Marion

We use something called 'getting along' its devised by our LA but think its available to buy

http://www.move-on.org.uk/

has some test papers you can do on line

my daughter is doing the city and guilds maths which is the equivalent to GCSE A* with a company called 1 to 1 and I know direct learning offer the same

Yes it is in Helens article she does give a general idea

The interview process will comprise two parts:

1) A group task which we need to complete with up to six other candidates

2) An individual interview with a member of the EYPS team at the University.

The information shared at interview will also aid the tutors, mentors and assessors in understanding our skills in relation to the EYP standards, and will provide the information that will help them to identify each candidate's individual needs.

I think like most 'courses' there will be slight variations. I decided not to do the EYPS at this time as I feel it would be extra work on top of my MA so cant really offer any other suggestions sorry.

I agree with you Lyndi, although I also use our allocated Guiding Reading sessions as whole class Reading reinforcement times. And for teaching keywords as sight vocab. etc.

 

As the majority of my class are also EAL learners, we also start by teaching book skills and extend vocab. You can't begin to read English if you don't know the English name of something. We also work with bilingual support to check skills in mother tongue.

 

I'm getting quite confused with the RRF syndicate on another site, though. As a child myself I did not respond to phonics teaching and only learnt to read when my mother taught me via a whole word approach. I remember magic 'e' and being quite convinced the teacher was mad!!

 

Even today I cannot spell phonetically, or use a dictionary for pronounciation. My knowledge/ confidence has progressed tremendously with Jolly Phonics, but I'm glad I'm in Reception and don't have to cope with more complex letter strings!!

 

My own class love guided reading sesssions and its certainly a place to assess progress, check comprehension etc.

 

Susan

I quite agree with what you say Susan phonics doesnt work for all child and I think it would be very naive and irresponsible if we as teachers thought this was the only way for children to learn to read. My son like you never ever grasped phonics but had a reading age far in excess of his chronological age. I think its our responsibility as teachers to provide the children with whatever skills they might need to become readers. Picture clues reading for meaning whole words and phonics. I also think its important the children see a purpose for reading other than pleasing parents and teachers so as Lyndi says choose interesting texts.

Can I also suggest people look at Foundations of Literacy and L is for Sheep for other ideas and please remember the NLS isnt compulsory We dont use it in my school!

Have you seen Helens article?

The reason I ask is my son is ADHD and it is triggered /worsened by things like milk cereal bread some fruit and vegetables cheese butter .....the list is endless. His behaviour at this age certainly would have fit the pattern you describe.

A friend who's son is autistic also reacts to cows milk gluten etc with pronounced figgitty behaviour

I think a big part of our problem with personal statements is our reluctance to 'boast' about our own abilities. Maybe start by making a list of all the training/experience/responsibilities you have undertaken which you can then use to complete this section of the application (good for your confidence too)

Good Luck

In some children milk can be the trigger to hyperactivity and impulsive behaviour as can a number of 'healthy' foods thats why a diary can be useful.

ours are three for the same profile points which as you say makes more sense

Can I ask if the child seems aware of what he is doing or is it uncontrolled impulsive behaviour? I would certainly keep a diary of his behaviour and when it occurs perhaps ask mum to the same and consult the SENco.

Kermit posted the links to the articles Wolfie mentions here http://www.foundation-stage.info/forums/in...ost&p=79486

Our unit is a nursery/reception but we do have children from their 3rd birthday to as you say rising 6 and do not find this a problem. We doseparate for short periods of the day for direct teaching and our numbers are much smaller as we are a single form entry. The advice we were given when we first considered becoming a unit was not to have more that 60 children and to consider parallel units if numbers exceeded this which might somewhat defeat the purpose in your case.

Weve been asked to show 3 examples for the points they are looking at in PSE and KUW

We have two coombers which should suit your needs as Narnia says

http://www.coomber.co.uk/ to buy direct from the company

Sorry to hear about your week try to have a good weekend

It does seem very unfare! Good Luck let us know how you progress

great pictures

I don't think your setting would benefit from the transformation fund because as they already employ you (a graduate) they are already entitled to the recruitment incentive and quality premium but as has already been said all day care settings will be required to employ someone with EYPS by 2015 so maybe your manager is looking to the future. With a degree you could qualify for the validation only route which may involve only 4 sessions in university.

There are lots of discussions if you type Foundation Stage Units into search

http://www.foundation-stage.info/forums/in...post&p=1005

http://www.foundation-stage.info/forums/in...ion+Stage+Units

http://www.foundation-stage.info/forums/in...ion+Stage+Units

A very happy birthday from me

A quote from the QCA training support framework for the Foundation Stage 2000 might be just what you need

" If you are experienced, you will already know too well how energetic and physical young children are: their bodies are developing rapidly and they need to be active. It is actually painful for them at this stage of development to be still for long periods."

Good Luck from me too

Its really hard work juggling everything and I really dont think there is a simple answer. Its a bad time of year too feeling guilty about not giving family as much attention as you'd like etc but as everyone has said it is worth it in the end

EYPS I think

A couple of suggestions to start off

PSE8 Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously.

• Share snacks.

• Circle games, eg, The farmers in his den.

• Work together to produce big pieces of work, eg a collage, a display.

• Work together co-operatively and take turns , eg using large apparatus, outside toys.

• Learn to use equipment and apparatus safely and with consideration for others, eg carrying scissors correctly.

• Parachute games.

PSE10 Dress and undress independently and manage their own personal hygiene.

• Teach the importance of hygiene through daily routines: washing hands before snacks, after using the lavatory, before handling food.

• Develop children’s self help skills: hand washing, going to the toilet, putting on coats and shoes, taking off clothes for PE – break down into small steps if necessary.

• Encourage children to help each other with difficult tasks, eg tying.

• Selection of different clothes and shoes with different fastenings in the role play corner.

• Use of a fastening cube to practice different fastenings.

• Dressing and undressing dolls.

• Bathing dolls.

• Washing clothes.

• Setting up role play corner into a hairdressers, dentist, launderette, baby clinic.

• Encourage independence in personal care and helpful attitudes towards each other