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Should a free flow setting be used in KS1?

Discussion in 'Early Years' started by bbop1, Apr 2, 2012.

  1. Hello.
    I am currently studying my PGCE specialising in
    Early
    Years and am interested in the transition from Reception to KS1.
    Specifically looking at a move from a free flow setting to a more
    structured way of learning.
    I know some schools use free-flow in
    KS1 to ease transition, and as a learning tool, and I would really like
    to know people's opinions on this.
    Would you like to have a free
    flow setting in KS1? Would The Foundation Framework be a useful tool in
    KS1?
    I am interested in all comments!

     
  2. Hello.
    I am currently studying my PGCE specialising in
    Early
    Years and am interested in the transition from Reception to KS1.
    Specifically looking at a move from a free flow setting to a more
    structured way of learning.
    I know some schools use free-flow in
    KS1 to ease transition, and as a learning tool, and I would really like
    to know people's opinions on this.
    Would you like to have a free
    flow setting in KS1? Would The Foundation Framework be a useful tool in
    KS1?
    I am interested in all comments!

     
  3. Msz

    Msz Established commenter

    What is your definition of "free flow"?
     
  4. Hi Msz,

    Sorry for the late reply. My defintion of 'free flow' is a child-initiated learning environment which is scaffolded and facilitated by adults.

     
  5. I do think that the transition between Rec/ year 1 would be much easier on the children if they were moving into a setting that was also free flow. Considering that some or all children will still be working from the FSP it would only be right for them to continue to learn in the same way as children working from the FSP. More adult initiated activities could be provided for the children, so perhaps 3 focused 15/20 minute sessions rather than 1 or 2? And more small group focused activities. It would also be possible to slowly phase the free flow idea out towards the end of year 1 in preparation for year 2?
     
  6. I agre with the above but it's sometimes hard-depending on space/resources/number of adults. But in our school we do our best to have free-flow definately for the first term...and the Y1 teacher follows on from the EYFS profile, continuing each child's grid-using the ELG in their planning.
     

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