In 2000, the Welsh Government produced the document, ‘The Learning Country.’ setting out a new curriculum structure for Wales with its main aim to put the learner first and give everyone a 'Flying Start.'
In 2010 replacing KS1, The Foundation Phase; a
framework for the education of children aged from 3 to 7 in Wales
was implemented. Its main principle;
learning through play and exploration within safe and stimulating indoor and
outdoor environments, promoting well-being and social development (Maynard and Waters 2007). Through play, children learn to experiment and take
risks, enabling them to make decisions and solve problems; learning through
discovery and exploration to enhance the child’s understanding of the world. It
aids self-awareness, self-esteem and self-worth.
The Foundation Phase abide by the UNCRC's seven core aims and also acknowledge the UNCRC’s regulation
that all children have a right to be educated which is stated within 'Rights to Action' .
Underpinning the Foundation Phase is The Skills Framework 3-19years providing guidance on Areas of Learning within The Foundation Phase-
·
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.
Throughout the Foundation Phase, The
Skills Framework sets out a developmental model. Children work towards outcomes
embedded within the document and through observation and careful planning the
children will develop their thinking, communication, ICT, numbers and the Welsh
culture through curriculum Cymreig.
Children learning through the Foundation Phase will learn holistically, and move on with their learning when they are ready. Different learning speeds and abilities are recognised and children learn at their own unique pace. As a child centred programme the balance between teacher intervention and the child’s learning is important, as is the adaptability of the curriculum and planning. The children learn through discovery and exploration, making their learning meaningful. Play enables children to take control of their own learning. It encourages imagination and creativity along with social and peer rules and respectful relationships. As Levin (2000) states, play is a ‘powerful’ learning process, where children use their own knowledge to understand the world. Through play children develop literacy and numeracy skills alongside communication, spacial awareness, and gross and fine motor skills. With today’s children not experiencing as much play as in previous years, schools can now promote a learning with the child not seeing it as school as they engross themselves in a chosen activity.
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