Nursery

Lets Change The World

2030
How do you provide care for your youngest while nurturing their growth and development? We know. The curriculum you choose and how you implement it determine the quality of care for your infants and toddlers. Choosing a curriculum that fits the needs of your children, their families, and, of course, you, is an important decision that requires careful consideration. Research-based and child-focused, the HighScope Infant-Toddler Curriculum uses a carefully designed process of learning through discovery called active participatory learning. During active learning, infants and toddlers learn about the world around them by exploring and playing. The HighScope Infant-Toddler Curriculum is a comprehensive model that addresses all areas of development through six content areas and 42 key developmental indicators (KDIs) — the skills and behaviors at each stage of development that pave the way for school and adult success. Each KDI is connected to and reinforced by scaffolding strategies to support and gently extend children's learning.
KG Curricula
HighScope Curriculum


HighScope is a research based early years curriculum that supports the idea that a child learns through hands-on activities. This method, learning by doing, allows children to grasp concepts more easily and retain the information for future use. 

Five important aspects of HighScope are

  • Active Learning

  • Daily Routine

  • Language Curriculum

  • Mathematics Curriculum

  • Problem Solving Approach


The Five Ingredients of Active Learning

  • Materials: the child must have access to a large variety of materials which will be used to expand their experiences and stimulate thought.
  • Manipulation: the child must use the materials in a "hands on" manner to discover and create.
  • Choice: children choose their materials and play partners and plan their activities according to their interests and needs.
  • Child Language & Thought: children tell teachers and classmates what they are doing. They express 
  • themselves verbally and non-verbally to show what they are thinking, learning, and understanding. 
  • Adult Scaffolding: occurs when an adult inspires and challenges a child to advance to the next level of a skill or concept by encouraging the child to discover and find answers through critical thinking and problem solving.During the daily routine children spend the majority of their time in planned play with adults and peers. Research shows that it is during play that the majority of the child's true learning occurs which is why


The following is a description of the activities that occur on a typical day in a HighScope active learning environment

  1. Plan-Do-Review (90 minutes) is an activity that provides structure and gives meaning to children's play. It is composed of the following four elements: 
  • Planning Time (10 minutes) Children will develop planning skills by telling the teacher where they will work, what they will do and who they will work with. As soon as they have told the teacher their "plan" they may leave the small group and begin working.
  • Work Time (1 hour): During this time children will be actively involved with the materials and people they have chosen to work with in their designated interest area. Your child will choose from one of the nine interest areas distributed throughout the class. The areas are as follows: Art, Sand & Water, Blocks, Toys & Games, House, Music & Movement, Wood Working, Reading & Writing Technology. Children are free to work with all the materials in an area during work time. They are also free to change their "plan" during work time and make a new plan to work in a different area or with different people or materials.
  • Clean Up Time (10 minutes): Children are responsible for helping their classmates and teachers return all the materials and equipment to their proper place. The cleaning up process is an excellent learning experience. They develop organization and classification skills when they know where things belong and why specific items are stored together. 
  • Recall Time (10 minutes): A child will explain or show what they did during work time to their teacher, individually or in a small group developing their communication and presentation skills.
  1. Small Group Time(15 minutes) is a teacher-lead math or language activity. Each day the children will have two small group times, one in Arabic and one in English. Each teacher will meet with a group of ten children to work on a planned math or language activity. 
  2. Large Group Time (10 minutes) is a teacher lead game, dramatic play or movement activity. This is an opportunity for children to participate in a large group setting where they can share their ideas with their friends and teachers and learn from each other. At large group time children play games, tell stories, sing songs, dance and put on plays or puppet shows. Large group time will give children an opportunity to be leaders.
  3. Outside Time (35 minutes) where children and teachers play together. Children will spend time painting, building, digging, biking, splashing and swinging, individually or with peers on our non-traditional playground. This will enhance the development of their gross motor, cognitive and social skills. 
Langauge Curriculum
Mathematics Curriculum
Problem Solving Approach
Character Education
Movement Education
Digital Literacy


At age three children are developmentally ready to explore computers. As "digital natives" children require minimal guidance from adults, they can learn to use a variety of tech tools simply by having access and time to experiment with them independently. Research states that children who use computers to reinforce the major objectives of their school curriculum have significant developmental gains in intelligence, verbal and non-verbal skills, structural knowledge, long term memory, manual dexterity, problem solving, abstraction and conceptual skills. Talat School will implement a child-centered, active learning approach to teach digital literacy by:

  • Equipping technology interest areas in each classroom with laptops, tablets, digital cameras, scanners, and MP3 players.
  • Integrating a project-based technology curriculum and selecting developmentally appropriate websites and software to support learning.
  • Ensuring online safety by educating children on cyber ethics and installing filters and parental control software.
  • Developing classroom websites and children's homepages to fuse technology education with other important curricula. For example, providing children access to e-journals supports the language curriculum, e-books and online reading logs on their homepages.
  • Providing a state of the art news studio where children learn to use professional studio equipment to record and produce news segments for Talat News. 

In addition, Talat School is a member of the International Society for Technology in Education (ISTE), which has developed a set of standards for learning, teaching, and leading in the digital age called the National Educational Technology Standard (NETS). ISTE believes that being able to use technology is no longer enough and that today's children need to be able to use technology to analyze, learn, and explore. Talat will integrate technology to support the following NETS categories:

  • Communication and Collaboration
  • Creativity and Innovation
  • Critical Thinking
  • Research and Information
  • Digital Citizenship
  • Technology Operation
To learn more visit please www.iste.org.
Green Curriculum
21 st Century Skills
Elementary curricula
Language Arts Curriculum
Children's English language skills vary, that is why Talat School has selected a language curriculum that can adapt to their needs. "Literacy by Design" is a comprehensive, research-based, reading and writing program with state of the art technology components. The curriculum includes activities for large and small groups as well as independent learning while developing children's reading and writing skills in parallel. 

1- Reading Program 

The reading program strives to meet all children's needs by offering a varied selection of reading materials at eight different levels, within each grade. In addition to hard copy reading materials, Literacy by Design also includes the Fluent Reader and Developmental Phonics softwares.

A. Fluent Reader Web Application

Fluent Reader is a web-based application designed for children to improve their reading fluency by reading and re-reading leveled passages. Children using Fluent Reader software will:
  • read along with a fluent reader
  • record their own readings
  • listen to their recordings
  • send the teacher their best recorded reading sample 


B- Developmental Phonics Software

Developmental Phonics is a CD-ROM designed to help children develop phonological awareness and key phonics skills through interactive activities. The activities support reading independence through a four-tiered instruction and practice system:
  • sound matching
  • sound isolation
  • matching sounds and the letters 
  • applying letter-sound correspondences


2. Writing Program

The writing program connects what children read with what they write. Children are given mentor texts that exemplify the traits of good writing to use as writing role models as they cover the four key elements of writing instruction:
  • writing forms
  • organizational patterns
  • writing process
  • writing traits
Please visit www.rigby.com/literacybydesign to learn more.
Mathematics Curriculum
Science
Problem Solving Approach
Character Education
Movement Education


Super Moves is a movement education program that was designed specifically for early childhood programs. Children will have the opportunity to participate in movement activities during large group time, outdoor time and gym time. This movement program provides opportunities for children to physically experience and develop fundamental movement concepts.

To learn more visit www.pwap.com/supermoves/about.cfm.  

1- Fundamental Movement Concepts
Spatial awareness & movement direction Locomotor Skills Manipulative Skills Body Management Skills

2- Sample Movement Activities
Boundaries, personal space, start/stop, near/far, left/right Hopping, jumping, walking, running Volleying, throwing, kicking, catching, dribbling, rolling Flexibility, balance, strength, coordination

Digital Literacy
Green Curriclum
 Digital Communication

Assessments

Talat School will use authentic assessment to evaluate children's progress. This means that authentic work samples, the product of a child's work in the classroom, will be collected along with observations of your child's interactions to show growth and progress in a variety of academic and skill areas over time. 

Authentic assessment focuses on the child's strengths as opposed to their weaknesses. It is a reporting tool that helps teachers and parents set goals, but more importantly, gives the child a positive learning environment in which to grow and develop. A learning environment where adults are trained to observe and document children's successes... not their failures! Talat School will use the following authentic assessment tools:

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