Reception: Observation, Assessment and Planning
3,339 topics in this forum
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Book list for music area
by Guest- 3 replies
- 814 views
Hi all, Happy New Year, please can someone help. I am developing the music area outdoors and would like to put some books in. Please can you recommend some book titles relevant for a music area. Thanks in advance Together xxx
Last reply by AnonyMouse_39602, -
EAL and assessments
by Guest- 11 replies
- 2.2k views
Just completing the end of autumn term progress charts. We have 4 EAL children who can speak very little English at the moment. So I'm struggling to complete UTW areas of learning as the children don't contribute to discussions or chat with adults in English in class. I'm confident that there English will improve dramatically by the end of the year. We've made a class "special events" book and we use this to chat with the children and encourage them to talk about special events in school. But as things stand these children (on paper) don't look as though they are making progress. Anyone else find this or is there something I should be doing? Thanks Gretna
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- 1 reply
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Hi, I am the Nursery class teacher in my school and for my class I have 2 or 3 targets per child for each half-term which we use to inform planning and within our daily interactions (up-dated more frequently when required). The rest of the school set targets in October, March and June (to coincide with parents evening and reports) including the Reception teacher. I feel that we should be doing similar things in the FS as a whole but don't want to suggest ideas that will overload the teacher with extra work if this is not manageable or necessary. I know from posts on here that many reception teachers do have targets for children. Could you please explain how you use these…
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Guided Reading in reception
by Guest- 6 replies
- 2.3k views
Hi! I am looking for advice to help improve our guided reading sessions in reception as we have recently been criticised for the way we do it. Currently the teacher sits with a group for 10 to 15 mins while the TA has the rest of the class on the carpet doing phonics games. Anybody got any better ideas that work well? Any ideas appreciated!
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Behaviour in class- wearing me down!
by Guest- 12 replies
- 3.4k views
Hi I am an NQT in a reception class- majority girl heavy (20 girls, 10 boys). The first half term was great- the "honeymoon period" lasted the entire half term. Since we have returned back their behaviour overall has been getting worse and worse. I spent the first week back going over our class rules again, expectations of behaviour etc, and using the same consistent rewards and sanctions. It seems like the children have just become immune to the sanctions, they repeatedly don't follow class rules, rarely settle on the carpet, distract other children,shout out in the middle of carpet sessions, fidgeting, crawling around on the floor, talking, and just plain ignori…
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- 6 replies
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I am being asked to cover French in Reception PPA and wondered if other Reception classes usually do French? I am obviously aware it's not in the EYFS !! I had been lead to be believe it was the register answered in French and what the weather is like, but it now seems more complicated than that!!
Last reply by AnonyMouse_38881, -
Next steps for construction
by Guest- 5 replies
- 3k views
Last week I asked my YR class what they wanted to learn next/get better at (involving children in their learning etc etc) and one little boy said he wanted to be able to build a transformer that turned into a dinosaur (both his 'interests' covered in one fell swoop there). Lo and behold, on Friday he used the community playthings wooden blocks and some hollow blocks to build THE most amazing structure, over 5' tall, and which was about as close to a transformer as you can get with wooden blocks. He's already used all of the 'indoor' construction to build smaller models like this, but I think what he'd LOVE is to use something like the motorised meccano sets that schools …
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- 6 replies
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Do you collect evidence when you baseline your new starters? Its just I collate observations etc for their learning journals as I go along from day 1 but I don't collect it specifically for their baselines. I baseline by speaking with previous settings, parents, looking at evidence from their previous setting and observing them over a period of 6 weeks. In other key stages staff collate evidence and I am being asked for mine. I just wondered what other practitioners do.
Last reply by AnonyMouse_5013, -
- 2 replies
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Do you do them? we currently do a maths while class input children then go off to free flow and we pull groups of children for small group work. we do this for maths lit UW EAD. is this what others do or do you not do whole class inputs and just do small group work? we are struggling to fit it all in
Last reply by AnonyMouse_52032, -
Nativity Play malfunction
by Guest- 1 follower
- 11 replies
- 2.8k views
After quite a few years of churning out Nativity plays. A few lines, singing, a solo or a duet if we have confident children- and most importantly lots of tinsel so they look pretty. The music failed, the member of staff supposed to do the music was ill, so another was drafted in at the last min and the computer that provides the music switched itself off twice during the performance, the wrong music was played, when any was played, and the micro phones (my development target of using more ICT) failed to work ... All of which I could accept- I laughed to myself signalled at the children and like troopers they continued to perform - if slightly out of kilter- not une…
Last reply by AnonyMouse_14021,
