Apr 10 Apr 9 Apr 8 Feb 13 Jan 31 Jan 22 Jan 17 Dec 14 HMCI commentary from the Ofsted annual report and the international curriculum programmes. Dec 3 Nov 27 Nov 16 Nov 2 Assessment of the progress that children make in school is perhaps one of the leading debates in education. Oct 31 We decided to create a Google form where the learners would have to use the Knowledge they gained to unlock clues.
Oct 26 Oct 24 Oct 18 Oct 1 Sep 25 Aug 13 Jul 13 Read about one of our intern's visit to St Leonard's Primary School. Read the latest blog about our summer intern's expereince at the Fieldwork office. Jul 11 May 16 Apr 16 Mar 9 Mar 8 Our Head of IPC catches up with the writer of our new language units. Mar 7 Feb 20 Feb 19 Jan 23 The British School strives for excellence, for caring and motivating every pupil to realise their full potential. Play and how it underpins both development and learning, for pupils and teachers alike, has challenged us to design new creative learning that meet individual needs, supported by targeted interventions whenever appropriate and within a supportive environment.
We started the IEYC implementation by familiarising teachers with the curriculum content and specific guidelines, not only to allow them to appropriately assess interventions and activities but also to coherently, consistently and confidently incorporate them into their teaching practice. This was facilitated by a workshop with open-ended discussions followed by pilot-testing some units in the first year, and an increased number of units in the subsequent years. The overarching theme is carefully linked to real-life experiences and learners are challenged to develop critical and creative skills that culminate in meaningful and exciting outcomes.
Before implementing the IEYC, the learning opportunities of the outdoor environment were little explored. The IEYC opened the classroom doors to including outdoor areas - not only the play area but the entire school environment - in lesson planning and potential inquisitive exploration as learning resources.
Viewed as an extension of the classroom, these areas allowed implementing the IEYC through play—based activities and also creating a learning area called Discovery Centre. We wanted to make sure that every child would have access to a curriculum that prepares them to deal with challenging experiences.
During our planning meetings, we also reflected on key issues, such as, What should our pupils learn or be curious about? With quality early years provision, children will have typically developed knowledge and an increasing understanding of specific aspects of learning and development naturally. They will also acquire the skills of being able to demonstrate learning in creative and practical ways when given the opportunities to do this.
But to focus solely on achievement with early learning goals feels so wrong, especially when these expectations can change every few years!
These can be collected during both adult and child initiated activities and used to further promote discussions about the children's achievements. Practitioners should also meet together to discuss the child, using all the information available to them to identify next steps. If children can achieve these outcomes, then can we just say they can?
Let's stop giving these children these terrible labels at the end of the foundation stage and spend the term teaching and enhancing their learning ready for the next stage. There is plenty of time for testing. Let's give them time to learn at their own pace first. If you'd like to find out more about the IEYC you can request a free Unit and information pack by clicking here.
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