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

Adults can admire their environment; they can remember it and think about it but a child absorbs it.

Adults can admire their environment; they can remember it and think about it but a child absorbs it. Environments 65 The environment, both indoor and outdoor, plays an important role in the development of babies and young children from their earliest experiences. Even before birth, the quality of the

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

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

Supporting your child's number development

Supporting your child's number development THE YEAR 2 DIAGNOSTIC NET Supporting your child's number development Number Learning About Number some notes for parents Number is a fundamental area of the primary mathematics program and a major focus

More information

Encouraging children to taste fresh fruits and vegetables at an early age is the best way to develop healthy eating habits that will last a lifetime.

Encouraging children to taste fresh fruits and vegetables at an early age is the best way to develop healthy eating habits that will last a lifetime. Introduction Music. Encouraging children to taste fresh fruits and vegetables at an early age is the best way to develop healthy eating habits that will last a lifetime. What s this? A banana. It looks

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

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

Early Years Foundation Stage (EYFS) Policy

Early Years Foundation Stage (EYFS) Policy Beaconsfield Primary & Nursery School Early Years Foundation Stage (EYFS) Policy January 2011 Review Date: January 2013 Number of Places 1. General Information Nursery (15 hour entitlement) 25 part-time

More information

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

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage 1.5 HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of North Dakota. This document

More information

Curriculum Booklet Early Years Foundation Stage Autumn Terms 2014

Curriculum Booklet Early Years Foundation Stage Autumn Terms 2014 Curriculum Booklet Early Years Foundation Stage Autumn Terms 2014 Oliver s Vegetables Starry Night Term 1 Oliver s Vegetables Personal, Social and Emotional Development To support our developing self confidence

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

Getting School Ready In Minnesota

Getting School Ready In Minnesota Getting School Ready In Minnesota I want to be ready for kindergarten. How can kindergarten be ready for me? A guide for parents, family members, caregivers, and teachers of children who will be attending

More information

Gifted and Talented Pupil Policy

Gifted and Talented Pupil Policy Gifted and Talented Pupil Policy Rationale Lindfield Primary School aims to help every child reach their full potential in all areas. We recognise that all children are entitled to an education which is

More information

Kindergarten. Catholic School Version. Curriculum Express for Parents

Kindergarten. Catholic School Version. Curriculum Express for Parents 2013 2014 Kindergarten Catholic School Version Curriculum Express for Parents Curriculum Express for Parents 2013 2014 Catholic School Version Alberta Education The Alberta Education website contains

More information

Information for parents and carers. Curriculum for Excellence: Learning at the early level.

Information for parents and carers. Curriculum for Excellence: Learning at the early level. Information for parents and carers Curriculum for Excellence: Learning at the early level www.curriculumforexcellencescotland.gov.uk Curriculum for Excellence Curriculum for Excellence represents Scotland

More information

St Margaret s C E Primary School Arundel Road ANGMERING West Sussex BN16 4LP

St Margaret s C E Primary School Arundel Road ANGMERING West Sussex BN16 4LP INTRODUCTION This booklet has been written to inform you of the Early Year Provision at St Margaret s C E Primary School. It should be read in conjunction with the Parents Handbook which you should receive

More information

Church Leigh Pre-School Playgroup

Church Leigh Pre-School Playgroup Church Leigh Pre-School Playgroup Inspection report for early years provision Unique reference number 18118 Inspection date 14/06/011 Inspector Mary Henderson Setting address Telephone number 0791607064

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

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

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

Guidance for promoting equalities in early years and childcare

Guidance for promoting equalities in early years and childcare Guidance for promoting equalities in early years and childcare Contents of guidance: 1. Introduction Responsibilities in Early Years and Childcare 2.What is an Equality Policy? 2.1 Guidance for good practice

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

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

pbsparents.org/catinthehat/

pbsparents.org/catinthehat/ Doing Science with Young Children 1. Science for young children begins with wondering and questioning. Children are invited to express their innate curiosity about the living things, objects and materials,

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

Childcare Setting Name: Little Gems Pre-School. Hanson Lane Enterprise Centre, Hanson Lane, HX1 5PG Contact;

Childcare Setting Name: Little Gems Pre-School. Hanson Lane Enterprise Centre, Hanson Lane, HX1 5PG Contact; Childcare Setting Name: Little Gems Pre-School. Hanson Lane Enterprise Centre, Hanson Lane, HX1 5PG Contact; Amanda.cryer@regen.org.uk 01422 347388 Name & Contact Details of Person Submitting this Information:

More information

Healthy Eating Policy

Healthy Eating Policy Healthy Eating Policy April 2016 Our Values We value every child s individuality We value the development of the whole child-academically, physically, emotionally, socially and spiritually. We value a

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

Contents. Before you begin. How to work through this learner guide Assessment Resources

Contents. Before you begin. How to work through this learner guide Assessment Resources Contents Contents Before you begin How to work through this learner guide Assessment Resources Overview: The National Quality Framework (NQF) and the Framework for School Age Care (FSAC) v v vi vii ix

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

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

Panda Pre-School. Inspection report for early years provision. Unique reference number Inspection date 20/02/2012

Panda Pre-School. Inspection report for early years provision. Unique reference number Inspection date 20/02/2012 Panda Pre-School Inspection report for early years provision Unique reference number EY435384 Inspection date 20/02/2012 Inspector Samantha Powis Setting address Milldown Road, BLANDFORD FORUM, Dorset,

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

General Description. How to Support Role Play Readers

General Description. How to Support Role Play Readers General Description Role Play Card 1 Role Play readers show an interest in books and the print they see around them. They imitate the things they see adult readers doing such as holding the book carefully,

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

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

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

SELF-ASSESSMENT TOOL. Professional Learning Plan PSCA

SELF-ASSESSMENT TOOL. Professional Learning Plan PSCA SELF-ASSESSMENT TOOL Professional Learning Plan PSCA CONTENTS Introduction... 3 The Steps to your Professional Learning Plan... 3 Section 1... 4 Service Overview... 4 Section 2... 6 Quality Improvement

More information

Oklahoma Core Competencies. for. Early Childhood Practitioners

Oklahoma Core Competencies. for. Early Childhood Practitioners 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

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

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

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

Ages: 3 6y. Theme: The hospital Day 1

Ages: 3 6y. Theme: The hospital Day 1 Theme: The Day 1 First ring Concept: Visiting the clinic or the Subject: Languages (home) Skill: Listening and speaking Listens and responds to simple questions Talks about pictures in posters, theme charts,

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

Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed

Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed Cooking and Nutrition KS1 Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from KS2 Understand and apply the principles of a healthy and varied diet Prepare

More information

Children s participation: the Child-to-Child learning process

Children s participation: the Child-to-Child learning process P A R T Children s participation: the Child-to-Child learning process 1. INTRODUCTION TO ACTIVITY TOPICS Being inclusive of all children The activities in this section are intended to include all children

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

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

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

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

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

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

Squirrel Hayes First School. MFL Policy

Squirrel Hayes First School. MFL Policy Squirrel Hayes First School Policy Reviewed on Feb 2016 Policy Owner Signature Mrs A. Stockton Policy adopted by the Governing Body on Chair of Govs/Committee Signature Policy Reviewed Date March 2016

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

Stars are made of glass: Children as capable and creative communicators

Stars are made of glass: Children as capable and creative communicators Stars are made of glass: Children as capable and creative communicators Supporting the Early Years Learning Framework Leonie Arthur, Felicity McArdle and Marina Papic This publication is provided as part

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

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

The Revised Northern Ireland Primary Curriculum. Key Stages 1 and 2

The Revised Northern Ireland Primary Curriculum. Key Stages 1 and 2 The Revised Northern Ireland Primary Curriculum Key Stages 1 and 2 KEY STAGES 1 AND 2 CONTENTS 1 INTRODUCTION 1.1 Stages of the Primary Curriculum 1.2 Structure of the Programme for Key Stages 1 and 2

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

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

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

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

CACHE Level 2 Certificate in an Introduction to Early Years Education and Care (QCF) Summary of Be able to assessment criteria

CACHE Level 2 Certificate in an Introduction to Early Years Education and Care (QCF) Summary of Be able to assessment criteria CACHE Level 2 Certificate in an Introduction to Early Years Education and Care (QCF) CACHE Copyright 2014 All rights reserved worldwide. Reproduction by approved CACHE centres is permissible for internal

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

EARLY CHILDHOOD GUIDANCE CURRICULUM May 2008. *For EC2 and EC3: Cover competencies that are developmentally appropriate for 2 and 3 year olds.

EARLY CHILDHOOD GUIDANCE CURRICULUM May 2008. *For EC2 and EC3: Cover competencies that are developmentally appropriate for 2 and 3 year olds. EARLY CHILDHOOD GUIDANCE CURRICULUM May 2008 *For EC2 and EC3: Cover competencies that are developmentally appropriate for 2 and 3 year olds. 1. Standard-Academic Self-Management for Lifelong 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

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

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

HEALTH AND SAFETY FOR PRESCHOOL CHILDREN lesson plan MEALTIME MEMORIES: Share mealtime memories you have from childhood. What values and customs help

HEALTH AND SAFETY FOR PRESCHOOL CHILDREN lesson plan MEALTIME MEMORIES: Share mealtime memories you have from childhood. What values and customs help HEALTH AND SAFETY FOR PRESCHOOL CHILDREN lesson plan MEALTIME MEMORIES: Share mealtime memories you have from childhood. What values and customs help shaper routines and interactions? What memories do

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

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

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

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

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning The Improving Head Start for School Readiness Act of 2007 makes

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

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

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

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

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

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

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

WHAT S IN OUR SHOPPING CART?

WHAT S IN OUR SHOPPING CART? Theme: Me and My Choices WHAT S IN OUR SHOPPING CART? Overview: In this series of activities, students will set up an imaginary grocery store. They will discuss food choices and create a shopping list

More information

Movement Matters Lesson Plan Olympics/ Running July 2014 Two s Classrooms Preschool

Movement Matters Lesson Plan Olympics/ Running July 2014 Two s Classrooms Preschool Movement Matters Lesson Plan Olympics/ Running July 2014 Two s Classrooms Preschool Objectives To promote physical Classrooms To promote physical Kindergarten Prep Classrooms To promote physical Materials

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

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

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

Assistant Director Flinders Early Learning Centre

Assistant Director Flinders Early Learning Centre The Flinders Early Learning Centre (FELC) opened in 2007, catering for children from 3-6 years old. As a 48 week licensed long day Child Care Centre, FELC offers Pre- Kindergarten and Kindergarten Program

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

14-19 Curriculum Policy 2015-2016

14-19 Curriculum Policy 2015-2016 14-19 Curriculum Policy 2015-2016 At Keelman s Way School we aim to provide students with a relevant life skills curriculum which is tailored to meet their individual needs. We aim to build on the work

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

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

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

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

BUCKINGHAM PRIMARY SCHOOL MUSIC POLICY

BUCKINGHAM PRIMARY SCHOOL MUSIC POLICY BUCKINGHAM PRIMARY SCHOOL MUSIC POLICY 1. Introduction Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression and can also play an important

More information

Final Report of our Observations during School Visits in S.Wales

Final Report of our Observations during School Visits in S.Wales Final Report of our Observations during School Visits in S.Wales This is a reflective account of our experience and feelings after visiting various schools in Swansea and Newport, South Wales. The early

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

Strategies for Fostering Emergent Literacy Skills

Strategies for Fostering Emergent Literacy Skills Emergent Literacy through Storytime and Play Strategies for Fostering Emergent Literacy Skills 3955 East Fort Lowell Road, Suite 114, Tucson, AZ 85712 Phone: (520) 721-2334 Fax: (520) 881-0669 www.makewayforbooks.org

More information