Continuous provision forms an important part of effective practice in KS1 and well planned activities support, enrich and extend learning throughout the whole year. By giving the environment and our routines careful thought, not simply replicating Reception but refining it and moving it on, we can enable children to build on their EYFS experience.
Currently, the children are enjoying being historians. Therefore, we have linked the challenges in the areas to The Great Fire of London. Over the next few weeks we will share examples of the children accessing the learning in the areas. For now, here are some photos of our new challenges.
Maths
In class, the children have just been introduced to part-whole models. They have been placing objects into part-whole models in a variety of ways, using the terms “part” and “whole”
History, Reading and Oracy
Pudding Lane Bakery
Oracy is the ability to express yourself clearly and communicate with others effectively through spoken language. A key part of oracy is for children to think carefully about the language they’re using, and tailor it to their subject, purpose and audience. Oracy involves embracing different speaking skills, such as:
Discussion: exchanging ideas with others
Instruction: telling someone what to do, or explaining facts
Dialogue: having a conversation with someone, listening and showing an interest in what they say
Oracy isn’t, however, just about being a good talker – or talking lots. It also includes listening to others, and responding appropriately.
In order to stimulate conversations, we have added different resources in the shared areas. These are already developing the children’s curiosity and initiating oracy.
As part of history, the children are learning to sequence events. This activity involves ordering a timeline of the fire. The children are developing an awareness of time and chronology.
