Red Hill
Kindergarten Curriculum

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The Kindergarten Curriculum is Based On

  BELONGING   Recognising that knowing where and with whom you belong is integral to human existence.

BELONGING

Recognising that knowing where and with whom you belong is integral to human existence.

  BEING   Recognising and valuing the 'here and now' in children's lives, and viewing childhood as a precious time of life - more than preparation for adulthood or for the future.

BEING

Recognising and valuing the 'here and now' in children's lives, and viewing childhood as a precious time of life - more than preparation for adulthood or for the future.

  BECOMING   Recognising the rapid and significant learning and development that occurs in early years, and the capability and potential for all children.

BECOMING

Recognising the rapid and significant learning and development that occurs in early years, and the capability and potential for all children.

 
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Your Childs Curriculum

We implement the Queensland Kindergarten Learning Guideline as our curriculum framework.

The Queensland Kindergarten Learning Guideline complements the national Early Years Learning Framework (EYLF) while meeting all the requirements under the National Quality Framework. The EYLF has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning.

Throughout the Kindergarten year, children’s right to experience the joy of childhood is fundamental and learning is promoted through play.


Kindergarten Program

The educational program which forms the foundation of the kindergarten is based on a set of goals which demonstrate an understanding that children grow, develop and learn at different rates and thus, promotes children’s development and skills at their own pace.  Observation of the children and assessment of their individual needs and interests form the starting point for program planning.  Within this framework, each child’s self-esteem, self-reliance and competence are nurtured and developed through a variety of developmentally appropriate activities.

The program provides experiences that foster physical, social, emotional, intellectual, expressive and receptive language development.

A balanced daily routine includes:

  • indoor and outdoor learning;
  • quiet and active times;
  • individual, small and large group activities;
  • child-initiated and adult-initiated experiences;
  • care routines and transition times;
  • planned experiences and
  • spontaneous experiences.

This entire program is always flexible and responsive to children’s present abilities, interests and emerging skills.

The program reflects the multicultural nature of our society and meets individual needs of children from different cultures. Minority groups are valued and we acknowledge that a child with ‘special’ needs or disabilities has the same basic needs and interests as any other child.

The teachers of this Centre aim to develop each child’s physical, social, emotional and intellectual potential. Children are cared for in an environment which is warm, secure and stimulating, allowing and encouraging them to explore and discover for themselves. This exploration is guided by the teacher to facilitate discovery, while the child is encouraged to be independent and enquiring.


The Daily Routine 

As children’s daily requirements are not always the same, the program below is simply an indication of the daily Sessional Kindergarten Program.

At Red Hill Kindergarten, we allow for sessions of time each day for the following:

  • Arrival and welcoming
  • Indoor session
  • Outdoor session
  • Music experience
  • Language experience
  • Planning meeting/discussion
  • Lots of toileting
  • Rest time*
  • 2 or 3 meal times per day (group dependent)

*Rest time is part of our educational program, when children are encouraged to quietly reflect over the passage of their day.  Taped stories and restful music are played to help children relax, along with drawing books and treasure bags.