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Transition (age 4 to 5)

Curriculum

Transition curriculum BAPS

Communications and language and the EYFS

Communication and language is one of the three prime areas within the Early Years Foundation Stage (EYFS). Each prime area is divided into early learning goals, for communication and language these are:

• Listening and attention - these skills support language learning and include the ability to discriminate sounds and maintain and monitor attention in a shared context.
• Understanding - young children gradually develop the ability to understand words in context, beginning with single words and building on this with phrases and more and more complex sentences.
• Speaking - this allows children to express their feelings, needs and wants, their thoughts and ideas and be able to talk about what has happened and about creative or imaginative events.

Reading and the EYFS

Reading, along with writing, makes up literacy, one of the four specific areas of the Early Years Foundation Stage (EYFS). Reading's Early Learning Goal is:

• Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Phonics

In Transition, children begin to learn to read using phonics - learning to crack the alphabetic code. This involves learning letter sounds and shapes, hearing and saying the sounds in words in the correct order as well as being well on the way to being able to read and write 44 phonemes or sounds in the English language. They also need to recognize and remember those tricky words that cannot be sounded out letter by letter. e.g. the or said.

Reading linked to writing

Once children begin to sound out letters to read words, they can begin to say the sounds needed to write simple words and are encouraged to have a go at this from early on.

Maths and the EYFS

Maths is one of the four specific areas within the Early Years Foundation Stage (EYFS). Each specific area is divided into Early Learning Goals, for maths these are:

• Numbers - children learn to count and the value of numbers, higher and lower. These skills support them to solve problems, use money and calculate more or less.
• Shape, Space and Measure - these skills support children to understand size, weight, capacity, position, distance, time and money and compare quantities, objects and solve problems.

Reasoning

Reasoning in maths helps children to be able to explain their thinking, therefore making it easier for them to understand what is happening in the Maths they are doing. It helps them to think about how to solve a problem, explain how they solved it and to think what they could do differently.

In Transition, some examples of reasoning are:

  • true or false statement eg adding one to a number always makes it smaller
  • spotting incorrect maths eg 1, 2, 3, 4, 6, 5, 7, 8, 9, 10

Problem solving

Problem solving in maths allows children to use their maths skills in lots of contexts and in situations that are new to them. It allows them to seek solutions, spot patterns and think about the best way to do things rather than blindly following maths procedures.

In Transition, problem solving might include:

  • spotting, following and creating patterns
  • sharing objects between different groups - particularly when the amount of groups change and the amount of objects stays the same
  • finding different ways to split numbers eg 5 could be 5+0, 4+1, 3+2 etc
  • explaining how we know something or how we worked it work it out

Small group work enable our dedicated staff to channel and differentiate accordingly to each pupil, with all children given one-to-one help to develop advanced reading and writing skills.

Parents are kept informed of their child’s progress through regular updates on Seesaw, our digital portfolio and during our Parent/Teacher conferences and Open evenings. During these meetings, you will be able to see your child’s learning in action, and we will share with you your child’s individual ‘Learning Journey’. This is where we record our observations of your child’s play and interactions. It enables us to track his or her progress, and to plan tailored activities that enhance his or her learning and development. Our observations, along with photos and examples of your child’s work are documented, and parents are also encouraged to add their contributions and comments.

The Transition class at BAPS is where the foundations are laid for the rest of your child’s education. In Transition, learning is practical and fun.

Daily Activities:

We value and promote play as a meaningful and vital method of learning. Every day is different! As much as possible, we provide children with the opportunity to direct their play, and choose their activities according to their interests. Throughout the day, the children will have access to a variety of ‘hands on’ activities, both adult-led and child-initiated:

Continuous provision

  • Children explore different areas of provision within the indoor and outdoor environment. (e.g. mark-making, maths, water, sand, dough, creative, construction)
    Adults support the children in their independent learning through questioning, talking and making suggestions.

Observations of how and what the children learn are taken for their learning journeys.

  • Whole class literacy teaching

Our topics are based around quality fiction and non-fiction texts to engage the children.

  • Whole class numeracy teaching

Children will learn number, shape, space and measures such as time, length and weight.

•. Outdoor play
• Painting, gluing, arts and crafts
• Sand, water, play dough and other sensory activities
• Soft play, and physical development activities
• Puzzles and games, construction
• Playing with vehicles, and ‘small world’ toys
• Investigative
• activities

• Stories, music, movement, singing

• Imaginary/role play

• Circle Time and sharing news/achievements

Bruno Munari® Method

The Bruno Munari® BAPS Atelier calls for experimentation, researching and discovering autonomously. It is a method in progress, because it intends to leave plenty of room for creative actions. Each workshop is different and stimulates personal curiosity and the attitude to research. At the heart of the Bruno Munari® atelier is the didactic principle of learning by doing; the teacher acts as a facilitator not telling the children what to do.

Psychodynamic Play Therapy

Pyschodynamic Play therapy at The British American Pre School is educational and relational. It enhances the children’s ability to express themselves (through play), to communicate (understanding boundaries and listening) and to show their creativity (proposing games). The main goals are the development of emotional maturity and thought.

Jolly Music

Jolly Music is a multi-sensory music program which incorporates singing, dancing and movement, to help children basic music skills such as rhythm, beat, tempo, pitch inner hearing and music memory. By using their body, an object or an instrument, they showcase the skill which they have learnt and have the chance to reproduce and perform it with the class, as a group, or individually. This gives children an outlet where they ca build self-confidence and performance skills (which is very important in the EYFS framework and has been proven to help the across other learning areas in class).

Respect, kindness and positive behaviour and attitude towards school life and those around us are the normal expectations at BAPS.

Transition daily activities BAPS

The school is committed to creating an environment where children are motivated intrinsically and all teachers support this commitment giving verbal praise and positive recognition at every opportunity. We encourage the use of kind hands and use your words approach to assist in conflict resolution. We model ways to handle disputes and to show empathy like hugging, saying, “I’m sorry”, “Please”, “Stop” or “I don’t like that”. We look at the expression portrayed and say “She is crying because you hurt her” or “He is sad because you took the toy away”. Then we model the correct way of handling the situation, e.g. “If you want a turn with the toy you need to ask... say please”.