Guest Posted May 15, 2005 Posted May 15, 2005 Hi there, i have recently been told that i am moving to year one in september because of low intakes and am stressing alittle. I am an NQT, with with a specialism in early years (whist training for my degree). I also worked as a nursery nurse prior to training. Anyways getting to the point i love the foundation stage ethos and am worried about the regimental roultine of KS1-I am going to join a great year 1team who are looking forward to having my knowledge of the fsc as they have never taught here. However, i only taught year 1 for a short period during training and am worried as to how i can incorporate play and fun into the curriculum. I am keeping the same class, which is great but i feel that i especially do not want to shock them with too much strictness!! Am i stressing too much? Any year 1 teachers out there who could offer advice as to how they structure the day!!
Susan Posted May 15, 2005 Posted May 15, 2005 hi Alysha. I understand your concerns and empathise but I would look on this as a positive move. There is a lot of emphasis on transition at the moment and especially the early end of year1 should look more like FS than it has tended to recently. It sounds as if your school recognise this and want you there to help implement this, so dont stress too much. A quick and easy read for you could be the Ros Bailey and Sally Featherstone Book, the title of which has deserted me at the moment but Im sure you can locate it on Featherstone or Amazon websites. Good luck.
Guest Posted May 15, 2005 Posted May 15, 2005 alysha Try this document, Transistions from YR to Year 1 (published 2004) http://www.ofsted.gov.uk/publications/inde...d=3655&type=pdf Regards
Guest Posted May 15, 2005 Posted May 15, 2005 Thank you for the replies so far-thanks for the link mousebat, i have just finished reading it and it was very useful. I am just wondering whether you can still have learning areas in a year one class-book corner, construction etc or would you not? How do you plan time for these. In my reception class i have just began literacy/numeracy hour but whilst i work with a focused group (i don't have a full-time T.A) the other children plan accordingly around the area (which link to current area of learning). Sorry if this is unclear, i just hate the idea of all bums on seats and worksheets!!
apple Posted May 15, 2005 Posted May 15, 2005 Featherstone have also produced a new book 'Making it work in Year 1' Its a great one for Year 1 teachers particularly as it focuses in more detail re the planning for children still working on ELG's and those on the NC. http://featherstoneeducation.co.uk/ your year 1 colleagues may find this very useful. Best of luck... it's a great time to be moving into year 1 as you already have so much to offer. Are you going to be taking your current class with you?
apple Posted May 15, 2005 Posted May 15, 2005 http://www.featherstone.uk.com/ whoops sorry this is the correct address
Guest Posted May 15, 2005 Posted May 15, 2005 http://www.featherstone.uk.com/ whoops sorry this is the correct address 31904[/snapback] Thanks Liza. yes i am taking my current class with me, which is good because they are lovely! At least i will know exactly where they are and where to take them onto. Do you teach year 1?
Guest Posted May 15, 2005 Posted May 15, 2005 alysha Glad the link was useful. I don't teach Year ,I have the summer term recpetion children. I think that having learning areas in Year 1 sounds like a great idea. Especially important now that the foundation stage profile is to be continued into Year 1 for those children who haven't completed all the ELG's. I think it would very important for the summer born reception children who get so little time in Year R before they go into Year 1. What about creating a carousel for some afternoon sessions which incorporates independent play around the learning areas as well as other more structured group activities? Just a quick thought. Regards
Guest Posted May 15, 2005 Posted May 15, 2005 Hi there, Just a little note to say I heard Sally Featherstone speak on Friday and would reiterate everything said about her books. She spoke particularly about the transition to year 1 - about continuing the play emphasis certainly for the 1 st term with a more challenging approach - e.g. finer motor skills, more planning of activities by the children and feedback about what they are doing, more cooperation and collaboration. She had heart felt views about carpet time and the amount of time teachers spend talking - She talked about reviewing curriculum provision - maybe targetting skills in Year 1 and covering more of the knowledge base in Year 2 . She spoke of her ideas as a menu of things schools may like to try - a starter, main course and something sweet for pudding ! Not all her ideas at once ! I would start with the books if I were you and look forward to the experience > Many years ago now I moved on with a Reception class and found it a really useful experience - you know where the children have got to and can build on that quickly - in terms of transition for the children it is ideal. Don't forget to try and provide for sand, water, outdoorplay ( or experiences) and very importantly role play - in fact Sally was puchign for role play to be in all Year 2 classes too and I would based on past experiences agree with her! If you don't ahve access to large sand trays - large cat litter trays and those high backed gardening trays can provide a small area to work in especially if space is tight in a Y1 room. I would begin with a similar routine to Reception based on the children's needs and slowly move to a more formal timetable. If the children have't had a lot of time in Reception ( ie summer borns) they may be less ready for structure thatn some chidlren who have been in Rec for a year. Hope this helps Good luck and let us know how you get on.
Guest Posted May 15, 2005 Posted May 15, 2005 Thanks so much for the advice everyone-much appreciated! I am determined to put these area in my new class!! Are there any year 1 teachers out there who do this. How do you allow the children to play in these area-what with all the other curriculum constraints! My problem is that there is another year one teacher who has been there years-teaching formally-so i need to inspire with good ideas without being pushy!!
Guest LucyQ Posted May 15, 2005 Posted May 15, 2005 Well, I work in a pre-school and I think it is fantastic that things are changing in year 1. Obviously, I'm no expert but more learning through play is great news. I am also re-learning years of bad practice/thoughts ie that coming to pre-school was about getting them ready for primary school !! Good lucj Alysha
Guest Posted May 24, 2005 Posted May 24, 2005 Hi! I have spent the last year in Reception,having taught this age group 20 years ago. I was told only yesterday that I will be moving to Year 1 next year,due to falling numbers. Help! The above posts will be really useful to me. I will talk some more about the topic when time allows! I am really disappointed at present as I have had a fantastic yearwith Reception.
basilbrush Posted May 28, 2005 Posted May 28, 2005 I am in a similar position as am likely to be moving to year 1 in september and really don't want to, but am trying to look on it as a positive thing, but also looking for other jobs as well. I feel that even though I don't want to move, if I don't at least attempt to be positive about it, it will just be hell, and I don't want that at all..... FS - reception and nursery is where I want to be, but am hoping to be able to bring some good practice from reception with me into year 1...... i wish heads would just leave us where we want to be, but I'm sure they have good reasons....!!!!
Guest Posted May 29, 2005 Posted May 29, 2005 Thanks so much for the advice everyone-much appreciated! I am determined to put these area in my new class!! Are there any year 1 teachers out there who do this. How do you allow the children to play in these area-what with all the other curriculum constraints! My problem is that there is another year one teacher who has been there years-teaching formally-so i need to inspire with good ideas without being pushy!! 31935[/snapback] You can plan activities into these areas as you would do in Reception so, for example, you may have a hidden word game in the sand for one of your literacy groups and you may have a phonic fishing gme in the water etc. When the children have finished their activity they can then have free choice until it is time to bring the class together again. When I taught Y1 I concentrated on maths and literacy in the mornings and the children had a lot of free play in the afternoons alongside topic work (i.e. the rest of the curriculum!!)
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