Our Curriculum
We offer a robust curriculum, which supports and builds on young children’s natural curiosity and preschoolers’ playfulness.
Head Start (4 – 5 years old)
Our robust classroom curriculum Ready to Shine supports and builds on young children’s natural curiosity and playfulness for preschoolers. To fully support our learners, teachers utilize a comprehensive set of lesson plans and activity guides in our classrooms. Our signature curriculum supports include:
- Full week-by-week lesson guides, including alignment with school readiness goals and assessment objectives
- In-class activities
- Unit maps
- Parent templates related to curriculum themes to keep families fully informed of their child’s classroom experience
- Robust curriculum guides and supporting materials
- Curriculum collaboration meeting tools
Early Head Start (birth – 3 years old)
We use Creative Curriculum® for Infants, Toddlers and Twos, which serves as the curriculum foundation in Acelero Learning infant/toddler EHS classrooms. This approach provides guidance for teachers in important areas such as:
- Physical environment
- Routines of the day
- Responsive care-giving experiences
- Teacher-child relationships
An Enhanced Learning Experience
Building on this foundation, Acelero Learning teachers use additional proprietary tools developed to scaffold relationship-based individualized planning that is embedded within daily routines. With primary caregiving assignments, each teacher develops and implements a highly individualized learning plan (ILP) for each of the children in their group based on careful observation of what children are working on and curious about, as well as information families share about their culture, goals, and priorities.
Teachers leverage the Creative Curriculum®’s Intentional Teaching Cards, Mighty Minutes, book reading guides, and assessment linked HELP at Home activities as resources in this process. This highly individualized, routines-based approach to lesson-planning ensures intentional learning opportunities are embedded within each child’s routine activities throughout the day.
Teachers then collaborate to develop Shared Play Plans using assessment data, daily observations, as well as the ILPs of each child. Children are grouped together for shared play activities each week based on related needs, goals, and/or interests to further support their social emotional and socialization needs while offering additional opportunities to practice and refine skill development across domains.