session 1 school readiness.ppt
TRANSCRIPT
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SESSION EXPECTATIONS
Mobiles off
Have fun Be on time
Respect each other
Be involved Work Hard Take turns No eating in class Bring
pens/pencils
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Lesson Objectives
Explain Unit 11Define the term ‘school readiness’Discuss and evaluate individual
factors that may affect school readiness
Apply knowledge to demonstrate understanding
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What is Unit 11 about ?
• Understand factors affecting children’s readiness for school
• Understand areas of learning and development in relation to the current framework
• Understand the assessment process in relation to the current framework
• Understand how working in partnership with others contributes to children’s school readiness
• Understand the role of the early years practitioner when preparing children for school
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School readiness ?Activity In small groups:
- What do you think this means?
- How do we achieve ‘school readiness?
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Is this school readiness?
Summarise what you have just watched with the person sitting next to you
https://www.youtube.com/watch?v=skgP7isEsqg
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School Readiness
School readiness is about how well equipped children are to tackle the challenges that come with starting school- separating from their parents/ carers, being confident to speak to others, interact with other children …..
BUT
“There is no nationally agreed definition” (‘Are you ready?’ OFSTED, April 2014)
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SCHOOL READINESS REPORT MIDDLESBROUGH COUNCIL
Google the recent report and get ready to summarise the findings.
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Defining and Measuring School Readiness
In summary, if a child is not developing sufficiently before they start school, they will not be ready to learn, and their ability to develop in school is therefore going to be significantly impaired.
MIDDLESBROUGH COUNCIL
SCHOOL READINESSExecutive Member for Communities and Public Health: Councillor Mick ThompsonExecutive Director for Economic Development and Communities: Kevin Parkes16th June 2015
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MIDDLESBROUGH COUNCIL16TH JUNE 2015
The proportion of children achieving a good level of development in their Foundation Stage Profile in Middlesbrough in 2014 was 50%. This compares with 54% in our statistical neighbours, and 60% nationally.
Measuring School Readiness: Foundation Stage Profiles
If there were 7,246 students in Middlesbrough what would the number be?
3,623
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School ReadinessIndividual areas
of needs
Physical Personal and
Social development
Emotional development
Communication and language
Cognition
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Prime areas of development
Physical
Personal, social and emotional
Communication and language
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Physical
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Activity
1. In groups, create a thought shower about the different physical factors you feel are important in young children’s development
2. Order the factors in which you think are most important for children and which will affect their school readiness
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Cleanliness
Food and water
Sleep and rest
Shelter
Toilet trained Fine motor skills
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Maslow’s Hierarchy of needs
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Social
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Taking turns in play
Engaging with others/ being sociable
Following rules/ boundaries
Listening to adults
Not hurting others
Activity 2What are situations
that could affect social factors?
Activity 1What are these social factors?
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Emotional
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ActivityLook at the EYFSWhere does it discuss emotions within the relevant age groups?
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Communication and language
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• Speaking clearly
• Understanding simple instructions
• Being able to listen
• Conversational skills
• Enjoying range books, songs and rhymes
What activities would support children to develop their communication skills ready for school?
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Let’s apply our knowledge
Scenario
Lucy is the youngest of 4 children. Her sisters are 12,14 and 16. Lucy is not yet toilet trained. She wears a nappy as her mum says it’s easier and she will go to the toilet when she’s ready. Lucy ‘s sisters look after her and play with her. She has many toys at home.
Lucy begins school next week.
How do you think Lucy will cope with school? What may she be good at doing and what may
she find difficult or become anxious about?
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Scenario
James lives at home with his mum and has no siblings. He has not attended any Early Years settings. He loves
playing with trains and cars and his mum plays with him a lot.
How do you think James will cope with school? What may he be good at doing and what may he
find difficult or become anxious about?
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Have we met our lesson objectives?
Explain Unit 11Define the term ‘school readiness’Discuss and evaluate individual
factors that may affect school readiness
Apply knowledge to demonstrate understanding