Curriculum

The early childhood curriculum provides for a combination of play and developmentally appropriate activities that foster creativity, positive self-image, independence, and respect. Teachers structure meaningful, hands-on experiences which encourage exploratory learning and prepare children for their elementary school years.

Physical Development

Early childhood is a time of rapid physical growth. Children are developing a sense of body awareness, fine and gross motor coordination and overall muscle strength and endurance. Exploring and mastering physical competence affects children’s self -confidence which is then linked to other area’s of learning and progress. Physical play not only encourages their physical development but it also encourages children to develop a positive attitude towards their health and well-being.

Our curriculum encourages children’s physical development by providing children a safe, stimulating and challenging environment where they have the opportunity to interact in activities that promote fine and gross motor development and learn about the benefits of good nutrition and exercise.

Thinking Reasoning and Problem solving

Children have a natural curiosity that leads them to explore and investigate the possibilities of their environment and wonder about the world. Children explore mathematic and science concepts such as number, shape, space, measurement, calculation, classification, ordering and sequencing, matching, sameness and difference, problem solving, pattern making, predicting, investigating, hypothesizing, reasoning and logical thinking.

Our curriculum aims to foster children’s natural curiosity, develop their understanding of the world around them, and engender early mathematic and scientific skills. In addition, our curriculum proposes to introduce technology by providing a hands-on, safe, stimulating environment which focuses on open ended activities and interesting materials.

Literacy, Language, and Communication

The development of language and communication is a vital part of children’s learning. Communication allows children to take a more active part in their learning and care. The ability to communicate increases children’s enjoyment and involvement in their social and cultural worlds.


Literacy, Language, and Communication (Continued)

Learning to listen and speak begins with non-verbal communication and progresses to participating and contributing thoughts, ideas and feelings. Young children’s language also includes the language of images, art, drama, dance, and movement. Our curriculum seeks to provide children with a language rich environment that encourages both verbal and non-verbal communication and also recognizes and supports the variety of ways that children communicate.


Creative Development

Creativity is a way of thinking, inquiring, making, and doing that involves originality of thought or expression. Children express their creativity through manipulating materials, constructing, painting, making music, dancing, problem solving and playing. Creativity is seen as an integral part of all curriculum areas.Our curriculum aims to develop children’s creative expression by providing an aesthetically pleasing environment that has open-ended resources and experiences and through teachers’ genuine interest and appreciation for what they are doing.

Personal, Social and Emotional Development

Personal, social, and emotional development refer to children’s emotional well-being as they create their personal identities, discover how they relate to others and develop positive self images. Developing respect for others, and having a positive attitude towards learning are also integral components of personal, social, emotional development.The development of positive self-esteem is an on going process, which occurs as a result of children’s experiences, relationships and interactions.Our curriculum encourages children’s personal, social, and emotional development by recognizing each child as an individual with respect for social, cultural, and linguistic backgrounds and providing activities and experiences, which enhance children’s self-worth, identity, confidence, and enjoyment in learning.

Class Size

Early childhood classrooms are limited to sixteen students. Each classroom has a head teacher and an assistant teacher.

Discipline Policy

Positive Guidance and DisciplineEarly childhood is a time when children are learning to manage their emotions and behaviours appropriately. All children will display undesirable behaviour at sometime. To help children learn how to manage their behaviour teachers will use positive guidance and discipline.Positive guidance and discipline techniques help children learn self-control, independence, responsibility and respect.

Teachers will:

• Have expectations for children that are reasonable and age-appropriate
• Redirect play
• Set acceptable and consistent limits
• Offer choices
• Model and use positive reinforcement
• Validate children’s feelings and help find solutions to problems
• Use time out as a tool for building self control

RBIS also recognises that the best way to manage children’s behaviour is through consistency and communication with parents. Children’s learning and behaviour will be communicated with parents on a daily basis.

Special Classes (Specials)

Students receive specialized instruction in art, computers, music, physical education, and science. Students attend each special class once a week for a 30-minute period. Specials are offered to all age levels with the exception of computers. This class is offered to students in preschool, pre-kindergarten, and elementary classes. 

Chinese Lessons

Every day students attend a 30-minute Chinese lesson which focuses on basic vocabulary development, dialog, and culture. Chinese teachers instruct students through a variety of educational activities enhanced by songs, games, and visual supports.


Rest Time
During rest time staff will ensure:

• Children are properly supervised
• Children’s beds are not touching
• Bedding is not covering children’s faces
• Quiet music/stories are playing
• Beds are clean and in good order

Toileting Policy

Children who are not yet toilet trained will have regular nappy changing times during the day. Staff will follow our nappy changing procedure with all children. We ask that parents provide nappies on a daily basis. Toilet training is a big step in young children’s lives. At RBIS we recognise that effective toilet training requires communication between staff and families. When a child is ready to begin toilet training staff and parents will communicate regarding the child’s individual needs.

 

Portfolio Assessments

A portfolio assessment is a living document used by teachers, students, and parents to help evaluate students progress over the course of the school year.  Teachers will organize a portfolio for each student in the class and maintain it throughout the school year.  Any item that provides evidence of student achievement or growth can be reserved in the portfolio.

Report Cards and Teacher Conferences

Report cards are reflective of students learning and development. Report cards are sent home during parent teacher conferences at the end of each semester. Parent-Teacher conferences are held once a semester and are scheduled over a week’s time. They are generally held near the end of the term. Conferences are an opportunity for teachers and parents to discuss a child’s progress in depth.