The curriculum at GSNS is taken from the Creative Curriculum Goals and Objectives®. In short, we want to ensure we’re providing a rich environment for your child to grow and flourish.
Outline below:
Social-Emotional
Regulates own emotions and behaviors
Establishes and sustains positive relationships
Participates cooperatively and constructively in group situations
Physical
Demonstrates traveling skills (locomotion)
Demonstrates balancing skills
Demonstrates gross-motor manipulative skills
Demonstrates fine-motor strength and coordination
Language
Listens to and understands increasingly complex language
Uses language to express thoughts and needs
Uses appropriate conversational and other communication skills
Cognitive
Demonstrates positive approaches to learning
Remembers and connects experiences
Uses classification skills
Uses symbols and images to represent something not present
Literacy
Demonstrates phonological awareness
Demonstrates knowledge of the alphabet
Demonstrates knowledge of print and its uses
Comprehends and responds to books and other texts
Demonstrates emergent writing skills
Mathematics
Uses number concepts and operations
Explores and describes spatial relationships and shapes
Compares and measures
Demonstrates knowledge of patterns
Science and Technology
Uses scientific inquiry skills
Demonstrates knowledge of the characteristics of living things
Demonstrates knowledge of the physical properties of objects and materials
Demonstrates knowledge of Earth’s environment
Uses tools and other technology to perform tasks
Social Studies
Demonstrates knowledge about self
Shows basic understanding of people and how they live
Explores change related to familiar people or places
Demonstrates simple geographic knowledge
The Arts
Explores the visual arts
Explores musical concepts and expression
Explores dance and movement concepts
Explores drama through actions and language
GSNS generally employs a theme or subject-based framework whereby themes are introduced as a way to begin the exploration of a variety of learning opportunities in a wide range of developmental levels and areas. Numerous learning centers throughout the physical layout of the school provide specifically planned activities and materials that are linked to the subject under study. Literacy, math, science and art are interwoven throughout the activities available to children as they explore and construct new knowledge. Materials and activities are designed to be used in a variety of ways that support development at a number of different levels.
PRE-KINDERGARTEN
The Pre-Kindergarten program is geared to children who will probably be attending Kindergarten the following year. The emphasis is toward successful group interaction, self-awareness, body control, and beginning academic skills. The children explore their world through observation, experimentation and creativity with a wide variety of materials. Children are encouraged to participate in the establishment of classroom rules during circle time discussions, to help with the set up and alteration of the classroom areas, and to share their ideas about various policies and procedures that impact their day at school. Activities to promote school and Kindergarten readiness are an important part of our curriculum. The children in the Pre-K4 class explore the subject under study, as well as beginning academic skills, in more depth, through additional activities in math, science, literacy, and art. The children are evaluated for age appropriate skills (physical, social, emotional, and academic) throughout the school year. At all times, children are encouraged to explore new activities and knowledge at a pace driven by their interest and developmental level. Conferences with parents are held in November and April and as needed.
There are a number of Pre-Kindergarten programs available:
Pre-K2: Tuesday and Thursday, 9:00 a.m. – 2:00 p.m. (lunch provided by parent)
Pre-K3: Monday, Wednesday and Friday, 9:00 a.m. – 12:00 p.m.
Pre-K4: Monday, Tuesday, Wednesday, Thursday, 9:00 a.m. – 12: 00 p.m.
An enrichment class on Friday mornings (9:00 until noon) is available to both the Pre-K2 & Pre-K4 children.
Extended days (12:00 – 2:00, lunch provided by parent) are available on Tuesday, Wednesday and Thursday.
Early drop off (30 minutes) is available at a nominal charge.
PRIMARY
The Primary program is geared to children who will not be attending Kindergarten the following year. The main emphasis is on social skills: learning to be part of a group, taking turns, sharing, consideration of the rights and feelings of others, self-control, separation from parents, being assertive, taking direction from other adults, patience, self-confidence, manners, etc. The children are encouraged to participate in the establishment of classroom rules through discussions during circle time and to impact their school environment by helping to rotate toys periodically, contribute during clean-up time, and share ideas about arrangement of classroom furniture. Independence is encouraged in the areas of self-care (toileting, washing hands, dressing, cleaning up after play and snack). The children have constant supervision, and assistance is provided as necessary. The children’s developmental progress is assessed throughout the school year. Conferences with parents are held in November and April and as needed.
There are two Primary programs available:
Primary-1: Mondays and Wednesdays, 9:00 a.m. – 12:00 p.m.
Primary-2: Tuesdays and Thursdays, 9:00 a.m. – 12:00 p.m.
An enrichment class on Friday mornings (9:00 until noon) is available to children in both classes.
Extended days are available on Tuesday, Wednesday, and Thursday, 12:00 – 2:00 p.m.
Early drop off (30 minutes) is available at a nominal charge.
CURRICULUM OBJECTIVES AND DEVELOPMENTAL ASSESSMENT
GSNS uses the Creative Curriculum Goals and Objectives® for assessment purposes. The resource books which explain goals and objectives for each developmental area are available in the nursery school office. Each child has an assessment folder, kept by the Head Teacher, which expands on the components of each developmental objective. Through teacher observation and parental input, we determine how each child is progressing in each area.