Foundation Stage - Getting it Right
Curriculum Guidance for the Foundation Stage is core
reference document, setting out Early Learning Goals. It advises that:
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children learn in different ways;
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the curriculum should be balanced, recognising the importance of
all the areas of learning;
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activities should provide frequent first hand experience and be
practical in nature;
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children need opportunities to pursue learning at length and in
depth;
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children need to be active; and
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the role of the practitioner is crucial. Effective pedagogy is
complex and will draw on a range of strategies, including working closely with
parents.
Children learn in different ways, so it is important to take
account of their previous experience and the journey they will take towards
achieving the Early Learning Goals.
In the foundation stage classroom there should be a balance,
which recognises the importance of all the areas of learning. The ultimate goal
is to have ‘broadly educated’ children who will develop confidence, social and
emotional competence, independence and motivation.
Play is important and should therefore be a key element of
learning. It gives children the opportunity to explore and practise the things
they have learned and ultimately make sense of their experiences.
It is essential that children should be offered lots of
first-hand and practical experiences. A curriculum that is interesting and
motivating to children in reception classes will make it possible for them to
apply the many skills they acquire.
Activities should have a clear purpose and plans should be
constructed carefully so that children have opportunities to pursue learning at
length and depth.
Children need to be active. Kept sitting still for too long,
they are unlikely to remain engaged. Outside activities help to maintain the
pace of children’s learning and allow for the large-scale movement and exercise
that is essential for their development.
The role of the classroom staff is critical. Effective pedagogy
is complex and draws on a range of strategies, including initiating and guiding
exploration; the direct teaching of skills and knowledge; modelling;
scaffolding; discussing and questioning. It is vitally important that staff are
allowed the space and freedom they need to enable them to focus their energy on
teaching. They should, therefore, not face unnecessary burdens and vast piles of
paperwork. Undoubtedly plans and records are important but need not be vast
reams of paperwork.
QCA links
The Qualifications and Curriculum Authority (QCA) provide the
following further information:
For the main foundation stage page:
http://www.qca.org.uk/ca/foundation/
For information on the stepping stones:
http://www.qca.org.uk/ca/foundation/the_stepping_stones.asp
For information on the early learning goals:
http://www.qca.org.uk/ca/foundation/elg/index.asp
For information on the six areas of learning:
http://www.qca.org/uk/ca.foundation/six_areas_of_learning.asp
For information on Curriculum guidance for the foundation stage
and Planning for learning:
http://www.qca.org.uk/ca/foundation/guidance/curr_guidance.asp
For information on the foundation stage profile:
http://www.qca.org.uk/ca/foundation/profiles.asp
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