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Include strategies EssayPlan, implement and evaluate at least triplet activities for children in the foundation peak. You should ensure that across the one-third plans there are instruction goals from each of the 6 areas of come uponing. Your plans should include strategies for differentiation.Claire FieldPreston CollegeIntroductionThe purpose of this work is to review the nature and content of the foundation methodicalness curriculum and to consider the theoretical underpinning and underlying principles that have assisted in the formation of this early eld practice. Through the readying and implementation of three activities, spanning the full spectrum of the foundation stage curriculum, the writer aims to identify and sate the needs of foundation stage children. This work will then evaluate the provisions for these children and investigate notwithstanding the appearances in which differentiation strategies can be implemented to ensure totally children, regard littl e of their abilities, or stage of development, may receive the curriculum, delivered in a style appropriate to them and their own personal requirements.In 1988 the Conservative government, under the leadership of Margaret Thatcher, legislated that a National Curriculum be in force for pupils surrounded by the ages of 5 and 16, because she believed thata good educational system was essential for the futuresuccess of the nation (Ridley, 1992, p92)Although a curriculum was in place for ages 5 to 16, there was a distinct lack of standardised learning for the early socio-economic classs. Margaret Hodge joined the Department for Education in 1998 and was responsible for reforming pre-school education policy (www.news.bbc.co.uk 12/10/2006). She was actively involved in the implementation of the Foundation Stage Curriculum in September 2000 and the make of the guidance to accompany this.The abilities of children are multifaceted and the foundation stage curriculum gives practitioners a m uch less rigid approach than the National Curriculum, by following the childrens progress using stepping stones. As the foundation stage curriculum is a government legislated policy, this way of life that all children should follow it. As it is flexible in the way in which it is implemented, it means that different types of settings can fashion the teaching methods to follow it in their own way. This means that whether a child attends a pre-school, an LEA nursery, a work-based nursery, or indeed a childminder, they are provided with the alike curriculum. This is governed by Ofsted who maintain this proviso through their regular inspections.Good planning is essential in ensuring that all the practitioners involved can build a picture of the childrens development programme. Not only does it provide them with a premeditated programme of learning, but it also gives an opportunity for discussion to take place, where they can think near how they can progress children through the variou s stages of learning. For the practitioner to ensure all areas of the curriculum are covered, the planning must,entail attention to overall ( gigantic- boundary) planning, mediumand short-term planningfor every aspect of everylesson (Cohen et al, 2004, p125)Long term planning ensures that all the areas and aspects of learning indoors the curriculum are covered throughout the whole year and provides a template for the medium term planning. Correct use of the Curriculum Guidance for the Foundation Stage, together with the knowledge of the practitioners relating to the individual children, means that the children experience new and exciting ways to learn through play.The long term plans of the settings must be flexible. They should incorporate the schools ethos and provide for an enriched curriculum with scope for differentiation to allow inclusion. moderate term planning then identifies the specific topics of work to be covered over the term, or half term. From these the practitio ner then sets out the weekly activity plans, to guarantee full coverage of the learning outcomes within the set topics. It is vital that the plans cover the whole of the six areas of learning and that the practitioner assesses the progress of the children, in order to make certain that they are all progressing to the best of their capabilities.Recording achievements as stepping stones enables early years practitioners to prolong out assessments whilst the children are involved in activities, thus preventing the child having any knowledge that an appraisal of their skills and understandings is beingness undertaken. Planning and evaluating the success criteria of an activity allows the practitioner to be certain that every area of the curriculum is covered.Piaget introduced three principles of cognitive development and these apply to all of the subjects studied in this report. His first principle is assimilation. He says that children do not absorb all the information they encounter . They actively engage in the assimilation process and learn what is relevant to them at their stage of development. The schema stage is next. During this phase the children relate what they know already to their menstruum situation. The third phase is where the child wishes to seek stability cognitively. He utilises the knowledge gained and applies it to make a global logical picture (Oakley, 2004). From this it is clear to see how the children gain the learning and knowledge applicable to them by interpret activities in their own way.