Let's Talk About ... Introducing a Play Based Approach into KS1!

Let’s Talk About… Introducing a Play-Based approach into KS1!

Written by – Katie from @katiesclassroom_

I’m going to be honest. At the beginning of my teaching journey, the idea of Foundation was completely alien to me and the style of teaching through continuous provision was like a different world. The majority of my experience is in Year 1 teaching formally, so how did I get to where I am now, being asked to lead continuous provision in Year 1 and building my entire instagram around my journey? Let me tell you.

I have come to realise in my teaching career that ‘play’ is almost like a dirty word, even in early years settings! What are the children actually doing? Aren’t you just babysitting? Everyone feels the pressure of data, curriculum coverage and progress but somewhere along the way, it’s easy to forget how old Year 1 children really are. It has been proven that a play-based approach is developmentally appropriate for children up to 7, however I have many parents enter Year 1 with the mentality: ‘I’m so pleased the children have stopped playing and are doing real work now.’ Needless to say, I cringe internally and politely assure them that playing IS learning. 

From the conversations I have had with many teachers, it seems the barrier is feeling overwhelmed with where to start which is why I have focused this post around the beginning stages of implementing continuous provision. I am going to write this with the assumption that you have got SLT buy-in, because it doesn’t work unless you have. In order to get SLT buy-in, that could be a whole post in itself, but I would stick to being passionate, have a vision and be explicit with how it will work. Think about it this way - you wouldn’t be on board unless you’d seen the magic yourself, would you?

Step 1: Research

Research is essential to implementing continuous provision, particularly if it is new to you or your team. Go and visit your EYFS setting and see the way the children work. Can you identify their areas of learning in the environment? Are you able to list the skills they are learning during their play? Do you know how to question the children to facilitate their learning? Can you discuss the purpose of the resources? Without understanding the fundamental practice of EYFS, it will be near impossible implementing it into Year 1 effectively. Ask questions, visit schools, find training courses, join facebook groups, buy books and find some inspirational instagram accounts! 

Step 2: Environment & Resources

I am extremely lucky to have teamed up with Early Excellence to plan our classroom environment, however you can definitely do this without external support! Provision areas and names are very individual to your school, cohort and personal preference.

My classroom will have:

Small World

Blocks

Role Play

Construction

Number

Space, Shape & Measure

Science & Investigation

Reading

Writing

Paint & Workshop

Some key things to consider:

·         map out the provision areas you are having (if you’re short on space, combine them together!)

·         create bays or corners with your furniture

·         avoid putting furniture solely around the edge of the classroom - maximise your space!

·         used shared spaces if you have them

·         use Early Excellence free KS1 classroom audits to ensure appropriately levelled resources

Step 3: Timetabling & Evidence

Again, this is very personal to your school and what works for you. When you look over the national curriculum objectives, it is a real eye-opener in recognising just how much can be taught through provision.

Create a classroom culture where children recognise they can learn in many different ways, whether that be:

·         through play

·         during a whole class input/discussion

·         in a group

·         one to one

You want to avoid the mentality of ‘work’ and ‘play’. @Earlyyearsideasfrom_tishylishy put it very succinctly: If you tell a child that they can ‘go and play once your work is done’, you are telling the child that work is more important than their play. Give the children time in your timetable to access the continuous provision as well as the challenges (which are linked to NC objectives). Question yourself every step of the way - if you have timetabled a whole class input, why? Do they need to sit on the carpet for half an hour trying desperately to listen or could they explore it themselves and learn much more purposefully? Trust the children and they will show you the magic.

Be a champion, be passionate and enjoy the imaginative, creative, independent learners you are building.

Thank you so much for taking the time to read this blogpost. I hope you found it useful as a starting point but if you want to know more, I have lots of information on my instagram and my DMs are always open! 

Katie xo

@katiesclassroom

Note from the editor - Katie has just created THE most amazing resource for you if you are embarking on a journey to play based learning in KS1. Make sure you take a look at her TES page You'll thank me later!

Miss B