Learning to Learn Providing Additional Support for

Children in the Foundation Phase

Rosemarie Wallace School Improvement Officer

& Geraldine Jenkins

Foundation Phase Training Officer

Foundation Phase

• What is the Foundation Phase?

• What does the jargon mean?

• What do we need to do?

• What’s different?

• What’s the way forward?

Important Documents

• Framework for Children’s Learning for 3 to 7 year olds in Wales

• Skills Framework for 3 to 19 year olds in Wales

• Child Development Profile

• Observing Children

Framework for Children’s Learning for 3 to 7 year olds in Wales

The seven Areas of Learning are:

•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

• The Foundation Phase curriculum is planned as a progressive framework that spans four years (3 to 7 years) to meet the diverse needs of all children including those who are at an earlier stage of development and those who are more able.

Pedagogy in the Foundation Phase

The reflective Foundation Phase practitioner will have:• knowledge and understanding of child development and how young children learn• knowledge of the seven curriculum Areas of Learning• skills and knowledge of providing the best learning environments and • experiences to motivate children and stimulate their learning• skills and knowledge of good practice in teaching young children• skills and knowledge of good practice in observation and assessment of children’s progress and planning for the continuum of learning• skills and knowledge of working collaboratively with others to share good practice and reflect on educational research• continually developing professional skills, knowledge and understanding

Focused tasks become part of the repertoire of children which they take into their spontaneous play to consolidate the new skills and concepts.

We plan a Focused Task which provides children with new skills / concepts / knowledge and moves them forward in their learning.

We allow consolidation of that Focus by enhancing the continuous provision i.e. the environment.

Children take the new skills / concepts / knowledge into their spontaneous play.

:

Addition of stimulating resources,

i

CONTINUOUS PROVISIONHigh quality indoor and outdoor learning environment

Child initiatedAdult focus playing alongside to observe, identify learning, respond to and suggest ideas,

wonder out loud, ask questions.

ENHANCED PROVISION

nteractive displays, visits and visitorsAdult Focus: introducing new ideas and resources,

role modelling possibilities, providing time for exploration

FOCUSED TASKS

Direct teaching ofconcepts, skills & knowledge.

Adult Focus: Leading discussion, shaping ideas,

direct teaching of concepts, skills or knowledge

Role of the adult – areas / assessment

Skills Activity Adult

Introducing a new skill Focused Task Leading the Learning

Assessing

Practicing the skill Enhanced Provision Supporting the Learning

Assessing

Using the skill Continuous Provision Observer

Assessing

happy

independent

inquisitive

confident

investigativeconfident

observant

bilingual

interested

I had to learn how to teach less so that more could be

learned.

W.Timothy Gallwey

And the Main Thing Is LearningMike Hughes 2006

As children progress through the Foundation Phase practitioners should ensure that they continue to plan for the effective delivery of experiential learning. Play and active learning is still important if we are to keep young children engaged.

If I know something,I can tell you in the teacher’s

words.But if I understand it,

I can tell you in my own words.Alix, aged 8

And the Main Thing Is LearningMike Hughes 2006

Way Forward

• Audit – Where we are now?

• Aspire- Where do we want to be?

• Adapt- How will we get there?

• Assess- How will we know if we’ve reached the goal?

Pause for thought…

A hundred years from now, it will not matter what kind of house we lived in, what kind of car we drove, or what our bank account balance was. But the world may be different because we made a difference in the life of a child.

The Magic –Weaving BusinessSir John Jones

2009