see?
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. 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). CH2012

28 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 CH2012

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

30 Other Information A parent workshop for phonics sounds on Phase 1 programme. Behaviour Identifying problems with development. Cater for special needs/ gifted and talented. Q & A CH2012

31 Communication CH2012


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