Y1 SBT Workshop EYFS Input Please ensure you have registered your name before you take a seat

How can you ensure you have the best experience within EYFS on Y1 School Based Training? The following checklist aims to focus your thinking before and during Y1 SBT block in EYFS

Ensure you have revised through EYFS documentation: Development Matters in the Early Years Foundation Stage and Statutory Framework for the Early Years Foundation Stage, which will have already been introduced to you in university taught sessions. Use your good initiative to build positive, purposeful relationships with the children and EYFS team members. Experience a balance of indoor and outdoor activities each day. Observe how the EYFS team construct their planning and how this is often initiated by the children. Help set up and clear away throughout the whole setting (inside and outside) each day. Observe staff interactions with parents and links to parents throughout the setting. Attend any team meetings where possible. Observe how staff record children’s responses for assessment purposes and aid this process if opportunities arise.

In addition, please can you ensure you… Make notes in your reflective journal about your experiences where you can Ensure you recognise confidentiality within your files and journal’s at all times and make sure children cannot be identified from evidence placed in your file and journal.

EYFS- Statutory and Non Statutory Curriculum Do you understand the difference between these two documents? Development Matters Statutory Framework for the Early Years Foundation Stage

The environment should have lots of learning areas e.g. Creative Area, Writing Area, Role play Area, Construction Area etc. that are set up with activities that relate to the EYFS Framework under a topic or theme. Children will often work ‘independently’ in free flow throughout activities set up in all areas. This is known as continuous provision. Alongside this, children will often in turn, work in small groups led by an adult for short focussed activities throughout the day. How do things operate in EYFS?

Staff in EYFS- ‘ Key Person’ Every child is assigned a ‘Key Person’ within EYFS Fundamental aspects of role: ensure child’s care is tailored to needs provide link between home and Setting offer settled relationship with child Consider shadowing a member of staff in their ‘Key Person’ role for a short while during block to observe and make notes about their responsibilities.

EYFS curriculum PRIME AREAS Personal, Social and Emotional Development Physical Development Communication and Language PRIME AREAS Personal, Social and Emotional Development Physical Development Communication and Language Are FUNDAMENTAL, work together and run through to support development and learning in other areas Include essential skills and knowledge. They grow from PRIME AREAS and provide contexts for learning. SPECIFIC AREAS Literacy Mathematics Understanding the World Expressive Arts and Design SPECIFIC AREAS Literacy Mathematics Understanding the World Expressive Arts and Design

PRIME AREAS Personal, Social and Emotional Development (relationships, self- confidence, awareness, feelings and behaviour) Physical Development (moving, handling, health and self-care) Communication and Language (listening, attention, understanding, speaking) PRIME AREAS Personal, Social and Emotional Development (relationships, self- confidence, awareness, feelings and behaviour) Physical Development (moving, handling, health and self-care) Communication and Language (listening, attention, understanding, speaking) Emphasis moves from PRIME to SPECIFIC as the child progresses but all teaching and learning should include elements of both SPECIFIC AREAS Literacy (reading, writing) Mathematics (number, shape, space, measure) Understanding the World (people and communities, the world, technology) Expressive Arts and Design (using media and materials, being imaginative) SPECIFIC AREAS Literacy (reading, writing) Mathematics (number, shape, space, measure) Understanding the World (people and communities, the world, technology) Expressive Arts and Design (using media and materials, being imaginative)

Prime and Specific Areas on planning Elements of both areas should be evident on your activity plans. For example: An group activity where Reception children are using ‘play-doh’ to make different numbers 1-20 with the purpose of placing them in order as a group would relate to…. PRIME PERSONAL, SOCIAL AND EMOTIONAL DEV Making Relationships- taking turns PHYSICAL DEV Moving and handling- handling equipment and tools SPECIFIC MATHEMATICS Number s- counting reliably 1-20, placing in order.

SBT Planning Blank planners found on the Primary Education Partnership section of the MMU website via ‘ Partnership resources’ ‘School Based Training Resources’ ‘All students’ ‘Planning and Assessment’. Daily adult guided activity/ lesson planner (for all group activities you teach) Continuous Provision planner (generally completed once a week)

SBT Planning- Preparation Completing this observation task first will help you plan for the first activity you teach During day visits or during the first day of EYFS block you should complete the ‘BA Y1- EYFS Observation of Adult Led Activity’

This document was shared during your last Y1 PDR meeting. You will find this document on the Y1 cohort page (under PDR and EYFS) and in the Y1 SBT handbook

SBT Planning- Activity Planning for teaching To be completed for every guided group activity you teach Blank copies of the EYFS ‘Adult guided activity planner’ can be found on the partnership page. We will now look at a WAGOLL (What A Good One Looks Like)

SBT Planning- Continuous Provision A reminder about Continuous Provision : Continuous provision is a selection of resources that have been placed in areas by practitioners that continue the provision for learning in the absence of an adult. This should be happening all the time during your EYFS setting.

Continuous Provision Planner Blank copies of the ‘Continuous Provision’ planner can be found on the partnership page. We will now look at a WAGOLL (What A Good One Looks Like)

SBT Planning- Summary You should…. complete and evaluate (as soon as possible afterwards) an EYFS ‘Adult guided/ focused Activity Planner’ for every group activity you teach. begin to complete a ‘Continuous Provision’ planner once a week after interim and onwards.

SBT Teaching- Summary by INTERIM By interim, you should…. have planned and taught whole group activities with focuses upon ‘Specific’ areas of Mathematics, Literacy, Understanding the world- The World (Science) and another area e.g. Expressive Arts and design (art, DT or music) alongside applicable ‘Prime’ areas. have observed outdoor play in relation to PRIME ‘Physical Development’ goals, planned (with support if needed) and delivered an outdoor physical dev. activity. This is an alternative to planning and teaching P.E.

SBT Teaching- Summary by FINAL By final, you should…. be planning and teaching 50% of the time for whole group activities with focuses upon ‘Specific’ areas of Mathematics, Literacy, Understanding the world- The World (Science) and other areas e.g. Expressive arts and design, Understanding the world alongside applicable ‘Prime’ areas. be using technology to support your teaching where possible.

Assessment in EYFS What will your setting be using? Discuss with your Class Mentor and find out… Is your setting using Learning Journey books?  Baseline Assessment trialled this September 2015 as children entered Reception?  EYFSP (Early Years Foundation Stage Profile) to be completed during Summer 2016 as children finish Reception?  Assessment arrangements in Nursery?

Assessment- Summary You should…. from the start of block discuss with your class teacher what assessment approaches are being used in your setting. from Interim to final, begin to be involved with some of the assessment approaches used in your setting under the guidance of your class teacher.

Focus week in KS1 or KS2 For alternative experience you should each spend a ‘focus week’ in the primary setting during your block. It does not matter when this week is. Please leave this to the school to decide, but if there are problems please speak to your SBT tutor. It does not matter if it is KS1 or KS2. For your week in KS1 or KS2 please see the document: ‘Additional guidance for students on a block placement based in EYFS’ under Y1 on the partnership website. This document offers guidance/ tasks for your focus week.

Any Questions?  SBT Tasks within EYFS context if not completed on day visits?  Notion of ‘whole class’ teaching in EYFS?  Achieving 50% teaching within EYFS by interim?  Observing/ teaching P.E in EYFS?  Any other questions?