SCHOOL READINESS PROGRAMME


Each day in the Abby classrooms we complete school readiness for 30-45minutes in the afternoons after our rest period. Each week school readiness is based on one syllabus topic with the outcomes for the children to gradually achieve. On various occasions school readiness is also incorporated in the days learning of the children’s interest.

The syllabus subjects include:

  • English – recognising, sounding and writing the letters of the alphabet A-Z
  • Mathematics – recognising and writing numbers 1 to 10
  • Creative arts – children to exposed to a variety of arts and crafts experiences
  • Science & Technology – providing children with opportunities to learn about living/ non-living things and how they grow/ plus science experiments
  • Personal Development, Health and Physical Education PDH/PE – to provide children to participate in experiences, developing their physical skills for their gross and fine motor skills
  • Human Society and its environment HSIE – providing children with opportunities to learn different cultures, characteristics, differences and to embrace these etc.

What do the children do during school readiness?
Each week based on the syllabus topic, the children will participate in different learning experiences each day such as:

  • Learning group times and brain storms on topic as a class
  • Experiments (Science)
  • Completing the different programmed worksheets of tracing, writing and recognising their numbers and letters as well as adding and counting in mathematics
  • Activities to develop their cognitive skills i.e. literacy/numeracy puzzles, use of flashcards, memory games as well as other school readiness resources etc.

How do I know if my child’s ready for ‘big school?’
Each and every child is different how they learn and develop during their early years, however it is most important that your child is SOCIALLY and EMOTIONALLY ready before they commence primary school.

SOCIAL DEVELOPMENT:

  • Building friendships with their fellow peers
  • Playing socially with their peers during free-play
  • Interacting through conversations with peers and educators
  • Taking turns, sharing and cooperation
  • Listens and follows instructions from educators
  • Developing self-help skills in doing things independently
  • Develop confidence in speaking during group times and during one-one interactions.

EMOTIONAL DEVELOPMENT:

  • Controlling their emotions when upset from either being spoken to by educator in regards to their choices they may have made and/or their behaviour
  • Controlling their emotions during times where they may be upset at their fellow peers and/or during drop-off times
  • Expressing their words if they are upset at their peers during free-play and NOT physically hitting other child/children
  • Following instructions and cooperates when spoken to by educators