Transition from Early Years

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This assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the National Curriculum. Throughout the assignment I will refer not only in general but also to how my research has help me as a practitioner help my setting to effectively continue children’s learning.

Looking at Government reports about transition from the Foundation Stage to Key Stage One, Ofsted nationally identified issues between reception and Key stage One practice. In 2004 they produced a report entitled Transition from the Reception Year to Year 1 (Ofsted 2004). Findings suggested that there was not enough consideration relating to the Foundation Stage and Year One curriculum. Ofsted recommended the following ‘point for action’ “Schools which admit pupils to the Foundation Stage should ensure that learning experiences in Year One build upon practical approaches and structured play in Year R (Reception) (Ofsted 2004:3) The Department for Education and Employment (DfEE) and research from the National Foundation for Education Research (NFER) identified the biggest challenge to transition, as the EYFS curriculum is play based, Key Stage One is a more structured curriculum. They found that some children were worried about moving into Year One because of the amount of work expected and the length of time they were expected to sit and listen to the teacher. The government decided to produce a guidance document entitled Continuing the Learning Journey (NAA 2005) which is attended to support schools and Local Authorities in working towards improving transitions between the Foundation Stage and Key Stage One. The Foundation Co-ordinator and Year One teacher from school attended this course about two yeas ago and have tried to improve the transitions between our unit and Key Stage One. More recently the Head and Deputy Head teachers have attended several courses relating to the Proposal of the New Primary Curriculum. Sir Jim Rose has proposed a number of changes to the New Curriculum which will impact on transition and include moving away from Primary subjects and towards new ‘areas of learning’ that are intended to be linked to the EYFS. A number of staff meetings have taken place within our school discussing the review of the New Primary curriculum with all Teachers and hopefully will be implemented across the whole school as soon as possible this depending upon the forthcoming election. Unit meetings have started to take place enabling Foundation Staff and Year One staff to look at how the EYFS and the New Primary Curriculum objectives overlap/link enabling Year One teachers to continue each individual child’s learning journey. All teachers know that children are different, each one having their own ‘Unique’ individual needs.

When a child leaves the Foundation Stage and enters Key stage one, they have not necessarily achieved all the objectives in their profile and therefore are not ready to access the Year one National Curriculum. I can see little benefit to any child beginning Year One Numeracy and Literacy objectives, in particular, with children who are not ready in terms of ability and maturity. It makes far better sense to begin Year One with the children’s profiles and to allow time for each child to achieve all the profile objectives before launching into the more demanding Year One objectives. If you look at the PSRN and CLL objectives for the latter part of the Early Years Foundation Stage and Numeracy and Literacy for Year One term one, there is an overlap, with the Early Years Foundation Stage goals including some of the National Curriculum level...
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