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"A classroom that is functioning as a third teacher will be responsive to the children's interests, provide opportunities for children to make their thinking visible and then foster further learning and engagement."
Susan Fraser (2012, p67)
What does Realising the Ambition tell us about spaces?
What does Realising the Ambition tell us about spaces?
Meaningful learning environments are key to getting play pedagogy right. Spaces must be filled with meaningful interaction and considered expereinces that start from the child. This section will support practitioners in setting up physical play spaces.
Key Questions from RtA
What does this environment for play look and feel like to a baby, a toddler, a young child?
Is the environment interesting? Motivating? Can babies/children access and return resources independently?
Are there opportunities for them to develop their physical, cognitive, imaginative and creative skills?
Realising the ambition says...
I need spaces where I can relax, feel safe, happy, content and cosy and which give a sense of care and wellbeing. These spaces can be accessed independently by me when I feel the need to regulate myself.
Realising the ambition says...
I need spaces that promote interesting opportunities for developing learning in literacy, numeracy and other curricular subjects beyond designated ‘areas’ – encouraging me to connect and reinforce my learning.
Realising the ambition says...
I need spaces that encourage and value play, fun, exploration, enquiry and movement.
Realising the ambition says...
I need spaces that are rich in relevant environmental print showing meaningful connections to the way we use words and numbers in our everyday lives.
Realising the ambition says...
I need spaces that offer independence, choice and opportunities for me to extend my learning with other children and adults.
Realising the ambition says...
I need spaces that provide regular access to the natural world, enabling experiences, conversations and interactions.
Realising the ambition says...
I need spaces that promote my curiosity and creativity.
Realising the ambition says...
I need spaces that encourage a sense of safety and security, yet enabling appropriate risky play, which enables me to be playful in my learning, and encourage me to use and share my learning in everyday experiences and real life situations.
Setting up
Setting up
"One of the key features of positive transitions practice from an early learning and childcare setting to school is practitioners/teachers who recognise that for every child the transition experience is unique to them and who provide environments that are ready for children, that meet children’s needs and the needs of their family."
Realising the Ambition, Education Scotland 2020
As we set up Primary 1 spaces we will be considering transition from nursery environments and creating a familiar spaces for the children to enhance their transition experience. We have to be mindful that these spaces will adapt as the year goes on, your classroom will not look the same in August as it does in January or June!
In Primary 1, we must ensure we set up spaces that are familiar and comforting and provide familiarity. They must also adapt to allow for greater independence, development of children's skills and levels of support and challenge that will engage all learners.
whatarecreativityskills.pdfThe early primary classroom environment should welcoming, authentic and reflect the home lives of your children. With careful consideration to layout and materials used, practitioners should aim to promote curiosity, open-mindedness, problem solving and imagination.
Consider creating clearly defined zones or areas within your classroom to give a cosy feel and sense of purpose. Deirdre Grogan suggest creating 3 zones in your space and filling each zone with relevant areas. The social, discovery and creative zones. You can find more support for creating these zones in the NAC Establishing Enabling Environments audit tool.
Continuous Provision
Continuous Provision
Common Play Behaviours
Common Play Behaviours
This webinar explains Alistair Bryce Clegg's research into skills based continuous provision, applying knowledge of common play behaviours to support independent high quality learning. It explains how to set up resources that promote continuous provision and learning even in the absence of an adult.
Continuous Provision and common play behviours.mp4Zone Monitoring PlayInverclyde.pdfThis useful tool created by colleagues in Inverclyde will support you in setting up and monitoring continuous provision areas.
Links
Links
What are common play behviours? https://abcdoes.com/abc-does-a-blog/2018/11/10/common-play-behaviours-a-continuous-provision-tool/
High quality continuous provision. https://abcdoes.com/abc-does-a-blog/2016/01/16/common-play-behaviours-and-continuous-provision/
What is continuous provision? https://earlyexcellence.com/latest-news/press-articles/using-continuous-provision/
How to plan for continuous provision. https://abcdoes.com/abc-does-a-blog/2020/09/11/planning-for-continuous-provision/
What does continuous provision look like beyond P1? https://abcdoes.com/abc-does-a-blog/2020/02/01/continuing-an-early-years-approach-into-key-stage-one-st-johns-church-of-england-primary/
https://abcdoes.com/abc-does-a-blog/2010/11/30/continuous-provision-in-year-two/
The Curiosity Approach - developing your environment. https://www.thecuriosityapproach.com/blog/look-at-your-environment-with-fresh-eyes
Jack and the beanstalk.MP4This short video shows how Corsehill Primary have set up high quality open ended continuous provision based on the children's interests.
In this video from the ABCdoes blog, Alastair Bryce Clegg discusses the importance of providing cognitive challenge for learners. He discusses how you can create engaging learning environments to support children to find it in their play.
High Quality Continuous Provision Environments
High Quality Continuous Provision Environments
Children thrive in environments that are suited to their interests and developmental stages, demonstrating high levels of involvement and engagement. The vision of all education practitioners is to get all children engaged because "When children are deeply engaged, their brain is developing and new synapses are forming, ie, they are making progress." (Ephgrave, 2018).
This video shows how a teacher in Aberdeen has set up continuous provision for learners in her P1-3 class and explains the benefits she has seen.
Example Environments around NAC
Example Environments around NAC
These pictures and videos show examples of P1 spaces in May 2023 towards the end of our year long training pilot programme. Keep in mind that environments change and adapt with the needs of the children as the year goes on.
Annick Primary - P1 classroom in May 2023
Coreshill Primary 1/2 classroom and open area May 2023
P1, P1/2 and open area spaces in Elderbank Primary May 2023
Examples of pupil voice displays
Development of literacy and numeracy skills through play.
IMG_0100.MOVElderbank Primary
Elderbank Primary
A video of the continuous provision in the P1 classsrooms and open area.
St Johns Environment.MOVSt Johns Primary
St Johns Primary
A video of the continuous provision in P1/2.
Corsehill Environment.MOVCorsehill Primary
Corsehill Primary
A video of the continuous provision in a P1/2 classroom and the Play Zone open area.
Annick environment video.MP4Annick Primary
Annick Primary
A video of continuous provision in a P1 classroom
MOORPARK environment .MOVMoorpark Primary
Moorpark Primary
A video of continuous provision in the P1-3 open area, the P3 classroom and the nursery home corner.
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