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.
We have 6 learning topics a year and the children are involved in planning and developing ideas for these topics through the use of mind mapping and talking tubs.
Our topics this year are:
'Where we live and all about me', 'If you go down to the woods', 'Winter Wonderland', 'Down on the farm', 'Mad about minibeasts' and 'I do like to be beside the seaside'
In Autumn 1 our topic is 'Where we live and all about me'
Please read our curriculum letter at the bottom of the page to see what we are going to be learning about.
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.
We collaged a large elephant after reading the story of Elmer, we used different colours to Elmer as we said that being different was special.
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.
Archie used the drum to make music, we talked about quavers being fast notes and crochets being twice as slow.
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.
Dawson decided that he was a builder, he said that the house was broken and that he was the person who was going to stop it from falling down.
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.
Sofia measured how tall she was using bricks.
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: 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.
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.
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.
Today 12.09.19 we were talking about Autumnal changes, as we went on our walk, we saw that the trees in the orchard had apples on them. They looked ripe and juicy and ready to pick.
Collecting apples from our orchard
We have been working on our fine motor movements, in order to improve our writing.
We had a race using a timer to see who could fill the bowls using pegs to pick up the pom poms. It was great fun!
Using pegs to pick up pom poms.
Creating our pants for our safeguarding display.
We have been learning about Pantosaurus in our classes.
Pantosaurus, the latest instalment of the NSPCC's 'Pants' campaign, is a two-minute short designed to encourage parents to talk to their children about sexual abuse. Created by Aardman, the film enlists the help of animated dinosaurs to explain to children how to stay safe from abuse.
We then designed our own pants to display in our classes to remind us of 'the underwear rule' .
We have loved learning about the Harvest Festival. We invited our parents in for an Autumn fun day which was brilliant fun and we did lots of crafts. We want to thank the children and parents for the food they have donated, which will now be going to the Freedom Project in Shirebrook and will be donated to the surrounding areas, including Creswell.