This course will help schools to ensure that learning experiences in Year 1 build upon the personalised approaches and structured play-based learning of the Reception class; promoting the positive development of children throughout their later primary years. Opportunity will be given for teachers to deepen knowledge and understanding of the expectations in both the EYFS 2014 and the National Curriculum 2014.
The course will focus on children’s development and wellbeing, the learning environment, the role of ongoing observations and assessment in raising achievement, and ways to support parents to understand the value of integrated approaches to teaching and learning in KS1. Participants will examine responsible pedagogy in Year 1 and consider ways in which schools can develop approaches to supporting transition.
• Consider what children’s deep learning looks like and the impact of the Characteristics of Learning on future attainment, life chances and development
• Explore how to enable children to strengthen characteristics of learning through appropriate provision in Key Stage 1 and meaningful partnerships with parents
• Develop principles for provision that enables deep learning to continue from Reception to Year 1
• Deepen understanding of both Early Years Foundation Stage Curriculum and National Curriculum KS1 and ways in which children can meet and exceed expectations through appropriate provision
• Reflect on the importance of working with high quality texts to inspire high quality and contextualised learning experiences
• Explore a range of practical teaching approaches that enrich children’s learning in Key Stage 1.
• Plan personalised provision for children, using individual Foundation Stage Profile and class data
" The transition between the EYFS and Year 1 should be seamless…It is important that Year 1 builds on the successful principles and approach encapsulated in the EYFS"The Early Years Profile Handbook (2013)
"Children’s learning needs at age 6 are pretty much the same as at age 5, so we need to be asking whether current practices and opportunities in Year 1 classrooms reflect the active and interactive children we see learning in the Foundation Stage. "Moving on to Key Stage 1, Julie Fisher (2010)