engage in the Foundation Phase
Introduction
A research programme has been taking place in Wales exploring the contribution that galleries and artists
can make to the new Foundation Phase curriculum in Wales.
Galleries, artists and early years settings in five local authorities, have teamed up to develop projects.
Two more local authorities are joining the programme in 2008/9.
Here you'll find a summary of findings, detailed case studies of each of the projects and
a toolkit of strategies and approaches that have emerged from the programme. These are taken from the
evaluation of the project carried out by independent consultant Fiona Godfrey.
"The gallery provided a wealth of stimulation and really enthused and motivated the children's
learning."
Foundation phase advisory teacher
Project partners and case studies
Carmarthenshire (2007/8)
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Carmarthenshire case study summary (PDF)
Richmond Park Primary School in Carmarthen worked with gallery Oriel Myrddin, artist Helen Astley and
local authority art advisor Sophie Hadaway.
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Ceredigion (2007/8)
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Ceredigion case study summary (PDF)
Plascrug Primary School worked with Aberystwth Arts Centre, artist Ruth Jên Evans, local authority early
years advisor Hilary Owen and local authority art advisor Sophie Hadaway.
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Conwy (2006/7)
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Conwy case study summary (PDF)
Maelgwn School worked with the Royal Cambrian Academy, artist and gallery education officer Eleri Jones,
and local authority early years advisory Annette Evans.
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Gwynedd (2006/7)
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Gwynedd case study summary (PDF)
Cymerau Primary School worked with Plas Glyn y Weddw gallery, artist Catrin Williams and local authority
community arts officer Gwawr Wyn Roberts.
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Wrexham (2007/8)
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Wrexham case study summary (PDF)
Acton Park Infants school worked with Wrexham Arts Centre, artist Chris Bird Jones and the local authority
early years advisory teacher.
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"In this project we saw examples of everything that is promoted in the Foundation Phase and
its whole philosophy."
Early Years advisor
Project overview
In 2004, galleries in Wales reported a lack of experience in working with young children and their
interest in developing skills in this area. This interest was timely, as it coincided with plans by the
Welsh Assembly to pilot and subsequently implement a new Foundation Phase curriculum for 3-7 years olds in Wales.
Based on an approach that emphasises active, experiential, play-based learning, this is now being introduced
to early years settings including schools, nurseries, play-groups and child-minding services.
The action research programme has been organised by engage Cymru through grant funding from the Art
Council of Wales, matched by contributions from each local authority.
Each project group set their own goals. However, common aims were agreed as being to:
- explore ways in which artists and galleries can make a positive contribution to children's learning and
development within the Foundation Phase curriculum,
- increase the confidence of early years practitioners (and parents) in working with artists and galleries,
- increase the confidence of artists and galleries in working with early years settings,
- explore and identify successful strategies for artists, galleries and early years settings working together
- explore approaches for capturing evidence of learning outcomes for children.
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In Carmarthenshire an exhibition of work by Gareth Hugh Davies prompted children's fascination with tracks,
trees and the traces of human activity.
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In Ceredigion, children's interest in the animals depicted in several different exhibitions offered a rich
theme for their creative development.
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In Conwy, Ivor Davies' paintings provided a lively inspiration for children's explorations of colour,
texture, scale and composition.
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In Gwynedd, work by Kyffin Williams inspired children's owncreative representations of the landscapes
and life around them.
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In Wrexham, children's mark-making processes were informed by a diverse exhibition of artists' books.
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"The art gallery is a fantastic provocation."
Nursery teacher
Summary of findings
Artists and galleries were found to contribute very well to the foundation phase ethos and approach.
The exhibitions provided inspiring starting points to motivate children's own ideas and the galleries
provided spaces for children to learn outside the classroom. The artists effectively introduced new
resources and approaches, encouraged experimentation, modelled and endorsed the children's creativity
and gave them opportunities to reflect on their own learning.
Artists and galleries were seen to contribute effectively to children's personal and social development and their
well-being. They challenged children with new ideas and experiences, motivating different kinds of
learner with varied ways of working. Opportunities were provided for children to work together and they were
encouraged to be independent, confident learners and thinkers.
Artists and galleries were found to offer rich opportunities for the development of children's language,
literacy and communication skills. Experiences were used effectively by artists and teachers to
provoke discussion, listening and reasoning. A rich, imaginative commentary was seen to be inspired by both
looking at and making art.
Artists and galleries were able to provide a wealth of opportunities for children's creative development.
Artists were confident in modelling a creative approach to exploring and representing the world, and were able
to offer opportunities to explore a diverse range of artistic processes. Children also developed their concepts
of art and artists.
Through the variety of issues and ideas explored in the exhibitions and the activities that developed around them,
all projects brought an exciting dimension to furthering children's knowledge and understanding of the world,
exciting their curiosity and broadening their horizons. The open-ended nature of activities enabled children to
explore for themselves how things work and how materials behave.
Physical development was an important dimension within many of the projects, with children having
opportunities to work at different scales; developing their gross and fine motor skills and furthering their
spatial awareness.
In some projects, art experiences were used effectively to bring an experiential approach to children's
mathematical development and to consolidate their learning in visual ways, particularly around shape,
sorting and measurement.
By employing Welsh speaking artists, many of the projects offered rich opportunities to develop the Welsh
language, immersing children in a bilingual world and extending their spoken vocabulary with art words
and phrases.
"This project has emphasised the vital importance of the Foundation Phase approach being facilitated
by motivated, inspired, creative adults (teachers and artists) and real, exciting resources and starting
points (such as galleries and art works)."
Foundation phase advisory teacher
The two tables below show that the projects succeeded in making a significant contribution to all aspects
of the Foundation Phase curriculum. These figures also demonstrate how effective the action research
programme has been in developing the understanding of teachers, artists and galleries.
Year 1
| PSD&W |
Personal and social development and well-being |
| LLC |
Language, literacy and communication |
| MD |
Mathematical development |
| B&M |
Bilingualism and multiculturalism |
| K&UW |
Knowledge and understanding of the world |
| PD |
Physical development |
| CD |
Creative development |
Year 2
| PSDWCD |
Personal and social development, well-being and cultural diversity |
| LLC |
Language, literacy and communication |
| MD |
Mathematical development |
| WL |
Welsh language development |
| K&UW |
Knowledge and understanding of the world |
| PD |
Physical development |
| CD |
Creative development |
NB Figures have been shown in two separate charts as the Foundation Phase areas changed between
Years 1 & 2 of the project.
From five inspirational projects, a range of discoveries, insights and strategies have been documented
about the value of artists and galleries in the Foundation Phase approach and across all curriculum areas.
These are detailed in the engage in the Foundation Phase Toolkit.
Resources
The 'engage in the Foundation Phase Toolkit' shares some of the interesting ideas, strategies and insights
that have emerged from the first five projects. Although the projects took place in Wales there are many
parallels between the Foundation Phase in Wales and the Foundation Stage curriculum in England. Consequently,
this toolkit will be of value to anyone considering developing projects linking artists, galleries and young
children.
engage in the Foundation Phase Toolkit
What role can artists and galleries play in young children's learning?
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