KINDERGARTEN CURRICULUM OVERVIEW

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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Format For Guided Reading Notebook

https://drive.google.com/file/d/0B-JAVY13V1NqSDgtU19EV3lsN1U/view?usp=sharing

Various Birds and their Sound

Various Birds and their Sound: Various Birds and their Sound

Why Circle Time Is Important??

Circle time, also called group time.

Much has been written of Circle Time in recent years, and as a teaching strategy it has seen increased use in Nursery, Kindergarten and Primary schools. Circle time is an important daily activity in all the key stages. Circle time can help children to enjoy learning. Circle Time is a teaching strategy which allows the teacher to explore issues of concern. Also, it allows children to explore and address issues which concern them. Circle time provides a great opportunity to show children how to behave towards others.

Circle Time affords the opportunity for the teacher to communicate about issues which promote self-esteem and positive behaviour.

It helps utilize that time of togetherness to find a common interest, spark curiosity and ignite the passion of learning.

It is platform for every child to voice his/her thoughts & ideas about issues pertaining to classroom – whether about social interactions or about learning.

Circle time should not be just a few bells and 'the wheels on the bus'. 

RULES:

·       Sitting arrangement in a circle, either on the floor or on chairs

Circle Time Arrangement

·       A warm-up activity to relax the children to open and close sessions.

·       Every children the circle should be an equal part of the group where each one’s thoughts, ideas and conversations matter and are respected.

·       Make sure you have a good circle and everyone can see you. Teacher can pass a ball around and the person holding it can speak

·       Hands up or Thumbs up if they want to speak

·       Teach the 5 skills

Looking, Listening, Speaking, Thinking, Concentration

·       It should be carefully planned time.

·       Activities should be planned carefully.

·       Teacher need to lower her voice to create a sense of calm.

·       Teacher must not interrupt if a child is using the speaking object to talk.

·       Focus on : Laugh with others but never at others

·       A smile should be passed around the circle.

·       Reward for good behaviour - through use of praise, stickers, stars etc.

Activities For circle time

·       Discussion about classroom rules.

·       Talk about values and social skills and golden rules

·       Discussions about good touch and bad touch.

·       Games to develop trust and help children to work together.

·       Activities to improve children’s listening skills, drama , sharing ideas.

CREATIVE WAYS TO TAKE ATTENDANCE..

I sometimes find that classroom routines become too repetitious, even automatic. Taking Attendance is One!!

Roll call and calling out names takes up valuable class time. I have two solutions for you all.

First one: You can have students name on pop sticks or name tags (laminated) with Velcro behind the name tag. Make a Whoo’s Here Today chart with three columns.

Whoo’s Here Today?

BOYS PRESENT	GIRLS PRESENT	ABSENTEES
Joushua	Maria	Emily
Abel	Ishita	Anirudh
Sam	Sarah	Adidev
Arush	Nabila

Train your students that as soon as they reach the classroom, students will take their name tag or pop stick and stick it on the chart. This can be continued till you start your circle time. Late comers can do it as soon as they enter the class. This name tags should be readily available for the students as soon as they reach the classroom.

I like it because it serves a lot of different purposes, the students are learning to identify their names, they can also use the name cards throughout the day if they need help writing their names.

Second One:

 You must have a chart on the wall with the name tags fixed with the Velcro or just tape.

BOYS	GIRLS
Joushua	Maria
Abel	Ishita
Sam	Sarah
Arush	Nabila

When students come in, they pull their name tag from the attendance chart and Velcro it to their desks. You can then easily look at the chart and tell if someone is absent.

Talk about the children who are absent, create a “who’s missing chart.”

Think about approaches to taking attendance that may support mathematical and literacy thinking, e.g., counting the number of children at school today, working out the number of children who are not at school today,calling out the names phonetically eg: a/a/a/a Arush...etc..

Give it a try and let me know your thoughts!

BACK TO SCHOOL--FEW TIPS FOR TEACHERS

         After a lazy summer it will be important to grab students’ attention in                meaningful ways and keep it all year long. Create interactive lessons,                encourage participation, and focus students on interesting work.

Here are few tips for teachers:

·       First things first. Put all the tables and chairs into position.

·       Start unpacking boxes. Unpack your entire decor, dust everything, and set it up around the room.

·       Throw out anything in the boxes that looks too worn, and make a note to replace it.

·       Begin to collect all the items that will need to be labelled with student names.

·       Make the class list,name tags on desks, portfolios, etc.

·       Distribute student supplies and materials to each desk.

·       Get books out from library and ready for students.

·       Plan the First day packet for children: like welcome back assembly, welcome card etc.

·       Collect the holiday homework, projects, crafts etc from the students and Create checklist.

·       Set up and decorate the main bulletin board with welcome and smileys…

·       Set up special classroom bulletin boards for Birthdays, Star Student of the Week, etc.

·       Prepare all lesson plans for the first week.

·       Complete the Attendance Register.

·       Make sure that the Bus number is not changed and all students are assigned to their particular bus.

·       Update class website and add resources.

·       Display the 5 Rules as well as the Conscious Discipline Rules.

·       Be firm and consistent.

·       If teaching is not fun for you, then learning is not fun for them. Create joyful teaching  and learning opportunities through purposeful design.

·       Don’t spend too much time with the assumption, students have lost ground over the summer. Pre-assess students on the skills and standards that you know.

·       Give a warm welcome to the students with a smiley face.

·       Talk to them, Hug them, Play with them etc.

·       Start again—everyday.  Each day of school is a new day.  Give yourself a fresh start daily.  Most students are forgiving; when you have a hard day, remember, tomorrow is a new day

·       Be humble—we can all learn to be more effective in the classroom

·       Smile—pretend like every student you meet is in need of a smile and a kind word, you’ll be right most of the time.

Anecdotal Notes - Teacher's Notebook On Children

In order to know the children well, to now the progress and the problems of each child and be able to help them in the class, the teacher needs some aid to her memory.She should Keep anecdotal notes on each child:What activities he does and does not join, who plays and talks with, whether he shares and cooperates, if he is healthy etc..

For this purpose, a regular exercise notebook can be used.

• Write each child’s name at the top of a left-hand page, leaving the right -handed page blank.This gives two pages for writing notes on a particular child.
• Keep the names in alphabetical order, for easier reference.
• When the two pages are filled, start the alphabetical listing again where there are empty pages in the back of the book , or use a new book.

Every Day 4 to 5 children should be observed preferably in the class while the children are working or immediately after the class.During Child-Directed Activities in particular, it is perfectly possible to keep notebook and pen in hand while walking from one group to another and talking with children.

They may ask what you are writing,in which case tell the truth, but generally they will not pay much attention.If a teacher observes 4 or 5 children each, then in two weeks it is not difficult to observe and record the activities of 30 children.

The observation should be jotted down in very short phrases, along with the date and time.

It is important to look over these notes from time to time.Piecing together all these notes on one child gives a total picture of that child as an individual.It also gives a sound basis for comparison with other children in the group and with the developmental norms for that age.The teacher can see patterns of behaviour and can relate these to what she knows of the family background.It is very useful in talking with parents or giving reports, since the teacher then has very concrete points to which she can refer

The teacher as a guide for learning

The difficult task facing parents and teachers is to nourish and channel children's natural curiosity and to provide the encouragement , information and stimulation that they require to continue growing.The teacher's role and the atmosphere which he or she creates in the classroom are critical factors in a child's education.We all remember our good teachers more than anything else in school.

The teacher is not the source of all the knowledge and order,nor does she put a premium on facts as such.She does not sit at a desk in the class, with the attention of all the pupils focussed upon her.She does not ask questions to test memory and elicit the one correct response.She does not expect all children to sit quietly at all times and listen to her words of wisdom.
Her task is rather:
1) To establish an environment and encourage children to use it.
2) By her attitudes towards other people and towards work, to help the children develop similar constructive attitudes.

The teacher prepares a stimulating environment.
Things should be available for the children to investigate and work with their own.These should be carefully and consciously selected as discussed above , to stimulate development of concepts , widen horizons, encourage self -expression, strengthen muscles and coordination, encourage children to think to work on problems.

The teacher is responsible for making sure that the environment is not only stimulating but also orderly.
She has to check that the materials are put back correctly, that they are kept in good condition.She must therefore check all the materials daily,re-organizing and re-filling for the next day's use , and inform the school authorities well in advance when the fresh purchases are to be made.

The teacher establishes a routine .
As a framework within which freedom of choice and personal investigation can occur in an orderly way.She sets a few clear and simple procedure for work , rules which make it possible to live in a group happily and adheres to them strictly.
a) Children must complete a task and clear their place afterwards.
b)Children must handle materials so as not to break them.
c)Children must learn to wait for their turns.
d)Children are not to grab things or tease another child.
The teacher should set up a timetable for work, for each day and for the whole week, that is followed everyday.

The teacher paces the day and each activity according to children's needs.

She recognizes the need of small children for change of pace, so plans sitting activities followed by moving , noisy alternating with quiet, group with individual.She is sensitive to children's mood, so on a day when the class is restless she changes the activity.Her voice and movements conveys a feeling of enthusiasm, interest ans energy.She continues an activity long enough for the children to understand and becomes involved, but not so long that they become bored.

The teacher helps children to learn techniques  for using materials and set limits for the sake of safety and cooperative behaviour but does not tell them what to do.Thus in painting she shows children how to dip the brush in colour, gently wipe off the excess colour on the side of the paint cup, apply paint to paper, then wash the brush in water before dipping t in another colour.
She explains that these are the ways of working so as not to waist paint nor have colours too dripping nor mix colours. However , if after being shown and understanding, some child chooses to have drippy colours to see what will happen when they mix on the paper, then the teacher need not interfere.She establishes and enforces the rule that painting is to be done on paper only, not on the floor or on hands or on anyone else.
She establishes and enforce the rule that one does not walk about with a wet brush or a cup of paints.Further than this she gives no directions.She only helps with basic techniques and let the child work on his own.
Certain activities require more technical skills than painting.Cutting with scissors means holding them properly with sufficient strength, cutting a straight line, cutting several thickness at once, cutting a pattern etc .These are skills progressively developed , over time.The teacher needs to give guidance at each stage.

The teacher encourages children to make their own choice,  thus showing respect of their opinions and interests, helping them to build confidence.
In Individual Activities : She makes few activities available or asks them once they know the class routine, lets each child choose what he or she wants to do within the limits of the amount of each type of materials, encourages free handling and experimentation.When there is not enough to satisfy all, the teacher must encourage children to find something else to do while waiting their turns.
In Group Activities: Children can choose the story they wan to hear , the songs they want to sing or listen-perhaps not everyday , but often enough so that they feel their desires are respected.

The teacher encourages children to talk.
She must encourage children to talk about their work and experiences.Their verbal abilities at this age are generally not highly developed.Most children's vocabularies  are small. They show their interests and feelings through actions rather than through words.
By encouraging children's own verbal expression, the teacher shows respect for their thinking and ideas.

The teacher must have a sound background of general knowledge and be interested in learning more.
Her own enthusiasm and curiosity set an example for the children.She must be willing to say, " I don't know" let's find out.How can we find out? "etc.. She must be aware of sources of information upon which she can draw materials, books, people in the school and community.

Finally the teacher's own attitudes towards other people, towards work , and towards learning are crucial.Children are extraordinarily sensitive and pick up the slightest shades of meaning in adult behaviour.
If the teacher says," Put all the materials away neatly",but leaves her notebook on a chair or table after class, the children are likely to leave things behind.The same will be the case if she says," All of you must help to put scrap papers in the bin" , but she herself stands by and watches. Her words will have far greater effectiveness if she herself takes a share in the work.
if she expects children to respect others, she must do the same , and never make fun of a child or make mean comments about a staff.
If she expects children to be curious , open minded, willing t try and find out, then these must be her own attitudes towards learning and life.

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PPT – The AT word family PowerPoint presentation | free to view - id: 142724-OTZmZ

PPT – The AT word family PowerPoint presentation | free to view - id: 142724-OTZmZ