Nursery Topics - Opposites covers all six areas of learning in the Foundation Stage curriculum in England, but it can be easily adapted to suit the Scottish, Welsh and Northern Irish early years curricula. The areas of learning are indicated as follows:
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge and understanding of the world
Physical development
Creative development
THEMES AND ACTIVITIES
The QCA Curriculum Guidance for the Foundation Stage is very clear that good practice involves a balance between adult-led and child-initiated play and activities, stating that 'children should notmake a distinction between "play"and "work" and neither should practitioners'. Each of the four themes within Opposites likewise includes a balance between adult-led activities, with planned learning outcomes, and suggestions for child-initiated play that will reinforce learning and allow wider exploration of the skills, knowledge and attitudes that the topic hopes to foster. The four parts are:
Part 1 Hot and cold
Compare summer and winter and materials that retain heat
Explore melting using ice
Explore objects that retain heat
Part 2 Wet and dry
Focus on rock pools
Explore evaporation outdoors
Investigate wet, damp and dry sand
Part 3 Fast and slow
Explore movements fast and slow through a favourite story
Compare the speeds of a variety of wind-up toys
Vary the speeds at which marbles move using ramps
Part 4 Heavy and light
Compare objects and guess which is the heaviest Move some heavy buckets using a system of pulleys Role play a warehouse delivery service outdoors STEPPING STONES 'Stepping stones', giving informationon how children may proceed towarda given goal, follow each adult-led activity and aim to develop practitioners' understanding of how children learn. They are set out according to a child's experience, but being 'inexperienced' should not be seen as a deficit. The information is intended only as a guide. The Foundation Stage guidance reminds us that children in early years settings have varying levels of experience regardless of their chronological age, that they will work towards a goal in different ways and that their learning is not always linear.
POSSIBLE LEARNING OUTCOMES
The child-initiated suggestions include a list of possible learning outcomes to encourage practitioners to reflect on the holistic nature of children's learning. Observing possible, rather than merely planned, outcomes provides a wider understanding of a child's learning.
TOPIC WEB
The topic web gives relevant key principles from the Foundation Stage guidance as these have a greater bearing on the aims and planning of the topic than individual early learning goals. Only the most relevant goals and stepping stones from the QCA Curriculum Guidance for the Foundation Stage are listed, though the majority may apply given the holistic nature of children's learning. Page references to the guidance are given.
