Fact or Fiction – Mythbusting Early Childhood Development – Writing

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Fact or Fiction – Mythbusting Early Childhood Development – Writing

Programme Overview

Topic
Early Years Writing

Delivery Model

Face-to-Face

What is Included

Certificate of attendance

Course material (if applicable)

Cost

AED 1000 plus 5% VAT (per delegate)

Registration

Please fill out the booking form to register.

If you would like bespoke in-school training, please contact Paola (paola@infinitelearning.ae) for more information.

Course Details

Date of Training
Course Dates will be Scheduled Once we have Sufficient Registrations to Ensure Course Viability. 

Time

TBC

Venue

TBC

Booking Deadline
TBC
Target audience

Nursery, Reception and KS1 teachers; Early Years leaders; SENCOs, SLT ; educators and advisors interested in curriculum design, assessment and movement-based approaches to early writing. 

FS1 and FS2 

Aims of the course
  • Critically interrogate the phrase “ready to write” as used in policy and classroom practice, identifying assumed versus explicit developmental prerequisites. 
  • Explain the role of gross motor foundations (posture, core stability, shoulder girdle control) in enabling fine motor skill and sustainable mark-making. 
  • Evaluate common early-years approaches (e.g. worksheets) against developmental evidence and re-design tasks to support embodied learning. 
  • Apply a motor-hierarchy (proximal → distal) framework to sequence teaching for transcriptional and compositional development. 
Intended outcomes
  • Understand the importance of the purpose and context of writing in terms of the compositional dimension 
  • Establish the concept of a child’s ‘writer’s voice’ and how this needs to be facilitated in conjunction with the transcriptional dimension.  
  • Produce, with guidance a step by step, curriculum-aligned action plan 
  • Draw from a suite of strategies and approaches to support early writing in the EYFS 
Curriculum is empty

Helen Battelley

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17 students
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Helen is an internationally renowned consultant, trainer, author and speaker in Physical activity/movement playin Early Education with an MA in Early Childhood Studies (Physical Activity and Movement). Her training style is energetic, passionate and highly motivational. Helen is respected globally for her valued contribution to raising the profile of early years physical activity and reducing sedentary behaviours. Helen is chair of the National Early Years Active Start Partnership (NEYASP) comprising a wide range of stakeholders in the sector who have extensive experience and expertise in the field of EY PD, sport and movement play. NEYASP are taking positive action to inform and support policy makers and inspection bodies to ensure the sector is taking an evidence-informed approach and valuing the place of physical development in a child’s life, right from the moment they enter the world! In 2024 Helen was the movement consultant for ‘Animal Movers and Mini Me’ a series for young children on SKY TV. The series will be released on Sky later in 2024. This year also saw the release of the Physical Activity Adventure Pack (PAAP), a scheme of work developed specifically for early years children, drawing on developmentally appropriate practice, movement play and aligned with the DfE’s Early Years Foundation Stage Profile. The scheme was co-created by Helen and Brianne Pearson. Helen works as a lecturer and trainer, for 4 universities delivering Initial Teacher Training (ITT) modules in Primary PE and Early Childhood PE Pedagogy as well as Early Childhood Physical Development. She is also an approved provider for the UK’s Association for Physical Education (AfPE) and a member of the Chartered Association of Teachers. Helen’s consultancy takes her all over the world, from Malaysia to Dubai, from China to Romania. The movement philosophy Helen promotes is to embed movement within the curriculum and framework to enable a movement philosophy. The embodiment of her training is to raise confidence in the areas of movement play and physical activity. The training Helen delivers ranges from supporting educators in developing activities to support the Early Years Physical Development, to working with coaches and PE leads to create PE schemes of work and methodology suited to young children.

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This training day is designed to challenge assumptions and interrogate widespread practices around early writing, particularly in light of the recent DfE Writing Framework. Drawing on the latest evidence from wider ECEC experts and grounded in the latest research, we’ll explore what truly supports children’s writing readiness, not just at the table, but from the ground up and with an awareness of how the transcriptional and the compositional effectively combine. 

Expect to leave with practical strategies, greater clarity on developmental expectations, and the confidence to advocate for approaches that honour how children grow, move, and learn. 

 

DAY 1 
8:45  Registration and refreshments 
9:00  Welcome, framing the problem: “Ready to Write” — what does it mean? (Plenary)
A focused, evidence-informed unpacking of the DfE Writing Framework language. 

Activity: small-group comparison of policy terminology to observed classroom practice; identification of ambiguous/assumed prerequisites. 

 

Session 1 — Gross Motor Development: Proximal Before Distal: Understanding Motor Hierarchies 

Theory (15–20 mins): shoulder girdle, core, postural control and their developmental timelines – Development milestones

10:30  Coffee break 
11:00  Session 2 — Curriculum Planning: Compositional & Transcriptional Steps — a step-by-step guide Exploring the concept of a child’s ‘writers voice’ and how this is facilitated and enabled by adult transcription. Constructing a developmental and progressive sequence for both dimensions of writing. 
12:45  Lunch break 
1:30  Session 3 — Fact or Fiction: Do worksheets accelerate writing? (Critical appraisal & redesign)
Small-group critique of typical worksheets and tasks used in Nursery/Reception.  What do you know as an educator?  What do you see? 

 

Session 4 — Designing Developmentally Appropriate Writing Environments (Practical design lab)
Explore indoor and outdoor environments, resources and routines that scaffold mark-making, transcription and composition.   Refer other strategies; Tales Toolkit, Helicopter Stories etc 

 

Reflection, evaluation & next steps
Share action plans, complete course evaluation, agree follow-up actions. Opportunity to request bespoke support or follow-up twilight/session. 

15.30  End 
د.إ1000
Trainer:
Helen Battelley
Duration:
1 days
Sessions:
1
Language:
English