1. Y Cyfnod Sylfaen The Foundation Phase

2. 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

3. 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.

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

5. 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

6. 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

7. 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.

8. 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.

9. 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.

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

11. 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

12. 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

13. 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

14. 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.

15. Y Cyfnod Sylfaen The Foundation Phase

16. 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.

17. 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.

18. Y Cyfnod Sylfaen The Foundation Phase