Areas of Learning Component Tracker – UG Year 1 Introductory Professional Practice

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Communication To know and To know how to take To understand how To demonstrate sufficient
and Language understand how to pupils’ prior learning to assess in awareness of subject-specific
create a supportive into account when accordance with the knowledge when planning and
and inclusive planning school assessment delivering lessons for
environment for Communication & policy and make Communication & Language,
Communication and Language and to formative including how language
Language with a avoid overloading assessments of acquisition develops in young
predictable system working memory. children’s children.
of reward and Communication &
sanction in the Language skills
classroom which is during a lesson and
particularly valuable praising their efforts
for pupils with a and progress.
wide range of
needs.

Physical Develop positive Observe children Understand that observe/discuss how to plan for
Development relationships with during play and physical literacy can an inclusive environment that
children during play identify the be improved by enables physical development.
to support the developmental stages explicitly teaching OR (If ready)
development of of children including fundamental Plan an area of
physical literacy developing a secure movement skills provision/enhance elements of
knowledge of gross the environment that support
and fine motor the development of fine, gross
development. and fundamental movement
skills.

Personal Social Plan PSED activities, making use of best Consider the links between the CoEL and PSED
and Emotional practice inclusive principles. and begin to identify examples of this in the
Development classroom

Mathematics To observe and begin to Be able to engage with To be able to plan adult led tasks and enhancements
understand how children during their play to continuous provision to promote mathematical
 mathematical concepts are and promote learning.
promoted through and are opportunities to
evident in early years encourage children to
mathematical play. subitise and apply the
counting principles.

Be able to engage with Be able to engage with

children during their play children during their play
and promote mathematical and utilise opportunities
vocabulary. to promote counting and
the development of the
counting principles.
Literacy To know how to create a To know how to take To understand how To demonstrate sufficient
supportive and inclusive pupils’ prior learning intoto assess in awareness of subject-specific
environment for Literacy, account when planning accordance with the knowledge when planning and
with a predictable system Literacy learning and to school assessment delivering lessons for Literacy
of reward and sanction in avoid overloading policy and make including an understanding that
the classroom whilst working memory and formative children need to develop
developing a sound understand the effective assessments of transcriptional and
knowledge of the need for strategies that children children’s Literacy compositional skills for writing.
high quality texts when need to read skills during a lesson
teaching young children to independently. including pre-writing,
read. shared writing and
drafting/editing.
Early Reading Identify the SSP Research/explore the Observe delivery of a Work with expert colleagues to
programme used by programme and its small group phonological devise and plan an adult led
the school. associated awareness session small group phonological
resources. awareness activity

Understanding To observe and begin to To engage in children’s With initial support, be able to
the World identify how early concepts play and identify plan high-quality provision,
of understanding the world opportunities to develop adult-led or an area of
are promoted and and extend children’s continuous provision, (including
incorporated into both child vocabulary, knowledge, the outdoor environment) to
initiated and adult led tasks skills and understanding support the development of
(indoor and outdoor of early concepts within vocabulary, knowledge skills
environments): Understanding the and early concepts of
- Scientific skills and World. Understanding the World.
 concepts
(answering ‘how’
questions, making
and talking about
observations
around them,
similarities and
differences)
- Historical concepts
of personal history
and
time/chronology
- Geographical
concept of ‘a sense
of place’

Expressive Arts To observe and begin to To engage in children’s With initial support, be able to
and Design identify how early concepts play and identify plan high-quality provision,
of Expressive Arts and opportunities to develop adult-led or an area of
Design are promoted and and extend children’s continuous provision, (including
incorporated into both child vocabulary, knowledge, the outdoor environment) to
initiated and adult led tasks skills and understanding support the development of
(indoor and outdoor of early concepts within vocabulary, knowledge skills
environments): Expressive Arts and and early concepts of
- The design, make Design. Expressive Arts and Design.
and evaluate
process within
children’s play

- Differing mediums,
support of their
artistic endeavours
- Singing and music
making
Technology To understand how To be able to plan
computing devices for appropriate
and toys can develop opportunities for
fine motor skills to children to use
enhance learning technology in their
using appropriate play.
hardware and
software in a nursery
and EYFS setting