Kindergarten Curriculum 2016-17 (Two Years Programme)

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Kindergarten Curriculum 2016-17

Kindergarten 1: 4-5 years
Kindergarten 2: 5-6 years

The Kindergarten curriculum is based on age specific learning goals and has been designed keeping in view the educational trends and the needs of the children. A thematic approach is adopted to foster learning across the curriculum, placing an emphasis on developing key skills. It is planned across different areas of learning, facilitating the children to develop at their own space through differentiated and collaborative learning. It is child oriented, focusing on play and the individual personality. We firmly believe that the children need to be happy if they are to learn. Our curriculum provides opportunity for playing & exploring, active learning and thinking creatively. Enriched programmes to stimulate children’s’ interest are carefully planned and supported. The children are exposed to a variety of exciting and positive experiences and hands-on activities which enables them to explore and enliven their interest. They are encouraged to think, find things and talk about them. The integration of all the areas of learning provides ample opportunities for children to make connections between their experiences. Keeping the international standards in mind the curriculum for our little learners is based on early learning goals that need to be attained by the end of Kindergarten. This assessment pattern has been adapted successfully to provide the necessary range and balance. The curriculum framework gives a detailed view of the concepts that are being covered in all the seven areas of teaching:
  • Personal, Social and Emotional Development
  • Communication and Language
  • Literacy
  • Mathematics
  • Understanding the World
  • Physical Development
  • Art and design

Areas like Personal & Social Development, Art & Design are integrated in the main areas like Literacy, Mathematics and Understanding the World.

The Academic year for Kindergarten
The Academic year for Kindergarten Stage is divided into two terms
First Term: April-October
Second Term: November-March
Kindergarten curriculum is provided through:
  • well-planned and carefully organised classroom and outdoor environment
  • Clear explanation of tasks-how to do things
  • A well-maintained and carefully stored resources to encourage children to make choices and use materials in a flexible and imaginative way.
  • Effective systems for planning, assessing and recording children’s progress
  • A clear statement of aims which are shared by all those involved in the children’s education
  • Attention to individual children’s learning needs through differentiated activities.
  • Regular monitoring and evaluating of the curriculum provision being offered to children
  • Attention to the processes of children’s learning, e.g. by encouraging them to observe, question and investigate
  • Sand and Water play: Sand play serves as a catalyst for developing concepts, fine motor skills, hand eye coordination, constructing language, and promoting social skills. It gives children a chance to observe science concepts like wet and dry, volume, pouring and sifting, full and empty, heavy and light etc.
  • Junior Chefs: These skills help children experience the satisfaction of everyday tasks, and also absorb a multitude of math, science and language skills. Children get an opportunity to use various sense organs and learn to differentiate through these stimuli.
  • Swimming, Play pen and Mass PE: To help enhance Gross motor skills and knowledge on healthy living children are taken through varied exercises/activities. These activities foster the development of attention skills, social skills and instill discipline. They visit the play pen during class hours and have fun with their peers in the swimming pool.
  • Circle time: It is a time when children develop listening skills, language skills, sensory experiences and socialization. They get to discuss their day to day activities and talk about topic that interests them.
  • Gardening and Working with Nature: activities like nature walk, Environment Day, Green Day, Earth Day etc. help develop their sensitivity to the environment, observational skills and taking responsibility through acts of caring and nurturing the living things around them.
  • Clay Work: to develop fine motor skills and creative expression.
  • Construction area: to nurture creative thinking and enable articulation of ideas by using resources like building blocks etc.
  • Music and Movement: to provide the children the rhythm to engage in creative dance movements and singing, during music session, special assemblies and special days.
  • Community Connections: to facilitate regular interactions with the community through different activities thus instilling in them the value of being a responsible citizen. This is done through activities such as World Labour Day, Ramadan Charity, Bake Sale etc (Community Enrichment Programme)
  • Parental Involvement: Parent and grandparent volunteers accompany children on field trips and help many a theme or project come alive in classrooms with their visits, inputs and experiences.
  • Field Trips: Children visit surrounding farms, interact with local communities and glimpse their culture and lifestyles. These excursions also help widen knowledge of the environment, besides expanding observational skills.
  • Free Flow Area: facilitates collaborative learning as children are provided with the opportunity to move freely exploring and using various educational resources and equipment of their choice.
  • Technology integration: Use of technology like ipads allows for powerful differentiation and gives every student the opportunity to work at his/her pace and level. Children are encouraged to engage in flip teaching, assisting the teacher with power points and games/activities planned for the class.
  • Reading Enrichment programme: Children are exposed to a range of books that are sent home regularly. They are encouraged to engage in flipping through the pictures, breaking & blending to read, identifying the sight words, discussing on the characters that fascinates them, sharing their thoughts with their friends and teacher during Reading sessions in the class room.
  • Learning Centers: to promote independence, help students become more responsible, allow students to learn through self-discovery
  • Theme based activities: Children are given opportunity to explore a range of activities like simple crafts, music/rhymes, colouring, solving puzzle, role play etc. Weekly assemblies also bring forward the learning of the children pertaining to the theme chosen.
  • Pupil Enrichment Programme: The PEP is an extended aspect of the curriculum that provides children with the opportunity to engage in exercise, dance and movement during school hours. ( Aerobics, Ballet classes, Karate, Music Club, Recycling Club)
  • Class mascot-a soft toy along with a star of the week certificate is awarded to pupils for their special input/ endeavour during class activities.
  • WOW certificates are given to students who achieve the learning goals at the end of each week.
  • Birthdays are celebrated in class which helps in building social skills. Birthday cards signed by the teacher and Principal are given to children to help make their day more special.
Personal, Social and Emotional Development
Personal, Social and Emotional Development is about:
  • Acting independently and as part of a group
  • Assertiveness
  • Learning to share
  • Expressing feelings and needs and becoming aware of the feelings and needs of others
  • Making sense of the world and the agreed values and codes of behaviour in society
  • Learning how to be healthy
  • Forming good relationships with peers and adults
  • Being aware of the cultural differences in attitudes and expectations.
  • Children having opportunities to identify and discuss boundaries so that they understand why they are there and what are they expected to achieve.

Giving the children opportunity to imagine the world as they fancy and express/share it with others.

LEARNING OUTCOMES:

By the end of the Kindergarten, 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
  • 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
Communication, Language and Literacy
Communication, Language and Literacy is about:
  • Listening
  • Talking
  • Reading
  • Writing
  • Story telling
  • Rhymes

The language programme at the FS is an exciting blend of phonics and the whole language approach. Children work and play with words and objects to develop and improve speaking and language skills as they engage in retelling of stories, picture talk, discussions, show and tell activities.

LEARNING OUTCOMES:

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

  • enjoy listening to and using spoken and written language, and readily turn to it in their play and learning;
  • explore and experiment with sounds, words, and texts;
  • listen with enjoyment and respond to stories, songs and other music, rhymes, and poems;
  • use language to imagine and recreate roles and experiences;
  • use talk to organise, sequence, and clarify thinking, ideas, feelings, and events;
  • sustain attentive listening, responding to what they have heard by relevant comments, questions, or actions;
  • interact with others, expressing their choices of plans and activities and taking turns in conversation;
  • extend their vocabulary, exploring the meanings and sounds of new words;
  • retell narratives in the correct sequence, drawing on the language patterns of stories;
  • speak clearly and audibly with confidence and control and show awareness of the listener, for example by their use of greetings, ‘please’, and ‘thank you’;
  • hear and say initial and final sounds in words, and short vowel sounds within words;
  • link sounds to letters, naming and sounding the letters of the alphabet;
  • read a range of familiar and common words and simple sentences independently;
  • know that print carries meaning and, in English, is read from left to right and top to bottom;
  • show an understanding of the elements of stories, such as main character, sequence of events, and openings, and

How information can be found in non-fiction texts to answer questions about where, who, why and how.

Mathematical Development
Mathematical Development is about:

  • Counting
  • Sorting
  • Grouping
  • 1:1 Correspondence
  • Estimating
  • Sequencing
  • Measurement
  • Comparing
  • Capacity
  • Problem solving
  • Pattern
  • Shapes 2 D & 3D
  • Time
  • Adding & Subtracting/sum & difference

Children explore numbers through hands –on activities which enable them to understand quantities and operations through counting games, number lines, puzzles, challenges with shapes and other interesting activities.

LEARNING OUTCOMES:

By the end of the Kindergarten, most children will

  • count reliably up to 100
  • recognise numerals 1 to 50
  • 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 50
  • 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.
Understanding of the World
Understanding of the World is about:
  • Exploring
  • Observing
  • Testing
  • Analysing
  • Communicating
  • Predicting
  • Investigating
  • Movement

Children at this age demonstrate a keen interest in exploring and discovering the world around them. The curriculum provides loaded stimuli from the immediate environment to allow observation, investigation, exploration, questioning and documentation of the children’s unique discoveries in many ways.

LEARNING OUTCOMES:

By the end of the Kindergarten, most children will:

  • 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
  • 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.
Physical Development
Physical Development is about:
  • Fine motor skills
  • Gross motor skills
  • Co-ordination
  • Agility
  • Balance
  • Body awareness
  • Spatial awareness
  • Manipulation
  • Healthy living

Children are guided to develop coordination, team work, independence and confidence.

LEARNING OUTCOMES:

By the end of the Kindergarten, most children will

  • move in different ways with confidence, negotiating space , adjusting speed/direction to avoid obstacles
  • responds to variation in speed with ease and coordination
  • respond to the beat of music and perform simple dance movements in tune
  • move with control and co-ordination;
  • manage their own basic hygiene and personal needs successfully
  • 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 safely and with increasing control
  • travel around, under, over, and through balancing and climbing equipment;
  • construct using manipulative materials
  • use simple equipment like stapler, scissors with little assistance
  • paint meaningful figures with increasing control
  • fold papers to make some clear significant shapes
Art & Design
ART & DESIGN is about:
  • Music
  • Dance
  • Colours & textures
  • Forms of expression
  • Media

Integral to the way children learn, and how they document their inner worlds and outer experiences, connected to the child through elaborate assemblies, concerts, music sessions, action songs etc

LEARNING OUTCOMES:

By the end of the Kindergarten, most children will

  • explore colour, texture, shape, form, and space in two and three dimensions;
  • recognise and explore how sounds can be changed, sing simple songs and recognise repeated sounds
  • 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

Learning Support is given to students who show significant academic gap. They are given in class support by the Counsellor/Special Educator and their progress is closely monitored and communicated to the parents. IEP/ILP is prepared by the Counsellor/Special Educator according to the achievable targets and the same is shared with the teachers and the parents. The Gifted students are given challenging activities within their classroom and are encouraged to support their peers.

Assesment and Evaluation

The assessment for learning is the key to the child’s individual development. Assessments are ongoing in this phase with few planned assessments to track the progression of the students. The teachers record their observation in the individual progress record maintained for each child. The progress is tracked based on the early learning goals that are to be achieved by the end of KG2. The learning journal of TIA is the working document of the students and helps them and the teachers to assess if they have achieved the set targets. Teachers observe, monitor and document the progress of each student on an on-going basis and communicate the same to the parents regularly in addition to the mid-term review and term end report, which is twice in a year. A record of the child’s performance is maintained.

Scheme of studies in Kindergarten 2016-17

The learning will include:

  • Communication, Language & Literacy
  • Mathematics
  • Understanding the World
  • Physical Development
  • Music

Areas of learning like Art & Design, Personal, Social and Emotional Development are integrated into the main learning areas.

Instructional time

Classes No.of periods Approximate time of study per week
Communication, Language & Literacy 7 4 hours 5 minutes
Mathematics 5 2 hours 55 minutes
Understanding the World 4 in KG13 in KG2 2 hours 20 minutes1 hour
Arabic 1 in KG2 35 minutes
Swimming 2 1 hour 10 minutes
Junior Chef 1 35 minutes
Music 1 35 minutes
Kinder Discovery 1 35 minutes
Free Flow that includes Sand/Water play and Gardening 1 35 minutes
Assembly that includes Mass PE 1 35 minutes
Pupil Enrichment Programme 1 35 minutes
Play Pen 1 35 minutes
The scheme of studies has been worked out keeping in mind that TIA works for 25 periods of 35 minutes each for at least 180 days.

In addition we also have time allotted for –

Circle Time 15 minutes 1 hour 15 minutes

Reflection Time 15 minutes 1 hour 15 minutes

Self-Registration Class Assembly & Brain Gym 20 minutes 1 hour 40 minutes

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