ACS Early Years Curriculum by img20336

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									ACS Early Years
Curriculum




                  Language Art Curriculum
                                                Implementation of Early Years Curriculum
                                            ACS Humanist/Constructivist Educational Philosophy
We believe that:

          Students have an inherent tendency to learn.
          Students can learn to make good choices and take responsibility for them.
          Promoting the growth of the whole person is one of the school’s primary goals.
          Emphasis should be on personal growth through solving real life problems.
          Teachers facilitate and design instructional activities that allow students to construct their own understandings.
          Curriculum content and instruction should take into consideration the developmental level of students.
          Students should be active participants in the learning process.
          The process of learning involves relating new learning to past experiences and assimilation of new information through application, retention and
           transfer of knowledge.
          Teachers help students continuously assess their progress and consider feedback as part of the learning process.
          Students should assume responsibilities for themselves and others in the school and larger community.


Research in early childhood education indicates:

1. Young children learn through active involvement and choice.
2. Young children learn by building on what they know to build to new knowledge, working alone and with others –social constructivism.
3. Young children naturally try to make sense of the world around them.
4. Young children progress through a series of developmental milestones within a time frame that allows for developmental differences. Young children need
educational activities that correspond to their stage of development which is not always the same within any given classroom.
5. Young children learn best when they can make connections between the various strands of learning development.
6. Young children’s early learning forms the foundation for later learning. It builds dispositions for creative problem solving, group learning and interaction
and a sense of wonder about the world around him.

When implementing curriculum, this body of research is used to inform the practices of the teachers working with the children.

Young children are capable and competent and naturally try to make sense of the world around them. When they see something new they make a theory,
test that theory and then build knowledge much like scientists and in fact all of us. All of us build on what we know in order to get to what we don’t know.
For example, when a child is building a tower with blocks he/she will build it higher and higher until eventually it falls over. Through repeated trial and error
the child learns that at a certain height the blocks will fall. Based on this knowledge children play with support structures such as a wider base going to
smaller blocks on top like an inverted pyramid. So, from previous knowledge they experiment and make theories to move to new knowledge. This is called
constructivism. The educational philosophy of ACS is a holistic/constructivist philosophy.

Relationships are a huge factor in early childhood development and affect learning in the cognitive, social/emotional, physical and aesthetic domains. As
children build knowledge they form relationships with objects, and people. The contact with people whether young or old leads to social constructivism
which enables us to build knowledge by watching, talking, working and playing with others. Continuing with the blocks example, if a child is working in a
group and he/she sees a classmate use 3 pillars to support a large block rather than one he/she can learn from this experiment and build new knowledge.
Through dialogue and interaction the child uses language skills, problem solving skills. The block work involves fine and gross motor skills as well as science
(balance) and mathematical skills. A drawing of the structure brings in the aesthetic and the use of marks on paper to communicate which is the first stage of
writing.

The environment is a crucial factor in the development of the young child. Comfort and safety, both physically and emotionally, and materials that allow for
choice, a sense of wonder, and the various developmental levels of the children are a necessity. The teachers construct the classroom environment to
function as an ongoing partner in the teaching-learning process. The environment is not static but develops and changes as learning leads in new directions.
Each classroom has centers with materials that change during the course of the year. Common centers that will be present in the classroom are reading,
writing, blocks, mathematics/small manipulatives, art, water, sensory table, drama, and music/listening center. Throughout the year not only will materials
change but new centers can be added and present ones removed or changed into something else. The environment is dynamic rather than static.

Curriculum is implemented in an integrated manner through projects/emergent curriculum, play and free choice activities that allow for individual or group
work. Projects/emergent curriculum involve extended learning processes that are driven by the children’s interests and ideas. Teachers determine topics for
these projects by observing, photographing, listening to and speaking with children as they go through their day. Once an interest has been chosen students
in small groups or whole class groups participate in activities related to the interest that allows them to work on their theories and build upon them as they
learn new knowledge. As activities proceed teachers design and implement further activities or offer new materials that will extend the theories. Thus the
activities become extended dialogues between children and teachers that enable in depth learning to take place over extended periods of time. Sometimes
several projects could be ongoing with small groups or a project could involve the whole class. It is through these in-depth studies and centers throughout
the room that the curriculum is implemented. In this way children make connections between the various strands of the curriculum and realize that all of the
curriculum areas are a part of everyday life. For example, shopping for groceries involves reading, writing, fine and gross motor skills, math , science social
interaction and in Lebanon some Arabic language and culture. Life and learning involve integration more than compartmentalisation.

Research has proven that young children who work/play this way learn to be creative thinkers, problem solvers, group members and most importantly life -
long learners who engage eagerly in new learning. They develop the dispositions that are needed to learn.
                                                                    Art Curriculum
The art curriculum for the Early Years division is reflected in the following poem written by the father of the Reggio Emilia approach, Loris Malaguzzi. We
foster student’s creativity using a large variety of media. We believe it is the right of children to imagine and to express themselves in any of the 100
languages.

The child is made of one hundred.                                                  to do without head
The child has a hundred languages                                                  to listen and not speak
a hundred hands                                                                    to understand without joy
a hundred thoughts                                                                 to love and marvel
a hundred ways of thinking                                                         only at Easter and Christmas.
of playing, of speaking.                                                           They tell the child
A hundred, always a hundred                                                        to discover the world already there
ways of listening                                                                  and of the hundred
of marveling                                                                       they steal ninety-nine.
of loving                                                                          They tell the child that
a hundred joys for singing                                                         work and play
and understanding                                                                  reality and fantasy
a hundred worlds to discover                                                       science and imagination
a hundred worlds to invent                                                         sky and earth
a hundred worlds to dream.                                                         reason and dream
The child has a hundred languages                                                  are things
(and a hundred hundred hundred more)                                               that do not belong together.
but they steal ninety-nine                                                         And thus they tell the child
the school and the culture                                                         that the hundred is not there.
separate the head from the body.                                                   The child says:
They tell the child to think                                                       No way. The hundred is there!
without hands
                                                                                   Loris Malaguzzi

“Our task, regarding creativity, is to help children climb their own mountains, as high as possible. No one can do more.”
Loris Malaguzzi
                                                                        Reading
                                Standard 1: Read fluently using the skills and strategies of the reading process

                Nursery                                          KG1                                                     KG2
   Be interested in environmental print       Recognize their name in print.                  Begin to apply letter sound correspondence to decode
    (stop sign, McDonalds, etc.)               Identify similarities and differences in         words.
   Hold book correctly, turn pages.            letters.                                        Discriminate between “word” and “letter”.
   Pretend to read.                           Recognize and name at least ten letters of      Match one word in print with one spoken word.
   Join in choral reading songs finger         the alphabet.                                   Discriminate letters from other shapes and symbols.
    plays, poetry, etc.                        Directional behavior (left to right             Identify all letters, capital and lower case.
   Respond to literature by drawing and        progression).                                   Identify all alphabet sounds.
    dramatizing.                               Hold book correctly, turn pages.                Understand words as well as pictures carry meaning.
   Build vocabulary through read alouds,      Show start/end of book.                          Are introduced to concepts about print: Punctuation
    songs, finger plays, themes, etc.          Distinguish between picture and print.           (question mark, period, exclamation point), difference
                                               Sequence events of a story.                      between letters and word, word by word matching,
                                               Respond to literature by drawing and             directional behavior (left to right progression), where to
                                                dramatizing.                                     start, which way to go (top to bottom), first and last
                                               Build vocabulary through read alouds,            concept (of a word, story), left page before right page.
                                                songs, finger plays, themes, etc.               Develop phonemic awareness: rhyming (hearing how
                                                                                                 words sound alike), isolation of sound (beg/middle/end) in
                                                                                                 a word, oral blending (when presented with sounds/h/
                                                                                                 /m/ student can say “ham”, beginning and ending sounds,
                                                                                                 word families, short vowels (a, e, I, o, u).
                                                                                                Memorize pattern books and familiar books.
                                                                                                Sequence events of a story.
                               Standard 2: Comprehend, respond to, and analyze a wide variety of literary texts.

                 Nursery                                            KG1                                                     KG2
   Demonstrate a personal response to a          Recall details from familiar stories.           Demonstrate a personal response to story through
    story through drawings.                       Be introduced to literary vocabulary title       drawings.
   Sequence pictures of events.                   /author / illustrator.                          Draw on previous experiences to understand text.
   Connect previous experiences and              Demonstrate a personal response to story        Predict outcomes.
    knowledge when read aloud.                     through drawings.                               Make predictions in stories.
   Ask and answer a variety of questions         Predict outcomes.                               Sequence events of a story by retelling.
    about stories told and read aloud.            Connect previous experiences and                Express personal views.
                                                   knowledge when read aloud.                      Listen and respond to literature.
                                                  Be introduced to a variety of authors and       Recognize beginning, middle, end of a story.
                                                   styles.                                         Draw pictures illustrating details from a story.
                                                  Recognize words that rhyme in familiar          Recognize the difference between fiction and non-fiction.
                                                   games, songs, and stories.                      Be introduced to a variety of authors and styles.
                                                                                                   Be exposed to variety of genre.
                                                                                                   Identify and produce rhyming words.




                                Standard 3: Apply skills and strategies appropriate for reading non-fiction texts.

                 Nursery                                            KG1                                                     KG2
   Be exposed to make-believe and real           Distinguish between real and not real.          Observe, use, and understand signs, labels and
    stories.                                                                                        instructions (job, chart, labels in classroom).
   Identify real and not real with concrete                                                       Ask questions and user prior knowledge to make sense of
    objects.                                                                                        information
                                                                          Writing
                                       Standard 4: Write with a command of informal and formal English

                 Nursery                                           KG1                                                       KG2
   Use a variety of writing tools,              Use drawings for written expression.             Use initial, medial, and final sounds.
    materials, and surfaces to create            Use a variety of writing tools, materials,       Begin to use sight words in writing.
    drawings or symbols.                          and surfaces to create drawings or symbols.      Use invented spelling to write a sentence.
   Communicate ideas through drawing.           Dictate short stories.                           Organize writing from left to right, indicating an
   Communicate experiences (feelings            Begin to write/draw for different purposes        awareness that letter clusters into phrases or sentences
    and personal preferences) orally and in       such as: Telling about an event or story,         by use of spacing or marks.
    illustrations.                                labeling something, naming something,            Know that ideas expressed in oral language can be drawn
                                                  telling what happened, describing objects,        and recorded.
                                                  events, and characters.                          Print own name from left to right using appropriate capital
                                                 Be introduced to organization and planning        and lower case.
                                                  of writing through group interactive             Be introduced to the concept of a sentence.
                                                  writing.                                         Be introduced to six-trait writing terminology through oral
                                                                                                    language and read-alouds.
                                                                                                   Be introduced to organization and planning or writing
                                                                                                    through group interactive writing.
                                                                                                   Begin to identify and use simple punctuation and other
                                                                                                    writing mechanics.
                                                                                                   Show developing competence in the use of upper case
                                                                                                    and lower case letters in writing.
                                                                                                   Use capital letter for the beginning of a sentence.
     Standard 5: Write with clarity, logic, validity, and effectiveness on a wide range of topics and for a variety of purposes and audiences.

                 Nursery                                              KG1                                                        KG2
   Dictate thoughts, ideas, and stories to         Share writing/drawing/scribbling with            Share writing/drawing/scribbling with others.
    adults.                                          others.                                          Write short simple sentences with inventive spelling.
   Recite rhymes/poems/finer                       Dictate thoughts, ideas, and stories to          Read back what they have written.
    plays/songs.                                     adults.                                          Be introduced to various forms of writing through read
                                                    Recite rhymes/poems/finger plays/songs.           alouds, writing using a variety of forms: class books, lists,
                                                                                                       journals, temporary spelling.
                                                                                                      Publish writing in a variety of ways: posters, card/notes,
                                                                                                       class books, share writing with others.


                                                                   Listening and Speaking
                                              Standard 6: Listen and respond critically to oral communication

                 Nursery                                              KG1                                                        KG2
   Begin to ask simple questions to check           Begin to ask simple questions to check for      Check for understanding through simple questions.
    for understanding.                               understanding.                                   Actively participate during group discussion/activity.
   Begin to retell in own words.                   Learn to listen and watch while others           Listen and sustain attention for increased periods.
   Communicate to teachers and peers.               speak.                                           Make relevant responses to questions and comments
   Begin to listen to others in group.             Listen and sustain attention for increased        from others.
   Listen and respond to simple oral                periods.                                         Communicate to teachers and peers.
    instructions.                                   Make relevant responses to questions and         Follow four step directions.
                                                     comments from others.                            Listen and respond to simple oral instructions.
                                                    Communicate to teachers and peers.               Learn how to work with a partner or small group.
                                                    Follow 2 step directions.
                                                    Learn how to work with a partner or small
                                                     group.
                                   Standard 7: Deliver coherent, well-focused informal and formal oral presentations

                 Nursery                                              KG1                                               KG2
   Share personal experiences.                                                              Speak in sentences.
   Express wants and needs verbally.                                                        Speak clearly and concisely.
                                                                                             Use appropriate tone and inflection to express ideas,
                                                                                              feelings, and needs.
                                                                                             Speak in front of a group.
                                                                                             Initiate conversations.
                                                                                             Recite finger plays, rhymes, songs, or short poems.


                            Standard 8: Analyze and evaluate the content and its presentation in a variety of media.

                 Nursery                                              KG1                                               KG2
   Wonder about and question new ideas            Participate in music and movement.       Wonder about and question new ideas and observations.
    and observations.
   Participate in music and movement.




                                                   Standard 9: Demonstrate a command of research skills

                 Nursery                                              KG1                                               KG2
   Not applicable at this level                   Not applicable at this level             Not applicable at this level
                                                            Social Studies Curriculum
                                                      Standard 1: Time, Continuity, and Change

                 Nursery                                          KG1                                                      KG2
   Understand the time period of today.         Distinguish between first and last/             Distinguish and compare yesterday, today, tomorrow
   Manage transition into school and daily       beginning and end.                              Manage transitions, daily routines, and unexpected
    routines.                                    State events from the past and in the            events.
   State events from the past.                   future.                                         Relate past events with current events or activities.
   Use terms to describe something that         Use terms to describe events, places or         Begin to understand how a calendar works.
    happened in a period of time (now,            situations from the past.                       Tell stories from their past.
    next, before, etc.)                          Give example of birthday as a repeating         Give examples of repeating patterns and events in their
   Know how to explain what they can do          event/pattern.                                   lives.
    now that they couldn’t do when they          Know how to describe a simple picture time      Sequence a simple picture timeline.
    were a baby.                                  line of their own life.                         Tell beginning and end of events and stories.
   Know how to put pictures/puzzle in           Know how to tell a story in sequence.           Demonstrate interest in stories of the past.
    sequence that represents                     Seek information from people, fact books,       Seek information from a variety of sources.
    chronological order in 3 steps.               and calendars.
   Demonstrate interest in stories of the
    past.
   Child seeks information from people.
                                                          Standard 2: Connections and Conflicts

                Nursery                                             KG1                                                      KG2
   Say sorry to people they have                 Show empathy to others.                          Show empathy to others
    wronged and express                           Describe a problem to a peer or adult.           Recognize problems involving themselves and others.
    anger/frustration without hurting             Work together in pairs or small groups to        Give examples of ways in which groups (family, class)
    others.                                        achieve a goal.                                   cooperate in order to live together peacefully.
   Tell the teacher when they have a             Identify the cause of a problem and what it      Identify acts of cooperation in the classroom.
    problem.                                       leads to.                                         Cope with frustration or disappointment.
   Begin to share toys without adult             Will include others in a social group.           Try to solve problems using a strategy such as the “I”
    assistance.                                   Try to solve problems independently.              message.
   Tell about a real or imaginary problem        Identify feelings by facial expressions and      Recognize that non-verbal communication is like talking.
    and how it was solved.                         body movements                                   Express reasons for their ideas and opinions.
   Identify classroom rules and routines.        Express their ideas and listen to ideas of       Help peers/adults in the classroom
   Will talk to a classmate with whom             others.                                          Present information and ideas orally, visually, or
    there is conflict with teacher                Express their feelings/ideas to others            concretely.
    direction.                                     through talking, music, art, drama and           Show respect to classmates with different languages and
   Identify feelings by facial expressions.       movement.                                         cultures.
   Recognize that people have                    Will attempt different activities and will       Will take risks and consider a variety of alternatives.
    similarities and differences.                  help others.                                     State positive ways to resolve conflict.
   Express their feelings/ideas through          Know how to tell someone that they don’t         Seek adult assistance when support is required.
    talking, music, movement and art.              like what they are doing with assistance.
   Will try new centers in the classroom         Seek adult assistance when a problem
    and play with different people.                occurs.
   Know that we do not hit/hurt other
    people.
   Demonstrate trust in the adults
    around him/her.
                                                      Standard 3: People, Places, and Environment

                  Nursery                                           KG1                                                        KG2
   Recognize that their school is ACS.         Name the city or country in which he/she            Recognize that they live in a country called Lebanon.
   Describe one or two things that are          lives.                                              Describe the location of their home in relation to familiar
    near their home.                            Name the school he /she attends                      landmarks
   Understand the concept of location, of      Follow simple directional terms                      Name the city in which he/she lives.
    school,                                     Sort concrete materials using selected              Understand the concept of location within the school
    of classroom, of bathroom, of gym ..etc.     criteria.                                            (library, PE, etc…)
   Follow simple directional terms (up,        Ask questions to get information.                   Follow simple directional terms.
    down, in, out)                              Use words to describe directionality and/or         Are introduced to a map and a globe.
   Sort information using one criteria.         location.                                           Sort information using selected criteria.
   Ask questions to get information.           Recognize globes and maps as                        Ask questions to get information.
   Use words to describe directionality         representations of actual places.                   Use words to describe directionality and/or location.
    and/or location.                            Create and read a simple, concrete bar              Create and read a bar graph with adult assistance.
   Create and read a concrete bar graph         graph.                                              Describe characteristics of the local physical environment.
    with adult assistance.                      Describe characteristics of the local physical      Give examples of how the natural environment influences
   Describe characteristics of the local        environment. Include: natural and                    daily life. (clothing, play)
    physical environment. Include: natural       constructed elements                                Describe some physical features (e.g. bodies of water,
    and constructed elements                    Describe some physical features (e.g. bodies         mountains) of the environment in which she/he lives.
   Give examples of how the natural             of water, mountains) of the environment in          Identify familiar places and landmarks (natural landmarks)
    environment influences daily life.           which he/she lives.                                 Appreciate the beauty and importance of the natural
    Examples: rain, hot, cold                   Appreciate the beauty of the natural                 environment
   Describe some physical features (e.g.        environment.                                        Know ways in which people depend on the physical
    bodies of water, mountains) of the          Know ways in which people depend on the              environment (i.e. food, clean air, water)
    environment in which he/she lives.           physical                                             Demonstrate interest in the larger world beyond their
   Identify familiar places and landmarks       environment (i.e. food, water)                       immediate environment (trips, relatives outside country,
    within the school                            Demonstrate curiosity about the larger               etc…)
   Appreciate the beauty of the natural         world beyond their immediate environment.           Identify, with teacher assistance, connections between
    environment                                 Identify, with teacher assistance,                   geography and the way people live in stories and in local
   Know ways in which people depend on     connections between geography and the            areas.
    the physical environment (i.e. food,    way people live(with personal connections)      Identify changes in their home or school (personal
    water)                                                                                   environment).
   Demonstrate interest in the larger
    world within the school community and
    immediate environs.
                                                                          Standard 4: Culture

                  Nursery                                                KG1                                                             KG2
   Identify groups in which people live, work       Identify groups in which people live, work and         Identify groups in which people live, work and play together.
    and play together.                                play together.                                         Share family and cultural experiences.
   Share family and cultural experiences.           Share family and cultural experiences.                 View self as a member of the family unit.
   Child views self as a member of the family       View self as a member of the family unit.              Identify family members (mom, dad, siblings)
    unit.                                            identify family members (mom, dad, siblings)           Describe/discuss own family’s cultural or family traditions.
   Child can identify family members (mom,          Describe/discuss own family’s cultural or family       Show knowledge of family members’ role and responsibilities in
    dad, siblings)                                    traditions.                                             the home.
   Child shows knowledge of family                  Show knowledge of family members’ role and             Identify people who are responsible for helping and caring for
    members’ role and responsibilities in the         responsibilities in the home.                           them at home, at school, and in the community.
    home.                                            Identify people who are responsible for helping        Describe their responsibilities at home and in school.
   Identify people who are responsible for           and caring for them at home, at school, and in         Describe different clothing based on seasons or physical
    helping                                           the community.                                          location.
    and caring for them at home, at school,          Describe their responsibilities at home and in         Recognize that everyone has particular interests and abilities.
    and in the community.                             school.                                                Show an awareness of similarities and differences between self
   Describe their responsibilities at home and      Describe some characteristics (e.g. clothing,           and others.
    in school.                                        food, jobs) of the people in his/her community         Discuss and ask questions about similarities and differences in
   Describe some characteristics (e.g.              Recognize that everyone has particular                  other people.
    clothing, food) of the people in his/her          interests and abilities.                               Demonstrate the use of character education virtues in social
    immediate community                              Show an awareness of similarities and                   studies.
   Recognize that everyone has particular            differences between self and others.                   Identify similarities and differences in her family composition
    interests and abilities.                         Discuss and ask questions about similarities and        and the families of others.
   Show an awareness of similarities and             differences in other people.                           Identify and respects similarities and differences in likes,
    differences between self and others.             Identify similarities and differences in her            dislikes, skills and preferred.
   Identify and respect similarities and             family composition and the families of others.         Practice using manners expected in their environment.
    differences in likes, dislikes, skills and       Identify and respect similarities and differences      Recognize that people have diverse celebrations.
    preferred.                                        in likes, dislikes.                                    Share personal, family and cultural experiences.
   Recognize that different people speak            Be familiar with songs and stories from local          Be familiar with songs and stories from local/foreign cultures.
    different languages.                              cultures.
   Listen to songs and stories from different
    cultures.
                                                                  Standard 5: Society and Identity

                  Nursery                                                 KG1                                                          KG2
   Listen actively to others.                        Listen actively to others.                           Listen actively to others.
   Interact positively with adults and friends.      Initiate and sustain positive interactions with      Initiate and sustains positive interactions with adults and
   Respond when adults or other child                 adults and friends.                                   friends.
    initiate interactions.                            Respond when adults or other children initiate       Respond when adults or other child initiate interactions.
   Talk about what happens when …                     interactions.                                        Work/plays cooperatively
    (personal and simple actions)                     Be introduced to consequences and decisions.         Identify consequence of their decisions and actions.
   Practicing using language that is respectful      Practice being respectful of others.                 Interact fairly and respectfully with others.
    of others.                                        Begin to demonstrate refusal skills by saying        Demonstrate refusal skills by saying “No” to/in harmful
   Understand, with adult assistance, that            “No” situations.                                      situations.
    their actions affect others.                      Recognize that their actions affect others.          Recognize that their actions affect others.
   Learn about and practice values from              Begin to ask for permission before using items       Ask permission before using items that belong to others.
    Character Education Program (3 values)             that belong to others.                               Use character education skills.
   Begin to take turns and share.                    Learn about values in Character education.           Cooperate and collaborate with others. Examples: take turns,
    Separate from family members without              Separate from family members without undue            share space and classroom resources
    undue stress.                                      stress.                                              Separate from family members without undue stress.
   Seek comfort and security from familiar           Seek comfort and security from familiar adults.      Seek comfort and security from familiar adults.
    adults.                                           Associates emotions with words and facial            Associate emotions with words, facial expressions and body
   Identify and describe how he/she feels.            expressions.                                          language.
   Interact with others.                             Identify and describes feelings of others.           Identify and describes feelings of others.
   Use imagination to generate new ideas.            Initiate interaction with others.                    Consider others’ needs when working and playing together.
   Express interest in people.                       Express interest in people.                          Initiate interaction with others.
   Identify and describes own feelings.              Demonstrate movement from parallel play to           Express interest in people.
   Demonstrate self-confidence.                       cooperative play                                     Join a variety of groups in different situations.
                                                      Identify and describes own feelings.                 Identify and describe own feelings.
                                                      Demonstrate knowledge of self-identity.              Demonstrate knowledge of self-identity.
                                                      Demonstrate self-confidence.                         Demonstrate self-confidence.
                                                                                                            Accept differences in other people.
                                                         Standard 6: Governance and Citizenship

                 Nursery                                            KG1                                                      KG2
   Show increasing respect for persons and       Show respect for persons and property.           Show respect for persons and property.
    property.                                     Recognize and accept the points of views of      Recognize and accept the points of views of others.
   Respect their own and others property          others.                                          Value the sharing of work and resources.
    with adult assistance.                        Respect their own and others property with       Demonstrate increasing independence in self help skills.
   Select an activity when choices are            adult assistance.                                Select an activity when choices are provided.
    provided.                                     Select an activity when choices are              Demonstrate responsible behaviors.
   Participate in cleaning up the learning        provided.                                        Participate in cleaning up the learning environment.
    environment, with assistance.                 Participate in cleaning up the learning          Make personal preferences know to others.
   Make personal preferences know to              environment.                                     Use courteous words and actions.
    others.                                       Make personal preferences known to               Make personal preferences known to others.
   Increase use of please and thank you.          others.                                          Know examples of authority at home, school and
   Know examples of authority (who is the        Increasingly use courteous words and              community.
    boss?)                                         actions.                                         Identify people who make decisions that influence their
   Respect the rules of the classroom and        Know examples of authority (who is the            lives.
    playground by increasing compliance            boss).                                           Respect the rules of the classroom, playground and
    with the rules.                               Respect the rules of the classroom,               school.
   Will ask the teacher or other adult for        playground and school.                           Defend own rights and the rights of others.
    help to defend their rights.                  Defend own rights and the rights of others.      Participate in community service projects.
   Will help a classmate or their teacher.       Participate in community service projects.       Value their own and others’ interests and abilities.
   Value their own and others’ interests         Value their own and others’ interests and        Recognize the special talents or strengths that are given
    and abilities.                                 abilities.                                        to them.
   Be aware of their special talents or          Recognize the special talents or strengths       Identify ways to help make the world better.
    strengths.                                     that are given to them.                          Be willing to contribute to their groups and communities.
   Identify ways to help make the                Identify ways to help make the classroom         Show an understanding of how to care for the
    classroom better.                              better.                                           environment.
   Be willing to contribute to their group.      Be willing to contribute to their groups.        Contribute to the development of observance of rules in
   Show an appreciation for the beauty of        Child shows a developing understanding of         the classroom and on the playground.
    the environment.                               how to care for Environment.                     Know that a good rule or law prevents/solves a specific
   Contribute in the discussion of rules in      Contribute to the development of                  problem.
    the classroom and on the playground.           observance of rules in the classroom and on      Understand and follows rules in the learning
    (with adult assistance).                       the playground.                                   environment.
   Show respect for learning materials and       Show respect for materials and toys.             Show respect for learning materials and toys.
    toys, with reminders.                         Participate as members of the class              Participate as members of the class community.
   Participate as members of the class            community.                                       Follow class rules and routines.
    community.                                    Follow class rules and routines.
   Follow class rules and routines, with         Manage transitions.
    adult assistance.
   Manage transitions with reminder



                                               Standard 7: Production, Distribution, and Consumption

                  Nursery                                           KG1                                                       KG2
   Recognize that people have the same           Recognize that people in their immediate         Recognize that people all over the world have the same
    basic needs for food, water                    community have the same basic needs.              basic needs. Examples: food, clothing, shelter…
    Give examples of basic needs Examples:         Examples: food, clothing, shelter…               Give examples of basic needs Examples: food, clothing,
    food, water                                   Give examples of basic needs Examples:            shelter…
   Express needs and wants and will ask           food, clothing, shelter…                         Understand why people make choices about how to
    for things that will satisfy them (go to      Make basic choices in the classroom related       satisfy wants and needs.
    the bathroom, have a drink of water,           to needs and wants.                              Show an understanding that adults work to earn money to
    eat something.)                               Verbalize why we need the resources we            buy things such as groceries.
   Show an understanding of why we need           have in the classroom.                           Show an understanding that adults work to earn money to
    food, water and classroom resources.          Recognize that people in their school             buy things such as groceries.
                                                   community rely on others for goods and           Recognize that people rely on others for goods and
   Recognize that people in their                 services.                                         services such as farm goods, mail delivery, safety or health
    immediate nursery area do different                                                              care.
    tasks.                                                                                          Recognize that they may have different ways of meeting
                                                                                                     their basic needs than people in other parts of the world
                                                    Standard 8: Science, Technology, and Society

                 Nursery                                          KG1                                                       KG2
   Use tools in the classroom to do            Use tools to accomplish given tasks.             Use tools and technologies to accomplish given tasks.
    specific things.                            Demonstrate an awareness of technology           Tell the story of one or two inventions/discoveries that
   Demonstrate an awareness of                  and how it is used to get information.            made their lives different from the lives of people long
    technology.                                 Show interest in learning new things and          ago.
   Show interest in learning new things         trying new experiences.                          Demonstrate and awareness of technology and how it is
    and trying new experiences.                 Create new things from a variety of               used to get information.
   Demonstrate that different tools are         different materials.                             Show interest in learning new things and trying new
    made of different things – wood,            Gather information from oral, visual,             experiences.
    plastic, etc.                                material, or print sources                       Gather information from oral, visual, material, or print
   Gather information from oral, visual,                                                          sources
    material, or print sources.




                                                                   Character Education

Character education is integrated along with other curricula in the Early Years. Monthly themes highlight one aspect of character, although we talk about and
model all character virtues throughout the school year.

In Nursery the focus is on Cooperation, Caring/Kindness and Respect. In KG1 students focus again on the three virtues from Nursery and add
Tolerance/Acceptance, Fairness and Honesty. In KG2 Self Control, Responsibility and Patience are added to the program as focus areas.

Stories, class meetings, and day to day activities provided opportunities to practice these virtues and use the vocabulary associated with them. Through a
focused approach we will all work together in an environment filled with character.
                                                                   Math Curriculum
                                             Standard 1: Apply a wide variety of mathematical concepts

                Nursery                                             KG1                                                         KG2
   Classify objects that are the same.          Classify objects according to one attribute        Classify objects according to two attributes (color, texture,
   Explore relationships with diverse            (color, texture, size, weight and shape).           size, weight and shape).
    materials at centers, alone and with         Explore relationships with diverse materials       Explore relationships with diverse materials at centers,
    others, inside and out.                       at centers, alone and with others, inside           alone and with others, inside and out.
   Order concrete materials by size, and         and out.                                           Order concrete materials by size and weight up to 5
    weight up to 3 objects.                      Order concrete materials by size and weight         objects
   Explore measurement by using non-             up to four objects.                                Identify objects that are the same and different.
                                                 Identify the object that does not belong in a      Explore measurement by using non-standard units
    standard units.
                                                  particular group.                                  Solve problems by acting out, using manipulatives and
   Explore and extend simple pattern with       Explore measurement by using non-                   drawing.
    actions, sounds, physical materials.          standard units.                                    Create simple and complex patterns with actions, sounds,
                                                 Explore problem resolution using concrete           physical materials.
                                                  objects.
                                                 Create simple patterns with actions,
                                                  sounds, physical materials.
                                                     Standard 2: Apply mathematical reasoning skills

                 Nursery                                               KG1                                                         KG2
   Compare size and quantity                      Compare size and quantity relationships              Compare size and quantity relationships with diverse
    relationships with diverse concrete             with diverse concrete materials developing            concrete materials using appropriate vocabulary.
    materials while beginning to use                appropriate comparison vocabulary.                   Identify and name common shapes: square, triangle,
    appropriate vocabulary.                        Recognize the name of shapes: square,                 circle, rectangle, oval, star, heart.
   Begin to identify shapes: square,               triangle, circle, rectangle, oval, star, heart.      Identify at least 4 3D shapes
    triangle, circle, rectangle.                   Find the concrete object in a group that is          Find the concrete object in a group that is different and
   Find the concrete object in a group             different and explain why it is different (up         explain why it is different (up to two attributes).
    that is different.                              to one attribute).                                   Use one to one matching.
   Estimate how many concrete objects             Match quantity to quantity using concrete            Recognize number arrangements, or number groups to 5
    are in a group (up to 5) – by sight or by                                                             instantly.
                                                    materials.
    touch.                                                                                               Estimate and verify the number of objects in a set (up to
   Use a variety of concrete materials to         Estimate and verify the numbers of objects
                                                                                                          20).
    explore relationships using various             in a set ( up to 10).                                Use a variety of concrete materials to explore
    strategies.                                    Use a variety of concrete materials to                relationships using various strategies.
                                                    explore relationships using various
                                                    strategies.
                                         Standard 3: Understand mathematical information presented

                Nursery                                              KG1                                                       KG2
   Use number words and mathematical           Use number words and mathematical language             Use number words and mathematical language in the
    language in the context of daily             in the context of daily routines, activities, and       context of daily routines, activities, and play.
    routines, activities, and play.              play.                                                  Understand and use mathematical language such as
   Create graphs using concrete materials      Create graphs using concrete materials and use          add, take away, difference, equal, the same.
    and use mathematical terms to                mathematical terms to interpret the graph              Create graphs using concrete materials and use
    interpret the graph (more than, the          (more than, less than, the same).                       mathematical terms to interpret the graph (more
    same)                                                                                                than, less than, the same).
                                                                                                        Begin to create pictorial representations of story
                                                                                                         problems involving adding to or taking away.




                                       Standard 4: Select and use a wide variety of tools and technology

                Nursery                                              KG1                                                       KG2
   Use manipulatives to explore                Use manipulatives to explore mathematical              Use manipulatives to explore mathematical
    mathematical relationships.                  relationships.                                          relationships.
   Use a variety of non standard concrete      Measure height, length and weight using non            Use a variety of non standard concrete objects as
    objects as tools to measure.                 standard units.                                         tools to measure.
   Make sets of 1 to 5 objects.                Name tools that measure time such as clock.            Learn to tell time to the hour.
                                                    Standard 5: Understand and apply numbers

                Nursery                                             KG1                                                        KG2
   Rote count to 20.                           Rote count to 30.                                    Rote count to 100.
   Count backward from 5 to 1.                 Count backward s from 10.                            Count backward s from 10.
   Identify numerals to 5                      Make sets of 1 to 15 objects.                        Make sets of 1 to 20 objects.
   Act out counting songs.                                                                        
                                                Identify numerals 1 to 15.                            Identify numerals 0 to 31.
   Make sets of 1 to 5 objects.                                                                      Write numerals 0 to 31.
                                                Write numerals 1 to 15.
   Explores the concept that the number
                                                Describe changes in two or more sets of objects      Describe changes in two or more sets of objects when
    of objects in a set remains the same
                                                 when they are combined.                               they are combined.
    when the objects are rearranged (up to
                                                Name the number that comes before/after a            Name the number that comes before/after a given
    5).                                                                                                number, 1 to 31.
   Begin to match concrete objects using        given number, 1 to 9.
                                                                                                      Understands the concept that the number of objects in
    one to one correspondence up to 3           Explores the concept that the number of objects
                                                                                                       a set remains the same when the objects are
    objects                                      in a set remains the same when the objects are
                                                                                                       rearranged (up to 10).
   Experiment with symbols to represent         rearranged (up to 9).
    numbers.                                                                                          Count on from a given number.
                                                Begin to match concrete objects using one to
   Use number words in the context of                                                                Count to 100 by 10s and 1’s.
                                                 one correspondence up to 5 objects
    daily routines, activities, and play.                                                             Create groups of 20 objects.
                                                Create fair shares using halves (concrete
   Construct a set of objects                                                                        Use one-to -one correspondence to count and to
    corresponding to a given numeral for a       objects).
                                                                                                       compare sets of objects.
    real purpose (eg. 2 apple pieces for        Use the terms first and last.                        Order numerals from 0 to 31.
    each person, 2 lettuce leaves for the       Use number words in the context of daily
                                                                                                      Identify the number represented by a given dot
    hamster , 3 plates at the house table        routines, activities, and play.
                                                                                                       arrangement of 1 to 6 dots (objects) without counting.
    for 3 guests)                               Hold up the appropriate number of fingers for a
                                                                                                      Describe changes in a set of objects when they are
   Compare height using the terms               given numeral.                                        separated into parts.
    tall/short.                                 Count groups of objects using one-to-one             Create fair shares for two or three groups with concrete
   Hold up the appropriate number of            correspondence up to 5.                               materials.
    fingers for a given numeral.                                                                      Order events 1st, 2nd, 3rd and 4th.
                                                                                                      Use number words in the context of daily routines,
                                                                                                       activities, and play.
                                                                                                      Construct a set of objects corresponding to a given
                                                                                                       numeral
                                                                                                       Match numerals to the quantities they represent up to
                                                                                                       31.
                                    Standard 6: Estimate, compute, and assess reasonableness of solutions.

                 Nursery                                               KG1                                                     KG2
   Explore addition by combining items in        Explore addition by combining items in               Explore addition by combining items in exploration
    exploration and play.                          exploration and play.                                 and play.
   Explore subtraction by taking away            Explore subtraction by taking away items in          Explore subtraction by taking away items in
    items in exploration and play.                 exploration and play.                                 exploration and play.
   Add to and subtract from concrete             Add to and subtract from concrete materials          Model and record addition actions to 10 using
    materials that are being used for a            that are being used for a purpose to achieve a        concrete materials.
    purpose to achieve a goal. (eg. building       goal. (eg. building in blocks, measuring with        Model and record subtraction actions to 10 using
    in blocks, measuring with small                small manipulatives, etc.)                            concrete materials
    manipulatives, etc.)                          Estimate and verify the numbers of objects in a      Show a number as two parts, using fingers, counters,
                                                   set using language to describe.                       or other objects, and name the number of objects in
                                                                                                         each part.
                                                                                                        Add to and subtract from concrete materials that are
                                                                                                         being used for a purpose to achieve a goal. (eg.
                                                                                                         building in blocks, measuring with small
                                                                                                         manipulatives, etc.)
                                                                                                        Estimate and verify the numbers of objects in a set
                                                                                                         using language to describe.
                  Standard 7: Estimate and measure by selecting and using appropriate units, tools, and technologies.

                 Nursery                                                 KG1                                                        KG2
   Estimate in real situations involving          Estimate in real situations involving concrete          Estimate in real situations involving concrete
    concrete materials (eg. How many                materials (eg. How many blocks are needed to             materials (eg. How many blocks are needed to reach
    blocks are needed to reach the first            reach the first wall built, how many eggs will fit       the first wall built, how many eggs will fit in the pot
    wall built, how many eggs will fit in the       in the pot during house play, etc.)                      during house play, etc.)
    pot during house play, etc.)                   Explore measurement using non standard units,           Explore measurement using non standard units,
   Explore measurement using non                   balance scales, thermometers, measuring tapes            balance scales, thermometers, measuring tapes in
    standard units, balance scales,                 in purposeful situations                                 purposeful situations
    thermometers, measuring tapes in               Name tools that measure time such as clock.             Demonstrate an understanding of the basic language
    purposeful situations.                         Use appropriate vocabulary to describe                   of measurement (longer than, taller than, shorter
   Use comparative vocabulary such as              sequence related to daily routine.                       than, heavier than, lighter than).
    shorter, longer, higher, more etc.             Begin to use comparative vocabulary such as             Use various standard measuring tools for simple
   Use appropriate vocabulary to describe          longer, longest.
                                                                                                             measuring tasks.
    sequence related to daily routine.                                                                      Use comparative and superlative vocabulary such as
                                                   Use appropriate vocabulary to describe time              shorter, shortest, etc.
                                                    and sequence related to daily routine.                  Compare two sets of objects using terms such as
                                                                                                             more, fewer, or the same.
                                                                                                            Use appropriate vocabulary to describe time and
                                                                                                             sequence related to daily routine.


                                                             Standard 8: Use algebraic methods

                 Nursery                                                 KG1                                                        KG2
   Extend and create a simple pattern             Create and extend a simple pattern with actions,        Create and extend complex patterns with actions,
    with actions, sounds, physical materials        sounds, physical materials                               sounds, materials and pictures.
    with assistance.                               Understand the pictorial daily schedule as an           Give the missing element of a linear pattern.
   Create a bar graph with concrete                organizer of the day.                                   Understand the pictorial/written daily schedule as an
    materials in a group.                                                                                    organizer of the day.
   Begin to understand the pictorial daily
    schedule as an organizer of the day.
                       Standard 9: Use spatial reasoning and apply the properties and relationships of geometric figures

                  Nursery                                                 KG1                                                        KG2
   Begin to understand spatial concepts           Demonstrate understanding of spatial concepts            Demonstrate understanding of spatial concepts (up,
    (up, down, under, etc.)                         (up, down, under, etc.)                                   down, under, etc.) and use the vocabulary in
   Begin to demonstrate understanding of          Demonstrate understanding of positional terms             conversation.
    positional terms (e.g. between, inside,         (e.g. between, inside, under, behind).                   Demonstrate understanding of positional terms (e.g.
    under, behind).                                Use position words to describe the position or            between, inside, under, behind) and use them in
   Begin to use position words to describe         location of objects in relation to self or to other       conversation.
    the position or location of objects in          objects.                                                 Identify characteristics of plane shapes: square,
    relation to self or to other objects with      Compare and describe attributes of two- and               triangle, circle, rectangle, heart, diamond and oval.
    assistance.                                     three-dimensional objects using own vocabulary           Identify common solid figures (sphere, cone, cylinder
                                                    while exploring.
   Compare and describe attributes of                                                                        and cube) and give examples of related real life
                                                   Begin to recognize basic geometric terms
    two- and three-dimensional objects                                                                        objects.
                                                    associated with common plane figures.
    using own vocabulary while exploring.                                                                    Know basic geometric terms associated with common
                                                   Match solid shapes to real objects.
   Recognize shapes found in the                                                                             plane figure (side, round, angle).
                                                   Recognize shapes found in the
    environment(natural and man-made)                                                                        Draw plane shapes (circle, square, rectangle, triangle,
                                                    environment(natural and man-made)
   Explore the combination of shapes                                                                         oval).
                                                   Explore the combination of shapes using various
    using various concrete materials                                                                         Recognize shapes found in the environment(natural
                                                    concrete materials
   Use shape in representations.                                                                             and man-made)
                                                   Use shape in representations
                                                                                                             Explore the combination of shapes using various
                                                   Identify shapes by feel.
                                                                                                              concrete materials
                                                   Trace and copy shapes.
                                                                                                             Use shape in representations.
                                                   Construct using blocks, concrete manipulatives,
                                                                                                             Identify shapes by feel.
                                                    recycled materials, etc.
                                                   Create a representation of a 3-D object using
                                                                                                             Trace and copy shapes.
                                                    materials such as modeling clay and building             Construct using blocks, concrete manipulatives,
                                                    blocks.                                                   recycled materials, etc.
                                                   Describe a 3-D object using words such as “big,”         Create a representation of a 3-D object using
                                                    “little,” “round,” “like a box,” and “like a can.”        materials such as modeling clay and building blocks.
                                                   Identify or name basic shapes (e.g. circles,              Describe a 3-D object using words such as “big,”
                                                    cylinders, squares, cubes, triangles) found in the        “little,” “round,” “like a box,” and “like a can.”
                                                    environment.
                                                   Measure height, length and weight using non
                                                    standard units.
                                                  Standard 10: Make decisions and predictions.

                Nursery                                            KG1                                                    KG2
 Create and interpret a bar graph using       Gather data about self or the environment.          Gather data about self or the environment.
  concrete materials with a group and          Make observational drawings.                        Make observational drawings.
  adult assistance.                            Make choices between activities and materials.      .Make choices between activities and materials.
 Make choices between activities and          Make predictions about real events (eg. how         Make predictions about real events (eg. how many
  materials.                                    many beads will fit in the container)                students can fit in the box)
 Make predictions about real events (eg.
  when the tower of blocks will fall)
                                                                Science Curriculum
                                                                   Scientific Inquiry
    Standard 1: Demonstrate their understanding of the importance of curiosity, honesty, open-mindedness, and skepticism in their
                              own efforts to understand how and why universal phenomena exist and occur.
               Nursery                                   KG1                                           KG2
   Examine attributes of objects, living      Ask questions and come up with theories about           Observe, record and make theories about the world
    things, and natural events in the           the world around them.                                   around them.
    environment.                               Carry out investigations/experiments and                Reflect on their work and ideas and make changes.
   Make observational drawings.                predict their outcome.
   Ask questions about the world around
    them.


    Standard 2: Demonstrate their understanding of the importance of curiosity, honesty, open-mindedness, and skepticism in their
                              own efforts to understand how and why universal phenomena exist and occur.
               Nursery                                   KG1                                           KG2
   Sort objects by one attribute.             Sort objects according to attributes (size, color,      Make comparisons based upon number, shape,
   Make observational drawings.                shape, texture, and use).                                texture, size, weight, color, and motion.
                                               Make observational drawings.                            Draw by memory and observation.


                  Standard 3: Be familiar with the character of scientific knowledge and inquiry and how it is achieved.
                 Nursery                                    KG1                                              KG2
   Use words to describe.                     Take an active part in science experiments that         Actively participate in experiments and record
   Explore using science tools.                come from student theories.                              process and outcomes in drawings/words.
                                               Be careful observers when drawing and                   Work corporately on science experiments and share
                                                investigating things around them inside and              finding with peers.
                                                outside.                                                Explore using science tools.
                                               Work cooperatively and share findings/new
                                                discoveries with peers.
                                               Explore using science tools
                       Standard 4: Be able to select and use tools and instruments to conduct scientific activities.
                 Nursery                                    KG1                                               KG2
   Use measuring cups and spoons.               Use non standard unit to measure, construct          Use nonstandard units to measure.
   Play with different sized containers in       and look at objects.                                 Use measuring instruments when cooking.
    the sand / water/sensory table.              Use measuring tools when cooking.                    Build and construct with various objects/media.
   Use play dough.                              Build with a variety of materials.


                       Standard 5: Be able to select and use tools and instruments to conduct scientific activities.
                 Nursery                                    KG1                                               KG2
   Play with materials that fit together.       Explore things that fit together and come apart      Explore things that fit together and come apart using
   Share/describe toys and pictures              using concrete materials.                             concrete materials.
    brought from home.                           Describe features of objects.                        Describe features of objects and self made creations.
   Select concrete objects that are             Compare objects using vocabulary of size,            Describe changes in objects verbally and in drawing.
    bigger/smaller, heavier/lighter,              weight, color and movement.                          Understand the range of size, weight and age.
    fast/slow or of a certain color.             Use vocabulary to categorize objects.
                                                                  The Physical Setting
               Standard 6: Be familiar with current scientific theories about the universe and how those theories evolved.
                Nursery                                       KG1                                           KG2
   Identify that stars and the moon are in      Identify the features of the sky.                    Describe the features of the sky at night and during
    the sky at night by words or drawing.        Describe day and night sky and recognize              the day with words and drawings.
   Recognize day and night skies (eg. in         differences.                                         Compare the day and night sky and make theories
    books)                                       Describe the Earth according to its shape.            about how they change.
                                                                                                       Know that we live on planet Earth.
                                                                                                       Verbalize that there are other planets.


                  Standard 7: Understand how key features of the earth influence climate, weather, and the water cycle.
                   Nursery                                   KG1                                           KG2
   Understand that winter is cold and           Distinguish the characteristics of the seasons.      Observe and identify features of the 4 seasons.
    summer is hot.                               Recognize water in liquid and solid form.            Describe the weather using weather terms.
   Describe different weather conditions                                                              Understand that ice is frozen water.
    such as rain, cloudy, windy.
   Explore water
   Understand that ice will melt.


          Standard 8: Understand scientific theories of how the earth's surface is formed and how those theories developed.
               Nursery                                     KG1                                            KG2
   Identify a mountain or a body of water.      Describe the earth according to its physical         Describe basic features of earth surfaces.
   Identify rocks.                               make-up (land, water, air).
                                                 Distinguish landforms and oceans/seas in their
                                                  environment(mountains, sea, etc)
                  Standard 9: Understand scientific theories of the nature of matter and how those theories developed.
                 Nursery                                     KG1                                            KG2
   Identify colors and explore mixing          Identify objects that sink or float.                Describe how cooking changes some properties of
    colors.                                     Use vocab to describe what things are made of.       certain foods
   Use words related to color size and         Identify colors and explore mixing colors.
    texture.                                    Use words related to color size and texture.
                                                Explore processes that change some of the
                                                 properties of materials (cooking).


Standard 10: Be familiar with the forms and transformations of energy and the significance of energy in understanding the structure
                                                      of matter and the universe.
              Nursery                                    KG1                                              KG2
   Identify hot and cold objects.              Name 2 ways things can become hot.                  Compare hot and cold things.
                                                Use the vocabulary words of hot, cold and warm      Identify three sources of heat.
                                                 to describe.


                         Standard 11: Understand how society uses and conserves various sources of energy.
                 Nursery                                KG1                                            KG2
                                                Recognize the importance of electricity.            Identify 5 ways we use electricity


                       Standard 12: Understand the relationship between force, mass, and the motion of objects.
                 Nursery                                   KG1                                           KG2
   Explore motion with a variety of            Explore and describe how objects move.              Use appropriate vocab to describe how objects move.
    concrete objects both indoors and out.
             Standard 13: Recognize gravitational, electrical, and magnetic forces as major kinds of forces acting in nature.
                Nursery                                     KG1                                              KG2
   Explore with various sized magnets.      Identify objects that roll, slide or fly.       Explore the movement of concrete objects.
                                             Explore magnets.                                Explore and make predictions of how weight and size
                                                                                               effect the movement of objects.
                                                                                              Experiment with various materials and magnets and
                                                                                               theorize.


                        Standard 14: Be familiar with the wave nature of sound and electromagnetic radiation.
                Nursery                                    KG1                                           KG2
                                             Explore sound through musical instruments.      Explore sound through musical instruments
                                                                The Living Environment
                 Standard 15: Be aware of the diversity of living organisms and how they can be compared scientifically.
                 Nursery                                      KG1                                         KG2
   Explore the habitat, movement, food           Classify animals as farm, zoo, pet, wild (non        Observe and make observational drawings of plants
    and characteristics of selected animals.       domesticated), or ocean (aquatic) according to        and animals in the environment
                                                   appearance and action.                               Identify similarities and differences in the plants and
                                                  Compare the behaviors of selected animals.            animals in the environment.
                                                  Name parts of a plant and identify needs.            Identify the common needs of plants and animals.
                                                  Handle animals carefully and participate in the      Express the need to care for plants and animals in the
                                                   caring and feeding of classroom animals.              environment.
                                                  Treat living things with respect and                 Sort plants and animals according to common
                                                   responsibility.                                       attributes.
                                                  Identify features of living things.                   Identify and describe the life cycle of trees
                                                                                                         throughout the seasons.


                    Standard 16: Understand the structure, functions, and reproduction of living cells and organisms.
                 Nursery                                    KG1                                              KG2
   Handle animals carefully and                  Describe the basic needs of plants and animals.      Handle animals carefully and participate in the caring
    participate in the caring and feeding of      Care for classroom plants and provide basic           and feeding of classroom animals.
    classroom animals.                             needs.                                               Treat living things with respect and responsibility.
   Identify plant needs and parts of a                                                                 Care for classroom plants.
    plant.
                Standard 17: Understand how and why organisms are dependent on one another and their environments.
                 Nursery                                KG1                                           KG2
   Describe how people and animals               Investigate animals’, food and shelter.                Sort animals that eat plants and animals that eat
    respond to weather conditions.                Describe the role of plants in our environment.         meat.
                                                  Recycle, compost and be able to explain why we         Explain how animals (including humans) use plants
                                                   do this.                                                for shelter/nesting.
                                                                                                          Identify plants and animals that live in Lebanon.
                                                                                                          Identify animals that live in other countries.


      Standard 18: Understand the cycling of matter and the flow and transformation of energy through systems of living things.
              Nursery                                     KG1                                           KG2
   Explain that plants need light and            Classify objects as living or non-living based on      Identify that plants and animals need light.
    water to grow.                                 characteristics.                                        Practice composting.
   Participate in a recycling program.           Practice recycling.                                    Practice recycling and explain the importance of
                                                  Identify substances that can be recycled.               recycling.
                                                                                                          Students will explain why they reuse materials for
                                                                                                           “junk art”
                                                                                                          Describe the food chain of composting.


                         Standard 19: Understand how biological traits are passed on to successive generations.
                 Nursery                                  KG1                                              KG2
   Recognize that people are different in        Describe how people are different.                     Identify variations among individuals within a
    physical features (eye color, hair color).                                                             population.
                                                                                                          Graph eye color, hair color of the classroom
                                                                                                           population.
                                                                                                          Identify their own likes and dislikes
               Standard 20: Understand the arguments for natural selection as scientific explanation of biological evolution.
                 Nursery                                   KG1                                               KG2
    Know that they should not harm plants      Explain why we don’t throw garbage into the         Explain why we don’t pollute the sea and throw
     and animals.                                sea.                                                 garbage on the ground.
                                                Know that we do not hurt living things (plants      Explain why we take care of plants and animals.
                                                 and animals).


                                                          Human Organisms and Society
    Standard 21: Know and understand the biological, cultural, and social explanations for why human beings have important traits in
                                                   common yet differ from one another.
                Nursery                                    KG1                                            KG2
    Identify basic body parts.                 Compare and contrast feature and traits of          Identify similarities and differences in classmates.
    Explore and use their five senses in        people.                                             Identify that students in the classroom are all part of
     classroom activities.                      Identify the five senses.                            the same group.
    Identify and practice healthy habits.      Identify taste (sweet/sour)                         Classify food by food groups.
    Identify family members and their          Identify smells (pleasant/unpleasant).              Explain how we dress differently in hot and cold
     roles                                      Classify sounds (fast/slow, loud/soft).              weather.
                                                Classify foods by healthy and unhealthy             Explain that all people need food water and shelter.
                                                Recognize good dental hygiene.                      Explain the similarities between human needs and
                                                Compare and contrast their needs with those of       animal needs.
                                                 animals.                                            Explain the roles of members in the classroom.
                                                Describe how people and animals respond to          Describe the roles of 5 people in the school
                                                 weather conditions.                                  community.
                                                Describe the family and the roles that each         Describe the roles of the members in their family
                                                 member plays.
                                                Describe the roles that people take in the
                                                 classroom community.
                   Standard 22: Be familiar with important aspects of human development from fertilization to death.
                 Nursery                                    KG1                                           KG2
   Explain things that you can do now           Recognize that people and animals have babies.         Explain that human babies come from the mother.
    that you couldn’t when you were a            Recognize that most babies are unable to care          Describe how to care for a human baby.
    baby.                                         for themselves.                                        Explain why a human baby cannot care for itself.
   Explain that other people take care of
    babies.


                                        Standard 23: Understand the basic processes of the human body.
                 Nursery                                      KG1                                                               KG2
   Identify major body parts.                   Identify the parts of the body.                        Describe what body parts we use to see, find and eat
   Explain what foods are healthy.               Identify parts of the body used to see, find and       food.
   State how we use our senses.                  take in food.                                          Name the five senses.
                                                 Identify how smell helps us when there is a fire.      Describe how we use our sense of touch and smell
                                                 Identify how seeing helps us stay safe.                 and sight to warn us of danger.
                                                 Recognize that they use their brain to think.          Describe how we use our senses to cooperate with
                                                                                                          classmates
                                                                                                         Explain that we use our brains to think and make
                                                                                                          choices.


                         Standard 24: Understand that a variety of factors influence learning in human beings.
                 Nursery                                  KG1                                             KG2
   Explain 3 things that they have learned      Describe their hobbies.                                Describe activities that you have learned to do.
    since they were babies.                      Describe something that they have learned              Explain how you have learned one thing that you like.
   Indicate one thing that they want to          since they were babies.                                Explain how practice can help us get better at
    learn.                                       Understand that skills get better with practice.        something.
    Identify times when they cooperate.         Work cooperatively and learn from each other.          Cooperate with others to accomplish a task.
   Describe how we help each other in                                                                   Explain why working with others helps us learn.
    the classroom.
                                                        Physical Education Curriculum
                     Standard 1: Demonstrate competency in applying basic and advanced movement concepts and skills.
                 Nursery                                              KG1                                                      KG2
    Learn basic locomotor skills                Review of basic locomotor movements and               Review of basic locomotor movements and animal
    (walking, jogging, running, animal            animal movements.                                      movements.
     walks)                                      Music/rhythms movements and actions in                Music/rhythms movements and actions in
    Movement skills to musical rhythms.
                                                  sequences.                                             sequences.
    Body balance skills- one foot, stork
     stand, combinations of hands and feet.      Increasing body balance skills in complexity.         Increasing body balance skills in complexity.
    Tossing the ball with two hands.            Moving in different planes and levels -Rolling        Moving in different planes and levels -Rolling (log
    Kick with the favorite foot                  (log roll, rocking)                                    roll, rocking)
                                                 Applying strength and support-Bridge                  Applying strength and support-Bridge
                                                 Wall climbing combining agility, strength and         Wall climbing combining agility, strength and
                                                  balance.                                               balance.
                                                 Bouncing the ball with one hand                       Bouncing the ball with one hand
                                                 Tossing the ball with one hand                        Tossing the ball with one hand
                                                 Catching                                              Catching
                                                 Dribbling with 1 and 2 hands                          Dribbling with 1 and 2 hands
                                                 Directing the ball at a target with foot contact      Directing the ball at a target with foot contact
       Standard 2: Understand underlying concepts on how to achieve, monitor and maintain a health-enhancing level of physical
                                                              fitness.
                Nursery                                             KG1                                                  KG2
   Students understand that heart rate         “How to know your body”-Heart and lungs.      How to know your body-Fatigue and signs of effort(
    increases with exercise and movement         Blood and oxygen transport to muscles.         sweating, skin color, increased respiration)
    efforts.                                    Stretching, muscles and bones.                Stretching, muscles and bones.
    Will understand the concept of warm        Warm up and cool down concepts                Warm up and cool down concepts
    up and its application in each lesson.      Recovery after exercise                       Recovery after exercise
   Know that breathing control is                                                             Presentation of physical challenges and increased
    important during exercise and in                                                            capacity for exercise.
    recovery.


                                    Standard 3: Demonstrate knowledge of rules and regulations in sports.
                Nursery                                             KG1                                                  KG2
 Following directions allows for safe          Understand organizational skills regarding      Understand organizational skills regarding
  movement in an active environment.             formations.                                      formations(organization signals mobilize the class,this
                                                Describe game conditions and regulations.        signal will improve class control)
                                                                                                 Describe game conditions and regulations( they
                                                                                                  should know the rules of the games we play)


    Standard 4: Exhibit responsible personal and social behavior that respects self and others in physical activity settings.
                Nursery                                             KG1                                                  KG2
   Responsibility for equipment use.           Cooperation and responsible direction           Cooperation and responsible direction following.
   Respect for teacher decisions.               following.                                      Safe behavior during game situations.
   Respect for group members and               Safe behavior during game situations.           Fair play and rule following.
    sharing opportunity/taking turns.           Fair play and rule following.
    Standard 5: Create opportunities for health, enjoyment, challenge, self-expression, and/or social interaction through physical
                                                              activity


                 Nursery                                    KG1                                               KG2
   Not applicable at this level         Not applicable at this level             Not applicable at this level
                                                      Movement and Music Curriculum
                                                 Standard 1: Sing and play a varied repertoire of music

                 Nursery                                           KG1                                                     KG2
   Sing simple, familiar songs (e.g.,           Sing alone sans an audience as well as in a     Sing alone sans an audience as well as in a group. (MENC,
    nursery rhymes, traditional children’s        group. (MENC, MCREL, Owyang, J.                  MCREL, Owyang, J. Solomon)
    songs) (MCREL)                                Solomon)                                        Experiment with a variety of instruments and other sound
   Use their voices expressively as they        Use the so-mi and so-mi-la motives,              sources. (MENC, MCREL)
    speak, chant, and sing. (MENC)                however, sing songs with all types of ranges    Play simple melodies and accompaniments on instruments
    Include movement. (Owyang)                    and modes (J. Solomon), and with                 (MENC Pre-K), and with movement. (Owyang)
   Imitate voices that include honks,            movement.
    horns, animal sounds, robot sounds,          Use many games and movement
    sliding sounds, etc. Students lead            emphasizing high and low, fast and slow,
    other students in creating these              and loud and soft. (R. Owyang, J. Solomon)
    sounds. (J. Solomon)




                                      Standard 2: Read music from traditional and nontraditional notation

                 Nursery                                           KG1                                                     KG2
   Use body percussion and movement             Sight read simple rhythmic patterns (e.g.,      Sight read quarter note, eighth, and one-beat rest. (J.
    for simple rhythmic and melodic               colors, shapes, etc.) Use movement where         Solomon) Use movement where appropriate. (Owyang)
    patterns. (Owyang)                            appropriate. (Owyang)
                                                 Standard 3: Analyze and evaluate own performance

                 Nursery                                          KG1                                                     KG2
   Draw a self-portrait of a personal        Role-play appropriate audience behavior.          Reflect on and articulate about a personal performance.
    performance. (www.menmun.org)              (Dallas Symphony Orchestra)                        (Owyang)



                                         Standard 4: Improvise melodies, variation, and accomplishment

                 Nursery                                          KG1                                                     KG2
   Sing simple rhythmic and melodic (so-       Play simple melodies using body percussion      Create short pieces of music, using voices, instruments,
    mi and so-mi-la) patterns. (J. Solomon)      (Owyang) and accompaniments on                   and other sound sources. (MENC). Work in small groups
    Include movement where it is                 instruments (MENC)                               and Include movement where it is appropriate.
    appropriate. (Owyang)                       Explore the creation of short pieces in
                                                 unpitched percussion and with movement.
                                                 (Owyang)



                                             Standard 5: Compose and arrange music using notation

                 Nursery                                          KG1                                                     KG2
   Know the source of a variety of sounds      Uses a variety of sound sources when            Create short pieces of music, using voices, instruments,
    (e.g., musical instruments, sounds in        composing (classroom instruments,                and other sound sources, (MENC Pre-K), patterns, colors,
    nature) (MCREL)                              electronic sounds, body sounds). (MCREL)         and movement. (Owyang)
                                                 Include movement when is it is appropriate.
                                                 (Owyang)
                            Standard 6: Understand the historical contributions and cultural dimensions of music

                Nursery                                            KG1                                                      KG2
   Know the source of a variety of sounds      Demonstrate an awareness of music as a           Identify by genre or style aural examples of music from
    (e.g., musical instruments, sounds in        part of daily life (MENC), (MCREL),               various historical periods and cultures. (MENC)
    nature) (MCREL) that originate from          including performers from the community.          Incorporate movement activities where it is appropriate.
    different times and cultures (e.g.,          (Owyang)                                          (Owyang)
    Western classical, Arabic, etc.).
    (Owyang)


                          Standard 8: Understand the relationships among the arts and disciplines outside the arts

                   Nursery                                             KG1                                                     KG2
   Know the source of a variety of sounds           Demonstrate an awareness of music as a          Articulate how music is implemented across disciplines,
    (e.g., musical instruments, sounds in             part of daily life (MENC),                       including the visual and performing arts, mathematics,
    nature) (MCREL)                                  Engage in movement activities, e.g.,             language arts, etc. (Owyang)
                                                      dance, that reflect the cultures. (Owyang)




                        Standard 9: Analyze, evaluate, and respond to varied musical repertoire and performances

                   Nursery                                             KG1                                                     KG2
   Listen to music from various genre.              Participate freely in a variety of music        Respond through movement to music of various tempos,
   Include movement when is it is appropriate.       activities. (MENC Pre-K)                         meters, dynamics, modes, genres, and styles to express
    (Owyang)                                         Include movement when it is appropriate.         what is heard and felt in works of music (MENC Pre-K)
                                                      (Owyang)
                                                                   Library Curriculum
    Standard 1: Define their information needs and identify effective courses of action to conduct research, solve complex problems
                                                     and pursue personal needs.

                    Nursery                                              KG1                                                  KG2
   Recognize a topic of interest when                Ask the librarian for a book on a specific      Ask for a resource to answer a curiosity or to further
    presented with a resource                          topic.                                           knowledge.
                                                                                                       Know that non-fiction books provide real information.


Standard 2: Demonstrate a command of information skills and strategies to locate and effectively use print, non-print and or digital
                           resources to solve problems, conduct research and pursue personal needs.

                    Nursery                                              KG1                                                  KG2
   Identify the storytelling area of the library.    Recognize the storybooks area as a place        Recognize the Easy fiction and non-fiction areas of the
   Know how to check out a book.                      to borrow books from.                            library as a place to find books of interest.
                                                      Know library routines.                          Are familiar with circulation procedures.
                                                      Know circulation procedures.                    Learn how to use a book paddle.
                                                      Understand good book care practices
                                                        Arabic Curriculum - Reading
                            Standard 1: Read, understand, and respond critically to a variety of reading materials.

                  Nursery                                             KG1                                                  KG2
   Become aware that print carries a meaning.      Identify initial and final sounds.             Identify initial, medial, and final sounds.
   Show interest in print environment.             Identify some letters of the alphabet.         Read all the letters with long and short vowel sounds.
   Show interest books’ illustrations.             Match pictures with letters.                   Match one word in print with one spoken word.
   Read his/her name.                              Match pictures with words.                     Pretends reading.
    Match name with photo.                         Pretends reading.                              Demonstrate that print goes from right to left and top
   Pretend to read.                                Demonstrate that print goes from right to       to bottom.
   Demonstrate that print goes from right to        left and top to bottom.                        Read new words from 2-3 letters.
    left and top to bottom.                         Identify the front cover, back cover, and      Read simple sentences.
   Respond to literature by answering               title page of a book.                          Identify between a sentence and a question.
    questions, drawing, and dramatizing.            Make predictions involving stories.            Read familiar stories with simple sentences.
   Make predictions from pictures.                 Tell a story from pictures.                    Identify the front cover, back cover, and title page of
   Tell a story from pictures.                     Respond to literature by answering              a book.
   Identify the front cover and back cover.         questions, drawing, and dramatizing.           Make predictions involving stories.
                                                                                                    Tell a story from pictures.
                                                                                                    Respond to literature by answering questions,
                                                                                                     retelling, drawing, and dramatizing.
                                                                                                    Tell story events in sequence using time concept
                                                                                                     vocabulary: beginning , middle , end.
                                                             Arabic Curriculum - Writing
                                            Standard 2: Write with a command of Modern Standard Arabic

                    Nursery                                                KG1                                                        KG2
   Use a variety of writing tools, materials, and     Use a variety of writing tools, materials, and       Print own full name.
    surfaces to create drawings and symbols.            surfaces to create drawings and symbols.             Begins to trace letters in different positions (Beginning,
    Communicate ideas through drawing.                Print own first name.                                 middle, end) following proper directionality.
   Respond to read aloud, poems, and songs            Begin to trace letters.                              Begin to use sight words in writing.
    through drawing.                                   Organize writing from right to left.                 Use invented spelling to write a sentence.
   Communicate feelings, personal experience and      Be introduced to six-trait writing terminology       Organize writing from right to left.
    opinions through drawings.                          through oral language and read-aloud.                Be introduced to six-trait writing terminology through oral
   Dictate thoughts, ideas, and stories to adults.    Respond to read aloud, poems, and songs               language and read-aloud.
   Introduced to published work on Teachers’
                                                        through drawing.                                     Respond to read aloud, poems, and songs through
                                                       Be introduced to organization and planning or         drawing.
    web.
                                                        writing through group interactive writing.            Be introduced to organization and planning or writing
                                                       Communicate feelings, personal experience             through group interactive writing.
                                                        and opinions through drawings.                       Begins to identify and use simple punctuation (.,!?).
                                                       Dictate thoughts, ideas, and stories to adults.      Communicate feelings, personal experience and opinions
                                                       Publish writing in a variety of ways: posters         through drawings.
                                                        and booklets.                                        Dictates thoughts, ideas, and stories to adults.
                                                       Introduced to published work on Teachers’            Publish writing in a variety of ways: posters and booklets.
                                                        web.                                                 Introduced to published work on Teachers’ web.
                                                  Arabic Curriculum - Listening /Speaking
                           Standard 3: Listen and respond critically to oral communication and a variety of media

                   Nursery                                            KG1                                                    KG2
    Listen with interest.                          Listen with interest and sustained             Listen with interest and sustained attention for increased
   Learn to listen while someone speaks.            attention for increased periods.                periods.
   Follow 1 step direction.                        Learn to listen while someone speaks.          Learn to listen while someone speaks.
   Express personal needs using simple             Follow 2 step directions.                       Follow 3 step directions.
                                                                                                    Communicate to teachers and peers.
    sentences or phrases.                           Communicate to teachers and peers.
                                                                                                    Ask questions about the newly introduced concept.
   Share personal experiences.                     Ask questions about newly introduced
                                                                                                    Take part in a conversation and connect new concepts
   Listen to read aloud and act out some parts      concept.                                        with personal experience using expanded vocabulary.
    of the story.                                   Take part in a conversation and connect        Applies instructions regarding working with a partner or a
   Listen to new vocabulary and act out the         new concepts with personal experience           small group.
    meaning.                                         using simple vocabulary.                       Speak in simple sentences with clear articulation to
   Use new vocabulary to express needs.            Listen to stories with interest and ask         express personal needs, ideas, and feelings.
   Listen to music and express oneself with         relevant questions.                            Listen to stories with interest and ask relevant questions.
    body movement.                                  Recall important events form a read aloud      Listen to read aloud and respond critically to questions.
                                                     story.                                         Make predictions during read alouds.
                                                    Applies instructions when working with a       Retell main events of a story in a sequence after listening
                                                     partner or a small group.                       to a read alouds.
                                                                                                    Use new vocabulary in context.
                                                    Use new vocabulary in context.
                                                                                                    Present own work to the group.
                                                    Present own work to the group.
                                                                                                    Sing alone or in front of a group with confidence.
                                                    Sing alone or in front of a group with         Listen to music and express oneself with body movement.
                                                     confidence.
                                                    Listen to music and express oneself with
                                                     body movement.
                                                            Arabic Curriculum - Culture
                                         Standard 4: Connect the Arabic Language to the culture of Lebanon

                    Nursery                                               KG1                                                       KG2
    Use culturally appropriate courtesy              Use culturally appropriate courtesy                 Use culturally appropriate courtesy expressions.
    expressions.                                       expressions.                                        Participate in age- appropriate cultural activities, games
   Participate in age- appropriate cultural          Participate in age- appropriate cultural             and songs.
    activities, games, and songs.                      activities, games and songs.                        Be familiar with a few well-known children’s stories about
    Be familiar with a few well-known children’s     Be familiar with a few well-known children’s         Lebanon’s culture and events.
    stories about Lebanon’s culture and events.        stories about Lebanon’s culture and events.         Listen to, watch, and ask/answer questions about age-
   Take part in Lebanese cooking activities.         Identify some major products of Lebanon’s            appropriate folk tales, picture stories, poem, songs,
                                                       culture (food, clothing, music, dance, places,       advertisements, and authentic material.
   Sing Lebanon’s national anthem ( part one) and
    other national songs, and recite poems .
                                                       monuments…).                                        Identify some major products of Lebanon’s culture (food,
                                                      Sing Lebanon’s national anthem.                      clothing, music, dance, places, monuments…).
   Introduced to authentic audio visual material
                                                      Introduced to authentic audio visual material       Sing Lebanon’s national anthem.
    and computer software for enjoyment.
                                                       and computer software for enjoyment.                Understand the meaning of the Lebanese flag’s colors and
   Take part in field trips to various areas in
                                                      Interview native Lebanese citizens for various       symbol.
    Lebanon.
                                                       purposes.                                           Select authentic audio visual material and computer
                                                      Take part in field trips to various areas in         software for enjoyment.
                                                       Lebanon.                                            Participate in cultural games and arts.
                                                                                                           Interview native Lebanese citizens for various purposes.
                                                                                                            Take part in field trips to various areas in Lebanon.

								
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