A curriculum for Wales Foundation Phase – Supporting implementation of the revised Areas of Learning for Language, Literacy and Communication Skills, and Mathematical Development

Background In March 2014, following a consultation the previous autumn, Welsh Government concluded that there should be: a revision of the Areas of Learning for Language, Literacy and Communication Skills and Mathematical Development in readiness for statutory implementation in September 2015 an extension to the National Literacy and Numeracy Framework (LNF) for nursery stage children a revision of the programmes of study for English, Welsh (first language) and mathematics in readiness for statutory implementation in September 2015 a comprehensive, independent review of the national curriculum and assessment arrangements in Wales – this has been taken forward by Professor Graham Donaldson.

Background Direct feedback to the Welsh Government resulted in a series of proposals. The proposals were to: strengthen the learning and teaching of literacy and numeracy in these Areas of Learning and programmes of study by complementing, and aligning them with, the approach taken in the National Literacy and Numeracy Framework (LNF) to create a continuum of learning ensure that the LNF remains a statutory requirement across the whole curriculum for learners aged 5 to 14.

What are the key aims of the revisions to the Areas of Learning? 1. Existing Areas of Learning become year-on-year expectation statements. 3. Ensuring that there is no duplication across two documents (Areas of Learning and LNF), as expectations are now contained in one complete document. 2. Alignment of the former Areas of Learning and LNF skills, merging them into one document.

To support practitioners to ensure progress for all children by providing a continuum of progressive ‘next step’ development. To build on the Foundation Phase framework for 3 to 7-year-olds in Wales and provide a foundation for a curriculum for Wales. What are the key aims of the revisions to the Areas of Learning?

Five-minute discussion task Discuss the strengths in creating year-on-year expectations. Discuss the strengths in aligning the Areas of Learning and the LNF into one document. There will be an opportunity to pose any questions that you may have later on in the presentation, but you may wish to make a note of them as they arise.

In my setting/school, who will need to become familiar with the revised Areas of Learning? Practitioners Governors Subject/setting leaders Senior leaders ChildrenParents/carers Teaching assistants

What will settings/schools need to do to implement the revised Areas of Learning? It is recommended that senior leaders and/or subject/setting leaders: familiarise themselves with the revised Areas of Learning familiarise themselves with the support PowerPoint presentation inform staff and governors of the revised Areas of Learning through a 1.5 to 2 hour INSET, twilight or staff meeting prior to September 2015 when statutory implementation commences.

Subject/setting leaders will need to ensure that their planning for ‘Skills’ and ‘Range’ reflect the revised Areas of Learning. For many settings/schools this may take the form of a task that audits provision across the phase. Subject/setting leaders will need to update existing planning for ‘Skills’ and ‘Range’ based on the findings. What will settings/schools need to do to implement the revised Areas of Learning?

How will the staff training support implementation? The PowerPoint presentation will support and update staff on the changes to the Areas of Learning providing the information needed to begin implementation. The training will ensure there is clarity about expectations for the statutory provision for Language, Literacy and Communication Skills, and Mathematical Development. Staff will be expected to reflect on their current practice to ensure they are meeting the statutory requirements and expectations.

What has been revised? The following Areas of Learning have been revised. Language, Literacy and Communication Skills Mathematical Development

When will I need to start using the revised Areas of Learning? Statutory implementation commences in September The Areas of Learning have been available on a non-statutory basis since October The revised Areas of Learning for Language, Literacy and Communication Skills, and Mathematical Development, are available on the Learning Wales website at

How are the revised Areas of Learning organised? The revised Areas of Learning have been designed to combine the existing LNF skills together with the content from the Foundation Phase Areas of Learning.

LNF skills are in normal text (non-bold). Statements from the former Areas of Learning for Language, Literacy and Communication Skills, and Mathematical Development, are in bold. There is limited new content. Where statements have been revised and updated, this is minimal. How are the revised Areas of Learning organised?

There has been an addition of LNF skills and expectations for nursery age children. The Area of Learning for Language, Literacy and Communication Skills, and Mathematical Development, have been split and are now presented in the revised format of year group expectations. The emphasis is still firmly on stage-appropriate provision in the Foundation Phase, with the year group statements serving as a guide for expectations. The Foundation Phase pedagogy statements, ‘Range of experiences’ and skills continue to be detailed within each revised Area of Learning. How have the Areas of Learning and the LNF in the Foundation Phase changed?

There are three headings: Foundation Phase pedagogy Range of experiences Strands – year-on-year expectations. What does the revised Area of Learning for Language, Literacy and communications Skills look like?

1. Foundation Phase pedagogy What does the revised Area of Learning for Language, Literacy and communications Skills look like?

2. Range of experiences What does the revised Area of Learning for Language, Literacy and communications Skills look like?

3. Strands – year-on-year expectations What does the revised Area of Learning for Language, Literacy and communications Skills look like?

What is meant by ‘Foundation Phase pedagogy’? The Foundation Phase pedagogy highlights the approach to teaching and learning that the Foundation Phase has developed in recent years. ‘Pedagogy refers to the relationships between learning and teaching. It embraces the concept of the practitioner as a facilitator of learning, responding to the needs of individuals, willing to learn alongside the children, using appropriate methods to manage the process of learning and continually reflecting on an improving practice.’

What is meant by ‘Foundation Phase pedagogy’? It outlines the broad principles of good practice that are expected to be built into Foundation Phase classrooms. For example: Children should be given opportunities to develop their skills, knowledge and understanding through: – a developmentally appropriate curriculum where the seven (six in Welsh-medium settings/schools) Areas of Learning complement each other and work together – continuous and enhanced provision and focused activities in the indoor and outdoor learning environments – different types of play and a range of planned activities, including those that are child-initiated.

What is the link between the ‘Range of experiences’ and the skills? The ‘Range of experiences’ provide the context for the development of the skills. They are the vehicle. Practitioners should plan for the ‘Range of experiences’ in focused, continuous and enhanced provision across the Foundation Phase. The richer the context for learning or the vehicle, the greater the number of skills that will be developed.

Meaningful learning opportunities are essential for developing and applying skills in context. A broad range of experiences will enable a broad range of skills to be developed. What is the link between the ‘Range of experiences’ and the skills?

Rich learning opportunities Skills What is the link between the ‘Range of experiences’ and the year-on-year expectations?

Discussion task Discuss the minimal changes that have been made to the revised Areas of Learning. Discuss how this may influence your practice and any changes that might need to be made, if any.

How was the revised Area of Learning for Language, Literacy and Communication Skills created? Statements from the previous Area of Learning for Speaking and listening that were not represented in the LNF were … … revised and combined with the LNF expectations and skills, leading to … … the creation of a Language, Literacy and Communication Skills Area of Learning in one document with a revised strand – Oracy.

Statements from the previous Area of Learning for Reading that were not represented in the LNF were … … revised and combined with the LNF expectations and skills, leading to … … the creation of a Language, Literacy and Communication Skills Area of Learning in one document with a revised strand – Reading. How was the revised Area of Learning for Language, Literacy and Communication Skills created?

Statements from the previous Area of Learning for Writing that were not represented in the LNF were … … revised and combined with the LNF expectations and skills, leading to … … the creation of a Language, Literacy and Communication Skills Area of Learning in one document with a revised strand – Writing. How was the revised Area of Learning for Language, Literacy and Communication Skills created?

The revised Area of Learning for Language, Literacy and Communication Skills is still made up of oracy, reading and writing. These are now called strands.

The LNF clearly states that learners in mathematics and numeracy are expected to become accomplished in: Developing numerical reasoning Using number skills Using measuring skills Using data skills. This has not changed and has been merely integrated with the Foundation Phase Mathematical Development Area of Learning statements. What does the revised Area of Learning for Mathematical Development look like?

The revised Mathematical Development Area of Learning also develops children’s skills in one further strand. What does the revised Area of Learning for Mathematical Development look like? Using geometry skills

LNF skills are in normal text (non-bold). Expectation statements that did not feature in the LNF, that were solely part of the 2008 Area of Learning for Mathematical Development have been made distinct and are in bold. How is the revised Area of Learning for Mathematical Development organised?

Statements from the previous Mathematical Development Area of Learning that were not represented in the LNF were … … revised and combined with the LNF expectations and skills, leading to … … the creation of a Mathematical Development Area of Learning in one document. How was the revised Area of Learning for Mathematical Development created?

The ‘Developing numerical reasoning’ strand sets out expectations for schools to allow children to explore mathematical concepts and mathematical skills in a range of meaningful contexts. They are expectations for across the phase. What does the revised Area of Learning for Mathematical Development look like?

Four further strands make up the Mathematical Development Area of Learning – Using number skills, Using measuring skills, Using geometry skills and Using data skills. What does the revised Area of Learning for Mathematical Development look like?

Assessment against the revised Foundation Phase Areas of Learning The revised Foundation Phase Areas of Learning have increased expectations and standards compared to the existing curriculum. The Foundation Phase Profile is currently being trialled on the basis of revised Foundation Phase outcome descriptions which reflect the expectations in the revised Areas of Learning for Language, Literacy and Communication Skills and Mathematical Development. Subject to the results of the trial, the Foundation Phase Profile will become statutory from September The revised Foundation Phase outcome descriptors will come into force in September 2015 to support implementation of the Areas of Learning.

Assessment against the revised national curriculum Key Stage 2 level descriptions The revised national curriculum programmes of study have increased expectations and standards compared to the existing curriculum. Schools are encouraged to work to a higher level of achievement from learners, e.g. Level 5 at the end of Key Stage 2 would be more consistent with the new programmes of study and LNF, and better prepare learners for the increased expectations in Key Stage 3 and GCSEs. Statutory moderation, standardisation and reporting arrangements will remain in place. National data collection procedures will remain unchanged to enable continuity of reporting measures. There is no likely impact for categorisation. For the purpose of assessment, and to minimise disruption, we will retain the existing system of using end of key stage teacher assessments based on the existing national curriculum level descriptions.

The revised national curriculum programmes of study have increased expectations and standards compared to the existing curriculum. Schools to be encouraged to work to a higher level of achievement from learners, e.g. Level 6 at the end of Key Stage 3 would be more consistent with the new programmes of study and LNF, and better prepare learners for the new GCSEs. Statutory moderation, standardisation and reporting arrangements will remain unchanged. National data collection procedures will continue to enable continuity of existing reporting measures. There is no likely impact for categorisation. For the purpose of assessment, and to minimise disruption, we will retain the existing system of using end of key stage teacher assessments based on the existing national curriculum level descriptions. Assessment against the revised national curriculum Key Stage 3 level descriptions

How should the revised Areas of Learning used with children with ALN/EAL/WAL? Practitioners of nearly all children with ALN will use the statements from the LNF and the new Areas of Learning to identify appropriate skills progression. Practitioners will need to ensure that all children have access to high-quality learning opportunities and differentiated support to develop their skills. Whenever possible and appropriate, all children, including those with ALN, should have the opportunity to access content/contexts from the ‘Range of experiences’.

Children for whom English or Welsh is an additional language (EAL/WAL) will require additional focused support to help them acquire appropriate literacy skills. The year-by-year nature of the expectation statements allows schools and settings to ensure that they are incorporating the appropriate skills into their curriculum provision. How should the revised Areas of Learning be used with children with ALN/EAL/WAL?

Plenary task – ‘True’, ‘False’ or ‘Not sure’ Discuss the statements and decide if they are ‘True’, ‘False’ or ‘Not sure’.

Where can I get more support? Learning Wales website. all/revised-areas-of-learning-and-programmes-of-study all/revised-areas-of-learning-and-programmes-of-study Welsh Government’s Early Years Team Regional consortia. Foundation non-maintained (FNM) sector organisations. Mudiad Meithrin. Wales Pre-school Providers Association (Wales PPA). Professional Association for Childcare and Early Years (PACEY).