Physical Development Moving and handling Health and self-care Communication and Language Listening and attention Understanding Speaking Specific Areas Aspect Literacy Reading Writing Mathematics Numbers space and measures Understanding the World People and communities The Technology Expressive Arts and Design Exploring and using media and materials Being imaginative The Prime Areas are the ‘bedrock’ for the Specific Areas of Learning and Development to build upon. Until young children have grown and developed in the Prime Areas it will be difficult for them to learn the skills and knowledge attributed to the Specific Areas. The of Learning and Development are made up of 17 Aspects which begin to make links between the EYFS and the National Curriculum. These Aspects show ‘what’ skills and knowledge children are learning. Reminder: The Characteristics of Effective Learning illuminate ‘how’ children are learning and the Areas of Learning and Development show ‘what’ children are learning. Principles of Planning Planning for children’s learning in the EYFS is upon the principle of Assessment for Learning so it is important to start the process with child observations. ‘Practitioners must consider the individual interests, and stage of development of each child in their care, and must use this information to
demonstrate a critical understanding of developments in the subject and curriculum and promote the value of scholarship Planning and teaching demonstrates a commitment to the Unique Child, Positive Relationships and an Enabling Environment New initiatives (eg. technology) are when working with young children and reviewed in Weekly Evaluations demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject Adults high standards of English when speaking to young children Adults model accurate early literacy skills within the learning environment (eg. writing on the IWB) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics Planning demonstrates a use of systematic synthetic phonics to develop early reading Young children are regularly heard read and notes are made on their early progress if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. Adults model accurate early mathematics skills within the learning environment (eg. writing on the IWB) misconceptions are identified and addressed with young children in small groups and one to one 4. Plan and teach well-structured lessons impart knowledge and develop understanding through effective use of lesson time Adult-initiated activities promote progress and allow time for children’s questions activities start and end effectively promote a love of learning and children’s intellectual curiosity The learning environment is set up to maximise young children’s curiosity and motivation to learn Young children question and develop their curiosity based upon their own interests set homework and plan other activities to consolidate and extend the knowledge and understanding pupils have acquired Information provided by parents/carers is used to plan young children’s learning in the school / setting Parents/carers are involved to extend young children’s interest in learning at home reflect systematically on the effectiveness of lessons and approaches to teaching Reflective annotations on activity plans and observations make reference to the EYOs and ELGs Weekly Evaluations make reference to the CoEL and individual children’s progress contribute to the design and provision of an engaging curriculum within the relevant subject area(s). Resources and are contributed to placement school / setting’s planning for the Foundation Stage Observations are used to plan for young children’s learning in the Prime and Specific Areas 5. teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Questioning is appropriately differentiated and challenging for individual children Adult-initiated activities make appropriate reference to the EYOs and ELGs
Introduction Consider grouping/role of adults Development Consider explanations, demonstrations, key questions, grouping and differentiation TA Involvement? Possible Plenary - discussion and review? Risk Assessment? Only note anything over and above standard indoor practice (unless PE) Parental Involvement? Opportunities for observation and assessment? Who and what is to be observed in relation to and adult-initiated activities Evaluation of the children’s learning: (including the outcomes of assessment) Evaluation of my teaching: (and any other adults)