OUR KG

CURRICULUM

01 · GOALS OF THE CURRICULUM

To inculcate a love of learning

Learning Corners based on Domains of Development

To empower the child to make their own choices and decisions

Developmentally appropriate practices - Curriculum planned is age appropriate.

Discovery of the world - Aesthetic and Creative Expression -Language and Literacy - Socio-Emotional Development - Motor-Skill Development & Numeracy.

Project based learning develops children to be thinkers .

02 · GOALS OF THE CURRICULUM

To provide age-specific experimental learning to promote optimal growth and holistic development

To respect the needs and rights of the child

Thematic study help children understand concepts clearly and hence the whole curriculum is structured into ‘themes’.

To provide an inspirational environment of creativity, curiosity, inquiry and exploration

TEACHING AND LEARNING MATERIAL

‘T is for Themes’ is a specially prepared set of books for Junior Kindergarten and Senior Kindergarten.

‘T is for Themes’ introduced in 2009 has been upgraded to suit the recent universal curriculum.

For the Junior Kindergarten there are a set of two books: a Picture book and an Activity book.

For the Senior Kindergarten there are a set of four books: a Picture book, an Activity book, an English Workbook and a Math book.

The picture books are highly colourful and informative. The activity books cater to the skills needed for school readiness. The activity books, English Workbook and Math book have tear off sheets so that the teacher can file them easily.

The earlier editions have been a great success with the children and teachers.

The books are specially designed for the purpose of developing pre-reading, pre-writing, pre-numeracy, creative thinking and reasoning skills.

ASSESSMENT

Ongoing assessment is an integral part of the learning and development process of school programme, to know the extent of understanding of the children and to know what to do next.

‘Assessment is not just to find child’s weakness and inabilities, but also his strengths and competencies in all areas of development.

The Portfolio

A Portfolio is a purposeful collection of a child’s work illustrating a child’s effort, progress and achievements. The Portfolio is intended to display the individual character and ability of a child over a period of time. In a Portfolio core developmental items are designed to show the growth and the quality of work expected from the child over time and across the curriculum.

Good – quality documentation can assess the child’s progress over time

The assessment is to be in five stages Stage

I June Entry Stage

II August First Midterm Stage

III October End of First term Stage

IV December Second Midterm Stage

V March End of the year

THE MARKING SYSTEM HAS THREE STEPS

TRYING - The skills, knowledge, behaviour or accomplishment described by the checklist item is yet to be demonstrated

IN PROCESS - The skill, knowledge, behaviour or accomplishment described by the checklist indicator is emerging and not consistent

PROFICIENT - The child reliably demonstrates the skill, knowledge, behaviour or accomplishment described by a specific indicator

Authentic assessment to show the children’s progress

A child friendly assessment helps the teacher and the parents understand the child’s interests and talents. This is not merely a record of the child’s academic achievement, but also the reflections of his/her development of sense of self and understanding of the world, which requires credit and encouragement. The continuous and comprehensive assessment helps to reflect and evaluate the all- round potential of the child. A portfolio is maintained with the child’s achievements.

OUR ENVIRONMENT

THE PHYSICAL
ENVIRONMENT

Indoor and outdoor space of the school
The physical arrangement influences the emotional climate of the class
It also affects children’s learning and their well-being
Children should feel that they are respected
Must have learning goals

THE INTERACTIONAL
ENVIRONMENT

It refers to the emotional and social aspects of the environment
Helps children be engaged intellectually and socially
Build positive relationships with others
Develops friendships
Regulate their behaviours

THE TEMPORAL
ENVIRONMENT

The time and space for activities such as routines and transitions between activities
Children need sufficient time for play, individual and group work
Teachers need to decide how to effectively and meaningfully use the time that children spend in school

THE LEARNING
AREAS
1

The six learning areas are:
Aesthetic and Creative Expression
Discovery of the World
Language and Literary
Motor Skills Development
Numeracy
Social Emotional Development

KEY FACTORS OF THE
LEARNING CORNERS

Clearly defined learning centre
Easy access to material
Variety of learning material
Freedom of choice

CREATIVITY AND EXPLORATION

OUTDOOR SPACE

The ample open space in the premises provides opportunities for vigorous movement and free play. It is equipped with essential play materials and colourful slides, swings, a jungle gym and seesaws that enhance physical motor skills. A sand pit is provided in a secure enclosure to encourage the child to engage in physical motor activities and socio-dramatic play. There is plenty of space for age appropriate games, exercises, drama, yoga and dance and music.

30

Years of excellence

400

Children in Play School

4100

Children in Kindergarten

180

Staff