The Foundation Stage curriculum at Cambridge Academy Ethiopia is designed to provide a holistic approach to early childhood education. Cambridge Academy Ethiopia follows a set of educational goals that children are expected to achieve by the end of FS2 (the year before they start primary school). There are 17 early learning goals in total, covering seven areas of learning and development: communication and language, physical development, personal, social and emotional development, literacy, mathematics, understanding the world, and expressive arts and design. Cambridge Academy Ethiopia assesses each child’s progress against the early learning goals. This assessment is carried out through observation and through gathering evidence of children’s achievements. Cambridge Academy Ethiopia provides parents with regular updates on their child’s progress.
The pedagogy of the Foundation Stage curriculum is based on a child-centred, play-based approach. This means that children are encouraged to learn through exploration and discovery, with teachers acting as facilitators rather than instructors. Play is seen as an essential part of children’s learning and development, our teachers are encouraged to create rich and stimulating play environments that support children’s exploration and experimentation.
The Foundation Stage curriculum also emphasizes the importance of relationships and communication in early childhood education. Cambridge Academy Ethiopia seeks to build strong, positive relationships with children and their families, and to create a warm, nurturing environment that supports children’s emotional well-being. The philosophy of the Foundation Stage curriculum is rooted in the belief that every child is unique and has their own individual needs and abilities. The curriculum is designed to support each child’s development in a holistic way, taking into account their physical, emotional, social, and cognitive needs. Our Foundation Stage curriculum is also underpinned by the belief that children learn best when they are actively engaged in their learning and when they are given opportunities to explore and discover for themselves.