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Original poster

What is your P1 child doing in school, especially if they are 'playbased'?

123 replies

thefictionalcrown · 18/12/2020 18:39

I am definitely not speaking to the teacher at this point in term but this has been niggling away at me for a while now.

DS is number 3 so I thought I knew the script by now, but everything's changed. They have 'must do tasks' which they show they have completed by putting a stick in a jar.

Learning seems to be very, very slow- they have only learned up to the sound o and numbers 0-10. The whole class seems to be working together whereas DDs were definitely in groups by this point and reading quite nicely.

He is quite capable academically but also quite capable of mischief... he has told me that he puts his stick in the jar without actually completing the task. I was very firm with him that I want him to complete all these tasks when he is given them, but whether that is happening or not I don't know.

OP posts:
mooncakes · 19/12/2020 16:09

They're 5 - why shouldn't they play?

Learning is broader than numbers and letters - it's really not going to ruin their future if they can read and write at 6 or 7 instead of 4 or 5. It will be much easier when they are physically and developmentally more ready for it.

ikswobel · 19/12/2020 16:10

Also you don't implement the curriculum.... the play IS the curriculum...

OhioOhioOhio · 19/12/2020 16:11

The play isn't the curriculum. The experience is the curriculum.

OhioOhioOhio · 19/12/2020 16:12

The experience is the curriculum. Not the play.

SetPhasersTaeMalkie · 19/12/2020 16:26

@mooncakes

They're 5 - why shouldn't they play?

Learning is broader than numbers and letters - it's really not going to ruin their future if they can read and write at 6 or 7 instead of 4 or 5. It will be much easier when they are physically and developmentally more ready for it.

Absolutely agree with this.
ikswobel · 19/12/2020 16:29

@OhioOhioOhio play is the curriculum of the young child www.audenplace.co.uk/wp-content/uploads/2015/02/TinaBruce-12featuresofplay.pdf

midnightstar66 · 19/12/2020 16:34

Can you expand a little more Ohio? When you look up the Jolly Phonics sounds, they have only completed phase 1 and 2. Does that not concern you? What about not checking must do tasks?

No that's not concerning, ours are only finishing up phase 2 too. It's the schedule. The teacher will be pulling them aside in small groups or 1:1 to see where he's at. Anything they 'must do' will be supported and reviewed by the teacher. Him being self led is just another part of the learning process and he's obviously not quite there yet. It will benefit him to have started developing this skill now though even if he's not making the best choices. At 4/5 it honestly doesn't matter.

Original poster
thefictionalcrown · 19/12/2020 16:39

It seems such an ernormous change to their entire education. It’s a lot to wrap your head around as a layman.

I am or was assuming that they were to reach the same academic standards as my previous children. If this isn’t the case, what’s the plan? How do they narrow that gap?

OP posts:
OhioOhioOhio · 19/12/2020 16:45

ikswobel
It might be written in the document but if the adult in charge is oppressive then the experience is of no quality worthy of school.

Original poster
thefictionalcrown · 19/12/2020 16:45

Does it not concern you that the educational tasks are the self led ones?! Is that not a huge responsibility to give to 5 year olds? What about the ones who never complete their tasks?

As a PP said, very few children will choose the writing table over the painting!

I can see why parents would want play, but this mishmash of play and work doesn’t seem sensible to me.

OP posts:
Original poster
thefictionalcrown · 19/12/2020 16:47

*some parents would want play.

Another poster also mentioned that this can be done correctly by a very skilled teacher. How do I, as a parent, know that it’s being done correctly?

OP posts:
anon444877 · 19/12/2020 16:52

That was exactly where I struggled, why should I trust the school knows what it's doing? I was told that they do have to complete a set amount of learning tasks amongst all the choosing. My dc's school was trying to do the small group teaching in a classroom where all the noisy play was going on, with immediate transitions from play to small group serious learning work.

My gut says down the line it'll be shown at least given the constraints most schools are working with for indoor and outdoor space and staff to have failed a significant minority of kids.

midnightstar66 · 19/12/2020 16:55

At dd's school it wasn't an option to forego literacy for hammering as they were in different rooms. In the primary one class I work in it is not the case however we don't have a single child that doesn't spend time at every space, sometimes if they are becoming wild we will direct them. This is in an incredibly deprived area with a lot of behavioural issues and asn. They are all doing great. The p2's are coping incredibly well with life at a desk despite not having the full year of p1 and I'm impressed how well they are doing now they are older and more ready to learn, especially some of the boys who struggled last year - the tome has made all the difference to them. (I do cover for another staff member each day in p2 so keep up with how they are doing)

SetPhasersTaeMalkie · 19/12/2020 16:56

I think it's a conversation you need to have with the school. They will be better able to address your concerns. Perhaps not on Monday, but as soon as you can after the holidays.

Make a list of your questions and see what the school says.

Original poster
thefictionalcrown · 19/12/2020 17:03

Different rooms sounds a great plan. I hadn’t even thought of the noise but it is a very good point... how do you concentrate on learning to read when someone else is hammering in the same room?!

OP posts:
ikswobel · 19/12/2020 17:03

If you are worried about a teacher being oppressive or you feel progress isn't monitored you should discuss that with the Head Teacher.
A lot of children's progress in primary 1 is down to child development- the age range between children who are nearly 5 and those who will be 6 in March is huge. Please don't try to "catch children up" at this age it can put them off learning for life. More important to meet their developmental needs. If they are ready to learn of course they should be challenged but it's more than sounds and sums. Trust the teacher and the school- if they are committed to a play pedagogy they will be doing their very best to prove it works - there are so many worries like yours- do try to speak with them before too long.

Original poster
thefictionalcrown · 19/12/2020 17:04

No, I definitely won’t be asking on Monday! I will give it a few weeks as a previous pp suggested, and see if they do adjust the expectations and pace any.

OP posts:
Original poster
thefictionalcrown · 19/12/2020 17:07

I’d rather speak to the teacher than go to the HT. I know I have been a bit critical here but oppressive is certainly not the right word- DS is quite happy to go every morning and that is very important to me too.

OP posts:
ikswobel · 19/12/2020 17:10

@thefictionalcrown please don't worry, your child will learn to read- I always remember when mine were tiny babies and it was all "who will roll over/sit up/ walk first " well they all did in their own time unless they had specific issues and needed help. It's the same with most things in school. We all want the best for our wee ones -including teachers!! It's not a race Xmas Smile

OhioOhioOhio · 19/12/2020 17:13

I don't agree. Children don't learn to read by hanging out in a room where officially learning is being organised. If you want a child to learn to swim you get them in the water. Fannying about with letters in their play does not ensure literacy skills are achieved.

Original poster
thefictionalcrown · 19/12/2020 17:16

Well, that was my concern Ohio!

OP posts:
ikswobel · 19/12/2020 17:18

@OhioOhioOhio literacy skills aren't just learning letters and sounds. Children need to be able to rhyme, to identify rhymes, to hear individual sounds in words through playful language. They need to be able to create and relate to character through role play, to develop sequencing skills, to develop motor skills through threading or small world play. A skilled teacher will observe and assess to discover children's readiness and support them through play to develop their competences. Loads going on! And eyes in the back of the teacher's head an essential skill!!

Original poster
thefictionalcrown · 19/12/2020 17:21

How is all that done when the teacher is at the teacher’s table?

It does sound a fantastic approach with different rooms and lots of adults.

OP posts:
ikswobel · 19/12/2020 17:25

@thefictionalcrown maybe the teacher's table isn't a desk at the front? It could easily be a wee round table in the middle of the room. It also might be she just goes to any table and "invites" children to come ( they will ) and that table gets called the teacher's table.
You should ask.

midnightstar66 · 19/12/2020 17:27

Our lteacher doesn't have a teacher table, she just finds a quiet spot which is far less formal and more inviting for dc. Wherever is free. Sometimes a couple of cushions in the quiet corner.