Programs & Curriculums
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Reading/Writing
Reading and Writing are important skills for young children to develop. Reading and writing can help children learn new words, express their thoughts and feelings, and communicate with others. Reading and Writing activities can include reading books aloud, singing songs, playing word games, tracing letters, and making crafts. These activities can foster children’s curiosity, creativity, and confidence in their abilities.
Math/Science
Math and Science are important areas of learning for young children. They help them develop skills such as counting, sorting, measuring, comparing, observing, predicting, and experimenting. Math and Science activities can be fun and engaging, using everyday objects and materials children can explore and manipulate. Some examples of Math and Science activities are: playing with blocks, puzzles, and shapes; counting and grouping items by colour, size, or type; measuring and weighing objects using scales, rulers, or cups; making patterns and sequences with beads, buttons, or stickers; observing and describing the weather, seasons, plants, and animals; making predictions and testing hypotheses with simple experiments; and asking and answering questions about how things work.
Art and Crafts
Art and Crafts is a term that refers to the creative activities that children do in daycare settings, such as painting, drawing, collage, clay modelling, and more. arts and crafts help children develop fine motor skills, express emotions, and learn about colours, shapes, and textures. arts and crafts foster social interaction, cooperation, and communication among children and caregivers. Daycare art can be displayed in the daycare centre, at home, or in the community to celebrate children’s achievements and creativity.
Critical Thinking
Critical thinking is the ability of young children to analyze, evaluate and create solutions to problems they encounter in their daily activities. It is an important skill that can foster creativity, curiosity and confidence in children. Critical thinking can be developed through various strategies, such as asking open-ended questions, providing feedback, encouraging exploration and experimentation, and modelling problem-solving behaviours.
3 – 12 months
The babies’ class has its milk kitchen where babies’ bottles and meals are prepared and their medications only from the doctors are stored in the fridge. The class accommodates only six children according to the norms and standards of the Department of Health and the teacher-child ratio given by the Department of social development.
Each baby has their own sleeping cot and a face and bum cloth. The class has a changing area with a washing basin next to it so that the teacher can always wash her hands after each nappy change.
There is also a class list containing learners’ symbols, parents’ names and parents’ contact details. The walls have printed charts, some showing how children learn while in their mothers’ wombs.
Importantly, the babies’ class continues from where the mothers left off with regards to teaching their babies, stimulating the learners, developing them and assessing their senses further as they weave easily through the daily programme as laid down by the school.
1 – 2 years
The toddlers’ class has learners aged 12 months (one-year-olds) to 24 months (two-year-olds). The teacher-child ratio for this class is 1:12.
Learning starts in the babies’ class and carries on from class to class depending on the learners’ age. Each learner has a sleeping mattress. Learning continues from where the babies’ class ended.
The toddlers’ class also has a daily programme to follow. The programme includes eye and hand coordination, small/fine motors, balancing, big/gross motor life skills, creativity and other exciting activities.
We ensure that all learning activities are appropriate to the learners’ ages. Also, observation and continual assessment take place according to expected learning outcomes.
2 – 3 years
This class has learners aged between two (2) to three (3) years. The teacher-child ratio for this class is 1:12. Each learner has their own sleeping mattress. Moreover, their education continues from where the toddlers’ class left off. The class also has a set daily programme. Eye-hand coordination, small/fine motor, balancing, big/gross motor life skills, perceptual creativity and other skills are developed.
3 – 4 years (Grade RR)
The learners undergo different stages of writing from babies’ class to Grade RR. That said we do not expect all learners of the same age to grasp their lessons at the same level as it all depends on how fast they develop/learn.
Though the lessons are the same, the teacher is expected to deal with each learner’s development capacity differently because each learner is different from another. Our teachers have an ingrained ability and sufficient training to understand different kinds of learners.
The pre-Grade R class has learners aged between three (3) and four (4) years. The teacher-child ratio for this class is 1:20. Each learner has a sleeping mattress. Learning continues from where the previous class ended. The class also has a daily programme to follow.
Eye and hand coordination, small/fine motor, balancing, big/gross motor life skills, perceptual creativity and other skills are developed. Eye and hand coordination, small/fine motor, balancing, big/gross motor life skills, perceptual creativity and other skills are developed, depending on the age of the child.
4 – 6 years (Grade R)
The learners undergo different stages of writing from babies’ class to Grade R. That said we do not expect all learners of the same age to grasp their lessons at the same level as it all depends on how fast they develop/learn.
Though the lessons are the same, the teacher is expected to deal with each learner’s development capacity differently because each learner is different from another. Our teachers have an ingrained ability and sufficient training to understand different kinds of learners.
The pre-Grade R class has learners aged between four (4) and six (6) years. The teacher-child ratio for this class is 1:20. Each learner has a sleeping mattress. Learning continues from where the previous class ended. The class also has a daily programme to follow.
Eye and hand coordination, small/fine motor, balancing, big/gross motor life skills, perceptual creativity and other skills are developed. Eye and hand coordination, small/fine motor, balancing, big/gross motor life skills, perceptual creativity and other skills are developed, depending on the age of the child.
Observation and continual assessment take place according to expected learning outcomes. In this class, we start preparing learners for school readiness.
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