Y Cyfnod Sylfaen The Foundation Phase

Y Cyfnod Sylfaen The Foundation Phase Implementation dates 1st August 2008 for all 3 to 4 year olds. 1st August 2009 for all 4-5 year olds. 1st August 2010 for all 5-6 year olds. 1st August 2011 for all 6-7 year olds. Trainer Notes The Foundation Phase curriculum will be rolled out over the next four years. Sept 08 it is statutory for all 3-4 year olds but any settings/schools that can deliver to the 4-5 year olds are encouraged to do so. WAG committed to a ratio of 1:8 for all 3-5 year olds and 1:15 for all 5-7 year olds. Baseline assessment on entry to Foundation Phase – 12 across Wales at present – new National baseline needed on entry to FP. Exemplification of standards – this work in progress. DVD + booklet

Y Cyfnod Sylfaen The Foundation Phase Documentation Framework for Children’s Learning for 3-7 year olds in Wales. Skills Framework for 3-19 year olds in Wales( non statutory ) Framework Guidance materials already out in settings and schools.

Y Cyfnod Sylfaen The Foundation Phase Documentation Guidance materials Learning and Teaching Pedagogy Play/Active Learning Observing Children .

Y Cyfnod Sylfaen The Foundation Phase Guidance material cont. Personal and Social Development, Well –Being and Cultural diversity Language, Literacy and Communication Skills Mathematical Development Welsh Language Development Knowledge and Understanding of the World Physical Development Creative development

Y Cyfnod Sylfaen The Foundation Phase Statutory Areas of Learning Personal and Social Development, Well Being and Cultural Diversity Language, Literacy and Communication Skills Mathematical Development Welsh Language Development Knowledge and Understanding of the World Physical Development Creative Development For each Area of Learning the education programme sets out what children should be taught and the outcomes set out the expected standards of children’s performance. Children should be assessed by careful observation throughout the FP in order to plan effectively for their development. This summative assessment should then be used to form a best fit when awarding an outcome grade at the end of the Foundation Phase. Cwriciwlwm Cymreig Religious Education

Y Cyfnod Sylfaen The Foundation Phase Skills across the curriculum Skills framework for 3 to 19 year olds in Wales. Developing thinking Developing communication Developing ICT Developing number Skills framework goes hand in hand with the FP framework.

Y Cyfnod Sylfaen The Foundation Phase Approaches to learning and teaching Holistic Child centred Well planned Challenging Balanced Flexible Approach to learning and teaching has changed. At the centre is the holistic development of children and their skills across the curriculum, building on previous experiences, knowledge. The FP curriculum promotes equality of opportunities and celebrates diversity. Positive partnerships with the home are fostered and an appreciation of the parent/carer as the child’s first educator. Children will learn through first hand experiential activities using the serious business of playing. Play is work for young children. Through their play they will consolidate their learning, play with ideas, experiment, take risks, attempt to solve problems and make decisions. The FP curriculum is one that allows children to move on to the next stage of their learning when they are developmentally ready for it and at their own pace.

Y Cyfnod Sylfaen The Foundation Phase The Environment Safe environment inside and outdoors Space that is stimulating/challenging Space that supports children’s play Language rich environment Audit of environment is crucial. Does not have to be about cost and new resources. Well planned and thought out both indoors and outdoors. Accessible to all children. Using children to help in the planning. Well labelled areas that encourage independence. Posing questions to encourage curiosity. Availability of resources – paper of various size, materials that will allow problem solving – different needs of different children. Understanding the group of 8 or 15 children and identifying their interests etc. Creating an environment that is language rich and allows children to be in control of their own learning.

Y Cyfnod Sylfaen The Foundation Phase No such thing as inappropriate weather only inappropriate clothes.

Y Cyfnod Sylfaen Foundation Phase It begins by looking at the impact of the environment upon children how this needs to be more prominent in the planning. Model of Delivery This is a ‘bottom-up’ model which builds on what children CAN do, therefore putting the child at the centre. FOCUSED TASKS ENHANCED PROVISION Planning for teaching and learning. The continuous provision – is exactly that. It allows children to familiarise themselves with a concept or skill. It allows for consolidation of those skills. It is a familiar in the environment. No need to change every week. It allows tome for the adult to observe and record which will influence the planning process. Should be planned with the children allowing for their interests to come through. The continuous provision starts with setting the environment – one that is interesting and challenging both indoors and outdoors. Enhanced provision – adding resources etc to the continuous provision to move the learning forward. Focus task – practitioner led activity decided upon after observing the children at the two previous levels. This is where the teaching of new skills and concepts happens e.g. letter recognition. Introduction to number etc Around all this = assessment for learning The focus task will become the continuous provision in order to give children time to consolidate their learning. CONTINUOUS PROVISION

GETTING THE BALANCE RIGHT Y Cyfnod Sylfaen The Foundation Phase GETTING THE BALANCE RIGHT Continuous Enhanced Focused Focused Enhanced Continuous The triangle won’t stand on it’s head. If the stepping stones are not there and we force too much too soon the whole system would collapse. UNBALANCED BALANCED

Y Cyfnod Sylfaen The Foundation Phase Role of the adult The adult is looked upon as a facilitator of the learning of young children. The Foundation Phase acknowledges the parent/carer as the child’s first educator. More emphasis is given to listening to the parent/carer’s views on how the child is developing and settings and schools will be encouraging parents/carers to be actively involved in their children’s learning through everyday activity e.g shopping, sharing books etc. Parents/carers can expect a report at the end of each year on the progress made by the child against all 7 Areas of Learning plus an end of Phase outcome grade in 3 areas i.e Personal and Social Development, Language, Literacy and Communication Skills and Mathematical Development

Y Cyfnod Sylfaen The Foundation Phase All adults in the setting/school need to be involved in planning, doing, observing, assessing, evaluating and reviewing. Everyone has a valuable contribution to make. Planning All practitioners working within the setting/school has an input into the planning process based on the observations that have been undertaken during the time the children are accessing the continuous provision. The planning process will start with the child and his/her needs. It will be based on developing skills and teaching concepts using the child’s former experience and knowledge using the serious business of play as the vehicle. Challenges around the planning meetings – support workers moving between settings, No non contact time for the whole team at the same time. Cover for the non-maintained settings. Practitioners are very creative in how they manage this.

Y Cyfnod Sylfaen The Foundation Phase

Y Cyfnod Sylfaen The Foundation Phase National Training Pack 5 module pack. Module 1 Overview of the Foundation Phase Module 2 Child Development Module 3 Observing and Assessment Module 4 Planning for Experiential Learning Module 5 Additional Learning Needs National Training Pack Local Authorities deliver the training. WAG fund TSO in every authority. Those are trained by the WAG or their partners e.g. LTL. LA use expertise within their authority to deliver elements. e.g ALN module. Practitioners working with 3-5 year olds access the training first. FE and HE education started to incorporate the pack into their training modules from September 2008.

Y Cyfnod Sylfaen The Foundation Phase Further modules Leadership for Learning Transition Early intervention Outdoor Learning Well Being and Involvement Leadership for Learning – based on the Scottish model. Helps the workforce to concentrate on self evaluation, action research etc. Transition- between home and the non-maintained setting, non-maintained and school Foundation Phase and foundation Phase to Key Stage 2 Early Intervention – How to support children who are not identified as having ALN but need a little help. Outdoor Learning – Module developed with Learning Through Landscapes and Woodlands for Learning. Well Being and Levels of Involvment – Work of Ferre Levers at Luven Uni.

Y Cyfnod Sylfaen The Foundation Phase