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Starting in Reception in Jan

Discussion in 'Early Years' started by redredred, Nov 1, 2011.

  1. How many areas 'should' there be in an ideal classroom?
     
  2. sweetie666

    sweetie666 New commenter

    Our school only has 4 classes in the whole school. We have 1 all reception, 1 mixed reception/year 1, 1 year 1 and 1 year 2 class. The EYFS co-ordinator is based in the mixed class however I know she is very busy with the split class and is also only part time. I know I will get the support from all the other teachers but wanted to know if there was some things people recommended looking at or preparing independently.
    Should these areas be set up with something different every day or week or have often should they be updated?
    Thanks
     
  3. Would you be able to have any time to talk to the current teacher; maybe in NQT time I would imagine this would be most helpful?
    In my experience (am also an NQT by the way and actually don't start teaching til January so it is limited but did train with EYs as a specialism!) the classrooms aren't divided into the 6 areas of learning according to the EYFS; for example; haven't seen a classroom with a 'Physical' area. But you would be likely to have areas like the previous poster suggested. Usually activities are changed weekly or in the case of things like role play areas; these are often developed across a couple of weeks and then left as 'complete' for a week or so. In other settings however I've seen staff completely set up the role play area with resources and everything and then it stays like that for a few weeks with no developments made; not sure if there are any advantages to either method but those are the two ways I've seen!
    With regards to assessment again this is something you really need advice about because different schools and LAs will have different ways of doing it; I'm visiting my school before Christmas to get my head round their assessment requirements. Observations are the main evidence base for assessments in EYs and there is a book by Sharman, Cross and Vennis that gives a lot of information on observing children but I would suggest just reading up on snapshot (post-it note) observations would probably be most useful in the first instance.

     
  4. The numbers you're thinking of are maybe the EYFS Profile Points? http://www.devonldp.org/do_download.asp?did=300758 here is a copy of the Profile Handbook; there is also of course the Development Matters statements which i have seen some teachers number; think they might have matched them up with the profile points because then your learning objectives can then be more easily matched to the points.
    But please don't take my word as gospel because I'm not 100% sure of all this stuff myself yet!
     

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