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School Readiness Program for 3 – 6 Years Old

Building a strong foundation

This program is especially designed for children 3 to 5 years of age. It runs every week, on a Termly basis, for 45 to 60 minutes. 

Our ‘Little Learners’ program aim to develop core subjects of early literacy and numeracy skills while learning and having fun. In every session, we include activities that promote sensory play, creativity, social skills, and independence. 


To develop early literacy, we follow the “Structured Literacy Approach”, which is based on the “Science of Reading” (SoR). We implement a program and use fun resources from “Decodable Reading Australia.” In this program, our learners initially will have a strong grasp of letter recognition and sound and production, eventually combining sounds to read as they move to the next level and challenges. A ‘certificate’ will be issued after the completion of each level. Gone are the days of rote learning and reading. We ensure that our little learners have strong phonemic awareness and can decode and encode based on research-based approaches. 

  • Phonemic awareness is emphasized as a necessary pre-reading skill and teachers recognize and target the sequence of skills to build phonological awareness from early to advanced skill levels.

  • Regular words are taught according to phonetic patterns and irregular words are analysed for their irregularities. When proficient readers encounter new words, they phonemically analyse the word for the Science of Reading has proven that a Structured Literacy approach is a necessary foundation for reading success.

Our Little Learners also learn the following in our sessions:

Handwriting: A to Z – based on Victorian Handwriting, pencil grip, as well as writing their names

Reading and spelling high-frequency words 

Number sense – Number sense is basically the ability to understand numbers and the relationships between numbers. Number sense in pre-schoolers includes skills and knowledge like:

  • ‘number identification’ – recognising and naming numbers
  • ‘one to one correspondence’ – understanding that when counting each number relates to one specific thing being counted
  • ‘stable order’ – knowing that numbers always come in a set order (for example, 2 comes before 3)
  • ‘cardinality’ – knowing that the last number counted is the number of objects
  • ‘magnitude’ – recognising that higher numbers reflect larger quantities

F2 – focus and following instructions 


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