Underpinned by our CLEAR values
Curriculum in the early childhood setting brings together the interactions, experiences, activities, routines and events, either planned or unplanned that occur each day. Our curriculum is underpinned by the Early Years Learning Framework and is all encompassing of what happens in our services. This ranges from the routines of the day such as rest time and mealtimes through to the experiences and events all of which may be planned or spontaneous.
Our Curriculum ensures:
Educators express broad goals, hypothesise about direction for activities and investigations
Educators observe children in action, compare, discuss and interpret observations together and along with the children make choices about future offerings in their exploration and learning
Children pursue extensive investigations of their world, guided by teachers who share their sense of adventure and “amazement”
To develop an effective curriculum for children, an on-going cycle of observation, planning, documenting and reviewing of our teachings and practice is essential, and in following this process we are better informed to design our curriculum further. All planning starts with observing children to understand and give consideration to their individual and group interests, development and learning preferences.
Our philosophy at Global Sky Education is underpinned by our CLEAR values. It is founded upon an image of children as being creative, capable and unique. In all we do, we strive to be child centric. With families as our principal partner, we pull upon our villages to support each child to explore and discover their world.
Through active engagement in free play and structured activity, children employ a range of complex networks of abilities, interests and spoken languages. Engagement in diverse forms of play fosters the development of a spirit of curiosity, experimentation and discovery with children being supported to develop their thinking and understandings, fine and gross motor skills, language, personal and social awareness, emotional well-being and creativity.
It set’s us apart. For us it’s about taking away ‘the proverbial fence’. Given our various locations, skillsets, national and international ties, we believe difference is a strength to be celebrated. We pay our respects to the traditional owners of the lands and have embedded Aboriginal and Torres Strait Islander learning and in NZ the respective Maori ways.
With such a diverse group we enjoy experiencing and learning from our multinational origins and team. Each child is an individual and therefore will develop in the way that is best for them, we are here to support, encourage and to assist each child and it is here that our village becomes crucial. Working with families and community partners we co-design our strategies and approaches to remove barriers and enhance the experience for all children.
Insurmountable research speaks to the value and importance that the environment plays as the third educator and it is our belief that a quality environment responds to the many ways in which children learn, grow and develop.
Our early childhood environments have been specifically designed to say to children… You are welcome here! Our focus is on aesthetically pleasing, ordered, and peaceful environments designed in such a way to support children’s play and stimulate dynamic teaching. Our educators give consideration in the learning environments for children to run, jump and be loud, opportunity for hands-on experiences, to have spaces of beauty, quite spaces to unwind and rest, and ongoing review to ensure we best meet the ongoing needs of the children.
The Early Years Learning Framework (EYLF) is Australia’s first documented framework for early childhood educators to support a mutual understanding of the principals, practices and outcomes which guides curriculum design whilst working from a strength based and reflective.
The EYLF vision is that 'all children experience learning that is engaging and builds success for life'. Our primary aim is for all GSE children to develop their understandings of the world in which they live through the development of broadly-based knowledge, skills and attitudes that enable them to take the prerequisite steps in preparation for lifelong learning.