Tuesday, 22 September 2015

Free Pre-School Curriculum

I hope you can benefit from my research and its collation to produce a curriculum that fits in with everyday life, and is presentable to education welfare as proof of educational provision.

See this post for activities and resources that I find most helpful.

I find that for this curriculum to work, I do not have to plan and structure beyond if siblings are scheduled maths, then tot sits with playing cards or buttons or Numtum colouring sheets for at least 10-15 minutes, then goes off to play or look at picture books as is tot's wont.  Things like crafts, and so using scissors and junk modelling, is an activity the children all often choose to do in their own time so does not require scheduling into the timetable.

You can simply adjust things such as the rhyme/story times to insert any groups you attend (although these are run nation-wide at public libraries) such as toddler groups or your own visits to the library/children's centres etc.

Free Pre-school Curriculum

Mathematics (Numbers, Sorting and Colours)

                Counting and sorting colourful buttons + other objects

                Counting up to 20 and beyond (up to 5 at least in French)

                Recognising numbers and understanding quantities (write numbers, colouring, BBC Numtums online games)

                Rhythm in songs inc. music making, dancing and singing

                Playing cards – snap and clock patience

Language (Letters and Phonics)

                Further revise alphabet in English and French inc. practicing writing letters

                Recognising letters and sounds (write letters, colouring, BBC Alphablocks online games, Ispy)

                Regular reading sessions at home

                Regular library trips

                Rhymetime Group (weekly) and Storytime Group (occasional)

World Awareness (Science and Technology, Geography and Culture)

                Regular walks in urban, suburban, rural and wooded areas, noting features inc. features of own house

                Weather and seasonal changes in environment

                Cooking/changing states

                Plant awareness inc. toxic/edible/thorny, growing seeds, and cooking with home-grown or collected produce

                Animals – names and sounds

                Parts of the body parts in English and French

                Using PC for online games

                Attend and activities for seasonal festivities e.g. bonfire night,  Chinese New Year, and special Church services

                French numbers, letters, greetings and body parts – through song and dance

Physical and Social Development

                Rhymetime group (music-making, singing, dancing, play, toys, socialisation, library exploration) - weekly

                Storytime group (stories, crafts/colouring, play, toys, socialisation, library exploration) – 12 per year

                Sunday School (singing, crafts/colouring, games, character, socialisation) - occasional

                Playing with siblings indoors and in garden with apparatus and garden toys - daily

                Swimming - fortnightly

                Holiday groups/activities
                Hygiene/personal needs

·         further independence in teeth brushing/washing/toilet/dressing/eating

·         helping with laundry, bed making, drying safe non-breakable items, involve in meal prep

                Fine motor control

§  Cutting with scissors

§  Building blocks

§  Threading objects e.g. beads, pasta, buttons on string

§  Throwing and catching games

§  Balancing games (walk along lines etc)

§  Drawing along dotted lines etc (crossover with numbers and letters)     

Creative and Imaginative Play                     

                Crafts inc. junk modelling

                Colouring (with key and free) and drawing (join-the-dots and free)

                Regular role play with various toys inc. costumes, train sets, shop, kitchen, figures, etc

                Regular visits to galleries and museums, very many having children’s corners/areas to explore (Local, National and International Institutions and Cultural/Heritage Centres of places visited)

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