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Book Cover
E-book
Author Quirk, Sue

Title Let Me Be Five Implementing a Play-Based Curriculum in Year 1 and Beyond
Published Milton : Taylor & Francis Group, 2020

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Description 1 online resource (141 p.)
Contents Cover -- Half Title -- Endorsement Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of figures -- Preface -- Acknowledgments -- Introduction -- Terminology -- The authors -- Structure of the book -- How should the book be used and what will readers gain? -- References -- Chapter 1: How it all began -- Getting it right for the youngest children -- Disseminating effective practice -- Developing play-based learning in Year 1 -- Developing a consistent approach across all the schools -- Successes and challenges -- Summary -- Reflection -- References
Appendix 1: Year 1 provision -- A shared understanding -- A one-day training programme for EYFS and Year 1 staff across the Swale Academies Trust -- Aims of the day -- Rationale -- Principles into practice -- Characteristics of effective learning -- A good level of development -- Effective transition from Year R -- Year 1 -- "September -- A new month a unique chapter" -- From mid-September/early October through to Term 5 -- Afternoon session -- Enabling environments -- Terms 5 and 6 -- Chapter 2: Rationale for change -- Disadvantaged children -- Behaviour issues in Year 1
Child development theories -- Approaches to teaching and learning across the United Kingdom -- Scotland -- Wales -- Northern Ireland -- The impact of regular standardised testing on teaching methods -- The impact of age on starting school -- Early formal learning and children's well-being and mental health -- Research on transition from Reception into Year 1 -- Summary -- Reflection -- References -- Chapter 3: Enabling environments -- So what do our Year 1 classrooms look like? -- The role play area in Year 1 -- Making the most of an outdoor learning area
So what does the outdoor area in a Year 1 environment look like? -- Disadvantaged children -- Recording work -- Summary -- Reflection -- Reference -- Chapter 4: Putting ideas into practice -- Building on prior learning -- How is the school day organised? -- Session 1 -- Early morning work (15 minutes) -- Session 2 -- Phonics (20-25 minutes) -- Session 3 -- English (45 minutes to an hour) -- What does this look like in practice? -- Sequence of learning -- Break time (15 minutes) -- Session 4 -- Mathematics (45-60 minutes) -- What does this look like in practice? -- End of the morning (15 minutes)
Lunchtime (one hour) -- Session 5 (15 minutes) -- Session 6 (90-120 minutes) -- Adult- and child-initiated activities -- Free flow -- What does this look like in practice? -- The role of the adult in free flow -- How does this session develop throughout the year? -- Session 7 class story time (15-20 minutes) -- End of the day -- Planning -- Assessment -- Summary -- Reflection -- References -- Chapter 5: Barriers to implementation -- External pressures -- Ofsted -- Statutory assessments -- Leadership -- Lack of understanding of how play supports children's learning and development -- Standards
Notes Description based upon print version of record
Form Electronic book
Author Pettett, Victoria
ISBN 9781000326406
1000326403