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Curriculum
The term curriculum means a “total learning Package”. Desirable outcomes are the recommended learning goals, which we make provision for within our curriculum. Our curriculum is divided into six recommended areas, which are:
As well as discussion times throughout the session, children are encouraged to talk about their experiences within the pre-school. Staff sit with the children at certain activities, asking open questions and introducing language related to the activities. The constant use of songs, stories and rhymes within our daily curriculum promotes confidence and fluency in language. Children’s work is labelled with their names and children are encouraged to use equipment that involves letters and words to extend their experience in this area. The Writing table is a successful way of encouraging children’s early writing skills. Children are encouraged to discuss the pictures, words and events that they observe during the story and join in with familiar lines. A safe and stimulating environment allows our children to observe and experiment with a range of natural and manufactured materials. They learn to recognise differences, patterns and similarities, and to share and record their findings. Our children are assisted in exploring and understanding their environment, both within the group and also in the wider community. They learn to respect other people, and expect to be respected for themselves. A range of safe and well-maintained equipment enables our children to extend their technological understanding, using simple tools and techniques as appropriate to achieve their intentions and to solve problems.
Children are encouraged to use a wide range of resources, in order to express their own ideas and feelings and to construct their individual response to 2 and 3 dimensions. Art equipment, including paint, glue, crayons, pencils and ink as well as natural and discarded resources, provide for open-ended exploration of colour, shape and texture and the development of skills in painting, drawing and collage. Children join in with and respond to music and stories, and there are many opportunities for imaginative role-play, both individually and as part of our group. Physical development.We have a large gymnasium, which allows our children to develop confidence and enjoyment in the use and development of their own body skills. Outings to the park are done weekly in the spring and summer. We have a range of equipment and opportunities, both indoors and outdoors. With adult supervision, children are able to create and meet physical challenges, developing increasing skill and control in movement, climbing and balancing. At the same time, children are helped to develop the fine motor skills they will need to use tools, including pens and pencils, and to handle small objects with increasing control and precision. They are also encouraged to develop awareness of their own bodies and of what keeps them healthy. Children are given the opportunities to develop personal and social skills in a variety of ways. They are also encouraged to take the needs of others into account by passing things to each other and helping others to serve themselves. Children are encouraged to develop independence and learn personal hygiene in the toilets and when playing with the dressing up clothes. At Circle Time we hold a discussion period when children and staff share “life experiences”. This promotes the child’s confidence in developing talking and listening skills. Staff encourage children to put forward their own views and to respect those of others. Role play, drama and small world activities are provided on a daily basis, in order to promote imaginative skills and to help children recognise and deal with emotions such as love, excitement, frustration, fear and anger. Games such as lotto etc. are provided throughout the week to encourage taking turns and a respect for the needs of others. Books that explore emotions are used to help children understand and express their own feelings and those of others. We are equipped with a variety of mathematical equipment, staff arrange activities that extend children's mathematical language, problem-solving skills and help them to experience and achieve mathematical concepts. Staff also use messy play to extend children’s mathematical experiences e.g. sand and water with volume/weighing equipment or dough to discuss size and shape. Staff are also aware of the mathematical opportunities available with many other activities offered throughout the session e.g. spatial awareness during music and movement activities. Songs, games and picture books help children become aware of number sequences and, when they are ready, to use simple mathematical operations such as adding and subtraction. |
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