The second phase of BIEA E-league EYFS training was concluded and understood sooner than the lecturers had expected. The four-day EYFS teaching course integrating theoretical knowledge with teaching cases, classroom practice and other methods of learning not only lays down a solid foundation for the teachers participating but also broadens their framework for practice. The core of the course not only made the teaching atmosphere pleasant but was praised by all afterwards. Now let us explain the content of the four-day EYFS teaching course.


I. Essentials of EYFS Cycle

EYFS observation

Understanding the different types of observation records (including methods of key observation, closed and open data observation, shorthand, the “wow” moment, checklist, time sampling as well as event sampling etc.).

When making observation records, the most suitable method will be selected according to the situation at the time.

When EYFS observation is connected with EYFS learning development goals, we can record children’s early years learning and development goals in the EYFS programme document.

EYFS evaluation

Understand the different types of EYFS evaluation (first evaluation, progress review, two-year-old progress check and EYFS portfolio) and the differences in content performance of each type of evaluation.

Learn to judge what developmental state a child is in (starting or more secure).

EYFS plan

Grasp when the entry point of the next step in the plan occurs and understand the key points of the different types of plan formulation through observation, recording and evaluation (e.g. long-term plan emphasises extensive overview, medium-term plan emphasises more details, short-term plan emphasises more specific details, etc.).

Master the idea of formulating the theme plan and learn how to apply the idea of the EYFS theme plan to other, differing theme plans.

2. Misunderstandings in teaching that should be avoided

Participants asked how to distinguish the roles of key people such as teachers and assistants in the observation records?

The lecturer, Sharron, explained that the key person is mainly responsible for collecting observational records whilst the assistant is responsible for assisting in collating those observational records. In most nurseries a teacher is the key person.

Students asked how would children behave when being videoed or photographed for observation purposes? Would they be distracted or behave differently? How can they deal with such a situation?

Sharron explained that nurseries in Britain face a similar problem and teachers will ask for the children’s consent before they take a video or photograph. The children are not too curious about that behavior from the teacher. Video and photography are an excellent and convenient means of sharing children’s development with their parents as well as understanding the child’s needs.

3. Understanding British nurseries teaching aids

In addition to the training of teaching content, local teaching aids suppliers from the BIEA member marketplace also attended the training classes to demonstrate the teaching aid products popular in nurseries in the UK; some of which astonished those present.

4.Obtaining British CPD Certificate

At the end of the three-day course, the BIEA E-League issued the British Continuing Professional Development (CPD) Certificate for the teachers who participated in the training. The certificate was approved by the British CPD Certification Authority which is valid that the teachers have received systematic EYFS teaching training.

The vocational training system in British education is very mature. The professionals and teachers involved in Britain’s educational system have to accumulate a certain amount of hours of vocational training yearly to ensure that they remain at their professional level.

5. Teacher’s Evaluation

The teachers who attended the EYFS course delivered by Sharron are confident and eager to put into practice what they have understood and learnt. The third phase of EYFS training will take place on 27 April 2019 in China.