What is the Curriculum? Is the question which many first time parents ask themselves and we hope that in the below lines we will be able to answer this question in an easy to understand format that both, parents and inexperienced professionals will find easy to apply.

Supernova (pre-school) Children’s Curriculum is the way of teaching young learners. A school’s Curriculum is the heart, brain and pulse of the School. Pre-school Curriculum must be able to cater for all areas in children’s development Physical, Social, Emotional, Cognitive (Intelligent) and for our schools I would like to add a secure
attachment – Sigmund Freud ’s theory of the the importance of the first six years of age.

In below lines Supernova Education Curriculum is to give an insight of what parents may expect their children to learn as well as what our teachers are following in order to become an absolute supportive figure in children’s overall development.

Our Schools overall (Gross) Curriculum Goals :

Supernova School/s Curriculum is divided into two main areas based on the children ages and abilities of mainly children who are from walking toddlers up to approximately 3 Years old (the perceptual learner) AND second stage with learners from 3 to 6 Years olds when the children are incorporating strictly South African State Curriculum CAPS (Curriculum and Assessment Policy Statement) and in-depth philosophy understanding from underlying meaning in literature and folklore, in the way that the teacher is not enforcing her knowledge or understanding of the truth, but allows the learners to make their own discovery of the subject matter.

1. Curriculum for Younger children up to approximately 3 Years Old:

The School for young children is an adaptive school for its pupils. At this stage the little ones are scared and not sure how to behave, so a good routine (strictly based on an expectations routine) helps the young children develop school habits which will help them to feel secure and allow them the opportunity to build and open character.

Children younger than 3 Years are often struggling with ‘separation anxiety ’, so one on one activities as well as small group play are crucial for making the child feel secure in the classroom.

Supernova School goals at this stage is to help children develop trust, respect and discovering in their own ability and using it for adaptation and critical thinking.

Children in this stage tend to be uncertain in their abilities, so the teacher MUST take into account children cognitive and emotional development , which might have a significant difference between children who are born in the same year or brought up in different cultural circumstances and not use the age as a bench mark for desired outcomes.

To ensure that the children are supported, our Supernova Teachers are expected to keep a diary and constantly monitor the children developments and indicating the area in which the child shows growth or experiencing difficulties in order to develop a solution for adapting teaching style.

To evaluate the learning progress Supernova Education has divided the ‘outcomes goals’ in two main categories : Outcomes goals for the first time frame of development of our education 1 to approximately 3 Years Olds and cycle two 3 to 6 years Olds.

Supernova goals which the the Supernova teacher is preparing for her learners for the first age development frame are:

Education based on The 3 (three) main areas which are focusing on :
Self-awareness (Positive self identity and Discipline ), Cognitive literacy /awareness (Language, Memory, Reasoning and Problem solving) and Physical Literacy (Body
Awareness)

To achieve her goals our Supernova teacher is monitoring the ‘outcomes’ based on continuous observation (using filing) for the progress of the children, as well as set goals for the outcomes.

The Teacher’s outcomes and expectations are based on progressive data collection representing children’s ability and the same data must be used for developing teaching culture, where testing is not used as a regulation tool, but rather an instrument for adaptation for teaching planning, which is assessed independently.

Positive self-identity :
Many children in this ‘first period’ will just begin their journey of self discovery and will only start to recognise that the others are different from them around age 2 and the teacher must ensure that multicultural, ethnic and linguistic differences are supported in welcoming for all children.

Supernova’s teacher must prepare the class in the way, that all children can be able to feel free to perform with freedom in expressions while the children are given opportunity to learning school’s culture which is helping the children to feel secure and protected, while the young learners are building confidence around the older pupils.

Young children find opportunities to open their character when they feel safe and in a disciplined and routine environment, where their expectations of what is coming next is familiar to them.

Discipline:

Self-discipline and a good well-known routine is key in the Supernova classroom.

Children are learning basic behavioural etiquette and social behaviour which makes them feel that they belong and are part of the group.

The routine is a key role in behavioural wellbeing of young learners. Young children must feel safe to express themselves, without been judged by others from the group and the teacher must ensure that the learners are well aware of her expectations.

Children at this stage are very egocentric and the teacher must gently enforce the rules of the class in order to be sure that all children are feeling save and protected. Children must be encouraged to participate in ‘tidy up’ activities as well as respecting the other children’s space and belongings.

Language :

Although the language has fewer different forms of expression , the first period (1 to 3) Supernova School is focusing primarily on Audio and Written (art) Language.

At the age of approximately 30 Months many children will express themselves through many non-verbal means in their form of communicating. As has been pointed out above every attempt of early speech must be encouraged in a positive manner and the teacher must not overwhelm the children with unrealistic expectations relative only to age outcomes, but gently add to the children conversation in correct syntax.

Young children spontaneously and without being aware of making efforts will reproduce sounds and form words into structure in order to communicate with those around them. Teacher must be very careful not to deprive the children from opportunity to express their opinion and use the opportunity to engage with the child in the way that the child feels secure and encouraged to speak.

The younger the child the shorter the sentences and communication expectations must be progress based on the individual-need’s of the learner, rather than the outcome goals in the first period of Supernova learning. The teacher must speak with clear voice and correct syntax.

At this stage many children will be progressing with syntax and will have a basic vocabulary some children will be able to make more complete and organised sentences and
some even will understand jokes and start joking and are able to make a simple ‘poster’ representation in front of the group.

Shy and reserved children should be supported with physical cuddling or the teacher must hold their hand, when they are trying to make their first attempt to speak in front of the group.

Children in the upper age level at this stage should be be able to engage in ‘open-end’ questions and express point of view on the subject as well as be able to present a simple presentation talk in front of the group.

Folklore and children’s books are crucial for young children to develop opinion on the matter for right and wrong as well as comprehending the situations in which the characters are.

Teachers must take into consideration children who may be shy and withdrawn. A welcoming child friendly environment as our ‘literature and art room’ and help of items such as flash cards and pictures as well as involving the pupils in home-made presentations are very beneficial for shy young children.

Reasoning, problem solving and memorising.

Supernova Teachers are directing young children, rather then forcing learning knowledge goals, since the delicate nature of young children, who are not able to distinguish the difference between fantasy and reality, and children are very egocentric, for which a forced way of teaching could cause a rebellious behaviour in the child.

Supernova School has organised methodology. Supernova’s classroom is organised into sub-divided “corners” where every corner has a meaning which is understood by the children. This is giving the children a sense of security and freedom to explore.

Supernova’s teachers are organised and activities are planned in short time frames with durations of a few weeks.

Each short ‘time frame’ for guided activities for younger children varies in time and this is one of the main difference between the younger children in period1 and the older learners in period 2 . The difference in presenting the curriculum will be explained in depth further in this document.

The duration of the cycle (learning team period) is based on the ability of the children to comprehend the goals which the teacher has in mind.

Supernova teacher is using a termly goal/s and creating games, problem solving situations and fantasy. During this term the children are able to have the opportunity to imitate the situations and the teacher is expected to be able to recognise, where children are experiencing difficulties or strengths and capture this development accordingly.

Each child must be able to be given opportunity to act in the guided situation and express point of view, raise questions and predict on outcome, this will give the child a sense of belonging to the group, confidence and stimulates the child’s and the group’s thoughtful process.

Supernova teacher must understand that learning through play is not limited to give children toys and just observe!

Fantasy’s play as role in problem solving – Children play must be pre-planned (where required) and structured in the way that the child will be able express own creativity, give the child the opportunity to play fantasy : imitating adults behaviour , learning and showing compassion using dolls, learn to communicate and take turns with other children….While playing, children are learning to problem solve, calculate and spontaneously discover the physiological rules.

Supernova teacher well-prepared play activities are helping the critical thinking development. Playing with other children is helping children to developed good self-esteem too. Playing is also part of teaching process and Supernova teacher must be ready with an exciting games involving symbols, exploration, memory , concentration, audio and visual perception.

Games must give the opportunity for the young children to predict the outcomes and express point of view and the teacher must encourage the pupils open ended question.
Observation during the games is a key for creating the foundation for the following short period outcomes goals.

Nursery rhymes, acting and games involving memorising are crucial for learning and teacher must incorporate into her daily routine.

Memorising is not voluntary to young children, so therefore the teacher has to ensure that she has visual aids (teacher’s animating the movements, flash cards, pictures ,objects, puppets, toys etc.) to ensure that the message is been passed in a clear manner to the young children.

It is important for children to store memory from different events and knowledge they experienced, because that memory can and will be used in solving a newer problem at a later stage.

Physical Development :

Although, that children are different and body awareness is not an easy task for a lot of young children, teachers must ensure that daily activities planning includes activities which are involving midline crossing, body and special awareness.

Scientific researches has proven that children who have problems with midline crossing may experiences problem with reading at later schools stages. Children lack of movement and obesity is a problem in our society, and teachers must address this problem with well selected and planned physical activities and games, which are involving the whole body, as well as prepare outside adventure games using soft blocks, boxes, balls and other equipment or games suitable for the young children to free play.

Nursery School games are great opportunity for the young children to explore their bodies abilities and learn to socialise and share and taking turns. Games are a good way of teaching and enforcing rules. Playing of different roles teaching children to playing in corroborations and developed relationships with each other, fast moving co-ordination and strategic planning (e.g. when the cat has to catch the mouse)

Physical Development is also linked to the emotional development (author’s interpretation based on experience) , and often children who are shy or insecure, may refuse to participate in activities, which are involving climbing on the apparatus or playing in group games . Teacher MUST encourage the children who are shy or insecure to climb, slide, using swings and helping those shy children into the group .

Before the Young children are able to move forward to the second stage period,the children shall be able to accomplish a certain behavioural and basic cognitive skills
mostly related to basic language comprehension, and problem solving, and basic understanding about their body awareness and space.

Language outcomes:
Audio language outcomes :
Objectives are that every child to have a basic command of the oral language and comprehension of auditory sounds and words. Children must be able to speak with others and also making efforts to be sure that the other are understanding what the child wants to say. Children should have command of basic verbal communication’s skills and able to express their feeling with a clear voice.

Children should be able to construct well built, short and clear ,to understand by others sentences.

Around age of 3 to 4 years olds many children will be able to share news and recall a short story line, able to share news about past experience and most children will develop a sense of humour , which should be encouraged by the teacher.

Children in upper age level at this stage should be be able to engage in ‘open-end’ questions and express point of view on the subject as well.

Folklore and children’s books are crucial for young children to develop opinion on the matter for right and wrong as well as comprehending the situations in which the characters are.

Teachers must take into consideration children who may be shy and withdrawn. A welcoming child friendly environment as our literature and art room and help of aids items such as flash cards and pictures as well as involving the pupils in home-made presentations are very beneficial for shy young children.

Written language (art) and drawings Outcomes :
Written language is the way for children to express their feelings and understanding of the world and written language is opportunity for the teachers to understand the children mental development.

Teachers must keep record of what children are saying through their free art expression during scribblings, basic drawings and other forms of free art or construction, this is crucial for measuring the children’s progress. Learners in second stage/period are encouraged to draw their weekend or other news once a week which the teachers keep for the duration of the study year’s cycle.

In terms of comprehension in this stage children should be able to understands the meaning of simple symbols and pictures and making basic associations using picture books. Children should be able to understand the story line while only looking at the picture book and “put words” on to a picture story, using only the book illustrations.

Objectives for children at the end of the first period for Motor Development:
Children ready to move to the second cycle should be able to master a simple command over body movements and simple ‘special awareness’.

Fine motor control is very difficult for young children. Before children are able to manipulate a pencil or paint brush, children need to be able to have a control of the fine motor muscles. This control is achieved with support of daily age appropriate activities which are helping to reach specific outcomes.

Those outcomes are achieved through a daily routine which is involving OT exercises and class activities during morning time which helps the children to understand their body and learn control on their body movements

Children should be able to sit with their legs crossed, siting on chair without leaning on the table top and possibly without twisting one of their legs around the one of the chair’s legs. if the child is not able to achieve the physical development outcomes a specialist assessment should be sought for further assistance and support.

1.2 Second Learners stage who are approximately 3 to 6 Years Olds
The Second Cycle of the Supernova Curricula is also known by Supernova as the pre-formal stage (Supernova terminology).

At this stage the learners are exposed together with the Montessori education style to more structured activities grouped into subjects based on CAPS Curriculum – Literacy ,
Numeracy and Life Skills, as well as incorporating the needs of total child’s development : Physical ,Emotional, Social and Cognitive.

At this stage the learners are building a bridge from informal to more formal ways of learning and using information.

Supernova Curriculum optimised the learning activities with a concept of using a subject per room and sufficient time (per day) for the learners to explore topic and learning
process relative to theme using literature.

A team of supportive adults are working together in order to create a perfect harmony between environment and learner, so the children in class are feeling supported and encouraged to explore, asking questions and predicting outcomes.

Mother teacher is working together with Montessori and key teachers in the way that tracks all the transition every child undergoes, and in ] this way the mother teacher can indicate the child understanding improving or indicate barriers of learning.

Testing and observing is a key for understanding the child’s progress, and therefore to keep an accurate reporting every child need to have an assessment portfolio, which is addressed on weekly or bi weekly basis for children who are age 5 and 6, in some exceptional cases the children will be expected to do some assessment work , in the form of
game the children are expected to work in the book as evidence of Learner’s progress. The results of the progress the teachers must use as a tool for the progression for future lesson plans.

Depending of the subject children’s autonomy may vary from opportunity the children to follow their own interest of creating reality and fiction in order to develop their own imagination OR been relatively restricted by the pre-organised and well selected areas where children has to follow a pattern of working stations presented to them in subject like :

Numeracy/Science, Literacy and Life Skills.

Numeracy Class and Science Class:

Numeracy is true representation of measuring an intelligence (in author’s opinion), if we agree with the thought ‘that intelligence is based on Discipline, Memory, and Critical Thinking’. Numeracy in reception years stage teaches children discipline, patience with time, logical thinking and problem solving and also teaching children skills which they used in critical thinking as outcome prediction and problem solving.

Concrete experience in early numeracy is crucial for the young children to understand, value, matching, size (measuring/comparing), and to be able to classify.

Numeracy Curriculum and Numeracy Class are linked incorporated with Montessori Sensorial learning. The teacher’s team has to follow the curriculum instructions precisely and not change the lessons prescribed dynamics , BUT, only helping the learners ‘moving forward’ with more of advanced problem’s to be solved within the prescribed activity.

At numeracy class one of the first things children learn, is to classify and concept of order. Therefore the class room is representing a concept of classifying from the moment the learners are entering. The activities are well selected and children are grouped into the teams, when group Key’s teacher work is done.

Team work is crucial for problem solving and critical thinking, since more than one idea are taken into account.

Once classifying, children naturally compare, although the comparing not necessarily needs to be linked with classifying as a first step .

Comparing is a natural process, which happens in very young age of a humans life. Learners are exposed to comparing every day in various situations like lengths, sizes and
quantities, however not every comparing situation is giving the learners opportunity for problem solving and developed critical thinking, due to the problem solving process.
Teacher , class assistants are enriching the Curriculum-Outcomes since the learners are constantly improving and challenging the teachers.

For teacher to keep an evidence in the Class Portfolio of the children improvement and Teacher’s matching following up activity is crucial. Only this way a moving forward plan can be evaluated.

Children’s class portfolio is a tool for the teachers to evaluate the speed of the child’s problem solving and strength in a topic or learning.

With progression of understanding around 4 Years children start understanding the numbers and their meaning.

Often children arriving in the Pre-School are able to do ‘Rote counting’, however counting 1 to 10 in song like rhythm is not a true understanding and comprehension of the true value and meaning of the numbers.

The Teacher and learners need time in order to understand the numbers and their quantity (cardinal usage) and ability to express to understand positioning (ordinal usage).
In order to achieve Numeracy comprehension that has accommodated a number of pre – numeric and numeric activities.

The objectives of the pre-numeric activities is the Learners to be able to classify, measure and compare, and parallel with that to discover the positioning in numbers order.

Young Learners are not able to reverse the value in their minds, so for that reason in a formal way of lesson presentations using a real value objects is crucial.

With mastering the value, learners are subconsciously making the numeral questions. learners are aware that comparing two different groups will give them a different value. learners becomes aware that matching is a way of calculations as well.

Activity involving objects and audio games involving value or positioning is valuable during presentation of the pre-numeracy or numeracy lesson. Asking learners to predict the outcome of the value if one or more is taken out of the group is very important. All children must be encouraged to participate, to individual stations, where every child has a chance to take a turn is a MUST! when the Teacher presents a lesson.

Numeracy Lessons are practically part in “Daily Ring” activities like counting the children in the class, comparing where the quantity of girl’s vs boys, following the days of the week, or when we say the names of the weekly days using the weather board chart. Teachers lessons are both audio and parallel visual and partly relative to the bi-weekly
‘Themes’ and is important that the children do not feel isolated during Numeracy Class, BUT opposite – taking a concept or object used in the ‘Theme’ and finding a mathematical value can be adventures process which stimulates critical thinking and imagination. Imagination and outcome prediction are not only used during the Numeracy Class but as well as well as Science and Physiological Lessons where also an opportunity for developing a reading readiness, quantity, volume, discipline, sequence, positioning and speed for length and time in numeracy is happening, so key teacher must take this into consideration with her involvement with the rest of the teachers.

At the beginning of the second learning part of Supernova Curriculum the learners are gradually prepared to write and using symbols for recognition.

Writing and reading is emergent in both Numeracy and Literacy and learner’s should not be rushed to write before they have a true understanding of what each number represents and where the number is in relation with the others numbers e.g. 2 is between 1 and 3 on the number line.

As the child masters the ability to correctly recognise the value of the written number/s, gradually the teacher must implement the teaching of breaking down the value and group the value into different sets.

While the teacher is introducing the concept of “breaking down” the numbers and sub collecting them into smaller group the learners becomes aware that of the concept of total.

Learning to reverse from small to big, or big to small is crucial for the learner’s ability to pursue with Mathematical knowledge in their future formal Schooling.

Literacy (Literature and Art) Environment:
Literacy is partly part of all forms of the curriculum, and literacy does not come down to oral presentations or written presentations. Literacy and Art classroom has a purpose to let the learners be able to become more alert and teach the learners to become more interested in all literature forms around themselves and give them opportunity to learn to read correctly and comprehensively.

Supernova’s Literacy’s classroom is innovative and “speaks words” as well as encourage the learners to express their thoughts verbally from reading “emergent” reading signs to writing stories while drawing and painting.

Children love and need to express their thoughts, from a very young age. Children are speaking their minds and if the opportunity for self expression is denied the child may develop social or emotional disorders.

The Teacher must support learners eager to communicate and encourage all the learners in the Literacy class to be part of the conversations, irrespective Verbal (Audio), Written or Art/Crafts self-expression.

Verbal/Audio Language:
Although audio self-expression is the first form of communication, due to the many social or emotional circumstances many learners may develop difficulties (emotional barrier) in communicating with peers or vocally addressing the teacher.

Language barriers, if not addressed correctly may also become a problem of future learning. Literacy ‘mother teacher’ and the rest of the Supernova team’s teachers are having a very important role of supporting children in literacy class not only for curriculum outcomes, but also for a great emotional support while taking care for children who has a disability to communicate or self-express themselves.

A great opportunity way for the children to self-express themselves is through acting or taking a role.

Children taking roles all the time, from singing in with the groups to dramatisation of children stories for drama, however teachers MUST allow children to be part of teachers’s guided drama class at least once a week.

Drama for young children is very important for the children , social and emotional development, as through the drama the child take a role of the important part of the story AND also is a brilliant tool to assessing children ability to audio comprehend and memorised verbal instructions. Our teachers are following a special ‘drama stories’

Written Language and Art :
Written and writing language is not voluntary to young learners, and the teacher and the class assistance must exercise a great level of patience, when comes to pre-symbolic and symbolic way of presentations and understanding.

Before the learner is able to read, the learner must accomplish several stages of fine motor development skills and here is where written language is making a junction and
moving into the same direction.

Through the self-expression with various of art media supporting material e.g. pencils, crayons, koki, children are developing fine motor skills , which will help learners to developed the skill they needs for writing and also will help learners to ‘speak their minds’ using an art medias.

Art media is not only helping children ‘to speak” BUT to read as well. Once children master ability to communicate using pictures , the learners also subconsciously are learning to read pictures and other sign language.

There are many commercial educational modules for children to follow while learning to read and write correctly (e.g. Letter Land), however before the learners are able to start following and building on letter symbolic side of the language children should be able  to understand how to emergent “read” and write first.

The Literacy Mother teacher, and the rest of the teaching team must follow a very strict program of variety of logical games where the children are learning from “to read” in the picture story sequence game to making and giving a poster’s presentations. Once the written language is mastered the teachers must focus progressively to introduce the children to correct way of writing .

Writing attempts are opportunity for the teacher to determine if the learner is ready to move forward with writing or not.

Learners who are ready to move forward with written work Supernova Curriculum is preparing a variety of tracing materials, to support learners who are experiencing a difficulties in ability “to read ‘ and / or write symbols. Learners who finds writing and symbolic reading uneasy task are supported by the Curriculum via an extra art work and/ or addressing a delaying in physiological development (e.g. midline crossing difficulties, low muscle tone etc.) with age appropriate physical development programs which Supernova Curriculum has.

Physical development :
Learners with not well developed physiological body abilities (like body awareness, posture, good core muscle support and other) may experience a great amount of difficulties in learning.

Children who has not well developed core muscles may spent a significant effort in order to keep their body seated straight and they need to use a lot of help from their senses to keep the learner sitting straight up.

Physical activities like co-ordination, balance, special awareness, body awareness …and other are crucial for young children development.

There are tons of literature based on research of why children physical development showed be encouraged from very young stage when the child is still growing, however the lack of space, time or lack of knowledge can become an obstacle for parents and teachers who do not have the opportunity to support the children in their physical development and Supernova’s teachers , must be able to identify children who has been deprived from opportunity to developed their physical needs and support those children with appropriate encouragement and group games and opportunity to do obstacle courses. Physical development is not only limited to ability to learn in the classroom, gaining healthy body, good posture , speed or physical power, but is linked to development of cognitive thinking in children as well .

Children will develop a perception on concepts and understanding of ‘how’ and ‘why’ living and not living world interact together and concepts of heavy and light which would give the children a foundation in physics and numeracy for their later schooling .

In the Physical Classroom teacher must present a rich movement activities which give opportunity to children to explore their body opportunely and in the same time to allow the learners to questioning themselves ‘why’ thinks act the way they do , e.g. why the ball pushed up in the slide, comes back and does not stay there, Why pulling (using a rope attached to a pulley wheel, different children feel different and take different time and effort. Why the bottle can be moved using a bean bag , but not a ball made of paper. Teacher must work in the small groups of children when present the physical lesson and parallel at prepare a supplementary activity for the other groups of children, since the children concentration is relatively short and some of the class pupils may lose interest, before having a chance for a turn.

Teacher and assistant are constantly observing each child’s ability and keeps record of all learners strengths and weaknesses and adapted to the children abilities. Teacher must encourage every learner to take a participation role in “building” activities and obstacle courses. Learner’s creativity must be supported and encouraged by the teacher.

Creativity and Fantasy :
Creativity and Fantasy are important for Supernova Curriculum and “Fantasy Class” is a must in Supernova Schools.

The Fantasy class is the classroom which is the least guided by the teacher, however is the one where all the children have learned in the other classrooms is put into practice. True fantasy and imagination set their spirit and character free , but in the same way they become a part of a very guided and limited (by other learners) environment, where the children are learning ability to “adapt”. Adapting is a crucial form of ‘survival’ and is linked to thinking of how to problem solve using
information from the past experience into finding the solution of the new problem. Fantasy class is a rich variety of ‘problems’ in the fantasy class, FROM how many cups
are needed it for the tea party for 5 learners and 2 dolls to how TO a new learner to make a friends in the group.

During fantasy play teacher can observe how well her pupils has mastered the ability of social, emotional and life skills in ‘true’ environment, where problem-solving happens
spontaneously and children express themselves free in opposed to feeling of been watched and the need to please their teacher with the correct answer, in their opinion.
Teacher and Class assistant must be firm and constantly involved with the learners and guide them, which would create in learners a sense of security and belonging within the group.

Sense of belonging and secure attachment :
Sense of security is very crucial for children who may come from challenging family backgrounds “very strict” families where the children are limited and deprived from to getting messy, or to speak (vocalising) their feelings, if they are not given “permission to talk” OR children who are coming from ‘busy families’ where the parents figure is very limited to taking care for the children basic physiological needs of the children and children emotional development is not addressed.

Teacher must identify Learners who may come from challenging families and help them to integrate into the group or create an opportunity for the learner/s to develop confidence with activities which might give the learner opportunity to developed confidence via fantasy based on learners interest.

Outcomes for Supernova Curriculum :
From the beginning of the Pre-Primary School to the end of this “magical period” learner’s experience a number of metamorphosis (mental, physical and emotional) in order to become a well disciplined and intelligent individual, who may be able to adapt to the challenges which future formal schooling has prepared for them.

Learners are having a good understanding of the world and distinguish the difference between living world from non-living world. Learners are equipped with discipline, knowledge and skills which will become a foundation for learners attitude and understanding for future learning.

Primarily these foundation phases are grouped into : Cognitive, Physical, Emotional and Social Developments. Although all four developments are linked and they cannot be completely extract one from another, the developments has specific characteristics which are helping the Curriculum and Teachers to be guided in order to achieve the higher and furthest movement as possible, while teaching young minds .

Cognitive Development Outcomes :
Cognitive Development is linked to thinking, problem solving and adaption using previous knowledge in ability to solve a new problem. At the end of the Supernova Pre-School years the young learners will develop problem solving skills and a deposit of knowledge as part of their Cognitive Curriculum Development.

Learner’s will be able to gain a basic understanding of how living and non-living world interact together, learn how to observe and ‘collect data’ and have a basic understanding of concepts of Literacy and Numeracy.

Literacy Outcome
(Language life’s skills relative to “Audio Perception” and “Visual Perception and Written work”) :

In this curriculum the Audio Skills are subdivided into two categories :
Audio Articulation and Audio Perceptual Skill.

Audio Articulation Outcomes :
At the end of the Supernova Pre-Primary School all our learners MUST be able to :

*Make a short sentences in correct syntax and be sure that the message they ‘send’ verbally is clearly understood by the one who they are talking to.

*Speak with voice levels of social acceptance, without shouting. Do not interrupt when someone is talking, but wait patiently until their turn is coming to
talk.

*Make an eye contact with the person whom they are talking to.

Audio Perceptual Skill:
At the end of the Pre-Primary School at reception year learners MUST be able to :

*Have ability to comprehend verbal instructions from the teachers.
*Able to participate in children’s drama acting .
*Learner’s will be able to recall rhymes and short story lines from what they have heard.*
*Learner will have ability to memorise a short presentation and story line and recall the
same.

Visual Perception and Written work :
At the end of the Supernova learning experience the learners should have to have a deposit of skills which will help them to learn to read and write, some learners might be able to master this ability at early stages, so mother teacher teacher and the the rest of the team must adapted the curriculum in the way that the children will be interest and stimulated in the way that accommodate all children’s needs , and not exclude children with advanced knowledge and children with barriers of learning and comprehension.

Overall Vision Perception and Written work Outcomes :
Before the young learners are able to read write, the learners must understand the value of symbols and their meaning. This understanding is based on the children’s ability to interpret pictures and signs meanings as well as the ability of the learners to do a midline crossing and build puzzles up to 100 pieces.

At around 6 Years old mark most of the children will be able to “emergent read” and write frequently seen words like their own name, signs and words around the class room and able to “read” a story from pictures in books and well as sequencing events using a pictures.

Learners will develop skills which will help them write in correct manner as :
Holding the writing instrument in correct way.

Knowing from which side on the page to start witting and direction for their writing. Work with pride (clean and within the lines).

Learners will have a good understanding and comprehension of the Alphabet symbols and some commonly used Numeracy symbols as well.

Numeracy Outcomes :
Numeracy Outcomes is not limited to the children to rote counting and recognising and writing numbers, but to developing complex skills of problem solving and understanding the relationships between numbers and value , measuring elements, comparing and classifying. To be able to achieve all those skills necessary for successful future learning in numeracy, the learners must master a basic fundamental skills in numeracy. After a successful completion of the Numeracy in Grade R Learners must be able to comprehend and apply the following concepts :

*Numbers and be able to allocate the correct value in respect of digital formation.
*Group elements based on their property or colour
*Concept of time
*Measure length and height
*Compare values
*Differentiate between deep and shallow
*Less and more
*Weather chart
*Idea of space, shape and size
*Manipulation volume property
*Difference between big and small
*Weights: Heavy and light
*Determine where is “more” and how much more OR how much less, some learners (at 6 Years) will be able to do this basic calculation using their minds, without be able to rely on concrete experience.

Life Skills :
As the name already describes during the time young children are “growing” in Pre-Schools, children developed a critical skills and way of thinking, which they subconsciously
developed while they play and communicate with their peers and Teachers.

Those skills are not achieved in prescribed environment, but while the learners are exploring the school’s (Supernova) environment while fantasy play and work in the group with other children.

Children are becoming aware that they are part of society and learning how to cope in this society as:
*Understanding concept of it’s own body and how to take care for it (hygiene, food self-respect)
*Ability to work in the group as well as alone.
*Speaking softly and do not interrupt, while others are speaking.
*Develop sense of Art and beauty
*Love for music and rhythm.
*Caring attitude towards the Nature and Animals.
*Positive attitude towards Learning.
*Love for books and reading.
*Love for creating new things
*Eager to express creative thoughts.
*Works clean and in the way that is eye pleasing.
*Put pride in own work

Physical Development Outcomes :
By the end of the Supernova (pre-primary) school period, the learner will move from different physiological stages until mastering the correct body posture special awareness, and developed a concept of healthy body.

For that reason the curriculum, mother teacher and and the teaching team are focusing on activities that will help learners to get equipped with skills which will help them achiev the following in Gross Motor Development and Fine Motor Development :

Gross Motor Development Outcomes:
*Learners will be able to understands the concept of its body and that the body has two sides left and right as well knowing how to use their body in basic climbing, jumping, running and playing with ball (throwing and catching) *Learners must know that they are part of the group and therefore their space is shared, however the learners must have a concept of personal space and respect the personal space of the other learners accordingly.

Fine Motor Developments Outcomes:
At age of 6 Children will be able to have a good understanding of how to manipulate the fine muscles in their bodies, like their fingers which will help them be able to master the correct pencil grip, ability to cut different shapes with scissors, as well as manipulate a fine motor task such as using a tweezers, threading and other relative to fine muscle control activities.

Emotional Development
Emotional Development or EQ is one of the key aspects for success of life according to the Father of Modern Phycology, Sigmund Freud.

Emotional support for children is a combination of both nurturing environment (at Supernova Schools and home) and supportive teachers and assistants. However must be
taken into consideration that those young learners in Pre-Primary school are coming from diverse family backgrounds and family attitudes are also contributing for the children concepts of self, therefore is important for the School/s to find somehow way or channels of communicating with Learners families and introduce them to positive behaviour ways of reinforcements family roles, so at the end of the Pre-Primary period all children to be able to have :

*A good image of themselves.
*Believe that with the right and constant effort they are able to achieve small goals, which can lead then to a big goals achievements. understanding that fear is natural and addressing their fears is a normal to all humans.
*Asking comfortably for help, when experiencing difficulties.
*Ability to say “NO” to manipulation stimulus from the negative group.
*Shows compassion and empathy.

Social Development
Positive social development is linked to the positive emotional development (in understanding of the author of this curriculum) , however in the contrast of emotional concept of self, the social behaviours can be taught in young children, teaching them a social form of acceptable behaviour, how to work as a team, how to define your place as part of the group and waiting for your turn to express your view, opinion and skills.

At the end of the Pre-Primary School children should have achieved a positive behavioural attitudes which will help them to feel good in the group like :

*Defend self as part the group
*Respect other’s point of view
*Waiting for turn to talk
*Waiting for turn to do a task
*Able to appreciate the efforts of others
*Ability to motivate and be motivated by the group.

NB: DISCLAIMER
This Curriculum and all final outcomes are based on the author’s (Nataliya Emilova) personal subjective perception and is for the purpose for explaining this Curriculum Goals for Supernova’s School Curriculum only!

(Please refer to CAPS Curriculum and ISASA Curriculum ,if you may be interest in professional and accredited Curriculum, since SN curriculum is only based on the author’s idea for education only)

This Supernova’s Curriculum is now shared publicly for humanitarian reason only!

In order to give a possible support of upcoming underprivileged ECD centres, who may be initially deprived from the opportunity to work with very experienced individuals or and support from Department of Basic Education, when comes to reaching goals for young learners. Therefore the author is more than glad to share her ECD multicultural experience in a very easy to read and copy in order to help the ones who really need this help in order for the author to achieve a long desired goal for ‘wind of change’ ECD Education with backbone of love for understanding of a true African wisdom AND appreciation of different foreign wisdoms which South Africa is privileged to host across the multicultural Nation in a truly perceptual learning experience.

For commercial readers! :

This curriculum is the author’s brainchild and copyright (since first sharing in early 2019) and at the time this discovery was made and presented NO other ECD South African institution, to the authors knowledge, has published similar content.

This Curriculum knowledge is valued to many years of hard work, dedication and international travelling and learning, as well personal and economic sacrifices in order to
come to the discoveries described into this curriculum style and more so when comes to the necessity for philosophy reading in Africanity and international Folklore – as part of the learning tool for perceptual inductive and deductive reasoning in young children studies.

For the reasons above the author is denying any individual or institution to be allowed to copy, or use any part/s of this document or its designs or ideas and discoveries for any commercial benefit without prior written permission of the author, since the incorrect use or interpretation of this philosophy based concept may and will affect the credibility of idea behind the curriculum goals for implementing literature and philosophy in ECD learning!

(exceptions are made ONLY for Pre -primary schools and day care centres and areas of economically deprived learners, and who may contact the our school for FREE of charge assistance and in depth support)

Curriculum structure:

The structure and representation of this curriculum is author’s imagination and creativity and therefore may not be uses as a benchmark of in any form for ‘What’ , “Why“ and
“How” must be taught in pre-schools or be used as the only learning tool for teachers. All our teachers are well educated professionals and this curriculum is only a guidance for how the our schools are expecting them to follow the author’s goals AND not a claim that this Supernova Curriculum may replace any ECD (early childhood development) government or private program.

Assessment policy:

When comes to evaluating children achievements in respect of South African Standards our schools are automatically using Curriculum (CAPS), our schools are using a formal
CAPS Testing for evaluation of Learners Performances in relation with National Curriculum Statement, supplied to our schools, by Department of Basic Education and the author is advising the curriculum assessments to be used as supplementary tool, where possible.

NB Books used instead of prescribed theme knowledge :

Where in curriculum a reference is made tor ‘theme and books’ , the author is referring to REPLACING theme content supplied by Department of Basic Education in form which is presented for teacher’s to teach in Supernova School/s with age appropriate :

African and International folklore’s wisdom as

a teaching tool, while the curriculum outcomes in English Home Language National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement for foundation
phase AND English Mathematics National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement for foundation phase is fully respected as prescribed by the Department of Basic Education.

In simple words the curriculum for Foundation Phase outcomes are fully respected and observed, however the teaching techniques are replaced, where possible with
the opportunity for the children to gain wisdom from true Africanity (African philosophy/ Ubuntu) and developing love for wisdom and finding the reason in literature
and developing understanding of beauty in the mind with understanding the power of Art – in the heart and soul of our teaching!

References and acknowledgement :
Acknowledgement to South African official CAPS Curriculum Guidance; Jules Verne Lycee
Morningside;JHB;South Africa /AEFE for the sharing some of their observations, Kindy-
Roo/Gymbaroo Australia for the outstanding neuro cognitive program training.

A big thank you to the opportunity to observe our outstanding Posh Kidz Team and our School’s principal AND the many outstanding schools which has opened their doors and let me observe and learn from their practices

Thank you for reading!
With Love
Nataliya Emilova