Curriculum
Our curriculum is based on what we would like the children to be able to do by the time they transition to their next room or setting. These lists were decided by the staff and worked on in collaboration with the local schools. We start working towards their transition to school as soon as they start at Pre-School, so the skills are well embedded by the time they leave Fizzy Fish.
Babies to Toddlers
Toddlers to Pre-School
Pre-School to School
For children to be able to achieve the above a cycle of observation, assessment and planning is required. This continuous process is crucial for understanding a child's development. Therefore, when a child joins Fizzy Fish, we carry out a baseline assessment after they have been in the setting for at least 20 hours and the key worker has started to build a relationship with the child. This gives us a starting point for that child.
Our planning starts with a topic for the babies and a story book for the toddlers and pre-schoolers. A mind map is created by choosing a number of nouns that relate to the topic or book. Ideas for activities are then noted down under each noun taking into account which areas of learning they might cover and next steps for a child or children who will be participating in the individual activity. Each activity will have a learning intention which could be for one or more children. The plan should last for 4 weeks but this could be shortened or extended depending on the success of the activities and the interest of the children. Repetition of certain activities only increases the effectiveness of the learning intention.
At the end of the plan month, we look at each child’s progress and note what we’d like the child to learn next or continue practicing. Then the cycle starts again.
Babies to Toddlers
- Be able to sit for a short period and engage with circle time, activities and listening to stories.
- Be able to feed themselves and move more independently.
- Starting to practice independent self-care routines like face and hand washing with the support of the practitioners
- Starting to follow simple instructions and help with tidying up.
Toddlers to Pre-School
- To have started potty training and moving towards or achieved being toilet trained.
- Moving towards being able to dress themselves and put on their shoes unaided.
- Be able to sit or stand and join in with tabletop activities.
- Be able to carry out self-care routines like washing their hands and faces independently.
- Be able to drink from an open top cup.
- Be able to sit for a longer period and engage with circle time, books and activities.
Pre-School to School
- Be able to dress themselves independently.
- Be able to ask for help.
- Be willing to ‘have a go’.
- Be able to carry out all self-care routines ie wash hands, go to the toilet unaided, feed themselves and use cutlery.
- Be able to follow instructions.
- Be able to sit and concentrate for periods of time.
- Be able to hang up coats and bags and keep their belongings together.
- Be able to wipe their noses and dispose of dirty tissues.
- Be able to line up and not push in front of other children.
For children to be able to achieve the above a cycle of observation, assessment and planning is required. This continuous process is crucial for understanding a child's development. Therefore, when a child joins Fizzy Fish, we carry out a baseline assessment after they have been in the setting for at least 20 hours and the key worker has started to build a relationship with the child. This gives us a starting point for that child.
Our planning starts with a topic for the babies and a story book for the toddlers and pre-schoolers. A mind map is created by choosing a number of nouns that relate to the topic or book. Ideas for activities are then noted down under each noun taking into account which areas of learning they might cover and next steps for a child or children who will be participating in the individual activity. Each activity will have a learning intention which could be for one or more children. The plan should last for 4 weeks but this could be shortened or extended depending on the success of the activities and the interest of the children. Repetition of certain activities only increases the effectiveness of the learning intention.
At the end of the plan month, we look at each child’s progress and note what we’d like the child to learn next or continue practicing. Then the cycle starts again.
