School Readiness Program
Each week school readiness is based on one syllabus topic with the outcomes for the children to gradually achieve. On various occasions school readiness is also incorporated in the days learning of the children’s interest.
The syllabus subjects include:
- English – recognising, sounding and writing the letters of the alphabet A-Z
- Mathematics – recognising and writing numbers 1 to 10
- Creative arts – children to exposed to a variety of arts and crafts experiences
- Science & Technology – providing children with opportunities to learn about living/ non-living things and how they grow/ plus science experiments
- Personal Development, Health and Physical Education PDH/PE – to provide children to participate in experiences, developing their physical skills for their gross and fine motor skills
- Human Society and its environment HSIE – providing children with opportunities to learn different cultures, characteristics, differences and to embrace these etc.
What do the children do during school readiness?
Each week based on the syllabus topic, the children will participate in different learning experiences each day such as:
- Learning group times and brain storms on topic as a class
- Experiments (Science)
- Completing the different programmed worksheets of tracing, writing and recognising their numbers and letters as well as adding and counting in mathematics
- Activities to develop their cognitive skills i.e. literacy/numeracy puzzles, use of flashcards, memory games as well as other school readiness resources etc.
How do I know if my child’s ready for ‘big school?’
Each and every child is different how they learn and develop during their early years, however it is most important that your child is SOCIALLY and EMOTIONALLY ready before they commence primary school.
- Building friendships with their fellow peers
- Playing socially with their peers during free-play
- Interacting through conversations with peers and educators
- Taking turns, sharing and cooperation
- Listens and follows instructions from educators
- Developing self-help skills in doing things independently
- Develop confidence in speaking during group times and during one-one interactions.
- Controlling their emotions when upset from either being spoken to by educator in regards to their choices they may have made and/or their behaviour
- Controlling their emotions during times where they may be upset at their fellow peers and/or during drop-off times
- Expressing their words if they are upset at their peers during free-play and NOT physically hitting other child/children
- Following instructions and cooperates when spoken to by educators
Transition to School
As your child approaches school we ensure they are ready for this important transition by integrating a school readiness program as part of their daily experiences. Create Imagine Learn has a one of a kind school readiness program that ensures that the transition to your child’s school of choice will be a smooth and happy one.
The School Readiness program incorporates pre-writing and reading skills using the latest technological resources as well science experiments and maths concepts where children can learn about the world around them as well as exploring and learning key life skills. For you as a parent we hold mid-year parent teacher meetings and Parent Information Events to give you further incite, and to keep you up to date with your child’s School Readiness program.
Fundamentals of Early Years Learning Framework (EYLF)
Our Educators provide a high quality curriculum that is based on the fundamentals of the Early Years Learning Framework that will allow children to flourish and to enrich their learning, In conjunction with the Australian Government Early Years Learning Framework (EYLF) our program encourages children to become involved by providing interest based activities, which enables them to develop their capabilities and at the same time build on needs and challenge their strengths. We pride ourselves in a specific focus on the key aspects of this National Program “becoming Being and Belonging” in collaboration with the key learning outcomes. We believe the value of play is of utmost importance to children as it is their way of learning about their world. While children are playing they are able to express their creative ability, release emotions and can share their feelings. Below is a list of the EYLF learning outcomes
EARNING OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
1.1 Children feel safe, secure, and supported.
1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.
1.3 Children develop knowledgeable and confident self-identities.
1.4 Children learn to interact in relation to others with care, empathy and respect.
LEARNING OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
2.2 Children respond to diversity with respect.
2.3 Children become aware of fairness.
2.4 Children become socially responsible and show respect for the environment.
LEARNING OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING
3.1 Children become strong in their social and emotional wellbeing.
3.2 Children take increasing responsibility for their own health and physical wellbeing.
LEARNING OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
4.2 Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.
4.3 Children transfer and adapt what they have learned from one context to another.
4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials.
LEARNING OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
5.1 Children interact verbally and non-verbally with others for a range of purposes.
5.2 Children engage with a range of texts and gain meaning from these texts.
5.3 Children express ideas and make meaning using a range of media.
5.4 Children begin to understand how symbols and pattern systems work.
5.5 Children use information and communication technologies to access information, investigate ideas and represent their thinking.