The year-long storytelling curriculum

Sue Lyle delves into an innovative teaching practice in which pupils develop their own creative story over the course of a school year. The year-long storytelling curriculum is easy to plan and can be taught in a way that meets learning objectives from the Early Years curriculum.

Sara Stanley is in inspired infant practitioner and I invited her to Swansea to work with teachers in four different schools for one day each. She worked alongside teachers in the Foundation Phase (age 3-7 in Wales) to introduce them to philosophical play in the classroom. One of the teachers, Lucy Martin in Glynncollen Primary School, decided to take on the challenge of introducing a year-long storytelling curriculum into her classroom. Mid-way through the year I visited her for a morning and documented some of what was happening through video, photographs and field notes. Later in this article I reflect on what I saw, but before we join Lucy in her nursery classroom I report on an interview I carried out with Sara who explained what the year-long story curriculum looks like.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#44088"
  ["title"]=>
  string(45) "100 Million Minutes Reading Challenge Matters"
  ["categories"]=>
  array(2) {
    [0]=>
    string(7) "Reading"
    [1]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(50) "https://www.teachingtimes.com/ecj63100mmchallenge/"
  ["post_date_timestamp"]=>
  int(1523960546)
  ["objectID"]=>
  string(12) "post-44088-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(117) "Too many children are leaving primary schools unable to read well. Everyone can make an impact urges Sonia Blandford."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(358) "the age of 13 months through to school age, highlighted the importance of adults being interested in what children are saying and entering into real conversations with them. Whitebread (2003) advocates that early years educators do the same by providing opportunities for meaningful conversations between groups of children, and between ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(45) "100 Million Minutes Reading Challenge Matters"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(15) "Sonia Blandford"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(117) "Too many children are leaving primary schools unable to read well. Everyone can make an impact urges Sonia Blandford."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5672) "the age of 13 months through to school age, highlighted the importance of adults being interested in what children are saying and entering into real conversations with them. Whitebread (2003) advocates that early years educators do the same by providing opportunities for meaningful conversations between groups of children, and between children and adults. Other research shows the importance of a child’s growing control of the spoken language for the development of thinking skills; the more precisely language is used, the more children are enabled to generalise, categorise, to manipulate ideas and to explore ideas of cause and effect (Riley and Reedy, 2003). The children’s communication charity I CAN affirms the importance of language as a key skill, “central to children’s intellectual, social and emotional development.”; children with poor communication skills are more likely to have behavioural issues in social situations.For schools and other educational settings, creating a literacy culture in the broader context, rather like a total immersion in a foreign language, encourages and supports the development of good reading skills. An audit might focus across leadership, teaching and learning, parent and carer engagement and wider or extra- curricular activities (Achievement for All). It is looking at where change is needed, being creative and thinking of new ways of presenting ideas; they may not always be conventional. In one recent example, a teacher took an unconventional route to support a parent; the outcomes were extremely positive and life changing: the mother in a family of six boys realised her low expectations were holding them back. She was supported by her children’s teacher as she embarked on a programme to improve her literacy. As direct consequence, her middle four boys moved from being on the SEND register. Their mother’s motivation and raised self- esteem and confidence were reflected onto her children, and her youngest has just started school with the highest expectations, loving the fact his mum is chair of the school PTA (Blandford, 2017). Often, it is simple changes in multiple areas of practice which make the difference.Opportunities in school for pupils to discuss and share ideas and present to the wider group supports the development of many literacy skills; the Debate Mate core programme, working with schools in areas of high child poverty, has provided a further platform for this. In the classroom, it is allowing time for children and young people to work in groups, teams or in pairs, both on a formal and informal basis, and allowing time for thinking, reflecting, questioning and imagining. These skills are both developed through reading and develop reading: reading allows children and young people to develop their potential. Simple changes are often all it takes. Examples from schools working with Achievement for All show the change in a Year 3 boy who loved reading to his little brother at home, but was a reluctant reader in school, often disruptive and was at risk of not meeting his literacy targets. His teacher made him a reading mentor to other Year 3 children. The impact was immediate. Acting as a reading mentor with Year 3 pupils twice weekly had an immediate impact on his self-esteem- he enjoyed the responsibility, became more focused, less disruptive, proved to be a positive and supportive role model and had better attainment. In another school, pupils with SEND engaged in one-to-one literacy extra-curricular activity with role models. The pupils developed a different outlook towards learning through raised attainment and a willingness to take part in activities. In another school, with high levels of poor literacy skills amongst new Year 7 pupils, the school invited parents in for workshops on how to support their children at home. Not only did their children’s attainment improve, but many parents went on to achieve NVQ qualifications in literacy. Achievement for All works with schools, early years setting and further education colleges across the country supporting them in getting better outcomes for their children and young people. Through our evidence-based framework, we have reached over 100,000 children and young people experiencing challenges, needs and disadvantage, improving their outcomes in reading, writing and maths, up to 50% higher than the expected outcomes for all children. With our schools, we want to ensure that all children and young people have good levels of literacy and can thrive. The Read On Get On Campaign calls for action across schools, families, communities and government by encouraging: Parents and carers to read to or with their child for just ten minutes a day; Volunteering in schemes that help children with reading and language; Schools, the voluntary sector, policy makers and the private sector developing programmes, interventions and partnerships to help all to read; and Government parties embracing the 2025 goal of all children reading well by age 11 in their manifestos, setting out how they support this (Save the Children, 2014).The Vision for Literacy Business Pledge launched by National Literacy Trust in 2015, is seeing more and more organisations, signing up to tackle literacy challenges in their workforce, the local communities and on a national level; many have developed initiatives for schools, for example, the Premier League Reading Stars. At Achievement for All, we know that reading is the key to helping children and young people learn and fulfil their potential. That is why we are"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(9) "classroom"
        [1]=>
        string(8) "activity"
        [2]=>
        string(10) "curriculum"
        [3]=>
        string(5) "early"
        [4]=>
        string(5) "years"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(7) "Reading"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(6) {
      [0]=>
      array(3) {
        ["value"]=>
        string(3) "AfA"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(8) "Literacy"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(3) "NLT"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(9) "OECD PISA"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(7) "reading"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(4) {
        ["value"]=>
        string(21) "storytelling"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(12) "storytelling"
        }
      }
    }
  }
}

Reading

100 Million Minutes Reading Challenge Matters

17 Apr 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#43657"
  ["title"]=>
  string(45) "Child File - Developing Professional Practice"
  ["categories"]=>
  array(2) {
    [0]=>
    string(9) "Childfile"
    [1]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(67) "https://www.teachingtimes.com/ecj56-childfile-professionalpractice/"
  ["post_date_timestamp"]=>
  int(1497959067)
  ["objectID"]=>
  string(12) "post-43657-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(314) "In practice, it is important not only to recognise a child or young person’s specific pedagogical needs, but also to respond constructively to those needs. This regular section will provide a summary of common problems or difficulties with which children or young people may present in an educational setting ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(369) "... provided for early years practitioners by Mary Jane Drummond (2003:159-161), a Lecturer at the University of Cambridge Faculty of Education. She employed an activity called Judge and Jury from Making Assessment Work, a set of activities originally developed by Drummond, Rouse and Pugh (1992).  In the following activity ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(45) "Child File - Developing Professional Practice"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(17) "Catherine Knowles"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(15) "Sonia Blandford"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(477) "In practice, it is important not only to recognise a child or young person’s specific pedagogical needs, but also to respond constructively to those needs. This regular section will provide a summary of common problems or difficulties with which children or young people may present in an educational setting and show how, through reflection (individually or in teams), appropriate interventions can minimise or even remove children or young people’s barriers to learning. "
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5713) "This issue’s Child Files looks at Developing Professional Practice: go through each of the bullet points and reflect on what you would do for each. Child File 1: The physical learning environment Jean Piaget, the Swiss developmental theorist who developed his theories from observing his own children, highlighted the importance of providing a stimulating learning environment. Although he placed little emphasis on the important interactive role of educators in the learning process, his theory that babies and toddlers are actively involved in their own learning (i.e. cognitively engaged), eager to know about and understand what they are experiencing, has strongly influenced the way we view children’s learning and development. The following example, adapted from an interview with a manager of a setting engaged in the Achieving Early pilot highlights the importance of providing stimulating learning environments for babies and young children: Context The Nursery, situated in Tewskesbury, has 68 children on its register, with up to a maximum of 34 children a day. The setting is divided into three areas- the baby room and separate areas for toddlers and pre-school children. Children are aged between 3 months and 5 years. Although there are some children with SEN, none of the children have a statement or an EHC Plan. Two children are ‘moving towards’ an EHC Plan and will have this by the time they move to primary school. There are a few children who are EAL. The nursery has 10 members of staff; each has key person responsibilities.  Approach  The manager described how there had been a focus on the physical learning environment. The nursery was extended: firstly with a new second floor room which has now become another room for the babies to use, secondly with a ground floor extension (with its own bathroom facilities for all children to use). It is also a place for key people to have conversations with parents, first aid courses are run and parent workshops are held. In making the changes to the learning environment, the manager decided it was important to consider the physical surroundings from the child’s point of view. The staff discussed this as a team and a list of changes was decided; changes were considered in the context of the ‘best’ for children’s learning.Parent ‘voice’ was important in the settings’ decision making. A questionnaire was sent to parents and carers. The preface included an outline of the changes the setting proposed making and an explanation as to how the changes would be beneficial to children’s learning. The questions focused on what the parents would like and the extent to which they agreed with the proposed changes. The parents and carers recommended having an arm chair for story- telling and having more emphasis on seeds and flowers.The setting made these changes. ‘Flowers and seeds’ was already a part of the work carried out by the setting, but following feedback from the parents and carers, the setting made this activity more prominent.  The staff team had proposed introducing more bars and mirrors for babies, this was considered as it would encourage children to pull themselves up to standing and support them in this milestone. This was also introduced. On a smaller scale, the setting introduced trays for messy play e.g. Cornflower play. Impact The following comment by Sarah, one of the parents, acknowledges the benefits of the changes:  ‘I love how cosy and welcoming the baby room is. Jake loves reading the books and dancing to music. I enjoy reading his daily diary. And I think all the activities they are doing are excellent.’ ReflectionIn what ways does the learning environment contribute to the children’s cognitive engagement? Reflect on how it helps the children to advance in their learning and development.   Reflect on your own practice. What issues would you consider when planning a classroom which is stimulating for children?  Adapted from Blandford and Knowles, 2016, Developing Professional Practice 0-7, Abingdon: RoutledgeChild File 2: Judge and JuryEnabling young children to develop positive self-image and disposition to learning calls for constructive sensitivity to assessment on the part of the practitioner. The following case study has been adapted from a training course provided for early years practitioners by Mary Jane Drummond (2003:159-161), a Lecturer at the University of Cambridge Faculty of Education. She employed an activity called Judge and Jury from Making Assessment Work, a set of activities originally developed by Drummond, Rouse and Pugh (1992).  In the following activity, early years educators (it is equally applicable to primary teachers) “explored the distance in terms of power between the assessor and the assessed, and the rights and responsibilities associated with this relationship. The crude analogy, suggested by the title of the activity… can be justified as a reminder of the relative powerlessness both of the prisoner in the dock and of children in schools and classrooms.”ActivityFor each of the statements consider how would you respond (if you have not had experience of practice, there may be some questions that you will want to leave out)When I am assessing a child’s learning. I feel…When I write something down about a child, I feel…When I think my judgements can help a child, I feel…If I thought my judgements could harm a child, I would feel…The word ‘power’ makes me think of…As an early years educator/as a teacher, I have a"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(9) "classroom"
        [1]=>
        string(8) "activity"
        [2]=>
        string(5) "early"
        [3]=>
        string(5) "years"
        [4]=>
        string(12) "storytelling"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(9) "Childfile"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(8) "Pedagogy"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(21) "professional practice"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Childfile

Child File - Developing Professional Practice

20 Jun 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#44030"
  ["title"]=>
  string(46) "Early Years: Planning The Transition from Play"
  ["categories"]=>
  array(1) {
    [0]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(52) "https://www.teachingtimes.com/ecjtransitionfromplay/"
  ["post_date_timestamp"]=>
  int(1523873346)
  ["objectID"]=>
  string(12) "post-44030-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(183) "There are huge differences between Early Years and Key Stage 1 in culture and expectations. The pedagogical shift needs to be handled with care, argues Maureen Hunt."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(311) "... a recognised approach in Reception, but often does not continue into Year 1,often due to a lack of understanding of play based learning and early years pedagogy.Play in school is often viewed as something children do when they have finishedtheir ‘real work’, a treat or a chance to ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(64) "Early Years: Planning The Transition from Play"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(5) "early"
        [1]=>
        string(5) "years"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(183) "There are huge differences between Early Years and Key Stage 1 in culture and expectations. The pedagogical shift needs to be handled with care, argues Maureen Hunt."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(5) "early"
        [1]=>
        string(5) "years"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5666) "books with work so that progress can be evidenced,a change to the curriculum and the looming pressure of tests etc. But for many children,this sudden abrupt change in the way they are expected to engage with their learningis difficult to adjust to and can cause a dip in progress as a result. Effective transition,needs to be a smooth and gradual process, that builds on and extends what has gonebefore and, as the pedagogical approach in the EYFS is often quite different to that inKey Stage 1, developing a shared understanding amongst staff is surely the first step.Planning also needs careful consideration. It is all too easy to fall into a defaultmode of teaching, a comfort zone, where the style and method of delivery is dictatedby the preference of the adult, or the subject norms instead of the needs of the child.Young children need a range of styles and methods from informal and wholly childinitiated, to very formal and wholly adult initiated, the important thing is that the bestmethod is used for the desired outcome and the age and stage of development of thechild is considered.For example, you sometimes see very young children sitting on the carpet forextended periods of time with phonic flashcards; this fits well with the idea thatphonics is ‘real learning’ and the pressure is on for children to pass their phonics checkin Year 1 – so it needs to be done. Or does it? Is there another way? Consider the teacher63Vol 8.3School Leadership Todaywww.teachingtimes.comPrimaryFileEarlyYearsTransitionwho uses the outside space as a resource for learning, or the sand or water tray forchildren to fish out words and digraphs, or chalk to practice writing, or hoops withletters in to collect objects. This is an interactive, multisensory engaging lesson thatachieves the desired objective, and takes into consideration the age and stage of thechild. It can be extended easily, if the children show signs they are ready to move on.This is a recognised approach in Reception, but often does not continue into Year 1,often due to a lack of understanding of play based learning and early years pedagogy.Play in school is often viewed as something children do when they have finishedtheir ‘real work’, a treat or a chance to let off steam so that they can concentrate betterafterwards. It is even withdrawn on occasions, as a punishment for ‘bad behaviour’ ornot working hard enough to complete set tasks. Sometimes teachers set aside specialtimes for play as a treat for working hard, often called ‘Golden Time’, which sends a clearmessage that play is a reward for hard work, and that real work is always adult initiated.Most schools have teacher led classrooms once the children move into Key Stage 1,and plan dedicated teaching times for teaching communication, language and literacy;this is usually done with rigour. The teaching can become activity focussed, centeringaround worksheets, cutting and sticking activities and other tasks designed andplanned by the teacher, some of which do little to motivate and extend the learning.Real learning, however, comes from when the children have the opportunity to practisetheir skills and apply their learning to different contexts and it is this time that is oftensqueezed out in the classroom, as more and more teaching is timetabled in.As adults, we must learn new things all the time, new skills at work, new hobbiesand skills for everyday life. Rarely is that learning truly embedded if we don’t see thepoint and how it links to something we know already, and without practice we oftenquickly forget. Children are no different, but it is not that uncommon to find schoolsthat timetable teacher led activities throughout the day, with no opportunity forchildren to make choices about how to practise and extend their learning.Another issue with the teacher led classroom is the issue of speaking. Withoutdoubt the ability to speak well in a variety of contexts, using a rich and wide vocabularypaves the way for success at reading and writing. Some schools employ methods suchas ‘talk for writing’ which are successful, but do we need to go further? What about‘talk for learning’? Talking about concepts, questioning and explaining your thinkingare key for the development of high order learning and need daily practice. Just how64Vol 8.3School Leadership Todaywww.teachingtimes.comPrimaryFileEarlyYearsTransitionmuch time is planned for children to question each other, discuss concepts, explaintheir methods, challenge each other’s thinking in the average classroom? It would beinteresting to see how much talking is planned for in the school day.The problem with a knowledge based curriculum is that it encourages a timetabledapproach and an over emphasis on schemes of work, but if learning is to be meaningfulit should be to meet a need, to solve a problem or satisfy a curiosity and its purposeneeds to be clear. Not many of us undertake learning for its own sake, we need a reasonto attend a class or do a piece of research either to solve a problem, or to open a futureopportunity, but all too often young children are taught to do things without thepurpose being clearly explained or shown.The teaching of Mathematics is a good example of this, children are often taughtskills out of context in line with a scheme of work and then have limited opportunityto apply their skills. Adults set up Maths corners with weighing tables, or give outworksheets with lines to measure, or ask children to sort shapes or count their faces,or recognise coins. Why? What is it for? What does it mean to the"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(9) "classroom"
        [1]=>
        string(8) "activity"
        [2]=>
        string(10) "curriculum"
        [3]=>
        string(5) "early"
        [4]=>
        string(5) "years"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Special Needs

Early Years: Planning The Transition from Play

16 Apr 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#43844"
  ["title"]=>
  string(46) "Early Years: Planning The Transition from Play"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(55) "https://www.teachingtimes.com/slt83-transitionfromplay/"
  ["post_date_timestamp"]=>
  int(1510062863)
  ["objectID"]=>
  string(12) "post-43844-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(183) "There are huge differences between Early Years and Key Stage 1 in culture and expectations. The pedagogical shift needs to be handled with care, argues Maureen Hunt."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(316) "... a recognised approach in Reception, but often does not continue into Year 1, often due to a lack of understanding of play based learning and early years pedagogy. Play in school is often viewed as something children do when they have finished their ‘real work’, a treat or a chance ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(64) "Early Years: Planning The Transition from Play"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(5) "early"
        [1]=>
        string(5) "years"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(183) "There are huge differences between Early Years and Key Stage 1 in culture and expectations. The pedagogical shift needs to be handled with care, argues Maureen Hunt."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(5) "early"
        [1]=>
        string(5) "years"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5660) "process, that builds on and extends what has gone before and, as the  pedagogical approach in the EYFS is often quite different to that in Key Stage 1, developing a shared understanding amongst staff is surely the first step.Planning also needs careful consideration. It is all too easy to fall into a default mode of teaching, a comfort zone, where the style and method of delivery is dictated by the preference of the adult, or the subject norms instead of the needs of the child. Young children need a range of styles and methods from informal and wholly child initiated, to very formal and wholly adult initiated, the important thing is that the best method is used for the desired outcome and the age and stage of development of the child is considered. For example, you sometimes see very young children sitting on the carpet for extended periods of time with phonic flashcards; this fits well with the idea that phonics is ‘real learning’ and the pressure is on for children to pass their phonics check in Year 1 – so it needs to be done. Or does it? Is there another way? Consider the teacher who uses the outside space as a resource for learning, or the sand or water tray for children to fish out words and digraphs, or chalk to practice writing, or hoops with letters in to collect objects. This is an interactive, multisensory engaging lesson that achieves the desired objective, and takes into consideration the age and stage of the child. It can be extended easily, if the children show signs they are ready to move on. This is a recognised approach in Reception, but often does not continue into Year 1, often due to a lack of understanding of play based learning and early years pedagogy. Play in school is often viewed as something children do when they have finished their ‘real work’, a treat or a chance to let off steam so that they can concentrate better afterwards. It is even withdrawn on occasions, as a punishment for ‘bad behaviour’ or not working hard enough to complete set tasks. Sometimes teachers set aside special times for play as a treat for working hard, often called ‘Golden Time’, which sends a clear message that play is a reward for hard work, and that real work is always adult initiated. Most schools have teacher led classrooms once the children move into Key Stage 1, and plan dedicated teaching times for teaching communication, language and literacy; this is usually done with rigour.  The teaching can become activity focussed, centering around worksheets, cutting and sticking activities and other tasks designed and planned by the teacher, some of which do little to motivate and extend the learning. Real learning, however, comes from when the children have the opportunity to practise their skills and apply their learning to different contexts and it is this time that is often squeezed out in the classroom, as more and more teaching is timetabled in. As adults, we must learn new things all the time, new skills at work, new hobbies and skills for everyday life. Rarely is that learning truly embedded if we don’t see the point and how it links to something we know already, and without practice we often quickly forget. Children are no different, but it is not that uncommon to find schools that timetable teacher led activities throughout the day, with no opportunity for children to make choices about how to practise and extend their learning. Another issue with the teacher led classroom is the issue of speaking. Without doubt the ability to speak well in a variety of contexts, using a rich and wide vocabulary paves the way for success at reading and writing. Some schools employ methods such as ‘talk for writing’ which are successful, but do we need to go further? What about ‘talk for learning’? Talking about concepts, questioning and explaining your thinking are key for the development of high order learning and need daily practice. Just how much time is planned for children to question each other, discuss concepts, explain their methods, challenge each other’s thinking in the average classroom? It would be interesting to see how much talking is planned for in the school day. The problem with a knowledge based curriculum is that it encourages a timetabled approach and an over emphasis on schemes of work, but if learning is to be meaningful it should be to meet a need, to solve a problem or satisfy a curiosity and its purpose needs to be clear. Not many of us undertake learning for its own sake, we need a reason to attend a class or do a piece of research either to solve a problem, or to open a future opportunity, but all too often young children are taught to do things without the purpose being clearly explained or shown. The teaching of Mathematics is a good example of this, children are often taught skills out of context in line with a scheme of work and then have limited opportunity to apply their skills. Adults set up Maths corners with weighing tables, or give out worksheets with lines to measure, or ask children to sort shapes or count their faces, or recognise coins. Why? What is it for? What does it mean to the children? And more importantly when the lesson is over how or when will they practice using their skills? Surely it is better to teach children the skills they need in order to do something else and making sure all opportunities are used – measuring round heads to make headbands, weighing ingredients for cooking, working out how many chairs we will need to put out for assembly, sharing fruit or sweets for"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(9) "classroom"
        [1]=>
        string(8) "activity"
        [2]=>
        string(10) "curriculum"
        [3]=>
        string(5) "early"
        [4]=>
        string(5) "years"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(4) {
        ["value"]=>
        string(29) "early years"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(5) "early"
          [1]=>
          string(5) "years"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(12) "Kindergarten"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(7) "nursery"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(4) "play"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Early Years: Planning The Transition from Play

7 Nov 2017

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£7.00+ VAT

Register for free

Cookies