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A case study describing a project that used Virtual Learning Environments (VLEs) and ICT equipment to create interactive websites allowing parents to view how their childrens learning was being documented.
This local authority has reviewed the Early Years Foundation Stage (EYFS) alongside the National Strategies Primary Framework, as well as the EYFS Profile alongside Assessing Pupils' Progress (APP) materials. Advanced Skills Teachers (ASTs) in the authority are now trialling the use of these Bringing it together documents.
Twenty LAs were involved in the Using ICT in Early Years Project. The main thrust of the project was to support the raising of childrens achievements in ICT capability within the Early Years. In particular, practitioners in Cornwall's case study wanted to celebrate childrens successes.
Case study: Supporting childrens personal, social and emotional development from Reception to Year 1
The profile of children entering Year 1 at this school showed low levels of personal, social and emotional skills. The school addressed the Year 1 learning environment, and the planning and assessment of learning to support all children to be successful learners building on their experiences and skills learned in the Early Years Foundation Stage (EYFS).
20 LAs were involved in the Using ICT in Early Years Project. The main thrust of the project was to support the raising of childrens achievements in ICT capability within the Early Years. Haltons project aim was to create transition passports for children from pre-school to Reception Year. The information was used to evidence an e-portfolio for the Foundation Stage Profile (FSP). Equipment used included digital cameras and laptops.
A case study of a Foundation Stage project which involved videoing children during learning and sharing the footage with children in order to discuss what they had learnt.
Case study: Timetabling opportunities for child-chosen, child-initiated and child-negotiated learning beyond the Early Years
This primary school identified that childrens involvement in confident, creative learning was not sustained from Reception to Year 1. The school decided to trial half a day (later extended to two days) each week where children chose and negotiated their own learning, from or beyond an overview of learning opportunities offered.
In this case study the school developed a range of ways to communicate with Reception children and their parents before the move to Year 1. They developed innovative photograph booklets, constructed questionnaires with Reception children and hotseats for pupils from Year 1, gave the Reception children opportunities to visit their new class and teacher and then invited them to show them to their parents.
Every Child a Talker: An audience with Michael Rosen are a collection of six video clips intended to highlight the importance of talking with children in everyday situations (01178-2009DVD-EN).
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