46 min
Lee Peckover (Classroom Secrets): Finding a love of education in EYFS away from classroom The Teachers' Podcast
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In this episode, Claire meets with Lee Peckover, a former primary school teacher and now Proofreading Manager at Classroom Secrets.Lee discusses how he started his teaching journey, coaching Muay Thai boxing as a teenager, which ignited his interest in helping children learn. From that, he volunteered at a local primary school before gaining his teaching qualification and gaining experience from working in schools.Unfortunately, due to personal circumstances, Lee made the decision to move out of teaching; he discusses his keen interest in Early Years Foundation Stage and the current developments within this area. Lee also discusses the changes and transitions between year groups and different phases of education – in particular, from Nursery to Reception and then the transition into Year 1 standardised learning.Lee and Claire explore how Classroom Secrets has started to provide EYFS resources for teachers, and the inspiration behind the development and creation of these resources.
KEY TAKEAWAYS
One of the main reasons for leaving teaching was the workload. Although it was a childhood dream and ambition, the strain and workload was having a detrimental effect on his health, which ultimately contributed to Lee’s decision to leave full-time teaching. Nonetheless, working at Classroom Secrets full-time, enables him to stay connected to the education sector, whilst studying for a Masters Degree. He has also begun to research and read materials towards a thesis, in order to move on to studying at a doctorate level.
He is interested to see the transition from EYFS to Key Stage 1 – observing children move from play based learning to more formal instruction and standardised learning.
Early Years enables children to become confident learners and enables the teacher to observe the passion and enjoyment children get from their school experience. This can be different to the learning that takes place in other Key Stages which is why Lee is so passionate about this particular learning stage.
Lee notes that by the end of a child’s academic year in Early Years, they will have spent a quarter of their life in education.
EYFS has a different curriculum – The Statutory Framework for EYFS is so different and broad to the National Curriculum for Key Stage 1 and 2. It is important for the curriculums and objectives to be different to allow children to explore in open-ended tasks.
The opportunity to have open-ended investigations and play-based learning is not limited to Early Years and when adapted in Key Stage 2 it has worked very well.
Early Years allows children the opportunity to learn constantly. They are learning by communicating with others and seeing the adult intervene in their learning. This setting also allows the adult to be removed from the situation, whilst learning continues.
Early Years learning is focused on experience and play-based learning, rather than standardised, formal learning; freedom and choice should be given to all learners in every Key Stage instead of the adult planning every element of the lesson.
There are many parts to consider in a lesson for Key Stage 1 and Key Stage 2, for example, input, mini plenary, second input, final plenary, key vocabulary etc., but in Early Years this has never happened - the learning is still taking place.
It may be beneficial to take the play-based learning forward to Key Stage 1 and Key Stage 2 rather than have a trickle-down effect of; if Year 2 have formal learning then Year 1 should also be formal.
It is important to give children a reason to want to learn in Early Years. The more frequently this is done, the more this will support learning for Key Stage 1. This opportunity allows children to then be excited for their learning in Year 1 as they have a purpose and understanding of why they are learning and what lies ahead.
A longitudinal study that took place in New Zealand, measures the practitioner’s knowledge and the engagement of children in the tasks they were
In this episode, Claire meets with Lee Peckover, a former primary school teacher and now Proofreading Manager at Classroom Secrets.Lee discusses how he started his teaching journey, coaching Muay Thai boxing as a teenager, which ignited his interest in helping children learn. From that, he volunteered at a local primary school before gaining his teaching qualification and gaining experience from working in schools.Unfortunately, due to personal circumstances, Lee made the decision to move out of teaching; he discusses his keen interest in Early Years Foundation Stage and the current developments within this area. Lee also discusses the changes and transitions between year groups and different phases of education – in particular, from Nursery to Reception and then the transition into Year 1 standardised learning.Lee and Claire explore how Classroom Secrets has started to provide EYFS resources for teachers, and the inspiration behind the development and creation of these resources.
KEY TAKEAWAYS
One of the main reasons for leaving teaching was the workload. Although it was a childhood dream and ambition, the strain and workload was having a detrimental effect on his health, which ultimately contributed to Lee’s decision to leave full-time teaching. Nonetheless, working at Classroom Secrets full-time, enables him to stay connected to the education sector, whilst studying for a Masters Degree. He has also begun to research and read materials towards a thesis, in order to move on to studying at a doctorate level.
He is interested to see the transition from EYFS to Key Stage 1 – observing children move from play based learning to more formal instruction and standardised learning.
Early Years enables children to become confident learners and enables the teacher to observe the passion and enjoyment children get from their school experience. This can be different to the learning that takes place in other Key Stages which is why Lee is so passionate about this particular learning stage.
Lee notes that by the end of a child’s academic year in Early Years, they will have spent a quarter of their life in education.
EYFS has a different curriculum – The Statutory Framework for EYFS is so different and broad to the National Curriculum for Key Stage 1 and 2. It is important for the curriculums and objectives to be different to allow children to explore in open-ended tasks.
The opportunity to have open-ended investigations and play-based learning is not limited to Early Years and when adapted in Key Stage 2 it has worked very well.
Early Years allows children the opportunity to learn constantly. They are learning by communicating with others and seeing the adult intervene in their learning. This setting also allows the adult to be removed from the situation, whilst learning continues.
Early Years learning is focused on experience and play-based learning, rather than standardised, formal learning; freedom and choice should be given to all learners in every Key Stage instead of the adult planning every element of the lesson.
There are many parts to consider in a lesson for Key Stage 1 and Key Stage 2, for example, input, mini plenary, second input, final plenary, key vocabulary etc., but in Early Years this has never happened - the learning is still taking place.
It may be beneficial to take the play-based learning forward to Key Stage 1 and Key Stage 2 rather than have a trickle-down effect of; if Year 2 have formal learning then Year 1 should also be formal.
It is important to give children a reason to want to learn in Early Years. The more frequently this is done, the more this will support learning for Key Stage 1. This opportunity allows children to then be excited for their learning in Year 1 as they have a purpose and understanding of why they are learning and what lies ahead.
A longitudinal study that took place in New Zealand, measures the practitioner’s knowledge and the engagement of children in the tasks they were
46 min