Eat a Rainbow Curriculum map 0-5yrs

Size: px
Start display at page:

Download "Eat a Rainbow Curriculum map 0-5yrs"

Transcription

1 Eat a Rainbow Curriculum map 0-5yrs *N.B This is not an exhaustive list, but gives a range of ideas about the links between EaR and extension activities to the Early Years Learning Framework. Reference: Australian Government Department of Education, Employment and Workplace Relations, Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia Early Years Learning Framework foundation values Belonging Being Becoming Children belong first to a family, a cultural group, a neighbourhood and a wider community. The EaR program assists children to learn about Fruits and Vegetables in the context of the early childhood setting. EaR celebrates and expands upon family F&V practices buying, growing, cooking, eating routines. There is respect for different families and cultures, EaR promotes a broad range of F&V some of which may be familiar and some new depending on prior experience. All children are given permission to choose their level of participation when tasting new foods the experience is positive. EaR supports children, parents and carers in trying new foods / food practices in a way that promotes personal empowerment. Children exist in the here and now - they are learning about the big wide world, about themselves and others. Every day children explore ideas and environments, from the familiar to the new, from fantasy to reality. EaR offers children many ways to explore who they are - Sensory explorer / Taste tester Seed/seedling planter / Gardener Cook / food creator Learner / Listener Analyser / Questioner Fruit and veg shop or café/restaurant worker Children change significantly in their early years as they learn and grow. They are shaped by many different factors. Recognising this, the Early Years Learning Framework (Belonging Being & Becoming) supports high quality development across 5 key learning areas Identity, connections, wellbeing, confidence and communication. EaR is a program that aims to promote healthy eating habits in young children and families. These habits and practices support wellbeing both now and in the future. EaR also provides many opportunities to achieve success in the other key learning areas.

2 Early Years Learning Framework Principles Secure, respectful and reciprocal relationships EaR supports developing relationships with children, their families and community workers / volunteers. EaR program workers work in partnership with Centre staff work to create positive food experiences for the children. Individuals need different amounts of encouragement and support for them to try new foods and explore their sense of taste, Partnerships EaR provides opportunities for Centres to invite families to actively participate EaR garden, EaR cooking activities, EaR family learning sessions. Community service providers can support Centres by forming sustainable partnerships with the aim of providing families with learning opportunities and experiences that enhance their health and wellbeing. High Expectations and equity EaR program workers encourage children to be brave and explore the world of colourful fruits and vegetables. Children are challenged to taste new foods and their achievements are celebrated whether big or small. Respect for diversity EaR offers opportunities to recognise and share cultural, community and family values around cooking, eating, growing Fruit and Vegetables. These farming / growing / cooking (recipes) / eating practices can be explored in many ways to promote deeper appreciation and understanding of food. Ongoing learning and reflective practice EaR has an evaluation framework which allows continued improvement to meet the needs of stakeholders children, families, workers.

3 Early Years Learning Framework Practice Holistic approaches EaR recognises many aspects of the child their sensory awareness (taste / touch / smell / sight), their physical body moving, gardening, being active, making and eating, EaR connects with families and community. Responsiveness to children Children are encouraged and supported to try new foods in ways that are fun and positive. EaR activities are able to be adapted to suit different children and groups. Learning through play Many EaR resources can be used in a wide range of play experiences in the garden, cooking (with real or pretend food), exploring colours, touching fruit and vegetable models. Intentional teaching The EaR program offers many challenging and worthwhile experiences based on role modelling, demonstrating, questioning, explaining and extending understandings. Learning environments EaR has been designed for the Early Years setting the range of EaR activities can cater for a wide range of different learning styles visual, auditory, tactile, kinaesthetic both indoors and outdoors. Cultural competence EaR can provide a platform for exploring the variety of food choices that children and families make. The cultural differences can be discussed; families can share food traditions around growing, cooking and eating different fruits and vegetables.

4 Early Years Learning Framework Practice - cont Continuity of learning and transitions Children come into early learning settings with understandings and ways of life that have been shaped by their families and communities. Food is common ground for everyone everyone eats - but routines, choices and practices vary widely. The EaR program provides opportunities to explore and learn innovative ideas around food, ways of growing, making and eating that promote health and wellbeing. Assessment for learning The EaR program provides many opportunities for authentic learning. Educators can use EaR activities to facilitate and progress each of the 5 Learning Areas see below. Assessment can celebrate the achievements of children, share success with families and help inform future EaR strategies.

5 Early Years Learning Framework Learning Outcomes Learning Outcome 1. Children have a strong sense of identity. Children are supported to make their own choices: The EaR tasting activity allows children to choose how they will interact with the samples will they touch, sniff, lick or chew? Families are invited to participate: Many of the EaR activities can involve parents / carers. Children can show and share their learning of Fruit and Vegetables with their families. Learning Outcome 2. Children are connected to and contribute to their world Sensory exploration of fruit and vegetables (i.e. how they look, sound, smell, feel, taste): helps children become more aware and respectful of their natural world by explaining where fruit and vegetables come from as part of their explorations. Tasting of fruit and vegetables: helps children become more aware and respectful of their natural world by explaining where fruit and vegetables they taste come from, and teaching them the importance of recycling any food waste. Fruit and Vegetable gardening: helps children become more aware and respectful of their natural world by explaining the plant/tree growth cycle and engaging them in growing, tending and harvesting different coloured fruit and vegetables. Children are more likely to taste/enjoy what they have grown. Learning Outcome 3. Children have a strong sense of wellbeing Sensory exploration of fruit and vegetables (i.e. how they look, sound, smell, feel, taste): helps children learn to explore food with their senses to become more familiar with them, more confident to taste them and more likely to enjoy them, therefore promoting positive changes in their eating habits by eating more fruit and veg. This helps children learn that different fruit and veg have different colours, textures, shapes and smells and increases their sensory awareness and integration. Tasting of fruit and vegetables: helps children to learn and appreciate the importance of choosing and eating a wide variety of different coloured veg and fruit, and increase their familiarity with fruit and veg so they are more open to trying and enjoying new foods. Reading and discussing fruit/veg themed storybooks: helps children s literacy knowledge to become more aware of the connection between good nutrition and health. as well as the health benefits of different coloured fruit and veg, This enables children to engage in verbal and non-verbal interactions through discussion, observation, contributing their ideas and experiences and responding to questions about nutrition, food, fruit, veg or health aspects of stories read.

6 Cooking with fruit and vegetables: allows children to improve their manipulative skills through handling and use of kitchen utensils, and improve their sensory awareness of temperature as they observe heating and cooling processes with food. Discussions about the importance of fruit and veg whilst cooking helps children increase their awareness of good nutrition and eating fruit/veg for a healthy lifestyle. Fruit and Vegetable gardening: helps children become more aware of the connection between good nutrition and health, the health benefits of different coloured fruit and veg, and where they come from/how they are grown, in addition to engaging in the healthy outdoor activity of gardening. Children are more likely to taste and enjoy what they have grown, which will potentially enable them to have a healthier diet by increasing their fruit and veg intake. Home corner play with toy fruit and vegetables: helps children learn more about food related professions like fruiterers, cooks or waiting staff, and their role in the food chain to get healthy food to our tables. Fruit and vegetable themed art and craft: helps children improve their manipulative skills through manipulation of different art and craft equipment, tools and different media. Also allows children to appreciate the colour, shape and texture of different coloured fruit and veg. Fruit and vegetable themed learning games: increases children s awareness of individual fruit and veg and their colours, and, depending on the games, may help children learn and understand the connection between good nutrition and health and the importance of living a healthy lifestyle.

7 Learning Outcome 4. Children are confident and involved learners Sensory exploration of fruit and vegetables (i.e. how they look, sound, smell, feel, taste): stimulates children s curiosity about fruit and veg, engages them as keen participants in their own learning about fruit and veg, and allows them to enjoy shared exploration about fruit and veg in a group context. Tasting of fruit and vegetables: stimulates children s curiosity about fruit and veg, engages them as keen participants in their own learning about fruit and veg, allows children to enjoy shared exploration about fruit and veg in a group context, and be exposed to positive peer and adult role modelling in relation to tasting new foods. Cooking with fruit and vegetables: Cooking enables children to manipulate a range of kitchen utensils and explore their purpose and function in preparing/cooking fruit and veg, as well as investigate food changes during the cooking/preparation process. Fruit and Vegetable gardening: gives children the opportunity to explore and express their wonder and interest in their natural environment. Gardening enables children to participate in rich, meaningful inquiry-based experiences learning about each aspect of the plant growth cycle and investigating & problem solving any challenges. Children have the opportunity to explore the purpose and function of a range of garden tools and implements. Home corner play with toy fruit and vegetables: encourages children to use their imagination and creativity, and use play to investigate, imagine and explore their own ideas about fruit and veg (eating it, selling it, cooking it). Children can exchange their ideas with others and develop their ability to imitate, repeat and practice the actions of others. Fruit and vegetable themed art and craft: children can be exposed to a wide range of art/craft media to investigate, assemble/disassemble, represent, invent and construct fruit and vegetables in different ways for example using playdough, craft materials, mosaics, drawing or painting implements. Fruit and vegetable themed pre-maths activities: helps children develop their numeracy and understanding of measurement and number through counting, estimating, sequencing, weighing and measuring different coloured fruit and vegetables (e.g. using fruit and vegetable counters, or real or toy fruit and vegetables). Children also learn vocabulary to describe size, shape, length of fruit and veg, as well as names of numbers. They also learn to sort, classify, order and compare different fruit and veg, developing their expressive language skills in describing attributes of different fruit and veg.

8 Learning Outcome 5. Children are effective communicators Sensory exploration of fruit and vegetables: helps children develop their understanding of veg and fruit colours and sensory qualities of fruit and veg. Involves naming, comparing and describing different fruit and vegetables and their sensory qualities. This enables children to expand their vocabulary by learning fruit/veg names and their sensory qualities, as well as to improve their expressive communication skills, by learning to respond verbally and non-verbally to what they see, hear, touch, feel and taste. Through their sensory exploration, children also develop their inquiry and investigation skills. Tasting of fruit and vegetables: enables children to respond verbally and non-verbally to the fruit and veg and other food ingredients that they see, hear, touch, feel and taste during their tastings. Through exploring the different tastes of fruit and veg, children also develop their inquiry and investigation skills. Reading and discussing fruit/veg themed storybooks: enables children to improve their literacy, engage in verbal and non-verbal interactions through discussion, contribute their ideas and experiences, and respond to questions re: nutrition, food, fruit, veg or health aspects of stories read. Cooking with fruit and vegetables: helps children develop their skills and experience processes such as inquiry, problem solving, investigation, experimentation and hypothesising as they cook. Also enables children to respond verbally and non-verbally to the fruit and veg and other food ingredients that they see, hear, touch, feel and taste. Fruit and Vegetable gardening: helps children to develop their problem solving, inquiry, investigation, hypothesising and research skills through various aspects of gardening like plant pest control, responses of plants to different weather conditions, fertilising and watering, plant growth problems, etc. Children also have the opportunity to extend their vocabulary through learning gardening-related terms, and their expressive language skills in describing what they see, hear, touch, feel and taste when gardening. Home corner play with toy fruit and vegetables: helps children to contribute their ideas and experiences in role playing mealtimes, restaurant/café environments, or fruit and veg, take on roles of numeracy users in their play like fruit/veg shop checkout operators. Children also enhance their language skills by using language to imagine and create roles and scripts for their role play. Fruit and vegetable themed art and craft: helps children learn to express their ideas and make meaning of the natural world (of fruit and veg) through creative arts like drawing, painting, sculpture/construction, dance, movement and music. Fruit and vegetable themed learning games: helps children engage in social interactions like turn-taking and sharing when playing the games, using verbal and non-verbal communication to interact with other players during game play, and following verbal instructions like game rules or how to play the games. Songs and rhymes about fruit and vegetables: helps children learn to listen and respond to sounds and patterns in fruit and veg rhymes. Singing fruit/veg songs or chanting rhymes about fruit and veg also helps children learn to actively use, engage with and enjoy using language in a variety of ways.

9

Knowledge and Understanding of the World. Early Learning Goals. National Curriculum. (learning objectives) (level 1 descriptors)

Knowledge and Understanding of the World. Early Learning Goals. National Curriculum. (learning objectives) (level 1 descriptors) Knowledge and Understanding of the World Knowledge and Understanding of the world Science K&U4 Ask questions about why things happened and how things work To talk about what they see To make recordings

More information

Program of Studies. Preschool 2015-16

Program of Studies. Preschool 2015-16 Program of Studies Preschool 2015-16 PRESCHOOL BCD s preschool program provides a nurturing and stimulating educational environment for young children. Self-confidence and the ability to work with others

More information

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards

More information

everyday s a learning day

everyday s a learning day everyday s a learning day Birth to 3 years Health and Wellbeing, Literacy and Numeracy Give your Child a Great Start Every Day s a Learning Day Page 2 c SThis book for parents and carers of children aged

More information

Early Years Foundation Stage Policy- Long term Policy Archfield House Nursery

Early Years Foundation Stage Policy- Long term Policy Archfield House Nursery Early Years Foundation Stage Policy- Long term Policy Archfield House Nursery Every child deserves the best possible start in life and support to their fulfil their potential. A child s experience in the

More information

Getting School Ready in Iowa

Getting School Ready in Iowa Getting School Ready in Iowa I want to be ready for kindergarten. How can the kindergarten be ready for me? A guide for families and early care, health, and education providers caring for children who

More information

End of Reception Report: July 2013

End of Reception Report: July 2013 End of Reception Report: July 2013 Name: Date: Communication and Language Listening and attention Understanding Speaking Child A is able to listen to instructions and follow them accurately, including

More information

What is the EYFS Framework why do we have one?

What is the EYFS Framework why do we have one? *Publication currently subject to redesign Parents Guide to the Early Years Foundation Stage Framework Exciting times ahead for you and your child What is the Early Years Foundation Stage? Welcome to the

More information

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area Aligning Curriculum with the Pre-Kindergarten Standards PA Pre-K Counts and Keystone STARS require that every program utilize a curriculum that is aligned with Pennsylvania s Learning Standards for Early

More information

Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making

Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making Commissioned by Sound Connections in June 2012 from Linda Bance (MA Music Ed) for the London Early Years Music

More information

food intake. It can also increase the awareness of children to foods that may not be part of the family s usual diet.

food intake. It can also increase the awareness of children to foods that may not be part of the family s usual diet. I. To Establish and Maintain a Safe, Healthy Learning Environment Functional Area 1 Safety of all children in the preschool environment is the preeminent responsibility of all caregivers. Safety must be

More information

Health and wellbeing Principles and practice

Health and wellbeing Principles and practice Health and wellbeing Principles and practice Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational

More information

The Creative Curriculum for Preschool: Objectives for Development & Learning

The Creative Curriculum for Preschool: Objectives for Development & Learning Curriculum Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning with Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning With

More information

Parents Guide to the Early Years Foundation Stage Framework. What is the EYFS Framework why do we have one?

Parents Guide to the Early Years Foundation Stage Framework. What is the EYFS Framework why do we have one? Parents Guide to the Early Years Foundation Stage Framework Exciting times ahead for you and your child What is the Early Years Foundation Stage? Welcome to the Early Years Foundation Stage (), which is

More information

Preschool Development Assessment

Preschool Development Assessment Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.

More information

SAMPLE MIDAS PROFILE MULTIPLE INTELLIGENCES DEVELOPMENTAL ASSESSMENT SCALES MIDAS Version 2.0 Processed 09-23-1999 for Tara Student

SAMPLE MIDAS PROFILE MULTIPLE INTELLIGENCES DEVELOPMENTAL ASSESSMENT SCALES MIDAS Version 2.0 Processed 09-23-1999 for Tara Student SAMPLE MIDAS PROFILE MULTIPLE INTELLIGENCES DEVELOPMENTAL ASSESSMENT SCALES MIDAS Version 2.0 Processed 09-23-1999 for Tara Student Sex: F Grade: 9 ID number: 407 Code: 1 Birth Date: 1984 The following

More information

CHILD S NAME INSERT CHILD S PHOTO HERE

CHILD S NAME INSERT CHILD S PHOTO HERE RECORD OF F DEVELOPMENT T A AND N PROGRESS AT KINDERGARTEN RT LEVEL CHILD S NAME INSERT CHILD S PHOTO HERE GUIDELINES for Kindergarten Assistants: Every Kindergarten Assistant (KGA) must know if each child

More information

Health and wellbeing 1 Experiences and outcomes

Health and wellbeing 1 Experiences and outcomes Health and wellbeing 1 Experiences and outcomes Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which

More information

Talking and Listening. Language and Literacy in the Foundation Stage

Talking and Listening. Language and Literacy in the Foundation Stage Acknowledgements The Early Years Literacy Interboard Group wishes to record its thanks to the following schools for their willing co-operation in the production of this resource. Ballysillan Primary, Belfast;

More information

Being & Becoming: The Early Years Learning Framework for Australia

Being & Becoming: The Early Years Learning Framework for Australia Social and emotional learning and development: KidsMatter and Belonging, Being & Becoming: The Early Years Learning Framework for Australia This document is part of the reading for Module 2: Social and

More information

Cygnets Group (Exminster Pre-School)

Cygnets Group (Exminster Pre-School) Cygnets Group (Exminster Pre-School) Inspection report for early years provision Unique reference number 106103 Inspection date 0/0/01 Inspector Michelle Tuck Setting address Telephone number 0139 83330

More information

Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals

Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals Interact appropriately in groups (taking turns talking or playing

More information

Early Childhood Foundations to the Indiana Academic Standards

Early Childhood Foundations to the Indiana Academic Standards Alignment of the Early Childhood Foundations to the Indiana Academic Standards for Young Children from Birth to Age 5 with the Preschool Child Observation Record (COR), 2 nd edition The Preschool Child

More information

High Halden Church of England Primary School. Early Years Policy

High Halden Church of England Primary School. Early Years Policy Early Years Policy As a Church of England School, we nurture the Christian faith in our pupils as well as teaching them knowledge and understanding of other religions. All stakeholders of Value: Equality

More information

Submission from Border Counties Childcare Network

Submission from Border Counties Childcare Network Submission from Border Counties Childcare Network Early Literacy and Numeracy recommendations- Implementation plan of Aistear with resources for ECCE. Emergent Literacy and Numeracy should be under the

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

More information

CACHE Diploma in Caring for Children Level 1

CACHE Diploma in Caring for Children Level 1 Unit 1 : CFC 13: Sharing learning experiences with children Understanding of types of learning experiences, which could be shared with children, and the importance of these experiences to promote learning.

More information

Ages: 3 6 y. Theme: Day and night Day 1

Ages: 3 6 y. Theme: Day and night Day 1 Theme: Day and night Day 1 First ring Concept: Day and night skies and sounds Ages: 3 6 y Talks about pictures in posters, theme charts, books etc Integration: Life Skills: Beginning knowledge Topic: Day

More information

CURRICULUM AND ASSESSMENT OutLINE

CURRICULUM AND ASSESSMENT OutLINE KINDERGARTEN CURRICULUM GUIDELINES The Purpose of the Kindergarten Curriculum Guidelines The School Curriculum and Standards Authority is responsible for curriculum, policy advice and guidelines for all

More information

Inspection report for early years provision. Unique Reference Number 300100 Inspection date 04 April 2006

Inspection report for early years provision. Unique Reference Number 300100 Inspection date 04 April 2006 Inspection report for early years provision Unique Reference Number 300100 Inspection date 04 April 2006 Inspector Jill Lee Type of inspection Type of care Childcare Childminding ABOUT THIS INSPECTION

More information

CHILD, HEALTH, WELFARE & DEVELOPMENT ASSESSMENT GUIDE

CHILD, HEALTH, WELFARE & DEVELOPMENT ASSESSMENT GUIDE CHILD, HEALTH, WELFARE & DEVELOPMENT ASSESSMENT GUIDE REGULATION 5 Reference: R5, Version: 1 [8 th March 2011] 1 This assessment guide is divided into four sections as follows: Section 1 Section 2: Section

More information

EARLY CHILDHOOD LITERACY AND NUMERACY BUILDING GOOD PRACTICE MARILYN FLEER AND BRIDIE RABAN

EARLY CHILDHOOD LITERACY AND NUMERACY BUILDING GOOD PRACTICE MARILYN FLEER AND BRIDIE RABAN EARLY CHILDHOOD LITERACY AND NUMERACY BUILDING GOOD PRACTICE MARILYN FLEER AND BRIDIE RABAN EARLY CHILDHOOD LITERACY AND NUMERACY CARDS This set of cards has been developed to help you support young children

More information

Universal Design for Learning (UDL) Checklist for Early Childhood Environments

Universal Design for Learning (UDL) Checklist for Early Childhood Environments Universal Design for Learning (UDL) Checklist for Early Childhood Environments Universally Designed Learning (UDL) environments are designed from the onset in consideration of the widest diversity of learners

More information

How To Write An Early Childhood Competency

How To Write An Early Childhood Competency Oklahoma Core Competencies for Early Childhood Practitioners Oklahoma Core Competencies for Early Childhood Practitioners 10/08 1 2 Table Of Contents Introduction 4 Content Areas Child Growth and Development

More information

Life Skills: Beginning knowledge Topic: Pets Context: Caring for your dog Feeding Grooming Kinds Description

Life Skills: Beginning knowledge Topic: Pets Context: Caring for your dog Feeding Grooming Kinds Description Theme: Pets Day 1 First ring Concept: Dogs Ages: 3 6 y Participates in discussions and asks questions Listens and responds to simple questions Talks about pictures in posters, theme charts, books Subject:

More information

Technologies Experiences and outcomes

Technologies Experiences and outcomes Technologies Experiences and outcomes The technologies framework provides a range of different contexts for learning that draw on important aspects of everyday life and work. It includes creative, practical

More information

Contents. Introduction Dicker House Pre-School Information Payment Free Entitlement (Early Years Provision)

Contents. Introduction Dicker House Pre-School Information Payment Free Entitlement (Early Years Provision) Contents Introduction Dicker House Pre-School Information Payment Free Entitlement (Early Years Provision) Starting At Dicker House Caring For Your Child and Settling In What Your Child Needs To Bring

More information

Ages: 3 6 y. Ages: 3 6 y

Ages: 3 6 y. Ages: 3 6 y Theme: Birds Day 1 First ring Concept: Structure of a bird Participates in discussions and asks questions Talks about pictures in posters, theme charts, books etc Sings simple songs and does action rhymes

More information

Inspection report for early years provision. Unique Reference Number EY300024 Inspection date 08 August 2005

Inspection report for early years provision. Unique Reference Number EY300024 Inspection date 08 August 2005 Inspection report for early years provision Unique Reference Number EY300024 Inspection date 08 August 2005 Inspector Verlyn Ulanda Blake Type of inspection Type of care Childcare Childminding ABOUT THIS

More information

Bugs (Legacy) #1 - Draw a bug poster. #2 Try a bug craft. #3 See bugs in action. #4 Explore bug homes. #5 Take a bug field trip.

Bugs (Legacy) #1 - Draw a bug poster. #2 Try a bug craft. #3 See bugs in action. #4 Explore bug homes. #5 Take a bug field trip. Bugs (Legacy) #1 - Draw a bug poster #2 Try a bug craft #3 See bugs in action #4 Explore bug homes #5 Take a bug field trip Girl Scout Way (Legacy) #1 Sing everywhere #2 Celebrate Juliette Low s birthday

More information

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk NPG Domains Outcome 1 Positive Social Emotional Skills Outcome 2 Acquisition & Use of Knowledge & Skills Outcome 3 Appropriate

More information

Guide to the National Quality Standard

Guide to the National Quality Standard 3 Guide to the National Quality Standard October 2011 Copyright The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is

More information

Nurturing creativity. Setting the scene

Nurturing creativity. Setting the scene NQS PLP e-newsletter No.44 2012 Nurturing creativity The National Quality Standard (NQS) (ACECQA, 2011) asks educators to progress children s learning in all of the Learning Outcome areas: Curriculum decision

More information

KEY SKILLS OF JUNIOR CYCLE

KEY SKILLS OF JUNIOR CYCLE KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their

More information

References to Play in NAEYC Position Statements

References to Play in NAEYC Position Statements References to Play in NAEYC Position Statements Developmentally Appropriate Practice Guidelines http://www.naeyc.org/positionstatements/dap From: Principles of Child Development and Learning that Inform

More information

Creative activities Concept: Elephants Ages: 3 6 y Main activity: Collage an elephant using torn egg boxes

Creative activities Concept: Elephants Ages: 3 6 y Main activity: Collage an elephant using torn egg boxes Theme: Wild animals Day 1 First ring Concept: Elephants Ages: 3 6 y Participates in discussions and asks questions Listens and responds to simple questions Sings simple songs and does action rhymes Talks

More information

Ages and Stages 48-60 Months

Ages and Stages 48-60 Months The Busy World of Your Preschooler: An Overview of Your Preschooler s Development Your preschooler is a pretty capable person by now. Four year olds are more even-tempered and cooperative with parents

More information

Information booklet: Sharing personal learning portfolios with parents (Birth-3 years)

Information booklet: Sharing personal learning portfolios with parents (Birth-3 years) Information booklet: Sharing personal learning portfolios with parents (Birth-3 years) Aistear Síolta Practice Guide: Sharing personal learning portfolios with parents 2 Connections to Aistear and Síolta

More information

VAK Learning Styles Self-Assessment Questionnaire

VAK Learning Styles Self-Assessment Questionnaire Student Services Study Skills Student Development and Counselling VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to

More information

Life Skills: Beginning knowledge Topic: South Africa Context: South African Symbols People Money Languages Symbols Provinces

Life Skills: Beginning knowledge Topic: South Africa Context: South African Symbols People Money Languages Symbols Provinces Theme: South Africa our heritage Day 1 First ring Concept: South African symbols Participates in discussions and asks Listens and responds to simple Talks about pictures in posters, theme charts, books

More information

KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework

KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework KidsMatter Early Childhood KidsMatter Early Childhood Mental Health Initiative has been developed

More information

Nutrition Education Competencies Aligned with the California Health Education Content Standards

Nutrition Education Competencies Aligned with the California Health Education Content Standards Nutrition Education Competencies Aligned with the California Health Education Content Standards Center for Nutrition in Schools Department of Nutrition University of California, Davis Project funded by

More information

Preparing Your Child for School

Preparing Your Child for School Preparing Your Child for School The Early Years Foundation Stage was developed from the Foundation Stage which was introduced in September 2000 for children aged three, and continues until the end of Foundation

More information

Inspection report for early years provision. Unique Reference Number EY300431 Inspection date 15 July 2005 Claire, Alexandra Parnell

Inspection report for early years provision. Unique Reference Number EY300431 Inspection date 15 July 2005 Claire, Alexandra Parnell Inspection report for early years provision Unique Reference Number EY300431 Inspection date 15 July 2005 Inspector Claire, Alexandra Parnell Type of inspection Type of care Childcare Childminding ABOUT

More information

Learning Center System. Preschool Resource Guide. Muriel Wong

Learning Center System. Preschool Resource Guide. Muriel Wong Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers

More information

Education and Care Services

Education and Care Services Our Early Childhood Educational Philosophy and Program Our Educational Philosophy Campbelltown City Council s aims to provide children with a high quality educational program. Each child s individual learning

More information

Inspection report for early years provision. Unique Reference Number

Inspection report for early years provision. Unique Reference Number Inspection report for early years provision Unique Reference Number Inspection date Inspector 300088 07 February 2007 Yvonne Victoria Facey Type of inspection Type of care Childcare Childminding ABOUT

More information

Twinkle Stars Nursery School

Twinkle Stars Nursery School Twinkle Stars Nursery School Wembley Football Club, Vale Farm, Watford Road, WEMBLEY, Middlesex, HA0 3HG Inspection date Previous inspection date 07/05/2014 Not Applicable The quality and standards of

More information

residential care staff and carers who are relatives or friends. 1 Throughout this report, the term parents should be taken to include foster carers,

residential care staff and carers who are relatives or friends. 1 Throughout this report, the term parents should be taken to include foster carers, Balmedie Primary School and Nursery Class Aberdeenshire Council 23 August 2011 HM Inspectorate of Education (HMIE) inspects schools in order to let parents 1, children and the local community know whether

More information

ART AND DESIGN. Syllabus for Primary Schools. Curriculum Department, Floriana

ART AND DESIGN. Syllabus for Primary Schools. Curriculum Department, Floriana ART AND DESIGN Syllabus for Primary Schools Curriculum Department, Floriana RATIONALE Curriculum Department, Floriana i THE ART AND DESIGN PROGRAMME For Primary Schools Rationale Art is the visual language.

More information

Hamilton Primary School

Hamilton Primary School Hamilton Primary School Healthy Eating Policy Approved by Governors : 19 May 2015 Review Date : Spring 2018 1 Hamilton Primary School Healthy Eating Policy Introduction As a Health Promoting School, Hamilton

More information

Gedney Church End and Lutton St. Nicholas Federated Primary Schools. Policy for the Teaching of Art and Design

Gedney Church End and Lutton St. Nicholas Federated Primary Schools. Policy for the Teaching of Art and Design Gedney Church End and Lutton St. Nicholas Federated Primary Schools Policy for the Teaching of Art and Design Contents: Introduction Expectations in Key Stage 1 Expectations in Key Stage 2 Aims Teaching

More information

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4 Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

More information

Guide to language and cognitive skills (school-based)

Guide to language and cognitive skills (school-based) Our Children Our Communities Our Future Australian Early Development Census (AEDC) Guide to language and cognitive skills (school-based) Resources for Queensland early childhood education and care services

More information

A Guide for Using Big Books in the Classroom

A Guide for Using Big Books in the Classroom Why Big Books? A Guide for Using Big Books in the Classroom There s something spectacular about Big Book versions of good children s books. Neither adults nor children can resist the urge to touch and

More information

ACTIVITY. pbsparents.com/catinthehat/

ACTIVITY. pbsparents.com/catinthehat/ Overview The Cat in the Hat Knows a Lot About That! Have you ever noticed how your child explores the world by using all of his senses? You can help him think more about how he sees, hears, smells, feels,

More information

Inspection report for early years provision. Unique Reference Number

Inspection report for early years provision. Unique Reference Number Inspection report for early years provision Unique Reference Number Inspection date Inspector 300001 23 January 2007 Yvonne Victoria Facey Type of inspection Type of care Childcare Childminding ABOUT THIS

More information

First ring Concept: Snails Ages: 3 6 y Language discussion and Beginning knowledge Subjects, study areas, skills, content and integration

First ring Concept: Snails Ages: 3 6 y Language discussion and Beginning knowledge Subjects, study areas, skills, content and integration Theme: Garden visitors First ring Concept: Snails Ages: 3 6 y Participates in discussions and asks Listens and responds to simple Sings simple songs and does action rhymes Talks about pictures in posters,

More information

Strategies for Inclusion of Children with Multiple Disabilities, including Deaf-Blindness. Barbara Purvis

Strategies for Inclusion of Children with Multiple Disabilities, including Deaf-Blindness. Barbara Purvis TECHNICAL ASSISTANCE C INFORMATION PERSONNEL TRAINING National Consortium on Deaf-Blindness info@nationaldb.org Strategies for Inclusion of Children with Multiple Disabilities, including Deaf-Blindness

More information

Inspection report for early years provision. Unique Reference Number

Inspection report for early years provision. Unique Reference Number Inspection report for early years provision Unique Reference Number Inspection date Inspector 300285 04 May 2006 Carolyn Gifford Type of inspection Type of care Childcare Childminding ABOUT THIS INSPECTION

More information

Modern Foreign Languages (MFL) Policy 2013

Modern Foreign Languages (MFL) Policy 2013 Modern Foreign Languages (MFL) Policy 2013 Revised by: Head, staff & governors: Date: Dec 2013 Next Review: December 2016 or sooner if regulations / circumstances change 1 Rationale for Teaching Languages

More information

Play helps children feel good about themselves

Play helps children feel good about themselves Play helps children feel good about themselves Contents Children develop their social and emotional skills through play How do young children play? Play helps children develop a positive sense of self

More information

Senior Phase Grade 9 Today Planning Pack LIFE ORIENTATION

Senior Phase Grade 9 Today Planning Pack LIFE ORIENTATION M780636110359 Senior Phase Grade 9 Today Planning Pack LIFE ORIENTATION Contents: Work Schedule: Page Grade 9 2 Lesson Plans: Grade 9 4 Rubrics: Rubric 1 13 Rubric 2 14 Rubric 3 15 Work schedule for Grade

More information

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society

More information

Gaddesden Row JMI School Year 1 January-February 2014. Look at what we are doing!

Gaddesden Row JMI School Year 1 January-February 2014. Look at what we are doing! Dear Parents, It seems that it may be quite wet outside for the foreseeable future! The children will need to wear a coat with a hood so we can still go outside if the rain is not too heavy. In the colder

More information

Developing Culinary Champions

Developing Culinary Champions Developing Culinary Champions Learning Objectives 1. Learn how to create a series of one day chef taught culinary classes designed to focus on the quality and health benefits of the foods served to students.

More information

Gullo, D. F. (Ed.). (2006). K Today: Teaching and learning in the kindergarten year. Washington, D. C.: NAEYC.

Gullo, D. F. (Ed.). (2006). K Today: Teaching and learning in the kindergarten year. Washington, D. C.: NAEYC. Appalachian State University Department of Family and Consumer Sciences FCS 4680 Curriculum & Instruction for Kindergarten Children Hickory Cohort-- Fall 2012 Instructor: Rhonda Russell M.A. Days/Time:

More information

Supporting Schools Inspiring Families NourishinG Kids MORE NUTRITION IN EVERY BITE

Supporting Schools Inspiring Families NourishinG Kids MORE NUTRITION IN EVERY BITE Supporting Schools Inspiring Families NourishinG Kids MORE NUTRITION IN EVERY BITE Our mission is to improve children s nutrition by supporting schools and inspiring families. Given the right opportunities,

More information

Inspection report for early years provision. Unique Reference Number EY300368 Inspection date 17 August 2005

Inspection report for early years provision. Unique Reference Number EY300368 Inspection date 17 August 2005 Inspection report for early years provision Unique Reference Number EY300368 Inspection date 17 August 2005 Inspector Usha Shah Type of inspection Type of care Childcare Childminding ABOUT THIS INSPECTION

More information

A guide to courses at Crisis Skylight Edinburgh

A guide to courses at Crisis Skylight Edinburgh A guide to courses at Crisis Skylight Edinburgh Winter Term Monday 11 January to Thursday 24 March 2016 You are welcome to join any of our classes at any time during Winter Term. HEALTH AND WELLBEING Tai

More information

Exploring Media. Time. Activity Overview. Activity Objectives. Materials Needed. Trainer s Preparation. 30 minutes

Exploring Media. Time. Activity Overview. Activity Objectives. Materials Needed. Trainer s Preparation. 30 minutes Exploring Media Time 30 minutes Activity Overview This module provides an introduction into how the curriculum defines media and its purposes. Activities allow participants to brainstorm the many types

More information

Delivering a children s program in a family day care service

Delivering a children s program in a family day care service children s program in a family day care service Published by the Quality Assessment and Regulation Division Department of Education and Training Melbourne, January 2015 ISBN 978-0-7594-0609-4 State of

More information

William MacGregor Primary School Healthy Eating and Drinking Water Policy

William MacGregor Primary School Healthy Eating and Drinking Water Policy William MacGregor Primary School Healthy Eating and Drinking Water Policy Written: February 2014 Written By: Suzie Sedgley Review: February 2016 by the PSHE coordinator Our Vision RRS Articles this policy

More information

Draft. How play is structured in early years settings to promote development. Curriculum requirements. Introduction. Key terms.

Draft. How play is structured in early years settings to promote development. Curriculum requirements. Introduction. Key terms. Learning aim C TOPIC C1 Key terms Adult-led play play opportunities and activities which are organised and led by an adult. Adult-initiated play play opportunities set up by adults for children to discover.

More information

Circle or tick the answer that most represents how you generally behave.

Circle or tick the answer that most represents how you generally behave. VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to complete the questionnaire before reading the accompanying explanation.)

More information

Sing, Spell, Read & Write

Sing, Spell, Read & Write Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,

More information

Creative Activities & Assignments Toolbox

Creative Activities & Assignments Toolbox Creative Activities & Assignments Toolbox Designed by Sharon Little Topic Activities/Assignments Resources Universal Design & Play Stages of Creative Development Across the Curriculum Creative Development

More information

A report on. Springfield @ Conwy Penmaen Road Morfa Conwy LL32 8HB. Date of inspection: January 2013. Mr Eifon R Morgan. for

A report on. Springfield @ Conwy Penmaen Road Morfa Conwy LL32 8HB. Date of inspection: January 2013. Mr Eifon R Morgan. for A report on Springfield @ Conwy Penmaen Road Morfa Conwy LL32 8HB Date of inspection: by Mr Eifon R Morgan for Estyn, Her Majesty s Inspectorate for Education and Training in Wales During each inspection,

More information

Woolgrove School. Early Years Foundation Stage Policy.

Woolgrove School. Early Years Foundation Stage Policy. Equal opportunities lie at the heart of all that we do at Woolgrove. We are committed to ensuring that every member of the school community, whatever their position, race, gender, disability or religion

More information

C118 Early Childhood Education MTCU Code 51211 Program Learning Outcomes

C118 Early Childhood Education MTCU Code 51211 Program Learning Outcomes C118 Early Childhood Education MTCU Code 51211 Program Learning Outcomes Synopsis of the Vocational Learning Outcomes The graduate has reliably demonstrated the ability to 1. design, implement and evaluate

More information

Credit: 61 credits. Campus. Education. Ellen Hamilton* New Program

Credit: 61 credits. Campus. Education. Ellen Hamilton* New Program PROGRAM OUTLINE Program Title: Early Childhood Education DIPLOMA Program Code: 016 Level: Credit: 61 credits Delivery: Fulltime, 7 semesters, 2 academic years Credential: Eligible for RPL: Diploma RPL

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Kindergarten Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the kindergarten level.

More information

Early Childhood Education- Distance Prior Learning Assessment Recognition (PLAR) - Comprehensive. Course Descriptions 2012 Program

Early Childhood Education- Distance Prior Learning Assessment Recognition (PLAR) - Comprehensive. Course Descriptions 2012 Program School of Academics, Applied Arts and Tourism Early Childhood Education- Distance Prior Learning Assessment Recognition (PLAR) - Comprehensive Course Descriptions 2012 Program EE1290 Positive Behaviour

More information

Guide to the National Quality Standard

Guide to the National Quality Standard 3 Guide to the National Quality Standard September 2013 Amendments to the Education and Care Services National Regulations affecting the National Quality Framework Resource Kit Amendments to the Education

More information

And. Sharon Shaffer, Ph.D. Executive Director, Smithsonian Early Enrichment Center Smithsonian Institution

And. Sharon Shaffer, Ph.D. Executive Director, Smithsonian Early Enrichment Center Smithsonian Institution Looking At Art With Toddlers by Katherina Danko-McGhee, Ph.D. Early Childhood Art Education Coordinator, University of Toledo Early Childhood Consultant to the Toledo Musem of Art And Sharon Shaffer, Ph.D.

More information

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to

More information

Al-Madina Nursery. Inspection date. 26/02/2013 Not Applicable. Previous inspection: This inspection: 3

Al-Madina Nursery. Inspection date. 26/02/2013 Not Applicable. Previous inspection: This inspection: 3 Al-Madina Nursery 68-68a Shakespeare Street, Sparkhill, Birmingham, B11 4SB Inspection date Previous inspection date 26/02/2013 Not Applicable The quality and standards of the early years provision This

More information

Nutrition Education in Summer Meal Programs

Nutrition Education in Summer Meal Programs Tips for Including Nutrition Education in Summer Meal Programs Make Nutrition Education Shine in Summer Programs Nutrition education is a good fit for summer feeding programs - helping children stay healthy,

More information

Indiana Academic Standards for Visual Arts

Indiana Academic Standards for Visual Arts Indiana Academic Standards for Visual Arts The IPFW Community Arts Academy Addresses these standards for grades K-12. For detail, see http://ideanet.doe.state.in.us/standards/welcome2.html or contact the

More information

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum

More information