Curriculum

Curriculum

Our integrated approach is theme-related and founded on Outcome Based Education (OBE) principles.

Each week the theme varies, and all activities are related to the theme. New vocabulary is taught, Arts and Crafts relate to the topic as well as class discussion, and story time.

Cubs – Playschool (Age 2-3)

Numeracy:

  • Can rote count to 3 or 4 (minimum) , some up to 10 or 12.
  • Can concrete count to 10
  • Sort 3 or 4 objects into colours
  • Different kinds of sorting e.g. teddies from dinosaurs
  • Basic understanding of spatial concepts:
  • Outside / inside
  • Behind /in front of
  • on top / below
  • same & different
  • compare objects: big & small
Literacy:

  • Responds to simple instructions
  • Reasonably good / good attention span & concentration at story time
  • Asks relevant questions
  • can answer certain questions accurately
  • concepts are developing steadily
Sequential Memory (remember events of a story in order)

  • Ability to repeat an action shown in sequence e.g. touch your knees. 2/ 3 things.
  • Sequencing 2/3 pictures – very simple
  • Nursery rhymes
Auditory memory

  • Small details of a story
  • Can repeat teacher’s instructions to classmate
  • Can learn & remember Nursery Rhymes
  • Can learn and remember many beginner tasks e.g. animal noises, animal diminutive names,
  • Family members
  • Pets
  • Names of many wild animals and noises
  • Can remember events of the weekend
Visual literacy

  • Identify & remember primary & secondary simple shapes & colours
  • Circles, star, diamond, heart, some triangle
  • Can successfully match simple things which belong together

Love of books & interest

  • Pretends to read a story
  • Respects books & cares for them
Expressive Language

  • To tell news stories
  • Share feelings
  • Ask & answer simple questions
  • Do they struggle to verbalise/ speak confidently
  • Show & Tell – able to stand in front of class & answer questions about their item of interest
  • Class discussions in ring time
  • Do they participate
  • Know their feelings & correctly identify them
  • Shows interest in books & reading & respects them
  • Can sing Nursery Rhymes & do actions
  • Uses language to think & reason & offer solutions to problems
  • Can identify & name various parts of the body
  • Developing a good body concept
Vocabulary Usage

  • Limited / developing steadily
  • Sufficient for his use / needs
  • Developing well
  • Varied & above average for his age
  • Knows animals’ noises, and familiar household sounds, e.g. vacuum
Fine Motor Skills

  • Simple matching
  • Developing pencil grip & control
  • Developing cutting
  • Control of paintbrushes, sponges, rollers
  • Pasting
  • Using stickers
  • Pressure on pencils
  • Puzzle building
  • Threading
  • Tear paper strips
Pre-writing skills:

  • To trace dotted lines accurately to complete a simple figure
  • To start joining the dots
Life Skills:

Natural Sciences:

  • Asks questions & is stimulated by weekly themes
  • To promote a natural curiosity in the world around them, and a love of learning.
  • To promote an understanding of conservation.
Gross- Motor strength:

  • Promotion of the development of the large muscle groups
  • Outdoor play
  • Ball games and ball skills
  • Group activities
  • Tandem walking to promote crossing the mid-line
  • Water play
  • Bike riding
  • Climbing
  • Jumping
  • Hopping
  • Obstacle courses
  • Sand play
Life Orientation:

  • Self- help skills e.g. personal hygiene, washing hands, toilet routine, safety.
  • Successful potty-training
Social development:

  • Willing to share
  • Friendly to others
  • Takes turns
  • Kind
  • Helpful
  • Can play alone & participate in group games
Accepts school authority & co-operates with adults at school
Emotional Development:

  • Self- confidence
  • Can express feelings
  • Ideas in front of others
  • Perseveres when work & play provide difficulties
  • Copes with frustration
Independence;

  • Is relaxed in new situations
  • Enjoys trying out new activities
  • Can leave Mom happily in the morning
  • Initiates new activities
Self–control:

  • Copes with frustration
  • Respects others
  • Takes turns fairly
Arts & Culture:

  • Use of imagination in Art, Play, dance & drama.
Development of balance:

  • Large muscles
  • Crossing the midline to dance, or act.
  • Use of balance beam
  • Walking on stilts
  • Balancing a bean bag on their head
Can work independently or in a group, co-operating & sharing space sensibly with other children.

Grade 00 (Age 4-5)

Grade 000 (Age 3-4)

Numeracy:

  • Can rote count to 10 or 20
  • Touch objects & count to 10 or 20
  • Recognition of numerals 1 -10
  • Represent numbers: 1-10
  • One to one correspondence = matching
  • Sorting/grouping of concrete objects up to 10
  • Orders & compares objects – big, small; smallest to biggest; 1st,2nd & so on
  • Compare sizes
  • Compare length & height
  • Compare weights
  • Compare volume
  • Full, empty

Understands concepts of:

  • More & less
  • Equal & same
  • Same & Different
  • Long & short
  • Tall & short
  • Heavy & light
  • Wide & narrow

Develop number concept:

  • Understand quantity as fewer or more
  • Compare in a chart/graph
Numeracy:

  • Can rote count to 5 or 10.
  • Touch objects & count to 5 or 10.
  • Recognition of numerals 1 -5 ( or more)
  • Represent numbers: 1-5
  • Sorting/grouping of concrete objects up to 5
  • Orders & compares objects – big, small; smallest to biggest; 1st,2nd & so on.
  • Compare sizes.
  • Compare length & height.
  • Compare weights.
  • Full, empty.
  • Understands concepts of more, less, & equal/same.
  • Same & Different
  • Long & short
  • Tall & short
  • Heavy & light
  • Wide & narrow
  • Develop number concept: understand quantity as fewer or more.
  • Can copy / reconstruct simple patterns
  • Can create own symmetrical patterns
  • Can weave as well as thread
  • Can complete peg board patterns accurately
  • Can copy simple patterns in threading
Understands spatial concepts such as

  • in front & behind; above & below
  • left, middle & right / between
  • inside & outside
  • top & bottom
  • Laterality; left & right sides, hands, feet
  • Up & down
Understands spatial concepts such as:

  • in front, behind, beside, on top, above & below
  • Middle/between
  • In & out
  • Up & down
Can recognise similarities & differences- in fun situations & diagrams -enables them to distinguish between diff letters, different colours, shapes.
Can spot mistakes in pictures e. g. sausages in the air Can spot mistakes in pictures e.g. sausages in the air
Understands the passage of time: today, yesterday, seasons. Understands the passage of time : today, yesterday, seasons.
Literacy:

Responds to instructions:

  • Can obey three instructions
Literacy:

Responds to instructions:

  • Can obey 2 instructions
Attention span during story time or ring times.

Attentive & responsive / attention fluctuates.

Attention span during story time or ring times.

Easily distracted / pays attention well.

Auditory discrimination – to distinguish between different sounds & identify sounds accurately.

  • Use rhythm ; beat a drum, clap, stamp feet.
  • Recite poems
Auditory discrimination – to distinguish between different sounds & identify sounds accurately.
Sequential memory: (remember events of a story in order)

  • Put events in order logically on cards
  • Rhyming
  • Counting in order
  • Nursery Rhymes
Sequential memory: (remember events of a story in order)

  • Put events in order logically on cards
  • Rhyming
  • Counting in order
  • Nursery Rhymes
Auditory memory:

  • Details of a story
  • Sequences of events
  • Telephone game
  • Auditory processing activities
Auditory memory:

  • Details of a story
  • Sequences of events
  • Nursery Rhymes
  • Auditory processing activities
Visual Literacy:

  • Identify & remember different shapes: circles, squares, triangles, rectangles, cubes, pyramids, crescent, star, heart, diamond, hexagon
Visual Literacy:

  • Identify & remember different shapes: circles, squares, triangles, rectangles, star, heart, diamond
Expressive Language :

  • To tell news stories
  • Share feelings
  • Ask questions

Do they struggle to verbalise/ speak confidently?

  • Show & Tell
  • Class discussions in ring time
  • Do they participate
Expressive Language :

  • To tell news stories
  • Share feelings
  • Ask questions

Do they struggle to verbalise/ speak confidently?

  • Show & Tell
  • Class discussions in ring time
  • Do they participate
Love of books & interest

  • Tries to write own name
  • Pretends to read a story
  • Respects books & cares for them
Love of books & interest

  • Pretends to read a story
  • Respects books & cares for them
Developing phonic awareness through songs & rhymes
Fine Motor Skills:

  • Pre-writing skills: to trace dotted lines accurately to complete a figure
  • Cutting
  • Pencil control
  • Pencil grip
  • Pressure on pencils
  • Use of shoulder girdle or hand
  • Puzzle building
  • Threading
  • Tear paper strips
Fine Motor Skills:

  • Pre-writing skills: to trace dotted lines accurately to complete a figure
  • Cutting
  • Pencil control
  • Pencil grip
  • Pressure on pencils
  • Use of shoulder girdle or hand
  • Puzzle building
  • Threading
  • Tear paper strips
Visual motor integration:

  • Copying shapes, letters, & words.
Visual motor integration:

  • Copying shapes, letters, & words.
Figure-ground perception:

  • Ability to pick out a figure from the background in a picture
Visual discrimination:

  • Can see the differences between pictures
Constancy of form:

  • Can match shapes even if the colour or form changes
Constancy of form:

  • Can match shapes even if the colour or form changes
Can remember sequences of pictures/objects. Can remember sequences of pictures/objects.
Uses language to think and reason and offer solutions to problems. Uses language to think and reason and offer solutions to problems.
Can identify & name various parts of the body. Can identify & name various parts of the body.
Recognises initial & end sounds in words.
Vocabulary usage:

  • Limited
  • Sufficient for his needs
  • Developing well
  • Varied & extensive
  • Speech clarity: lisps, slurs, or swallows words
Vocabulary usage:

  • Limited
  • Sufficient for his needs
  • Developing well
  • Varied & extensive
  • Speech clarity: lisps, slurs, or swallows words
Words & letter recognition in print

  • Own name
  • Introduction to the alphabet
Words & letter recognition in print

  • Own name
Life Skills :

Natural Sciences:

  • Asks questions & is stimulated by weekly themes
  • Science experiments – designed by me
  • Investigating how things work through hands-on activities e.g. designing, making
Life Skills :

Natural Sciences:

  • Asks questions & is stimulated by weekly themes
  • Science experiments- – designed by me.
Gross- Motor strength:

  • Promotion of the development of the large muscle groups
  • Outdoor play
  • Ball games and ball skills
  • Group activities
  • Tandem walking to promote crossing the mid-line
  • Water play
  • Bike riding
  • Climbing
  • Jumping
  • Hopping
  • Obstacle courses
  • Sand play
Gross- Motor strength:

  • Promotion of the development of the large muscle groups
  • Outdoor play
  • Ball games and ball skills
  • Group activities
  • Tandem walking to promote crossing the mid-line
  • Water play
  • Bike riding
  • Climbing
  • Jumping
  • Hopping
  • Obstacle courses
  • Sand play
Economic & Management Sciences:

  • Responsible about his possessions
  • Puts his lunch box away after lunch
Economic & Management Sciences:

  • Responsible about his possessions
  • Puts his lunch box away after lunch
Technology:

  • Participation in activities involving cutting, building, drawing, & designing
  • Such as construction with waste materials
Technology:

  • Participation in activities involving cutting, building, drawing, & designing
  • Such as construction with waste materials
Life Orientation:

  • Self- help skills e.g. personal hygiene, washing hands, toilet routine, safety
  • Health promotion
Life Orientation:

  • Self- help skills e.g. personal hygiene, washing hands, toilet routine, safety
  • Health promotion
Knowledge of address, surname, tel numbers, date of birth, family members, pets names.
Social development:

  • Willing to share
  • Friendly to others
  • Takes turns
  • Kind, caring
  • Helpful
  • Polite
Social development: 

  • Willing to share
  • Friendly to others
  • Takes turns
  • Kind, caring
  • Helpful
  • Polite
Accepts school authority & co-operates with adults at school Accepts school authority & co-operates with adults at school
Emotional Development:

  • Self- confidence
  • Can express feelings
  • Ideas in front of others
  • Perseveres when work & play provide difficulties
  • Deals with conflict constructively, and on their own
Emotional Development:

  • Self- confidence
  • Can express feelings
  • Ideas in front of others
  • Perseveres when work & play provide difficulties
Independence;

  • Is relaxed in new situations
  • Enjoys trying out new activities
  • Initiates contact and games with others
Independence;

  • Is relaxed in new situations
  • Enjoys trying out new activities
  • Is able to leave Mom happily in the mornings
Self –control:

  • Copes with frustration
  • Respects others
  • Takes turns fairly

 

Self –control:

  • Copes with frustration
  • Respects others
  • Takes turns fairly

 

Arts & Culture:

  • Use of imagination in Art, Play, dance & drama
  • Puppet shows
  • Singing songs
  • Musical instruments
Arts & Culture:

  • Use of imagination in Art, Play, dance & drama
  • Puppet shows
  • Singing songs
  • Musical instruments
Development of fine motor skills to present artwork

  • Use of scissors, glue, brushes, crayons etc.
Development of fine motor skills to present artwork 

  • Use of scissors, glue, brushes, crayons etc.
Development of balance :

  • Large muscles
  • Crossing the midline to dance, or act
  • Use of balance beam
  • Walking on stilts
  • Balancing a bean bag on their head
Development of balance :

  • Large muscles
  • Crossing the midline to dance, or act
  • Use of balance beam
  • Walking on stilts
  • Balancing a bean bag on their head
Can work independently or in a group, co-operating & sharing space sensibly with other children Can work independently or in a group, co-operating & sharing space sensibly with other children
Social Sciences

  • Has an awareness of time, past, present, & future, by answering questions & drawing pictures
  • Using our themes we relate and refer back in time e.g. dinosaurs, horse & carriage
  • We refer to lunch time, story time and so on to refer to the passage of time.
Social Sciences

  • Has an awareness of time, past, present, & future, by answering questions & drawing picture
  • Using our themes we relate and refer back in time e.g. dinosaurs, horse & carriage
  • We refer to lunch time, story time and so on to refer

to the passage of time.

Children must first be happy and then they will learn.