School Curriculum and General issues
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I was wondering if i could find out some valuable information regarding - Writing, Number techniques used when children start in Reception at School. It is the case sometimes that children can be learning to write or count in Pre-School and then when they go to School they basically need to re-learn. It would be great to be teaching all our children the foundation in the same way they then continue onto in Reception, and i was hoping for some help? Please could you share the correct techniques used.. ie Phonics but for writing, and counting, numbers etc... Thank you for any help or advise.
Last reply by AnonyMouse_55063, -
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Hi, My foundation Stage team are very interested in getting a classroom pet. I was wondering whether any other teachers have pets in their classrooms? We were especially interested in whether anyone had guinea pigs? Our outdoor area does not have grass and I worry that they may not cope indoors. Would be very interested to hear about other peoples experiences.
Last reply by AnonyMouse_13818, -
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Hi, does anyone have any successful and manageable i.e. without staff needing to spend hours of their own time discussing the children every day, systems for doing this? We are delighted that the benefit of FFlow is much more CI learning than we have ever had before, but the downside is how we track it. We have small classrooms and access to the outdoor area is via a door in one classroom that we all have to go through. We are hoping to offer objective led CP which would be much easier in one classroom, but then we would lose the current opps. for large scale outdoor play and CI learning etc., which free flow has opened up. Any suggestions gratefully received.
Last reply by AnonyMouse_4562, -
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Hi I was wondering if other EYFS lead teachers in school have extra TLR points or are on the SLT in this role. I have had the title of eyfs lead since I started at the school but this hasn't been reflected in my pay. To begin with I was the only reception teacher with 1 TA so being EYFS lead meant that I was leading myself and my TA the same as any other teacher. My school however has grown over the last 2 years and I am now leading across 2 classes and 5 staff, organising and providing training and support for my team, involved with their performance management, writing the EYFS SEF and supporting the Y1 teachers (NQT). The workload just seems to have tripled. I have jus…
Last reply by AnonyMouse_73, -
starting a Year N class
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One of our local pre-schools has closed as the council decided to knock their building down, and the others locally are full and have healthy waiting lists. We would like to cater for some of the children by opening a Year N class - looking at 20 children and two sessions so 40 a day. I envisage one session from 9 - 12, the second from 1 - 4 to cater for the free 15 hours. I have a room with a small outdoor space I can use, though Year N would need to share toilets with Year R. This worked when we had Year N before, but that was about ten years ago. I would really appreciate a heads up for any pitfalls those of you who are experienced in providing a Year N current…
Last reply by AnonyMouse_44055, -
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Hi! Question for people in school based EYFS - either Nursery or Reception! What do you find to be the most challenging areas of UW to hit and evidence?
Last reply by AnonyMouse_4562, -
Nursery Interview
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Hi everyone - I have an interview for a nursery post and as part of this I have been told I will have 30 mins to prepare a presentatio on a topic to be provided on the day !! Has anyone ever been in a similar situation ?? .. any ideas of what it may possibly be ? x
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Interview- Nursery
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Hi I have an interview for a nursery soon and have been asked to 'bring examples of Learning Journals and Summative assessments from the EYFS in your school and discuss your philosophy and approach to assessment.' I have my learning journeys and assessments and thought i would talk about observing children mainly during play inc COEL and regularly adressing gaps in learning. Any other ideas x
Last reply by AnonyMouse_73, -
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I have a particularly hard-work cohort this year. The main problem being that a good few of them are the most defiant children I have ever met! I have read a few articles over the years about the pitfalls of using stickers and other rewards and have used them sparingly in the past few years. I was going to attempt to not really use them at all this year, however, I am finding myself wondering if these children need something more 'extrinsic' to help them to understand our expectations. I also feel a bit of a meany never handing out a sticker (when I do, I generally don't use it as a carrot but as a spontaneous 'wow' celebration.) We did have a tidy-up trophy last year th…
Last reply by AnonyMouse_14268, -
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Once again our year 1 staff are complaining about the class they have received from Reception ...crazy bearing in mind they have only known them for 3 weeks! "They are not ready to be in a year 1 class" "we have to start the ground running if we are to reach the expectations of year 2" "They are not ready for whole class teaching, they fidget on the carpet" Last year I got so fed up I suggested to the year 1 staff we swap year groups, this was not me being stroppy I spoke to the rest of my team and we were in agreement. (I was secretly excited about bringing a play based curriculum to year 1) There very measured response was maybe not this year..... …
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