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Earlyearsup# Michelle Sedgebeer (One year in (emphasis on developing…
Earlyearsup# Michelle Sedgebeer
One year in
emphasis on developing language and communication
developing oracy - every child a talker
Our research shows that when students learn how to use talk to reason together, they become better at reasoning on their own.”
Neil Mercer (Professor of Education – Cambridge University)
communication at the heart of everything
emphasis on developing opportunities for student led learning
project based learning
interdisciplinary /antidisciplinary
oportunities for collaborative learning
meaningful real world outcomes
effective transition across the key phases - two schools one journey
Learning environments
breakout spaces
learning hubs
comfort zones
IT stations
resources
displays
working walls
as visible learning journies
create safe and inspiring places to learn,
where children are respected, their talents are nurtured and they are able to thrive.
Rights respecting
https://www.unicef.org.uk/rights-respecting-schools/
bringing the seven values to life
EYFS Overarching principles
every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
children learn to be strong and independent through positive relationships;
children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers
children develop and learn in different ways and at different rates
EYFS 3 principle Areas of learning and development
Communication and Language including Literacy
Listening and Attention- Understanding and Speaking- Reading and writing
The limits of my language means the limits of my world Ludwig Wittgenstein
Physical Development
Moving and Handling: Health and Self-care
Personal Social and Emotional Development
Self- confidence and Self- awareness: Managing Feelings and Behaviour: Forming Relationships
Mathematics:Numbers, Shape, Space and Measurement
Understanding the world:People and Communities, the World, Technology
Expressive art and Design:Exploring and Using Media and Materials, Being Imaginative
Learning and teaching
Active engagement
John Almarode behavioral, cognitive and emotional engagement
clear modelled expectations
audience
emotional safety - mistakes valued
authentic activity - connects to real world/pupils experiences of the world
Emotion drives cognition
personalised response to learning
effective feedback
immediate , focused and purposeful
peer to peer critique
culture of revision
focused on improvement
growth mindset
learning beyond the classroom
Technology
Home learning
residentials and educational visits
LEGS
leadership
enterprise
global citizenship
service
COLS
effective learning and teaching
playing and exploring - children investigate and experience things, and ‘have a go’;
active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.