Early Years <ul><li>Nursery  Primary 1 </li></ul><ul><li>Planning / Assessment </li></ul>
Planning process - Termly <ul><li>PRIORITIES FOR OCTOBER-DECEMBER </li></ul><ul><li>Language </li></ul><ul><li>I can retel...
Planning process - weekly No’s to 10 Maths 3 Place value to 10 Maths 2 +  to 10 Maths 1 (all groups) Writing 3 Mind map st...
 
Building materials Transient art Letters / numbers sand Maths – 0-20 PV Outdoor learning Horseshoe table Initial sound gam...
Planning process – daily plan Evaluation / spontaneous response Observed that children used writing zone well to practise ...
Planning – the benefits <ul><li>I have found… </li></ul><ul><ul><li>Not having to predict lessons that I’ll be doing a few...
Collaborative planning - maths
Collaborative planning – the benefits! <ul><li>Children more involved in their learning </li></ul><ul><li>Children have ow...
Assessment <ul><li>Formative assessment </li></ul><ul><li>Photography / Video </li></ul><ul><li>Area observation sheet </l...
Ongoing Assessment  Name:  Date: *Good place value 0 – 10 *Difficulty forming numbers 2 and 6
Moving Observations from Nursery to P1 <ul><li>Reasons for that –   </li></ul><ul><li>*Early years nursery and primary 1 t...
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Planning And Assessment (Internet)

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  • *There are many similarities and differences between the Nursery and the P1 classroom. With the new curriculum for Excellence on its way the similarities are being recognised by putting together the nursery and the P1 in the Early level. *One of the differences between the nursery and the P1 is that in the P1 there needs to be a greater challenge for pupils and that is done through the planning process which has to be responsive to ensure greater responsibility for their own learning. *From the workshops that have been going on it is clear that in East Lothian there is some excellent practise going on in the nurseries – there is great value in some aspects of practise for example the good planning and assessment strategies they employ. *However, in P1 the children need to build on their prior experiences and ensure rigour, progression and challenge, therefore P1 teachers need to focus on planning in a way that is beneficial to their children and them. Now, this is where we must question: Q. What is the value in planning excessively at the beginning of the term. I feel that although priorities need to be identified at the start of the term, there needs to be flexibility to allow for challenge and responsiveness.
  • Transcript of "Planning And Assessment (Internet)"

    1. 1. Early Years <ul><li>Nursery Primary 1 </li></ul><ul><li>Planning / Assessment </li></ul>
    2. 2. Planning process - Termly <ul><li>PRIORITIES FOR OCTOBER-DECEMBER </li></ul><ul><li>Language </li></ul><ul><li>I can retell a story or rhyme. </li></ul><ul><li>I can listen to information and instructions from an adult </li></ul><ul><li>I can write a brief imaginative story </li></ul><ul><li>I can form letters and space words legibly. </li></ul>
    3. 3. Planning process - weekly No’s to 10 Maths 3 Place value to 10 Maths 2 + to 10 Maths 1 (all groups) Writing 3 Mind map story ideas Writing 2 Talking partners - Writing 1 Initial sounds Reading 3 Tally ‘at’ words Reading 2 Tally ‘ap’ words Reading 1 Fri Thurs Wed Tues Mon w/c
    4. 5. Building materials Transient art Letters / numbers sand Maths – 0-20 PV Outdoor learning Horseshoe table Initial sound game Chalk / pen board Building materials Construct / puzzles Scotland / t. Andrew Display Scottish poems Books / stories T – Amy CA -Lucy Focus children Fri Thurs Wed Tues Mon W/c
    5. 6. Planning process – daily plan Evaluation / spontaneous response Observed that children used writing zone well to practise formation of letters with pencils Task outline/ C-C link Groups alternate between whiteboards, magnetic letters, fruit and learning zones (sand) <ul><li>Learning Intention </li></ul><ul><li>I can use tallying to make ‘at’ words </li></ul><ul><li>I can identify sounds within a word </li></ul>Curricular Area Language
    6. 7. Planning – the benefits <ul><li>I have found… </li></ul><ul><ul><li>Not having to predict lessons that I’ll be doing a few months in advance that might not suit the needs/interests of the children </li></ul></ul><ul><ul><li>Time saved – able to plan more effectively for children’s learning </li></ul></ul><ul><ul><li>I can share ideas with the children and use their ideas in planning </li></ul></ul><ul><ul><li>Children understand more about what and how they are learning (discussion) </li></ul></ul><ul><ul><li>I am being more responsive to the needs and interests of the individual child </li></ul></ul><ul><ul><li>The children see the relevance in building on what they have just learned </li></ul></ul><ul><ul><li>The simplicity of the task </li></ul></ul>
    7. 8. Collaborative planning - maths
    8. 9. Collaborative planning – the benefits! <ul><li>Children more involved in their learning </li></ul><ul><li>Children have ownership of their learning </li></ul><ul><li>Children more enthusiastic and motivated </li></ul><ul><li>Being part of the planning process allows children to have prior notice about the next lesson </li></ul><ul><li>Challenging behaviour? </li></ul><ul><li>Visual display of the progress made in their learning </li></ul>
    9. 10. Assessment <ul><li>Formative assessment </li></ul><ul><li>Photography / Video </li></ul><ul><li>Area observation sheet </li></ul><ul><li>Discussion </li></ul><ul><li>Written work - reduced </li></ul><ul><li>Observation – sticky labels/post its </li></ul><ul><li>Observations need to be manageable and still meet the expectations of the workplace </li></ul>
    10. 11. Ongoing Assessment Name: Date: *Good place value 0 – 10 *Difficulty forming numbers 2 and 6
    11. 12. Moving Observations from Nursery to P1 <ul><li>Reasons for that – </li></ul><ul><li>*Early years nursery and primary 1 together - CFE </li></ul><ul><li>*Active learning – different way of working </li></ul>
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