{"id":30,"date":"2015-06-09T13:26:21","date_gmt":"2015-06-09T13:26:21","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/re\/pre5template\/?page_id=30"},"modified":"2016-05-24T13:58:59","modified_gmt":"2016-05-24T13:58:59","slug":"expressive-arts","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/re\/glenfield\/early-learning\/expressive-arts\/","title":{"rendered":"Expressive Arts"},"content":{"rendered":"

Section Four<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

The Nursery Curriculum<\/strong><\/p>\n

\"Nursery<\/a><\/p>\n

The programme for learning at Glenfield Pre-Five Centre reflects the four capacities of the Scottish Executive\u2019s \u201cCurriculum for Excellence\u201d \u2013 successful learners, confident individuals, \u00a0responsible citizens and effective contributors and the 4 R\u2019s of \u2018Pre Birth to 3 Positive Outcomes for Children and Families –\u00a0 respect, responsive care, rights of the child and \u00a0relationships.<\/p>\n

 <\/p>\n

In each playroom, activities and opportunities are offered to support and extend the children\u2019s learning. Areas within the playrooms are carefully organised to encourage the children to explore and investigate at their own pace.<\/p>\n

 <\/p>\n

Children are encouraged to develop the organisational skills which help them to choose materials, set small targets, to persevere with a task, and to tidy away afterwards. The focus on such organisational skills is particularly important for children with additional support needs.<\/p>\n

 <\/p>\n

Activities offered encourage children to actively explore, use their senses, to ask questions and to problem-solve by estimating, guessing, experimenting, reasoning and finding practical solutions.<\/p>\n

 <\/p>\n

Our play based curriculum is designed to promote the seven principles of Curriculum for Excellence in learning over the eight experiences and outcomes.<\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
EXPERIENCES & OUTCOMES<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 COMPONENTS<\/strong><\/td>\n<\/tr>\n
Health & Wellbeing<\/td>\nSupports and nurtures children \u2013 health and wellbeing<\/p>\n

Ensure a positive ethos \u2013 respect and value individuals<\/p>\n

Building relationships<\/p>\n

Promoting healthy lifestyles and care for the environment<\/td>\n<\/tr>\n

Literacy & English<\/td>\nVerbal communication<\/p>\n

Listening and talking skills<\/p>\n

Early literacy<\/td>\n<\/tr>\n

Numeracy & Mathematics<\/td>\nEarly maths skills<\/p>\n

Number, measured and shape<\/td>\n<\/tr>\n

Expressive Arts<\/td>\nMusic and dance<\/p>\n

Art and design<\/p>\n

Drama and role play<\/td>\n<\/tr>\n

Religious & Moral<\/td>\nSupportive climate for learning, promoting an ethos of inclusion and respect for individuals<\/td>\n<\/tr>\n
Science<\/td>\nUsing senses to investigate the environment<\/p>\n

Active learning and planned purposeful play<\/td>\n<\/tr>\n

Social Studies<\/td>\nActive learning together to promote, observe, explore, experiment and play indoors and outdoors<\/td>\n<\/tr>\n
Technologies<\/td>\nUse of ICT and technology to enhance learning<\/p>\n

 <\/td>\n<\/tr>\n

\u00a0<\/strong><\/p>\n

DESIGN PRINCIPLES<\/strong><\/td>\n

 <\/p>\n

Challenge & Enjoyment, Personalisation & Choice, Relevance, Coherence, Breadth, Progression and Depth in Learning<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Active Learning Experiences<\/p>\n

Through active learning children are engaged and challenged in their thinking and involved in planning for their own learning.<\/p>\n

Children and staff use mind mapping techniques to ensure children\u2019s ideas and interests are recorded and used to plan active learning experiences.<\/p>\n

Planning for Individual Learning<\/p>\n

The individual learning needs of each child are identified by a process of ongoing observation and assessment. Nursery staff make written observation within the playroom on a regular basis. These observations allow staff to respond and adjust the curriculum to meet the learning needs of the children.<\/p>\n

Individual Educational Programmes\/Support Plans\/Stepped Interventions are planned and implemented for children who require support for learning. In some cases Coordinated Support Plans are put in place.<\/p>\n

Individual Assessment, Recording and Reporting<\/p>\n

Assessment is based on observations of children\u2019s learning. This is recorded in your child\u2019s portfolio which contains evidence of learning and includes photographs and examples of your child\u2019s work.<\/p>\n

Parents are encouraged to contribute evidence of learning at home to these records.<\/p>\n

Children themselves are also involved in selecting examples for inclusion in their portfolio. Staff and parents can have informal discussions about children\u2019s progress, as required. In addition, more formal reporting meetings are held in the autumn\/spring term. Parents and key workers meet at this time to review and discuss their child\u2019s progress. A summative Transfer of Information Form is also prepared at this time for children moving on to school. With the parents permission, all other reports are passed to their child\u2019s new school, new nursery or new key worker.<\/p>\n

Nursery\/Primary Liaison<\/p>\n

Glenfield Pre-Five Centre has developed very good links with local primary and special schools and there is a yearly programme in place to promote active links. An open week for P1 teachers is held in June and this provides an opportunity for school staff to meet the children in the nursery setting and to talk to staff about the children\u2019s learning and development. In addition, this visit allows the children to show their new teachers their records of achievement. The summative Transfer of Information forms are also passed to teachers at this time.<\/p>\n

Outdoor Learning<\/p>\n

Outdoor learning is an entitlement for your child. It is a natural environment and an extension of the indoor environment. All aspects of the early years curriculum and the four capacities within Curriculum for Excellence can be promoted successfully outdoors. Children in the centre will be given many opportunities, activities and experiences outside, which will include regular opportunities to learn through play within their local woodland and\/or nursery setting. To allow us to do this it is a requirement that children are suitably dressed for all weathers!<\/p>\n

Nursery staff and parents regularly audit the effectiveness of the nursery curriculum and overall quality of service using the \u201cChild at the Centre\u201d. H.M.I.E. and Care Commission also conduct regular inspections and report on the quality of education and care within the Centre.<\/p>\n","protected":false},"excerpt":{"rendered":"

Section Four \u00a0 The Nursery Curriculum The programme for learning at Glenfield Pre-Five Centre reflects the four capacities of the Scottish Executive\u2019s \u201cCurriculum for Excellence\u201d \u2013 successful learners, confident individuals, \u00a0responsible citizens and effective contributors and the 4 R\u2019s of \u2018Pre Birth to 3 Positive Outcomes for Children and Families –\u00a0 respect, responsive care, rights … Continue reading Expressive Arts<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":3254,"featured_media":0,"parent":116,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-30","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/glenfield\/wp-json\/wp\/v2\/pages\/30","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/glenfield\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/glenfield\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/glenfield\/wp-json\/wp\/v2\/users\/3254"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/glenfield\/wp-json\/wp\/v2\/comments?post=30"}],"version-history":[{"count":4,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/glenfield\/wp-json\/wp\/v2\/pages\/30\/revisions"}],"predecessor-version":[{"id":744,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/glenfield\/wp-json\/wp\/v2\/pages\/30\/revisions\/744"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/glenfield\/wp-json\/wp\/v2\/pages\/116"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/glenfield\/wp-json\/wp\/v2\/media?parent=30"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}