This event for Foundation Phase teachers and leaders will focus on promoting authentic learning in the outdoors. Monnow’s Foundation Phase will share pedagogy and practice for experiential and active learning. There will be opportunities to: explore the Foundation Phase outdoor areas to observe how pupils are motivated and stimulated to transfer skills across areas of learning and experience within areas of provision. to observe and discuss how pupils take increasing responsibility for own learning and how it promotes social emotional development. explore the pedagogy behind the area. undertake a learning walk around the outdoor areas in Foundation Phase and discuss the organisation, which facilitates independence and the consolidation of skills discuss how we provide the balance between child and adult directed learning. review planning and how it is organised and amended to respond to pupils’ interests. observe how learning is supported and developed through provocations and teachable moments. The session will involve plenty of opportunity for professional dialogue, sharing of pedagogy and a learning walk in order to share Monnow’s approach to developing confident and creative learners who are leading their own learning in line with curriculum reform.
Delegates will have an understanding of: A deeper understanding how to challenge all learners employing a blend of approaches. An understanding of how to deliver foundation phase pedagogy and meet the requirements of learning. Time to reflect on current practice in own school and what might work for them View planning and organisation documents to support understanding how to set up and organise provision The role of the adult Underpinning pedagogy Approaches to planning in line with new curriculum How to make effective use of authentic learning context that support offer and independent learning. Attendees will be expected to attend both half sessions. Session 2 will be an impact and discussion session on initiatives taken from session 1. Attendees will feedback to group on their own school developments