Provide a firm foundation at early-year stage in English, maths and science in preparation for primary education www.collins.co.uk/intfoundation
Foundation and Foundation Plus
Provide inspirational, fun and age-appropriate learning for children in Early Years and Kindergarten classes!
Collins International Foundation and Foundation Plus is an early-years programme for English, maths and science that is designed to be used across two years leading up to the first year of full primary education.
The course introduces young children to English, maths and science concepts in an age-appropriate way providing plenty of learning opportunities through games, active play and hands-on exploration.
The materials in Foundation Plus build on what is covered in Foundation to ensure that all learners are fully prepared for the learning ahead, no matter which curriculum their school is following.
Each level comprises Activity Books A, B and C – one per term – supported by a carefully selected collection of colour ful stimulus materials in the Reading Anthology and Teacher’s Guide.
The underlying themes – common across English, maths and science – allow the courses to be used together so that children build on their knowledge, skills and vocabulary holistically. The course can also be used alongside other courses to provide a comprehensive early-years programme.
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Activity Books Foundation
The brightly illustrated Activity Books provide age-appropriate practice of the core skills in English, maths and science.
Each page has simple teaching instructions and a place to track progress, including an assessment record sheet at the back of each book.
Foundation Plus 8 Unit My family Sixofus Match the people to what they do in the story. Date: Match Gran Mum Jen Dad 68569_P001_024.indd 2 Draw lines to match plates with the same number of fruit. Date: Count and match Unit 6 Numbers to 10 (A) 68781_P001-024.indd 2 Unit 1 am a scientist Find the items in the picture. Draw a line from the item to the picture. Date: Find 68705_P001-024.indd English Maths Science Unit 8 Water Wonderfulwater Circle all the things that start with the ‘w’ sound. Date: Circle 68613_P001_024.indd 13 Unit 11 Weather Follow the instructions to make windsock. Date: Try this 1 2 3 4 68750_P001_024.indd Unit 1 Numbers to 10 (A) Count the spots on each T-shirt. Write the number in the box. For each pair, circle the number that is more Date: More 293536 KG Foundation Maths Plus Activity Books_1.indd Science English Maths collins.international@harpercollins.co.uk
Reading Anthologies
The Reading Anthologies offer a careful selection of bright materials to help support the teaching of key concepts in English, maths and science as well as the development of early literacy skills. The English course has a Reading Anthology for each term at each level, whereas maths and science each have a Reading Anthology per level.
Foundation Foundation Plus Finn feels better Finn feels sad. 12 68859_P001_032.indd 12 He and Mum go to his room. 68859_P001_032.indd 13 12 How many caterpillars can you spy? How many worms and butterflies? Minibeasts Foundation Maths Plus Anthology.indd 12 Which groups can you see have a total of 4? Which groups have fewer? Which groups have more? Foundation Maths Plus Anthology.indd 13 I paint me. 4 68873_P001_032.indd hair nose eyes ears mouth 68873_P001_032.indd How many kinds of fruit are there? 6 apples, 5 melons, 4 juicy pears. The fruit stall 68910_P001-032.indd 12 30/08/21 8:54 PM 3 pineapples, 2 purple plums. 1 shopkeeper, 1 girl, 1 mum! 68910_P001-032.indd 13 I look. I am a scientist I measure. 2 68934_P001-032.indd 15/07/21 10:49 PM I say what I know. I try new things. 68934_P001-032.indd What is the weather like today? Sunday Monday Tuesday sunny cloudy rainy Weather 68927_P001_032.indd Wednesday Thursday Friday and Saturday windy foggy snowy 68927_P001_032.indd 23 English Maths Science English Maths Science www.collins.co.uk/intfoundation
Teacher’s Guides
The Teacher’s Guides contain an introduction to kindergarten and provide accessible support for teachers and teaching assistants. They include detailed guidance and assessment grids, classroom ideas, additional photocopiable activity sheets, rhymes, songs and games.
2D shapes
collins.international@harpercollins.co.uk HarperCollinsPublishers Ltd. 2021 Introduction The kindergarten environment When you enter kindergarten classroom, there is usually space for children to hang up their coats on their own hook, and a locker or shelf in which they can store their bags and outdoor shoes if used. The classroom has desks, arranged in small groups, for drawing, painting and writing work. Each child should have their own seat in the group. This is the place to which they will return when asked to get ready for the next activity, for quiet time or to be counted. The teacher usually has signal, like clapping three times, which lets the children know is time to return to their seats. In some schools, there is messy-play section with mud, clay, water or paint, and a place to wash up. There may also be separate area for resting time. The classroom has reading corner carpeted area, sometimes with cushions, where the class or a group can gather for reading aloud or shared reading. This may be where the class’s small library is kept. Children can go to the reading corner to read in their own time. They can also go there to relax and for time out if they need a break from being with other children. Outdoor play is vital part of children’s development. In the early years, children are highly active and are sometimes best able to demonstrate their achievements outdoors. They should spend at least three hours day outside (not all of them at school) running, jumping, climbing, crawling, building, balancing and stretching. They should be digging holes, collecting stones and leaves, splashing in puddles, building forts and making dams. Gross motor activities help to build muscle and coordination. There is direct link between the development of coordination and motor skills and outdoor play. After all, the word means ‘a garden for children’. It was first used by Friedrich Froebel in 1840 to describe the school he envisaged, where children would learn through nature and the importance of play. 51615_P001-038.indd HarperCollinsPublishers Ltd. 2021
Photocopy master 22 Name: Date: 03_TG_Maths_Foundation_PCM.indd 187 16 Introduction Teaching young children science Young children are born scientists because they are naturally curious about the world around them. This makes it easy to get children excited about science learning. Your role is to create an appropriate classroom environment that offers opportunities for children to explore different topics and concepts in personally meaningful ways. Creating context Young children learn best when you make connections between what they already have experience of and what you want them to learn. Making these connections provides a meaningful context in which to introduce something new. You can make meaningful connections by: referring to real-life experiences that they have had with the children at school using examples that are drawn from the children’s experiences at home and in their communities using ‘everyday’ terms that children know as part of the language they use at home with their families before introducing new science language linking what children do in science sessions to what they have been learning about in their Maths and English sessions. Making connections with children’s prior knowledge and experience enables you to build on what children already know and can do, to build a meaningful context for new learning to take place. It also helps to create a classroom environment in which the children feel free to experiment, investigate, ask questions and share ideas. 51622_P008-022.indd 16 English Maths Science 16 Introduction © HarperCollins Introduction of phonemes This is list of when each phoneme is introduced and/or revised in English Foundation Plus The phonemes in brackets are optional. They can be introduced if you feel your class can cope with two or three new phonemes in one unit. Unit 1i Unit 9e (b) Unit 2a (m) Unit 10m Unit 3s (e) Unit 11 o Unit 4n Unit 12h, Unit 5p, (d)Unit 13j Unit 6c Unit 14l Unit 7f (d) Unit 15revision Unit 8w (u) Phonological awareness Phonological awareness is an awareness of the sounds in words, shown by children being able to identify onset and rime, and segment syllables in words. Step 1: Learning to decode The children learn letter sounds in Collins English Foundation Plus This means that they think about what sound word starts with, then say the word out loud, and finally recognise how that sound is represented by a letter. Our goal for Foundation Plus Term is for the children to be able to see a letter and then say the sound represents out loud. This process is called decoding We have focused the letter sounds in Term on this list, which is commonly found in kindergarten programmes: /s/ /a/ /t/ /n/ /i/ /p/ The phonemes in the stories in Reading Anthology A follow this list – with /m/ making an early appearance. Hint At the same time that children are learning to say these sounds, you should also be focusing on helping them to form the letters correctly and consistently. Show them where the letter starts, and how the letters need to be formed and ended. The alphabet worksheets in the Activity Books on pages 22 and 23 are useful for this. You can also use sand play, painting, drawing in mud or some of the other techniques listed in the notes on the activity stations. Step 2: Blending sounds For some children blending sounds is a process that happens naturally; for others it takes hard The chart below shows the 45 phonemes in the English language. s Sam t Tim p Pam n nut m mat a ant e egg ce cream o otter g goat d dog c k clock r run h hat u up ai rain ee knee igh nigh b ball f fish ion j am v van oa boa oo cook oo boo ar star w wish x fox y yellow z zap qu queen or fork ur burn ow now oi boi ch chin sh ship th think th the ng sing ear near air stair ure ure er writer 68637_P001-024.indd 16 70 Teaching notes Cooling liquids This is the first of two-part focus on cooling and heating everyday materials. It introduces the concept of liquid and solid states. Before starting • Find small objects in six different colours and paint the individual egg cups of the egg boxes these colours. You will need one egg box for each child at the activity station and enough small objects of each colour for the children to choose from. • Shortly before beginning the session, dissolve some jelly powder or cubes in water as per the instructions. Do not place it in the fridge or allow the jelly to set. Keep it safely out of reach until it has cooled down. Make sure you have enough jelly so that each child will be able to have about 100 ml. Note you think is likely that some or all the children will not have any experience of jelly, make two different flavoured jellies to bring to class. Replace the discussion in ‘Getting started’ with observations of these jellies and adapt the suggested questions to suit this. Getting started • Discuss the children’s experience of jelly. Ask, for example: Have you ever eaten jelly? Do you eat it often or only on special occasions? Do you like the taste of it? What colours and flavours are your favourite? • Ask the children to each think of jelly colour without telling anyone what it is. Tell the children to remain seated, to listen for when you call out the jelly colour they thought of (for example: red jelly it, to stand up and wobble like a jelly. Let children who have had a turn to ‘wobble’, remain standing so you can see how many more colours to call out. Continue until all the children are standing. Preparation You will need: Science Foundation Plus Reading Anthology, pages 16–17. Science Foundation Plus Activity Book B, pages 10–13. PCM 13, scissors, glue. Game: River bank (7). Ice cube tray, water, freezer, plate. Blank stickers, felt-tipped pens, small plastic cups or containers (approx. 120 ml), liquid jelly in jug, tray, fridge, spoons. Liquids and solids (for example: milk, fruit juice, tea or coffee, paint, bread, rice or pasta, cup, piece of fruit). Bowl of water (transparent, if possible), objects that float and sink (for example: bath toys, kitchen sponge, cork, bottle tops, feather, kitchen utensils and containers (not spoons), classroom equipment (not pencils), two large plastic sheets or refuse bags, two large labels: ‘float’ and ‘sink’. • Glass of water and some coins. • Cup or bottle of water. • Pouring water station: water trolley/large bowls of water, clean recycled plastic containers of different sizes and shapes. • Sorting solids station: small objects in six different colours (for example: toy construction bricks, buttons, bottle tops, seeds, stones) and egg boxes with the individual egg cups painted to match these colours. • Sorting objects station: PCM 14, scissors, glue. 68767_P038-103.indd 70 HarperCollinsPublishers Limited 2021 Introduction examples of the conclusions you reach about children’s progress at a given point in the year. Assessment tips Formal testing of kindergarten children is an inappropriate method of gathering evidence of their progress. Observation is best done while children are engaged in usual classroom activities. While you are busy observing small group of children, the other children could be engaged in completing an Activity Book task or in activities at the activity stations. Using the tracking grids The purpose of the tracking grids is to: record each child’s progress in meeting the learning objectives necessary to prepare them for their first year of Primary education help generate useful reports on children’s progress for parents and principals. Photocopy the relevant page to allow one grid per pupil. The following table shows how the descriptions of children’s achievement on the tracking grids relate to the skills and understanding in the learning objectives. Learning objectives related to skills Learning objectives related to understanding Partially achieved Used when child is some way to mastering the skill but relies on some adult assistance to complete the task. Used when a child shows evidence of partially understanding concept or topic and needs time and further engagement to fully grasp it. Achieved Used when child is able to perform the skill independently of an adult. Used when a child shows evidence of having understood a concept or topic. Exceeded Used when the child performs the skill at a more advanced level than described in the learning objective. Used when a child shows evidence of having a deeper or broader understanding of a concept or topic than is expressed in the learning objective. The progress tracking grids list all the learning objectives taught in each unit. Once a decision has been made regarding child’s level of skill and understanding in a particular learning objective, tick the appropriate column: Partially achieved, Achieved or Exceeded. Write the date on which you made each assessment. Then in the ‘Notes’ section for each unit, write any specific comments that you feel are appropriate and give some indication of the overall performance level that the child has achieved in the unit as a whole. Reporting on children’s progress All teachers are accountable to the principal of their school and the children’s parents for what children learn in their classrooms and the progress they make towards preparing for their next year of education. The assessment evidence that you collect can be used for the completion of a formal written progress report each term or semester. can also be used in parent-teacher consultations and should referrals for specialist interventions be necessary for some children. Parents often welcome more frequent and informal feedback on their children’s progress. This is important because it encourages their involvement in supporting their children’s learning at school. Letting children take home their Activity Book at the end of each unit so that parents can see and ask their child about their completed tasks, as well as take note of your recorded observations on page 24, helps to provide them with feedback. In addition, creating an in-classrooom display to showcase any objects the children have made and drawings/ paintings they have done during a unit also provides an opportunity to strengthen parents’ interest in children’s school life and builds good home-school relationships that nurture children. 01_TG_Maths_Foundation Plus_introduction.indd 23 Science English Maths
Foundation Plus
Foundation
Course Components
Science Foundation Activity Books Reading Anthologies Teacher’s Guides Foundation Plus Activity Books Reading Anthologies Teacher’s Guides
www.collins.co.uk/intfoundation
English Maths
Authors
English & Science:
Fiona MacGregor is a writer and materials developer with over thirty years of experience. Her work is centred around reading and language acquisition – including in early years settings – in Africa, the Caribbean, India and the Middle East and has included training for teachers who work in multilingual classrooms, and those who work with large classes of mixed-ability learners. She began life as a teacher, and remains passionate about education.
Maths:
Peter Clarke has been a mathematics coordinator and deputy headteacher in primary schools in Australia and London. He has also worked as a mathematics advisor and has written many publications on primary mathematics. He also lectures on initial teacher training and postgraduate courses, and runs INSET at schools and conferences.
Science:
Arabella Koopman has been both a pre-school teacher and head teacher in South Africa. She has written many publications for pre-school and primary school, and specialises in children’s language and literacy development in multilingual environments. She has also worked in INSET developing and providing short courses and workshops for pre-school and primary teachers.
collins.international@harpercollins.co.uk Free downloads, including audio, Teacher Guide editable files and parental support, is available at: www.collins.co.uk/internationalresources The resources have been developed in consultation with expert practitioners to include current thinking and best-practice in early years education and have been informed by a wide range of curricula and frameworks used in international schools.
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Collins International Foundation
978-0-00-846856-9Collins International Foundation –English Activity Book A
978-0-00-846857-6Collins International Foundation –English Activity Book B
978-0-00-846859-0Collins International Foundation –English Activity Book C
978-0-00-846887-3Collins International Foundation –English Reading Anthology A
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978-0-00-845161-5Collins International Foundation –English Teacher’s Guide
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978-0-00-846878-1Collins International Foundation –Maths Activity Book B
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978-0-00-846891-0Collins International Foundation –Maths Reading Anthology
978-0-00-845164-6Collins International Foundation –Maths Teacher’s Guide
978-0-00-846870-5Collins International Foundation –Science Activity Book A
978-0-00-846871-2Collins International Foundation –Science Activity Book B
978-0-00-846872-9Collins International Foundation –Science Activity Book C
978-0-00-846893-4Collins International Foundation –Science Reading Anthology
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£3.99 978-0-00-846861-3Collins International Foundation Plus –English Activity Book B £3.99 978-0-00-846862-0Collins International Foundation Plus –English Activity Book C £3.99 978-0-00-846884-2Collins International Foundation Plus –English Reading Anthology A £4.99 978-0-00-846885-9Collins International Foundation Plus –English Reading Anthology B £4.99 978-0-00-846886-6Collins International Foundation Plus –English Reading Anthology C £4.99 978-0-00-846863-7Collins International Foundation Plus –English Teacher’s Guide £39.99 978-0-00-846880-4Collins International Foundation Plus –Maths Activity Book A £3.99 978-0-00-846881-1Collins International Foundation Plus –Maths Activity Book B £3.99 978-0-00-846882-8Collins International Foundation Plus –Maths Activity Book C £3.99 978-0-00-846890-3Collins International Foundation Plus –Maths Reading Anthology £4.99 978-0-00-846883-5Collins International Foundation Plus –Maths Teacher’s Guide £39.99 978-0-00-846873-6Collins International Foundation Plus –Science Activity Book A £3.99 978-0-00-846874-3Collins International Foundation Plus –Science Activity Book B £3.99 978-0-00-846875-0Collins International Foundation Plus –Science Activity Book C £3.99 978-0-00-846892-7Collins International Foundation Plus –Science Reading Anthology £4.99 978-0-00-846876-7Collins International Foundation Plus –Science Teacher’s Guide £39.99 www.collins.co.uk/intfoundation
978-0-00-845162-2Collins
Science Teacher’s Guide
English Activity Book A