Rationale for the Foundation Stage

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Rationale for the Foundation Stage
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Programme

• Focus on Personal Development and Mutual
  Understanding
• 9.15-9.30 Registration
• 9.30-10.40 Introduction and
• Rationale for the Foundation Stage
• 10.40-11.00 COFFEE
• 11.00-12.30 Creating a Learning
  Environment
• 12.30-1.30 LUNCH
• 1.30-2.45 Personal Development and Mutual
  Understanding as a Learning Area
• 2.45-3.15 School based tasks

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Aims for Day 1

• To consider
• the rationale for the Revised Curriculum in the
  Foundation Stage
• how the learning environment supports Personal
  Development and Mutual Understanding across all
  areas of learning
• Personal Development and Mutual Understanding in
  the Revised Curriculum as a specific learning
  area
• the implications for classroom practice in Year 1

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• Why have a Foundation Stage?

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The Foundations of Learning

• Foundations take longer to create than buildings
• The higher the building, the firmer the
  foundations have to be
• If foundations are inadequate, it is very
  expensive to underpin them later on
• Julie Fisher

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What is the revised curriculum about?(The child)
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• Finding learning enjoyable
• Making connections with previous experiences and
  interests
• Developing language to facilitate their all round
  learning.

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• Developing confidence, self-esteem and
  independence
• Developing physical confidence and competence
• Developing skills for life, including ICT

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• Having creativity and imagination developed and
  nurtured
• Developing mathematical understanding
• Being curious about the world we live in

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• Being able to communicate
• Becoming confident readers and writers

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• What is the Revised Curriculum about?
• (The adult)

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Adult Role

• Characteristics of an Early Years Practitioner
  Janet Moyles

Motivated and motivational
Involve children in making choices
Interact positively
Have a sense of humour fun!
Intuitive, receptive, empathetic
Engage children
Nurture sensitive relationships
Encourage risk-taking
Provide opportunities to think and talk
Provide hands-on, multi-sensory experiences
Evaluate own learning
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Activity 1

• What are the implications of this approach for
  you in your classroom?

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Curriculum Review IssuesConsultation 2002

• Too rigidly divided into subjects
• Too much content
• Transfer Test
• Need to develop links in learning transference
• New technology
• Brain development how children learn

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Key messages from Early Years Research

• Social and emotional development in the early
  years is vital for later success in life
• Listening and attention skills are essential for
  all learning
• Oral language is the basis of the curriculum
• Mathematical concepts require time for
  consolidation
• Early Years is an important time for the
  development of gross and fine motor skills

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• DVD Foundation Stage

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Foundation Stage Curriculum

• 6 Learning Areas
• - Language and Literacy
• - Mathematics and Numeracy
• - The Arts
• - Personal Development and Mutual
  Understanding
• - Physical Development and Movement
• - The World Around Us
• Religious Education

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Structure of the Learning Areas

• Background/Introduction
• Contexts for Learning
• Key Experiences
• Progressing towards Key Stage 1
• Progress in Learning related to the Key
  Experiences

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Key Features of Revised Curriculum

• Is developmentally appropriate
• Builds on best practice in Northern Ireland in
  pre-school and Year 1
• Promotes enjoyment and positive attitudes to
  learning

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• Where we are now, is not where we were, and not
  where we want to be
• John Yates

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Before the discovery of child art The drawing
of daffodils based on the victorian educational
belief that there was one correct way of drawing
the plant
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Cizek opened his Juvenile Art Class (
Austria) He was supported by work in England and
America
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Coffee
COFFEE
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Session 2The Learning Environment
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Transition from pre-school

• More account needs to be taken of the recent
  development work in the pre-school sector, in
  particular, the strategies employed in planning a
  practical curriculum and the methods of
  assessment and record keeping which might be
  adapted for the work in year 1 and year 2.
• ETI Report 2004
• The Early Years Enriched Curriculum Pilot

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International Research
Transition to school is multi-factorial and that
the degree and nature of continuity experienced
by children in transition influences the quality
of their start in school, their progression in
the first year and their educational outcomes at
age 7. and beyond Aline-Wendy Dunlop
University of Strathclyde
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• Transition from pre-school
• Social
• Physical
• Philosophical

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Creating a Learning Environment

• Young children need to feel safe and secure and
  they also need to be motivated. Children need to
  have access to a stimulating environment which
  will encourage them to explore, investigate and
  learn through first hand experience.
• A Place to Learn Lewisham Early Years Advice
  and Research Network

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Your Learning Environment
Visualise your classroom How do you use the
available space in your classroom?
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The Learning Environment

• Viewing time 10 minutes Make notes on
  reflection sheet

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The Learning Environment

• Workshop
• Discuss -
• how the physical environment nurtures childrens
  development
• the possible impact on your current classroom
  practice

10 minutes
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The Learning Environment

• Guidelines for Choosing Materials
• Watch the DVD and make notes on the reflection
  sheet

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• Daily routines

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Links with parents
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Self-registration
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Visual Timetable
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Making choices about play
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Tidy-Up Time

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Snack Time
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• Reflection on The Learning Environment
• Ethos
• Transition from pre-school
• Physical layout of room
• Materials
• Classroom Routines

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Personal Development and Mutual Understandingas
a Learning Area

• Session 3

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Curriculum Aim
The Northern Ireland Curriculum aims to empower
young people to achieve their potential and to
make informed and responsible decisions
throughout their lives.
Curriculum Objectives
TO DEVELOP THE YOUNG PERSON AS AN INDIVIDUAL
TO DEVELOP THE YOUNG PERSON AS A CONTRIBUTOR TO
SOCIETY
TO DEVELOP THE YOUNG PERSON AS A CONTRIBUTOR TO
THE ECONOMY ENVIRONMENT
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What is Personal Development? Encouraging each
child to become personally, emotionally, socially
and physically effective, to lead healthy, safe
and fulfilled lives to become confident,
independent and responsible citizens, making
informed and responsible choices and decisions
throughout their lives
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• Pre-school Curricular Guidance Ethos
• children feel secure have a sense of
  well-being
• adults take time to listen to children
• staff are enthusiastic about the childrens
  learning
• children are given encouragement and positive
  reinforcement
• staff respect the views and ideas of the
  children
• children are encouraged to express their
  emotions appropriately and be independent
• children feel supported and cared for.

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1. PERSONAL UNDERSTANDING AND HEALTH
Self awareness Feelings and Emotions Dispositions
attitudes Health and Safety
2.MUTUAL UNDERSTANDING IN THE LOCAL GLOBAL
COMMUNITY
Relationships with family, friends, and
in school and the community
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Thinking Skills Personal Capabilities

• Managing Information
• Thinking, problem-solving and decision-making
• Being creative
• Working with others co-operating and
  collaborating
• Self-management taking responsibility for own
  learning

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Contexts for Learning

• Variety of learning experiences during play and
  in planned activities/topics across the
  curriculum
• Use of books (video/DVD/music other media) and
  puppets
• Participation in whole class and group
  discussions (circle time)
• Act out real life situations

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Using narrative to explore emotions
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Using art/design and music to explore emotions
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LaeversBox Full of Feelings


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Workshop

• Review your groups resources and discuss how you
  could use them to help support childrens
  personal development and mutual understanding

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