Teachers Resource Tray: 2017

In Early Years Stage students are making developmental leaps instead of incremental gains. These developmental leaps happen because of the biological energy that it takes to grow, develop and change so quickly. Therefore, this means that a child is generally rapidly developing by growing physically [almost right before your eyes] or growing rapidly in the cognitive realm [brain and thinking skills].

Children in the kindergarten start school at the age 4 in FS1 and 5 in FS2.Children should turn 4 and 5 respectively, in April of any given year. Students’ assessment will be an integral part of the learning process to ensure that progress is documented and lesson planning is based on these assessments. Students will be assessed at point of entry to FS1 and FS2 and further assessments will be made, periodically throughout the year. It is expected that students will be given the opportunity to practice new concepts that are learned and that there will be a developing degree of differentiation, as the teachers adapt to the new enhanced teaching methods.

The curriculum content covers the following areas.

Þ LITERACY

Þ NUMERACY

Þ ENVIRONMENTAL STUDIES

Þ SOCIAL AND EMOTIONAL DEVELOPMENT

Þ PHYSICAL EDUCATION

Þ CREATIVE DEVELOPMENT

1.LITERACY (Communication, Language and Literacy)

1.1 Phonics Reading and Writing

· The curriculum will focus on teaching Students to read and write English using a planned phonics programme.

· In FS 1, they will build a foundation using pre reading and pre writing techniques and resources.

· All of the Students admitted to FS1 are non –native English speakers, as such, visual and audio learning will drive pre reading and pre writing practices.

· The Students will be taught the main sounds of the English Language ,starting with the Alphabet sounds.

· Once the students have mastered the alphabet sounds they will be taught to blend the sounds and by the end of FS2 progress to reading and writing Phonic phrases.

· It is planned that by the end of FS2 they will also be reading graded reading books.

· They will be introduced to “Sight Words” at the appropriate time.

· In addition, the pupils will be taught the correct letter formation of the alphabet.

· To support this area of Literacy, Sections of the Jolly Phonics Programme will be used.

1.2 Vocabulary and Spelling

· New Vocabulary will be introduced to the Students regularly through storytelling, Rhymes, Songs, sharing ideas during theme time and “Show and Tell”.

· As part of the curriculum the “Word Blending” will continue in FS2 to encourage the pupils to spell accurately.

· Age appropriate Home learning/Home work will be provided so that learning may continue in the Home environment.

1.3 Speaking and Listening

· Pupils will be encouraged to practice speaking English only (as opposed to any other language) in the classroom. English is the language of instruction.

· Pupils will learn to respond, when spoken to, and to answer any questions that are asked during lessons.

· This may be done during the Circle time, Conversation etc.

· They will also listen to Video and audios to improve their Spoken English.

· Further opportunities for speaking and listening will be given during school production and the activities.

By the end of the foundation stage, most children will be able to:

· Speaking clearly to express thoughts, feelings, and ideas, including descriptions of familiar people, places, things, and events

· Asking and answering questions about key details in stories or other information read aloud.

· Understanding and using question words (e.g., who, what, where, when, why, how) in discussions

· Recognize and name the upper- and lower-case letters.

· Associate the sound of the letter with sounds of the words we say and hear

· Matching letters with their sounds, and printing them

· Comparing the adventures and experiences of characters in familiar stories, such as fairy tales and folktales

· Retelling familiar stories and talking about stories read to them using details from the text.

· Using a combination of drawing, dictating, and writing to describe an event, including his or her reaction to what happened

· Stating an opinion or preference about a topic or book in writing (e.g.,“My favorite book is.”)

· Taking part in classroom conversations and following rules for discussions (e.g., learning to listen to others and taking turns when speaking)

· Learning to recognize, spell [advanced skill], and properly use those little grammatical words

· that hold the language together (e.g., a, the, to, of, from, I, is, are)

2.NUMERACY

2.1 Hands on techniques , Mathematical Language and the Classification of Objects and shapes.

· To enhance exciting teaching methods, Students will use concrete material and manipulative to introduce the concept of Mathematics.

· Students will learn to work with and identify the names of two and three dimensional shapes.

· They will be taught mathematical language such as “Bigger than” “Smaller than” “Thicker than” and “Thinner than”.

· They will also be introduce to number using songs and learning to count in and out od Sequence.

· By the end of FS2 they will learn the bsic concepts of measuring and weighing (Liquids and Solids).

· Sorting and classifying objects and shapes will also be taught in the classrooms.

2.2.Identifying symbols , counting and Additional Concepts of Mathematics

· The Students will learn to identify symbols from 1 to 20 by the end of FS1; and from 0 to 100 by the end of FS2.

· They will be taught to write the symbols and begin to explore the concept of Addition and Subtraction using objects.

· Some Pupils will progress to recording Simple Addition and Subtraction Problems.

· They will also start to read the “Number Names”.

· It is expected, as the school extends its range of resources ,that mathematics will be further explored as part of imaginative Play.

· It will also be used during Outdoor Play Sessions and Games; as well as Physical Education Sessions.

By the end of the foundation stage, most children will be able to:

· say and use number names in order in familiar contexts;

· count reliably up to 10 everyday objects;

· recognise numerals 1 to 100;

· use language such as 'more' or 'less', 'greater' or 'smaller', 'heavier' or 'lighter', to compare two numbers or quantities

· in practical activities and discussion begin to use the vocabulary involved in adding and subtracting

· find one more or less than a number from 1 to 10;

· begin to relate addition to combining two groups of objects, and subtraction to 'taking away”

· talk about, recognise, and recreate simple patterns;

· use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes;

· use everyday words to describe position

· Use developing mathematical ideas and methods to solve practical problems.

3. ENVIRONMENTAL STUDIES

3.1 Knowledge and Understanding of the World

This area covers :

· Observing

· Asking questions

· Hypothesising

· Testing

· Analysing

· Communicating

· Predicting

· Designing

· Investigating

· Movement

· Forces

· Energy

· Ourselves

· Properties of materials

· Living things........

· Environmental Studies in the Kindergarten in cooperates a specific and relevant concepts of social studies and science.

· It is based on a number of topics and taught in both FS1 and FS2.For example the pupils will learn about the planets; what is required for trees and plants to grow; the four seasons; wild animals; farm animals and pet animals.

· It is important to link the curriculum to the culture of the host Country and this will be done increasingly via environmental studies, as well as the other curriculum topics.

· Topic related themes and plans changes periodically for the Kindergarten students and they teach the Students (Sometimes with the help of Parents); to be creative.

· Environmental studies will give the Students a chance to experience Additional hands on learning and will integrate basic science; for examples learning about living and Nonliving things; and ‘sink and float’.

· The concept of the 3 R’s-Recycling, Reusing and reducing, will be expanded this year. There is an accompanying workbook for both FS1and FS2.

By the end of the foundation stage, most children will be able to:

· investigate objects and materials by using all of their senses as appropriate;

· find out about, and identify some features of, living things, objects, and events they observe;

· look closely at similarities, differences, patterns and change;

· ask questions about why things happen and how things work;

· build and construct with a wide range of objects, selecting appropriate resources, and adapting their work where necessary;

· select the tools and techniques they need to shape, assemble, and join the materials they are using;

· find out about and identify the uses of everyday technology, and use information and communications

· technology and programmable toys to support their learning;

· find out about past and present events in their own lives, and in those of their families and other people they know;

· observe, find out about, and identify features in the place they live and the natural world;

· begin to know about their own cultures and beliefs and those of other people;

· find out about their environment, and talk about those features they like and dislike.

4.SOCIAL AND EMOTIONAL DEVELOPMENT

· To develop appropriately in the classroom the Students are taught to participate in all the class activities and to learn to function properly with their peers.

· As part of the overriding culture of the school, Students are taught to treat adults in the environment with respect.

· Each child has adequate opportunity to express their needs, thoughts and ideas and are increasingly being encouraged to work independently and confidently.

By the end of the foundation stage, most children will:

· continue to be interested, excited and motivated to learn; be confident to try new activities, initiate ideas, and speak in a familiar group;

· maintain attention, concentrate, and sit quietly when appropriate;

· have a developing awareness of their own needs, views, and feelings and be sensitive to the needs, views and feelings of others;

· have a developing respect for their own cultures and beliefs and those of other people;

· respond to significant experiences, showing a range of feelings when appropriate;

· form good relationships with adults and peers;

· work as part of a group or class, taking turns and sharing fairly, understanding that there need to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously

· understand what is right, what is wrong, and why;

· dress and undress independently and manage their own personal hygiene;

· select and use activities and resources independently;

· consider the consequences of their words and actions for themselves and others;

· understand that people have different needs, views, cultures and beliefs, which need to be treated with respect;

· understand that they can expect others to treat their needs, views, cultures and beliefs with respect.

5. PHYSICAL EDUCATION

This area deals with:

· Co-ordination

· Agility

· Balance

· Body awareness

· Spatial awareness

· Manipulation.....

· Physical education is an important section on the curriculum and is taught by the Kindergarten teachers.

· It is incorporated into the weekly timetable with the main emphasis on the development of skills in movement and coordination in varied forms.

· Students will be taught to listen to and follow through with age appropriate skills and corresponding actions.

· Sample actions will be balancing, jumping , hopping, throwing or rolling a ball.

· They will learn to use a range of small and large equipment, handling tools and objects safely, while showing control when using or playing with such objects.

· Learning to move with confidence and imaginatively; showing and awareness of their immediate physical space as individuals, and also in relation to others are other areas of development in this area of the curriculum.

· Part of physical education will include teaching the importance of staying healthy and eating healthy food.

By the end of the foundation stage, most children will be able to:

· move with confidence, imagination, and in safety;

· move with control and co-ordination;

· show awareness of space, of themselves, and of others;

· recognise the importance of keeping healthy and those things which contribute to this;

· recognise the changes that happen to their bodies when they are active;

· use a range of small and large equipment;

· travel around, under, over, and through balancing and climbing equipment;

· handle tools, objects, construction and malleable materials safely and with increasing control.

6.CREATIVE DEVELOPMENT

This area is about:

· Representation

· Interpretation

· Awareness of colour and design

· Experimenting

· Creating

· Selecting.....

· The creative Development aspect of the curriculum will engage the students in a number of ways, to encourage them to use their imagination and learn to express their own ideas and develop and communicate their thoughts.

· The Students will explore colour, texture, shape and form; working with 2 and 3 dimensional objects.

· Painting , drawing and colouring will be part of their development in this area.

· In addition they will the opportunity to discover various sound ,listen to Music ,Learn songs and sing some from memory.

· Movement will also be taught (by the Kindergarten teachers), as well as simple forms of dance.

By the end of the foundation stage, most children will be able to:

· explore colour, texture, shape, form, and space in two and three dimensions;

· recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds

· and sound patterns, and match movements to music;

· respond in a variety of ways to what they see, hear, smell, touch, and feel;

· use their imagination in art and design, music, dance, imaginative and role play, and stories;

· express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable

· tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments.

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Monday, April 17, 2017

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Saturday, April 15, 2017

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Sunday, April 2, 2017

KINDERGARTEN CURRICULUM OVERVIEW

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