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Curricular Transitions at the Early Level Michelle Simpson, Acting PT Toronto Primary School West Lothian Primary Leadership.

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Presentation on theme: "Curricular Transitions at the Early Level Michelle Simpson, Acting PT Toronto Primary School West Lothian Primary Leadership."— Presentation transcript:

1 Curricular Transitions at the Early Level Michelle Simpson, Acting PT Toronto Primary School West Lothian Primary Leadership Conference September 2014

2 -We spend a lot of time, usually in the final term, preparing children for their move to ‘the big school’ but how can we ensure that this just becomes a natural transition? -What have they experienced for 2 years prior to coming to school that we can learn from and nurture? -How can we ensure that the children are making progress in their learning? -How can we record this progress effectively? The Big Questions

3 What did we do? Pre-School Transition Visits to Primary 1 and the school building (PE and Assemblies, Dinner hall and Playground) P1 teacher and nursery teacher team teaching with mixed groups of P1 and Nursery pre school children Joint collaborative projects which start in Nursery and finish in Primary 1 ‘Jobs for the Day’ for the full last term Planning for Progression across the Early Level Learner’s Journeys Planning Assessment Introduction of the idea of a ‘Onery’ Using the Environment as a tool to support our children P1 and P2 area shared Similar themes and topics to encourage collaborative practice Structured ‘Soft Start’ times like in Nursery

4 The Big School The move to the ‘big school’ is an exciting and important time for children and their parents. Children look forward to it and mums and dads can see it as marking a significant moment when a special carefree time of childhood is left behind and children embark on a new phase of development. The first days and months in primary school present so many new experiences and challenges, and children often respond with an accelerated spurt of development, thriving on the challenge and adapting well. This kind of response depends on the resilience of the individual child as well as on factors such as the network of friends and supporters that children can draw on. Research shows that how well children adjust to the challenges of the new environment can have a significant and lasting impact on their learning in school. our aim has been to develop an approach that makes it more likely that children moving on are ready, willing and able to confidently pick up the threads of successful early learning.

5 We thought about our P1 classrooms and shared areas We asked ourselves… How can our P1 classrooms reflect the Nursery environment? Do we have: A Writing Area? A Numeracy Area? A Role Play Area? A Physical Play Area? A Small World Play Area? A Craft Area? A Sand/Water?Dough Area? etc

6 Co-operative Learning

7 Shared Role Play Areas

8 Structured ‘Soft Start’

9 Joint Initiatives

10 Learner’s Journeys In West Lothian we use Learner’s Journeys as a form of documenting children’s learning and tracking their progress. The Learner’s Journey is the Early Level Profile. This document was developed by West Lothian Council Early Years Quality Assurance Group in consultation with relevant stakeholders as a response to BtC5. It provides a format to recognise and record children’s progress in learning and wider achievements within the early level of CfE. West Lothian Early Years Quality Assurance Sub Group March 2011

11 Early Level Overview

12 Taking things a step further… May 2014 HWB 0-23a Today in Nursery, Ellie chose to play in the brick corner with her friend. As she investigated the brick area she discussed what she was going to build with her friend. The girls settled on building a house. Ellie selected some of the tools from the tool box and measured one of the bricks with a tape measure saying ‘it’s and these tweezers (pliers) are very nippy so let’s get the hammer and sort this mess out’. During this experience, Ellie had very clear ideas of her own and was also able to accept the viewpoint of others around her. ‘India let’s get building an enormous wall...oh that’s good’. Ellie went on to tell one of the boys that she was ‘a lady builder’. Ellie played here for a good while co-operatively and had great fun with her peers!

13 Relevant and Purposeful for the Children and Parents I chose to look through my Learner’s Journey folder today. I did something special in nursery today and asked for it to be added to my Learner’s Journey! I helped to add lovely work to my Learner’s Journey. I’m very clever! This is what I thought:

14 As a Nursery Team we realised the importance of the children being able to see their progression at a glance so we created this visual representation of the outcomes for Numeracy and Maths. Currently we are developing more for the other areas

15 ‘Professional dialogue is key to improving learning….Forward planning is a tool to assist teaching and learning. Teachers should plan to the level of detail which will work best for their pupils. This will vary…and there should not be a “one-size-fits-all” approach.’ Forward planning should be proportionate; there is no need to plan, assess, record and report at the level of each and every Experience and Outcome. It is almost always better to group together related Experiences and Outcomes and focus on the most significant aspects of teaching and learning. acygroup …and so that is what we did… Thinking about Planning

16 Planning We grouped some of the natural Social Studies and Science Outcomes and from there created some possible contexts for learning over the Early Level.

17 Early Level 3 Year Overview – Nursery Year 1 Term 1 Aug - Oct Term 2 Oct – Dec Term 3 Jan - April Term 4 April - June Topic 1 7 Weeks Topic 2 8 Weeks Topic 3 5 ½ Weeks Topic 4 6 Weeks Topic 5 6 Weeks Topic 6 (HEALTH) 3 Weeks Nursery Year 1 ( ) My (New) Nursery (2 weeks) HWB 0-03a HWB 0-05a HWB 0-07a HWB 0-08a HWB 0-19a HWB 0-23a RME 0-02a RME 0-09a *These outcomes will be focussed on whenever a new child arrives throughout the year. My Family (3 weeks) SOC 0-01a SOC 0-02a SOC 0-04a H&WB 0-44b H&WB 0-51a Dinosaurs (children’s interest) SOC 0-04a Autumn (2 weeks) SOC 0-08a SCN 0-01a MNU 0-10a Dark and Light (4 weeks) SCN 0-01a SCN 0-06a MNU 0-10a *Stranger Danger/ Road Safety H & WB 0-17a H & WB 0-18a Seasonal/Celebrations *Halloween *Fireworks H&WB 0-16a Christmas & Nativity (4 weeks) H&WB 0-12a RME 0-01a RME 0-03a Chinese New Year (1 week) RME 0-04a RME 0-06a Scottish Week Tartan Robert Burns SOC 0-01a SOC 0-07a SOC 0-15a LIT 0-01a/LIT 0-11a/LIT 0-20a LIT 0-10a Winter Animals & Materials Topical Science (4weeks) SCN 0-05a SCN 0-15a MNU 0-20b Colour and Shape (2 weeks) MNU 0-13a MNU 0-16a MNU 0-20a MNU 0-20b Easter and Mothers’ Day (1 week) RME 0-03a Spring and New Life on the Farm Preparation for TRIP to East Links Farm (3 weeks) SCN 0-20a SOC 0—08a Living Things in our Garden Plants & Mini Beasts (6 weeks) SCN 0-01a SCN 0-08a SCN 0-20a MNU 0-19a H&WB 0-50a Going to School (integrated throughout last term) Jolly Phonics ENG 0-12a/LIT 0- 13a/LIT 0 – 21a Number Zoo MNU 0-02a 12 Days of Fitness H&WB Focus (Variety of sports and health and fitness activities will be provided throughout this final few weeks ) Sports Day Split Pre and Ante-Pre children to participate Electricity SCN 0-09a Fathers’ Day ‘Oh Leela’ Drug and Alcohol misuse programme of work (1 week) Nursery Trip to soft play area Windyknowe Nursery Early Level Topic Overview ( ) (Nursery – Primary 1) Broad overview of MAIN Social Studies and Science CfE outcomes which link to each topic naturally are listed below. Each topic will have a main assessment focus. Literacy, Numeracy, H&WB and Technology will all permeate throughout so only focussed outcomes are listed below. More detail can be found in Long Term plans.

18 Early Level 3 Year Overview – Nursery Year 2 Term 1 Aug - Oct Term 2 Oct – Dec Term 3 Jan - April Term 4 April - June Term 4 Topic 1 9 Weeks Topic 2 8 Weeks Topic 3 13 Weeks Topic 5 6 Weeks Topic 6 (HEALTH) 3 Weeks Nursery Year 2 ( ) My (New) Nursery (3 weeks) HWB 0-03a HWB 0-05a HWB 0-07a HWB 0-08a HWB 0-19a HWB 0-23a RME 0-02a RME 0-09a *These outcomes will be focussed on whenever a new child arrives throughout the year. People in our community who help us *Local Environment Study (4 weeks) SOC 0-07a SOC 0-15a SOC 0-16a Autumn & Harvest Percy The Park Keeper (1 week) SCN 0-01a SCN 0-03a Transport and Wheel Technology Financial Educataion *Energy and Forces (4 weeks) SCN 0-04a SCN 0-07a SOC 0-09a SOC 0-15a MNU 0-01a MNU 0-11a MTH 0-17a TCH 0-01a Scottish Week St Andrew RME 0-03a H&WB 0-35a Christmas&Nativity (3 weeks) H&WB 0-12a RME 0-01a RME 0-03a Seasonal/Celebrations *Halloween *Fireworks *Divali H&WB 0-16a RME 0-04a RME 0-06a Weather Around the World *The Wizard of Oz Natural Disasters (5 weeks) SCN 0-20a MNU 0-20a SOC 0-12a Burns Week Hairy McLary (Scottish Literature) (1 week) SOC 0-01a SOC 0-02a LIT 0-01a/LIT 0-11a/LIT 0-20a LIT 0-10a Traditional Tales (6 weeks) SOC 0-17a LIT 0-19a LIT 0-01b/LIT 0-11b MNU 0-01a HWB 0-09a HWB 0-17a Easter and Mothers’ Day (1 week) RME 0-03a Preparation for Nursery Trip *Location to be decided in collaboration with parents and children The Shop/Post Office (6 weeks) SOC 0-07a SOC 0-16a SOC 0-20a MNU 0-01a MNU 0-09a MNU 0-20a Going to School (integrated throughout last term) Jolly Phonics ENG 0-12a/LIT 0-13a/LIT 0 – 21a Number Zoo MNU 0-02a 12 Days of Fitness H&WB Focus (Variety of sports and health and fitness activities will be provided throughout this final few weeks ) Sports Day Split Pre and Ante-Pre children to participate I am Special (Body Systems) H&WB 0-48a H&WB 0-48b SCN 0-12a Fathers’ Day ‘Oh Leela’ Drug and Alcohol misuse programme of work (1 week) End of term Showcase of our talents

19 Early Level 3 Year Overview – Primary 1 PRIMARY 1 Primary 1 Settling In (1 week) I am at School (6 weeks) SOC 0-01a SOC 0-02a SOC 0-16a SOC 0-17a RME 0-08a RME 0-07a I Live in Scotland (4 weeks) SOC 0-07a SOC 0-08a SOC 0-09a SOC 0-12a Scottish Week RME 0-03a Christmas & Toys (3 weeks) SCN 0-04a SCN 0-07a RME 0-02a RME 0-03a Materials: The 3 Wee Grumphies (5 ½ weeks) SCN 0-15a TCH 0-02a TCH 0-12a TCH 0-14a Senses (6 weeks) SCN 0-12a HWB 0-47a HWB 0-47b The Gruffalo (6 weeks) SCN 0-01a SCN 0-03a Healthy Me (3 weeks) SOC 0-16a RME 0-02a HWB0-16a HWB0-17a HWB0-21a HWB0-22a HWB0-23a HWB0-24a HWB0-25a HWB0-26a HWB0-27a HWB0-28a Primary 1 Stand Alone H&WB *Keeping Myself Safe *Thinking About Others *My Family and Friends RME *Introduction of the Bible *Noah’s Ark *Harvest/Creation H&WB *Bonfire Night *Be Bright Be Seen *What’s The Score? *Drug Sense RME *Divali H&WB *Right and Wrong *My Feelings *My Community H&WB *Bee Safe *Be Safe RME *Chinese New Year *Easter H&WB *People Who Help Us *CEOP *All the Things RME *Jesus as a special person (Miracles) *The Church as a special place

20 Assessment Records CfE Outcome ENG 0-12/LIT 0-13a/LIT 0-21a As I help to prepare the snack menu board I am becoming aware of sounds and words by using visual cards and listening to an adult. I am learning to experiment with writing letters and words with adult guidance. I can confidently copy sounds with actions and can copy simple words. With some support I am copying Sounds with actions and creating early symbols With some support I am becoming aware of sound, letters and mark making. NameComment Aaron G Aaron N Aaron W Adam Alfie Andy Angus Anna Anthony Leanna

21 ‘Joyning’ the Learning Project Following on from the success of Nursery floorbooks

22 Children leading their own learning https://blogs.glowscotland.org.uk/glowblogs/technologiesforlearning/2010/08/30/glowing-cookbook-glow-meet-with-a-dragon-early-years-fairyland-topic/ The curriculum should be designed on the basis of the following principles: Challenge & enjoyment Breadth Progression Depth Personalisation & choice Coherence Relevance Collaborative Nursery P1/P2 Project

23 Let’s Reflect


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