Moving On To Key Stage 1: Improving Transition from the Early Years Foundation StageThis practical book offers a series of strategies for promoting learning that meets the needs and interests of Key Stage 1 pupils, ensuring that the move from the Early Years Foundation Stage to Key Stage 1 is a positive one. |
Contents
Introduction | 1 |
why is there an issue? | 4 |
2 How do 57yearolds learn? | 19 |
3 Preparing children for the move to Key Stage 1 | 42 |
4 Finding a balance between adultinitiated and childinitiated learning | 62 |
5 The place of play in Key Stage 1 classrooms | 90 |
6 Environments that support different ways of learning | 114 |
7 Using observations as evidence of childrens learning | 137 |
8 Planning for adultinitiated and childinitiated learning | 155 |
9 The many different roles of the teacher | 179 |
Conclusions and reflections | 198 |
| 201 | |
| 204 | |
Back cover | 215 |
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Common terms and phrases
achieved adult adult-focused activity adult-initiated activity adult-initiated learning adult-led alongside assessment beneQt Chapter chil child development child-initiated activity child-initiated learning child’s children learn children need children’s independent children’s play children’s thinking conQdent creative DCSF developmentally appropriate practice di!erent di"cult dren e!ective engaged evidence exploring EYFS feel Foundation Stage group of children headteacher ideas identiQed independent learning individual children indoors initiated Key Stage kind of learning learners learning day learning environment learning experiences learning independently learning opportunities literacy means move National Curriculum numeracy nursery nurse o!er observation Ofsted outcomes outdoor area outdoor learning Oxfordshire Transition Project planning play resources play-based Primary Curriculum ProQle Qrst Reception reRection Rexible role Scottish Executive seen signiQcant skills small groups space Stage 1 children Stage 1 classrooms Stage 1 teachers Stage to Key strategies su"ciently teachers need things understand whole-class teaching writing young children