Activity Planning
ACTIVITY PLANNING
TOPP KIDS WEEKLY PLANNING OUTLINES
Every theme week at TOPP KIDS should be a theme that children and educators look forward to. Boring weeks are unacceptable. It is the Active Play Coordinators responsibility to make sure every day is as fun as possible by planning activities based on their portfolio and the weekly theme. Themes are chosen using child suggestions and guided outcomes. Weekly planning sheets are to be completed on Fridays by the Program Coordinator and posted on Monday mornings for parents & children to see.
T.K. RULES:
- Every week must have a theme/ focus (child interest)
- Activities planned should relate to the weekly theme / focus
- Each week must consist of the following:
- Minimum (x1) Art /Loose Parts / Expression activity per day (can be a continually evolving project from previous day).
- Minimum (x1) S.T.R.E.A.M activity per day (can be a continually evolving project from previous day).
- Minimum (x1) Literacy focused/ journaling and research project per week (theme directed).
- Minimum (x1) Physical Literacy activity/group game per shift (morning and afternoon) (theme directed).
- Theme directed audio visual medium (movie/music/dramatic play).
- Theme provocations – set up to provoke thought and interest of the weekly theme (set up everyday).
- Minimum (x1) culture/history/community week is to be planned per month.
- Minimum (x4) Kids Clubs per week (each club can last as long as there is child interest).
- All planning must be age appropriate. Adapted Div. 1 & Div. 2 planning must be completed for groups with children in grades 4-6.
- Every period of planning must be completed at least one week prior to that period commencing and approved by the Program Coordinator.
- All completed planning sheets must have pictures or supporting resources by the end of each week.
- All activities can be a continually evolving project from previous days.
Life Skills* Curriculum Framework
The purpose of our curriculum framework is to deliver programming that teaches LIFE SKILLS through activities, community engagement, reflection, self-improvement, and PLAY. Comprised of focused child-led programming by each of our team members, the framework utilizes a portfolio system where each Educator is in charge of emergent programming through a specific lens-Physical Literacy, Music & Movement, S.T.R.E.A.M., Arts & Expression, Literacy, Clubs, Jr. Leadership, and KindiClubs. Play and learning experiences are created to help teach children valuable LIFE SKILLS* and become true TOPP KIDS. Skills are broadly based on the following categories:
- Thinking skills (critical thinking, creative thinking, problem-solving, decision-making)
- Personal skills (self-awareness, self-management, self-improvement, S.E.L.)
- Interpersonal skills (communication skills, empathy, cooperation, etc.)
- Leadership skills (integrity, courage, self-belief, confidence, responsibility, planning)
- Literacy skills (financial, math, reading, writing, language, and listening)
- Life skills (cooking, safety, etiquette, growth mindset, good choices, and kindness)
- Citizenship skills (adding value to your community)
The LIFE SKILLS Curriculum framework was built with inspiration from a number of sources around the world including the Alberta Flight Curriculum Framework, MindUp Curriculum, NOIST, as well as components from the Kid-Grit Curriculum, CASEL, Building Blocks for Learning Framework, Alberta Physical Literacy Guidelines, 21st Century Learning Programs and best practices and programming from TOPP KIDS.
THE WHY: We grow people. That is what we are the best at. This curriculum framework was designed with the focus of providing children (mighty learners) with the necessary tools to develop LIFE SKILLS delivered through the medium of PLAY in order to help build today’s TOPP KIDS. After leaving our program, TOPP KIDS should be more adept and confident to lead their lives and hope to inspire and lead others.
The curriculum framework focuses on bringing more hands-on, child inspired, play-based programming and community involvement, while focusing on developmental milestones and teachable moments.
GUIDELINES FOR ADAPTING YOUR ACTIVITIES
- Make sure there are sufficient activities should some activities not work
- Include everyone. Be sure to select activities that are appropriate for each individual or group so that the level of difficulty will be appropriately challenging and stimulating. This will allow them to avoid frustration or dull play and will maximize their fun time.
- Vary the same activities to maintain player interest and to facilitate organization. Familiarity with the game enhances the children’s understanding and contributes to active participation.
- The size, length, height, or weight of the equipment used for activities may be increased or reduced, made shorter or longer, etc. The size of the playing area may also be adapted accordingly. Use devices, or modified equipment to enhance the children’s performance and to make their experience more enjoyable. The rules may also be modified to reduce the complexity and demand of the activity. The time allotted and the group sizes are also components that can be modified accordingly.
- Ensure fullest possible participation from every child. Let them help in the organization of the game or activity. Give each individual a feeling of being part of the activity.
- Praise accomplishments both small and large. Provide ongoing constructive feedback. Immediate reinforcement is best. It’s important that participation in the activity is rewarded.
- Be clear, concise, and avoid lengthy explanations. Keep instructions short and simple to maximize activity time and keep children engaged. Children learn faster by doing.
- Encourage children to talk to peers while participating in physical activities
- Have fun and they will too!