We follow the Queensland Kindergarten Learning Guidelines as per our Education, Curriculum and Learning Policy.
Your Teachers are Kim (Bachelor of Education), Kathy (Diploma of Children's Services) and Erik(Studying Diploma of Children's Services)
Queensland Kindergarten Program
The Kindergarten Program allows for continuity in the child’s learning so that it builds on the principles and practices of the Early Years Learning Framework, which are integrated into the program, and flows on through to the Preschool to year 3 setting. The children’s sense of belonging, being and becoming are central to their learning and are promoted through planned and unplanned experiences focused around the children’s interactions with teachers, peers, families and the environment. The program is delivered by qualified teachers who makes informed decisions about the individual development of each child through planning, interacting, monitoring, assessing and reflecting. Development is promoted through the teacher understanding the children’s past, present and future learning and identifying ways to build on strengths, talents, motivations, interests and learning needs.
Practice:
Learning needs are identified for individuals, group and whole group and may be part of long or short term planning. Experiences, activities and environments are established to move the children towards the outcomes as outlined in the Queensland Kindergarten Learning Guideline. Our curriculum is emergent, which means we have no set agenda on which topics will be explored, it will be driven by the children’s interests and opportunities that present.
Transition Statements:
Near the end of the year each child in the Kindergarten Program will receive a Transition Statement which describes their progress in each of the learning areas. This gives a holistic view of the children’s development and a clearer view of the child as an individual allowing parents to gauge their child’s strengths, where support may be needed and how best to make a smooth transition to formal schooling. The statement is meant for families, however a second copy will be provided if you would like to supply one for the school. This information will help your child’s teacher to understand your child and gives them a starting point for the beginning of prep. Parent input is welcome especially if you want a particular insight included that will help your child to adjust.
Queensland Kindergarten Learning Guidelines
Identity
· Building a sense of security and trust
· Acting with increasing independence and perseverance
· Building a confident self-identity
Connectedness
· Building positive relationships with others
· Showing increasing respect for diversity
· Showing increasing respect for environments
Wellbeing
· Building a sense of autonomy and wellbeing
· Exploring ways to show care and concern and interact positively with others
· Exploring ways to promote own and others’ health and safety
Active Learning
· Building positive dispositions and approaches toward learning
· Increasing confidence and involvement in learning
· Engaging in ways to be imaginative and creative
· Exploring tools, technologies and information and communication technologies (ITCs)
Communicating
· Exploring an expanding ways to use language
· Exploring and engaging with literacy in personally meaningful ways
Exploring and engaging with numeracy in personally meaningful ways
Your Teachers are Kim (Bachelor of Education), Kathy (Diploma of Children's Services) and Erik(Studying Diploma of Children's Services)
Queensland Kindergarten Program
The Kindergarten Program allows for continuity in the child’s learning so that it builds on the principles and practices of the Early Years Learning Framework, which are integrated into the program, and flows on through to the Preschool to year 3 setting. The children’s sense of belonging, being and becoming are central to their learning and are promoted through planned and unplanned experiences focused around the children’s interactions with teachers, peers, families and the environment. The program is delivered by qualified teachers who makes informed decisions about the individual development of each child through planning, interacting, monitoring, assessing and reflecting. Development is promoted through the teacher understanding the children’s past, present and future learning and identifying ways to build on strengths, talents, motivations, interests and learning needs.
Practice:
Learning needs are identified for individuals, group and whole group and may be part of long or short term planning. Experiences, activities and environments are established to move the children towards the outcomes as outlined in the Queensland Kindergarten Learning Guideline. Our curriculum is emergent, which means we have no set agenda on which topics will be explored, it will be driven by the children’s interests and opportunities that present.
Transition Statements:
Near the end of the year each child in the Kindergarten Program will receive a Transition Statement which describes their progress in each of the learning areas. This gives a holistic view of the children’s development and a clearer view of the child as an individual allowing parents to gauge their child’s strengths, where support may be needed and how best to make a smooth transition to formal schooling. The statement is meant for families, however a second copy will be provided if you would like to supply one for the school. This information will help your child’s teacher to understand your child and gives them a starting point for the beginning of prep. Parent input is welcome especially if you want a particular insight included that will help your child to adjust.
Queensland Kindergarten Learning Guidelines
Identity
· Building a sense of security and trust
· Acting with increasing independence and perseverance
· Building a confident self-identity
Connectedness
· Building positive relationships with others
· Showing increasing respect for diversity
· Showing increasing respect for environments
Wellbeing
· Building a sense of autonomy and wellbeing
· Exploring ways to show care and concern and interact positively with others
· Exploring ways to promote own and others’ health and safety
Active Learning
· Building positive dispositions and approaches toward learning
· Increasing confidence and involvement in learning
· Engaging in ways to be imaginative and creative
· Exploring tools, technologies and information and communication technologies (ITCs)
Communicating
· Exploring an expanding ways to use language
· Exploring and engaging with literacy in personally meaningful ways
Exploring and engaging with numeracy in personally meaningful ways