Pedagogy in KS1

Our creative teaching and learning philosophy ensures children dynamically explore the whole curriculum, using both the inside and outside environment.

In Years 1 and 2 we continue to use the term ‘busy learning’ with children. Busy Learning in Year 1 and 2 has a different purpose to the continuous and enhanced provision provided in the Early Years. Children are encouraged to experiment and practise knowledge and skills through the National Curriculum subjects.

What does busy learning look like in Year 1 and Year 2?

We continue to use the inside and outside learning environment for all subjects. Children have many opportunities throughout the day to busy learn.

We use busy learning to:

• Embed curriculum skills and knowledge
• Challenge learning
• Encourage collaboration and co-operation
• Develop resilience and self-help skills 

Busy learning allows children opportunities to:

• Consolidate learning
• Problem solve
• Collaborate with peers
• Take risks
• Learn through play
• Make their own decisions

Busy learning areas will always have:

• Carefully chosen fiction and non-fiction books to support learning
• A variety of resources, so children make their own decisions about some of their learning
• Activities are guided by photos/words and simple sentences, so children know the expectations.
• Where practical “real” resources will be used
• Clearly defined spaces

Busy learning – The inside learning environment

• Small world related to a curriculum subject
• Role play – allowing for imaginative themes, linked to reading or an interest or curriculum area, e.g. history role play, retelling of traditional tales, role playing real experiences – e.g. garden shop, museum tour guide
• ‘Busy hands’ opportunities to develop fine motor control and skills

Opportunities to practice knowledge and skills from the National Curriculum

• Writing and reading opportunities within the topic or chosen for a specific reason
• Practical maths activities applying already taught skills or offering opportunities for challenge
• Art and design - rehearsing learnt skills or opportunities to express themselves and make their own choices
• Design technology – practising and applying learnt DT skills – making, building, and designing
• Computing – opportunities to practise learnt skills i.e. coding, searching for information on the internet, programming software
• Music – opportunities to practise skills learnt
• Geography – using and applying mapping skills
• Science – scientific enquiry and investigation
• History – Using secondary resources to find out about the past

Busy learning – The outside learning environment

• Role play – allowing for imaginative themes, linked to reading or an interest or curriculum area, e.g. history role play, retelling of traditional tales, role playing real experiences – e.g. garden shop, museum tour guide

• Learning can be up-scaled to support gross motor skills, e.g. big art (murals, group pieces), large construction (boxes, bricks, planks, pallets), PE skills (games, assault courses, skills)

Opportunities to practice knowledge and skills from the National Curriculum

• Writing and reading opportunities within the topic or chosen for a specific reason
• Practical maths activities applying already taught skills or offering opportunities for challenge
• Art and design - rehearsing learnt skills or opportunities to express themselves and make their own choices
• Design technology – practising and applying learnt DT skills – making, building, and designing
• Computing – opportunities to practise learnt skills i.e. coding, searching for information on the internet, programming software
• Music – opportunities to practise skills learnt
• Geography – using and applying mapping skills
• Science – scientific enquiry and investigation
• History – Using secondary resources to find out about the past
• PE – practising and applying skills from lessons taught, opportunities for challenge and strength activities