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FOUNDATION DISCOVERY CENTRE |
FOUNDATION
Our Foundation students work in the Discovery learning centre with their teachers Clare Levings and Jacinta Jones.
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InvestigationsOur Australian Developmental Curriculum includes time for our 'Investigations'. During this time the students participate in a wide range of activities set up in different learning areas around our centre. Provocations are organised to involve the students' interests and help to scaffold the learning that occurs through enjoyment and engagement.
Here are some photos of the Investigations that have been happening in the Discovery Centre this year. |
The learning centres are print rich environments and are set up as interest based provocations for learning and practising skills. The students partake in activities which developing a wide range of language skills including expressive language, story-telling, role playing, questioning, problem solving, expressing opinions, verbalising understandings of concepts and communication with others. Each centre is provided with relevant books, clip boards and writing materials. The students are motivated to write and develop eye-hand coordination, self confidence, vocabulary and spelling skills. As they read, the students learn about the world, make connections with print and develop alphabet knowledge, phonological awareness, book knowledge, phonics, visual and listening skills.
The dramatic play area evolves into various role play situations-e.g. shop, restaurant, vet clinic, zoo etc. They use new vocabulary during imaginative play, telling stories as they take on a character. They read or pretend read real books including non-fiction texts. They are introduced to a range of text types, e.g. lists, recipes, instructions, signs and develop writing skills through self initiated efforts as they perform roles. The block area provides students opportunities to develop cognitive skills in problem solving, using language to work together in their imaginative constructions and in role play as they make up stories. They also develop language related to mathematical concepts as they place objects in position. Descriptive language is developed through the sensory play as they describe sensations. The students are encouraged to draw and label design briefs for construction ideas and to write about what they have made.
The teacher spends individual time with the ‘reporter’ and 3 focus children each day, scaffolding their purposeful learning activities with explicit teaching of skills in literacy and oral language (also numeracy and personal development). These students are also involved in a meaningful and natural conversation about what they have learnt and their personal learning needs. At the end of the Investigation session the focus children have the opportunity to share what they learnt through the session with the whole class, while the reporter makes comment on what they saw.
The dramatic play area evolves into various role play situations-e.g. shop, restaurant, vet clinic, zoo etc. They use new vocabulary during imaginative play, telling stories as they take on a character. They read or pretend read real books including non-fiction texts. They are introduced to a range of text types, e.g. lists, recipes, instructions, signs and develop writing skills through self initiated efforts as they perform roles. The block area provides students opportunities to develop cognitive skills in problem solving, using language to work together in their imaginative constructions and in role play as they make up stories. They also develop language related to mathematical concepts as they place objects in position. Descriptive language is developed through the sensory play as they describe sensations. The students are encouraged to draw and label design briefs for construction ideas and to write about what they have made.
The teacher spends individual time with the ‘reporter’ and 3 focus children each day, scaffolding their purposeful learning activities with explicit teaching of skills in literacy and oral language (also numeracy and personal development). These students are also involved in a meaningful and natural conversation about what they have learnt and their personal learning needs. At the end of the Investigation session the focus children have the opportunity to share what they learnt through the session with the whole class, while the reporter makes comment on what they saw.