Curriculum
Preparatory Stage
Early Goals for Children
At St Dominic’s H.S.G. the children are at the centre of everything we do. We offer quality learning experiences to develop the full potential of a child. Their learning environment is:
· Stimulating
· Exciting
· Safe
· Varied
Our learning opportunities cover all the following elements:
· Me Myself and I
· Being Acknowledged and Affirmed
· Developing Self Assurance
· Senses of belonging
· Being together
· Finding a voice
· Listening and responding
· Making meaning
· Emotional well being
· Growing and developing
· Keeping safe
· Healthy choices
· Making connections
· Being imaginative
· Being creative
· Representing
The Preparatory Stage do this by:
· Providing opportunities for children to learn about themselves and others
· Providing opportunities and a learning environment for children to feel safe and secure
· Provide areas which children can identify as their own special place
· Allowing children to communicate in a range of ways
· Give the children freedom to express their feelings appropriately
· Provide plenty of physical play
· Ensure that the learning environment/activities suitably challenge the children
· Encourage children to make choice and demonstrate likes and dislikes
· Encourage children to express themselves creatively through a range of mediums
We ensure the children gain the attitudes, skills and knowledge appropriate to their age and individual needs. Furthermore, we ensure that the parents are given every opportunity to be involved in their children’s learning journey.
At St Dominic’s H.S.G. we believe that:
| Children should: | Parents should: |
| Be happy, confident and enjoy themselves | Be happy and assured |
| Be secure and know what’s happening | Be well informed |
| Feel good about themselves and develop as individuals | Feel confident and secure with their child care choice |
| Learn social skills and make friends
| Have good relationships with their children, other children and practitioners |
| Develop a love of learning through access to indoor and outdoor opportunities | Nurture their children’s learning |
| Be valued as an individual whatever their particular need | Be confident informing practitioners of any diverse needs |
| Be given time and space to become familiar with different rooms, people and resources | Be involved in planning transition issues
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