I knew that moving from teaching Reception to Year 1 in the middle of a pandemic would challenge my own personal teaching practice. Indeed, COVID-19 revealed to me the immediate need to evaluate our entire approach to teaching and learning in Key Stage 1. In particular, it prompted me to re-imagine the place of purposeful play. In this blog I will outline the pedagogical theory underpinning the power of play, how we approached it in the School 21 classroom, and what we learned.
Children’s individual lived experiences of the pandemic have widely differed during both school closures. For some students, being at home has provided them with greater freedom and more time to explore, play, and gain independence in their own learning. Others have been deprived of a safe, consistent place to learn, play and socialise with peers. Whatever their circumstances, children have experienced a period of constant readjustment. The need to support children’s wellbeing, as well as their learning needs, is more evident than ever.
Play in KS1 is a powerful way to nurture the children’s well-being whilst also laying the foundations for a holistic education for all children.
Differences between pedagogy in the early years and the National Curriculum in KS1 mean that often child-initiated learning and play is left at the KS1 door. Reception teachers are required to support and nurture the three prime areas of learning (communication and language; physical development; personal, social and emotional) through planned and purposeful play (DfE, 2017). Whereas KS1 teachers are faced with mounting pressures to meet fixed objectives that result in more teacher-led learning.
However, Sir Kevan Collins, recently appointed Education Recovery Commissioner, talked specifically about 2020-21’s Year 1 cohort’s need for play to support their ‘oral, social and emotional development’. Recent national guidance from Scotland has also stated that ‘transition will likely be smoother for the child if play remains and continues as the main vehicle for their early learning in Primary 1 and beyond’ (Scottish Government, 2020). In addition, Research also tells us that play is central to the development of children in the early years (age 0-8).
Reflecting on the evidence base for play based learning and the fact that the current Year 1 cohort had missed essential Reception experiences, we decided to radically change our teaching and learning provision in Year 1; we set up Continuous Provision for the first time at School 21. Continuous Provision means: Purposeful play organised through permanent areas of the classroom, including resources, that children can independently and creatively engage with during dedicated time but also throughout other periods of learning.
To develop this further we will:
Applications are now open for headteachers and senior leaders working across education. The programme gives you the opportunity to connect with your authentic self and equip you with powerful strategies to bring about the changes you believe in.
applications are now open for headteachers and senior leaders working across education. The programme gives leaders the opportunity to connect with your authentic self and equip you with powerful strategies to bring about the changes you believe in.
Big Education Trust is a company limited by guarantee registered in England and Wales.
Company registration number: 07648389.
VAT number: GB142676505
Registered Office: c/o School 21, Pitchford Street, London E15 4RZ
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