The Foundation Phase within Sketty Primary School.

The Welsh Government promotes the Foundation Phase by highlighting the  provision of a curriculum that prepares children for future learning. The Foundation Phase context facilitates learning experiences in both indoor and outdoor environments in order to encourage the development of the whole child.

Children develop at different rates and inclusive practice is important. Identification of learning difficulties can vary (Mitchell, P and Ziegler, F 2007, p71) therefore children are regularly assessed and observed during sessions to monitor progression and pinpoint issues. Children with learning difficulties are able to integrate easily because the foundation includes learning through play.

The Foundation Phase meets many basic needs of children mentioned in Maslow's diagram (Waren, S 2009, p.91) due to the provision of a safe and caring environment that offers a  rich and stimulating learning experiences. Areas within the Foundation Phase promote; language literacy and communications skills, personal and social development, physical development, well being, cultural diversity mathematical development, creative development, knowledge and understanding of the world and the Welsh language (Phillips, H 2012 p.55). A sense of belonging, confidence and self-esteem are encouraged during individual, group and whole class activities.


As mentioned by Waren, S (2009 p.50-57), there are three major factors within schools that affect attainment which include social class, race and gender and therefore it is important for children to be educated in a way that promotes equality. Within the classroom, children are encouraged to learn about differences and similarities during Active Learning, discussion, and reading sessions.


Role play enables enactment of scenarios that are experienced within the child's world. Teaching of mathematical concepts can be implemented by the practitioner if the learning is not formerly initiated within the child led activity due to lack of knowledge. Butterworth, G and Light, P (1992, p.48) mention concern regarding the rarity of mathematical learning within contexts. Learning initiated by practitioners within the Foundation Phase therefore is paramount.

Open Ended Questions that encourage divergent thinking are explored using different contexts including group work, whole class discussion and on a one-to-one basis which as mentioned by Robert Fisher, leads to development, adaption and application of new understanding Fisher, R (1995 p.73). Transferable skills can be attained through outdoor learning experiences within the Foundation Phase. Forest School sessions can be implemented during active learning in order to encourage  'problem based exploratory learning' both on an individual level and a social level Gray, C and Maeblain, S (2012, p.141). Foundation Phase activities taking place outdoors can extend scientific enquiry within the classroom because it provides a base for understanding.

 

 Once a week, Philosophy for children takes place whereby a teddy or 'Philosophy Frog' prop is used to encourage children to participate in answering open-ended questions. Children take their learning seriously and enjoy the opportunity to voice their opinion. As mentioned by Fisher, R (2005 p.132), a teachers skill is to facilitate an activity which will then give children the opportunity to use their experiences to get the best out of their learning. Finally, teachers at the primary school encourage mutual respect by involving children in making classroom rules. As mentioned by Cathrine Fosnot, this encourages feelings of shared responsibility within the classroom. Fosnot (1996 p.109-110). Children advance into the KS2 after The transition from foundation stage to key stage 1 . The structure of education within the last year of the Foundation Phase prepares children for KS2.

References:

Butterworth, G and Light, P (1992) Context and Cognition; Ways of Learning and Knowing, Hertfordshire, Harvester Wheatsheaf.

Fisher, R (2005) Teaching Children to think, UK, Nelson Thornes Ltd.

Gray, C and Macblain, S (2012) Learning Theories in Childhood, London, SAGE Publications Ltd.

Mitchell, P and Ziegler, F (2007) Fundamentals of Development; The Psychology of Childhood, Sussex, Psychology Press.

Waren, S (2009) An Introduction to Education Studies; The Student Guide to Themes and Contexts, (2009) London, Continuum International Publishing Ltd.

Websites:
http://www.catchup.org/CatchUpNumeracy/CatchUpNumeracy.aspx