School 21 EYFS
Please have a look at this presentation to read how we approach the core pedagogies of School 21 within Reception:
Ambitious Projects
When I first started at School 21, I admit that I was doubtful that the products that we could create at the end of each project would be truly beautiful work. However, that didn't stop me and my team from launching some ambitious projects for our young students.
In Autumn 2015, we created colourful hexagonal plates through a series of re-drafting, which are a beautiful focus in our outside area. The following term, we used challenging vocabulary to teach the children how to become paleontologists. The results was a series of videos in which the children shared their depth of knowledge whilst also increasing their oracy skills. Finally in the Summer term the children became story writers in their very own book. These were all products that I would not have thought possible before I started working at School 21.
In Autumn 2015, we created colourful hexagonal plates through a series of re-drafting, which are a beautiful focus in our outside area. The following term, we used challenging vocabulary to teach the children how to become paleontologists. The results was a series of videos in which the children shared their depth of knowledge whilst also increasing their oracy skills. Finally in the Summer term the children became story writers in their very own book. These were all products that I would not have thought possible before I started working at School 21.
Oracy in Reception
Language and Communication plays a vital role in the early years. It underpins all other areas of the curriculum and is always at the forefront of my mind when I am planning enriching activities and lessons. Here at School 21, I have developed this more deeply by introducing strategies that I have learned through CPD. This includes exploring different groupings, such as the onion, traverse or trios. This variety enables children to talk with a range of different peers in order to develop their social communication skills. It also promotes modelling not just by adults but by other advanced speakers in the class.
I have adapted the 4 strands of oracy into more appropriate language for this age group and have begun to refer specifically to them when praising children for their speaking and listening skills.
I have adapted the 4 strands of oracy into more appropriate language for this age group and have begun to refer specifically to them when praising children for their speaking and listening skills.
I have also adapted the planning format that we use in Reception in order to incorporate and emphasize the importance of oracy within all of our lessons. We now have key questions, vocabulary and sentence stems explicitly provided and also repeated on task boards around the classroom, so that all adults working with children in Reception are able to play a part in developing language.
Research Project at IOE
I have just begun working with researchers at UCL IOE to conduct a study on Supporting Spoken Language in the Classroom. It is a knowledge exchange project between the local authority advisory teams, Speech and Language therapists, SENCOS, teachers and educational psychologists. The programme will begin fully in September, where I will be working on a particular project with the support of a facilitator from the university. The case study will form part of a new book to be published, highlighting the importance of language within the earliest years of education. My plan is to consider how we can adapt the current strand of the eyfs curriculum in order to create a unique experience at School 21 and enable children to be confident speakers at a very young age, including within our future nursery. Currently, research has shown that an average of 11% of children aged 4-5 have language difficulties, and that after the age of 5 it is very difficult to decrease this statistic. It is important that we embed the use of receptive and expressive language as early on as possible through language learning environments, opportunities and interactions.
My first step has been to adapt the environmental audit to ensure that all of the classes in Reception are offering a consistent approach. This is shown below:
My first step has been to adapt the environmental audit to ensure that all of the classes in Reception are offering a consistent approach. This is shown below:
Over the past year and a half, it has been a personal challenge of mine to develop the outdoors area of Reception. I have adapted several different corners of the space into flower gardens, role play corners, reading huts and water play areas. Unfortunately, I have come up against many obstacles which continue to make the outside area a target for development.
Throughout 2019, I am continuing my effort to improve the outdoors in order to provide a variety of different areas which are conducive to learning, speaking and play in a safe and stimulating environment.
Below I have included some images of outdoor areas in other settings and aspects that I would like to include in our new and improved outdoor classroom.
Throughout 2019, I am continuing my effort to improve the outdoors in order to provide a variety of different areas which are conducive to learning, speaking and play in a safe and stimulating environment.
Below I have included some images of outdoor areas in other settings and aspects that I would like to include in our new and improved outdoor classroom.
Looking forward...
With the inclusion of a Nursery and 2 new schools on the horizon, I have begun thinking about how to make these unique and exceptional places for young children to learn. I would like to play a key role in developing these new environments, promoting the School 21 ethos right from the start with a large focus on well being, independence and language. I would also like to create spaces where children have opportunities to learn practical skills such as growing fruit and vegetables, basic food preparation and construction.