For some practitioners, the concept of play-based learning in Year One is a familiar one, but from my experience, that isn't the case for many. It certainly wasn't my experience as a Year One/Two mixed age teacher. I was told in no uncertain terms that the time to play was well and truly over and it was time the children actually did some 'work'!
Over the past 10 years I have worked with a number of Local Authorities, academy chains and individual schools to help them to ensure the transition from Early Years into Key Stage One is as effective as possible.
In these three modules I will share my experience of the many transition projects I have been involved in, what has worked, why it worked and the research that I have used that supports a play based approach to attainment in Key Stage One.
1) Effective Transition - This module will feature ideas and examples from current practice, research findings and discussion about what effective transition looks like and why is it important?
2) An Environment for Impact - In this module we will look at examples of Year One environments that use play and Continuous Provision as a vehicle for learning and attainment.
3) Routines, Recordings and Curriculum - In this final module we will explore what the structure of a day might look like, see examples of how settings have recorded attainment and mapped their curriculum coverage.