Learning in the Foundation Stage
Learning through play and investigation is at the heart of what we do in Foundation at Creswell C of E Infant and Nursery School. Learning is carefully planned to ensure opportunities to learn new skills, apply them and consolidate these across the different areas of the curriculum.
In Foundation 1 & 2 we plan and support the seven areas of learning outlined in the EYFS Framework. The three prime areas cover Personal, Social and Emotional Development, Communication and Language and Physical Development. The four specific areas cover Literacy and Mathematical Development, Understanding of The World and Expressive Arts and Design.
Children are supported and encouraged to become independent learners; selecting resources, developing ideas and collaborating with peers to challenge their thinking. Our learning environment is child centred and both our Indoor and Outdoor environment planned around children’s interests and stage of development.
Children participate in small group activities daily to introduce new concepts and develop skills in phonics (early reading and writing), mathematics, thinking skills, problem solving skills and collaboration.
By the time children leave the Foundation Stage at our school, we expect them to be happy and confident, independent learners. To have a love for learning and a secure foundation of skills to further develop in key stage 1.
Our theme this half term is
'All about me'
'Starting School'
'Feelings'
'Family and Pets'
'Where we live'
We are looking forward to meeting all of our new Foundation Stage 2 children.
Below is our Medium term plan for the Autumn term. These statements are taken from the new Development matters and these statements are what we aim to cover over the first term.
Please have a read of the statements and help your child at home to work on them. If you need any support as always please speak to your class teacher or key worker.
Expressive and Arts and Design
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Exploring and using media and materials
Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative
Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
Personal, social and emotional development
Personal, social and emotional development involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Self confidence and self awareness
Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don't need help.
Shape, space and measure
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Managing feelings and behaviour
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others' behaviour, and its consequences and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships
Making relationships: children play co-operatively, taking turns with others. They take account of one another's ideas about how to organise their activity. They show sensitivity to others' needs and feelings, and form positive relationships with adults and other children.
Communication and language development
Communications and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Listening and Attention
Listening and Attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in activity.
Speaking
Speaking: Children express themselves effectively, showing awareness of listeners' needs. They use past, present, and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Understanding
Understanding: Children follow instructions involving several ideas or actions. They answer 'how' and 'why' questions about their experiences and in response to stories or events.
Our P.E days are Tuesdays and Wednesdays. Please bring your P.E kits in a labelled bag and leave it on your child's peg for the half term. The teachers will send the kits home to be washed every half term. P.E kits must consist of black or navy shorts or jogging bottoms, a white t-shirt and trainers or P.E pumps.
Many thanks