The Tip Toes Preschool Programme
TIP TOES preschool provides a high-quality educational programme, taught in both English and Czech. The curriculum is based on the English National Curriculum and the Czech framework education programme for preschools.
Naturally, every parent treats their child as an individual. Teachers at Tip Toes take a similar approach; we understand that children all have their own set of needs and we provide a safe and friendly environment in which all children are supported and challenged.
What do we mean by ‘Czech-British School?
English is the primary language taught at Tip Toes Vinohrady. We follow the ‘Rámcový vzdělávací program pro předškolní vzdělávání’ (an obligatory framework for early years education in the Czech Republic) and the structure of our programme takes is based on the EYFS (Early Years Foundation Stage) Framework, which is used throughout England.
Our programme aims to address the needs of the child as a whole through all seven primary areas of learning: communication and language; physical development; personal, social, and emotional development; literacy; mathematics; understanding the world; and expressive arts. Such a rounded approach helps every child to reach their full potential.
Whilst English forms the basis for the greater part of our curriculum, time is also devoted to the Czech language to ensure each child is prepared for Primary School, whether that be a Czech, English or of course our own bilingual Primary School.
Providing Learning Opportunities
Our goal is to facilitate organic learning by providing children with engaging, interesting activities that meet their individual needs.
There are many ways to acheive this goal. For example, creating the image of a human being can be accomplished by pencil or paint brush… but just as well by finger painting, mud, or play dough! Or why not place objects around a person lying on the floor to create the outline of the human form.
Whatever the lesson aims, there are many paths to achieving these ends whilst keeping children engaged according to his or her unique needs and preferences. Our aim is to provide each child with the specific attention he or she requires by employing the right tools and materials at the right time.
The Freedom to Learn
Children tend to spend much of their time sitting and listening. Whilst there are undoubtedly times when this is necessary in the course of learning, it is important for children to move their bodies frequently and to engage their brains in individual thought on a daily basis.
Our classrooms are arranged so as to be spacious and welcoming. They serve as a platform from which we can offer self-directed learning activities, promoting individual freedom and active learning. Resources are placed within reach and clearly marked, and children are encouraged to select and explore those that catch their interest.
Ultimately, we endeavour to create a fun, engaging learning environment in which, alongside daily teacher-led exercises, children can exercise a degree of control over the educational experience and let their own curiosity guide them on the path to learning.
What is the role of the teacher?
Our teachers monitor every child’s progress, taking note of his or her particular interests and needs. This information can then be incorporated into future lessons to better support that child’s development.
Our teachers guide and support a child’s learning through open-ended questions that encourage reasoning and individual thought.
Since self-directed learning is only one aspect of the programme, the teacher also assumes a frontal role at times, planning and leading activities directly linked to the topic and learning goals.
Sample Daily schedule:
Arrival at school, unrestricted playing in the classroom.
|09:00-09:45||1st class: morning circle – singing songs, exercising, English conversation, acquainting the children with the topic and activities for the 2nd class.
|10:00-10:45||2nd class: the teacher helps the children discover and try out didactic equipment, both individually and in cooperation with their friends.|
|11:00-12:00||3rd class– outdoor activities (garden or walk) – under the supervision of their teachers, the children hone their skills in climbing, overcoming obstacles, swinging, riding on their push bikes and using various “obstacle courses”.|
|12:00-12:30||Lunch / time spent with books after lunch (reading, looking at books)|
|12:45-13:00||Parents collect children who attend for mornings only.|
|12:45-14:15||Younger children have an afternoon nap (if parents wish)|
|13:00-13:30||Rest period for children attending the entire day|
|13:30-14:30||Unrestricted playing inside/outside, selection of activities, individual work by teachers with children (reading, art activities)|
|14:45-15:00||Parents can collect children who attend all day|
|15:00-15:45||Afternoon classes *please do not collect your child during a class|
|15:45-17:00||Unrestricted playing inside/outside – collection time|
Kód oboru: 79 – 01 – C / 01 Základní škola
Program byl vytvořen podle Rámcového vzdělávacího programu pro základní vzdělávání
(č.j. 31 504/2004-22, ve znění úpravy č.j. 27 002/2005-22, č.j. 24653/2006-24 a čj. 15 523/2007-22)Všechny dokumenty základní školy jsou veřejně přístupné v ředitelně školy.