COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012
KINDER IB Primary Years Programme Curriculum Information for Kinder Parents
The International Baccalaureate Organization The International Baccalaureate Organisation (IB) provides 3 Programmes: IB Diploma Programme for students in their final years of high school (grades 10 and 11th) Middle Years Programme (MYP) for students in the middle grades (approximately 11 – 16 age range, grades 5th - 9th )
THE IB AT THE COLEGIO ANGLO COLOMBIANO The Anglo has offered the IB Diploma since 1980 and more recently included the MYP and PYP for younger students.
the IB Programmes (Diploma, MYP, PYP). The school was recentl y e valuated in the delivery of MYP and PYP and authorised to deliver the The Anglo is the first Programme for another 5 school in Colombia to be years. authorised to teach all three of
Primary Years Programme (PYP) for younger students (approximately 4-12 age range, grades PK4th )
OUR PROGRAMME OF INQUIRY T h r o u g h o u t t h e y e a r, t h e learners to construct meaning, children’s learning in Kinder will be principally through concept-driven structured around six units of inquiry. inquiry. At the beginning of each unit of These units allow for children inquiry, parents will receive an to learn holistically, in ways that are o p e n i n g l e t te r w i t h d e t a i l e d meaningful and relevant to them information of the contents and and their stage of development. schemes of work that will be They, provide opportunities for developed in that unit.
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012
Anglo Tree Friendly WHY IS THIS LEAFLET ELECTRONIC? At the Anglo we are really committed with the environment, programmes such as Anglo Tree friendly and GoGreen are some examples of our interest in this area.. This is why we thought we should join and support all those initiatives by publishing our Pre School Curriculum Information on the web page. We know that sometimes it is nice to have visual clues and a printed reference. So if you feel this is the case and you would prefer a printed copy of this material, please go ahead. All you need to do is click on the download icon and then print. We just wanted to take this opportunity and make everyone a little bit more aware of the importance of using our resources properly.
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012 THE IB COMMUNITY LEARNER PROFILE The PYP promotes the development of a set of characteristics, known as the IB Learner Profile. These characteristics are the heart of the programme. We aim for our children to be: "
Inquirers
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Communicators!
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The curriculum and pedagogy of IB programmes focus on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language.
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Risk-takers!
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Principled
Caring!
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Open-minded
Balanced!
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Reflective
We, as teachers, are aware of the importance of the model we are providing but most importantly, we need our whole school community to share our commitment to helping our children grow and develop in these ways. All values are nurtured, first and foremost in the home.
while at the same time empha sising the impor tance of reflection on a personal and academic level.
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Thinkers
Knowledgeable!
We know that our children are not perfect and we realise that these values represent an ideal world. For us to be successful in moving children towards these ideals, they need to see these values reflected in the attitudes of the adults in their own world.
The core components of IB programmes encourage students to participate in creative and serviceoriented activities,
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B e y o n d i n te l l e c t u a l rigour and high academic standards, strong emphasis is placed on the ideals of international understanding and responsible citizenship, to the end that IB students may become critical and compassionate thinkers, lifelong learners and informed participants in local and world affairs, conscious of the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life. The PYP focuses on the hearts and the minds o f a l l s t u d e n t s . It addresses social, physical, emotional and cultural needs as well as academic ones. For more information on the Primary Years programme please access: http://www.ibo.org/ or contact us at: pyppreschool@anglocolombiano.edu.co
COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012 KINDER UNITS OF INQUIRY 1. You and Me Subject Focus: Social Studies, P.S.P.E and Language Central Idea: We all have a variety of experiences and interests, which combine to shape our attitudes and the way we learn An Inquiry into: • Our identity: How it makes us different and similar • Ways in which we can get along with others • Ways in which we can make comparisons • Autonomy for learning and relating with others. Key Concepts: Perspective, Responsibility and Reflection
2. A place to call home Subject Focus: Social Studies, Language and P.S.P.E Central Idea: Houses and Homes are off different kinds and we all need them as they provide for different needs An Inquiry into: • Different homes and Houses • How people’s needs/ wants and environmental conditions influence the type of houses they build • Responsibilities of household members Key Concepts: Form, Change and Reflection
3. Let’s Celebrate! Subject Focus: Arts, P.S.P.E and Language Central Idea: There are different celebrations that are special and meaningful to us, because they express our culture. An Inquiry into: • What we celebrate and how • Significant local and global celebrations that happen during the year • Reasons behind these celebrations and their characteristics. Key Concepts: Function and Connection
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012 KINDER UNITS OF INQUIRY
4. What a Load of Rubbish Subject Focus: Science, Social Studies and Maths Central Idea: Reducing waste and taking care of resources can improve the quality of life now and in the future. An Inquiry into: • Ways in which waste is managed at home and at school. • How we reduce, reuse and recycle in order to protect and conserve our environment • Deciding on how to use / share finite or renewable resources Key Concepts: Form, Causation and Perspective
5. Cycles Subject Focus: Science and Maths Central Idea: Our activities are usually connected to the earth’s natural cycles. An Inquiry into: • Cycles in nature (Day and night, weather and life cycles) • Patterns in Maths and in our lives • The way cycles and patters affect our lives Key Concepts: Function, Change and Connection
6. Working Together Subject Focus: Social Studies, P.S.P.E and Language Central Idea: We all do many different jobs to make our school a place where we can learn and play together An Inquiry into: • The different jobs we perform in our school and our community. • The ways in which jobs are interconnected • My role as a student within my community Key Concepts: Causation, Connection and Responsibility
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012 THE ROLE OF THE SUBJECT AREAS IN THE PYP The Primary Years programme (PYP is first and foremost a transdisciplinary programme. This means that the knowledge, concepts, skills and attitudes we explore transcends the traditional boundaries of disciplines. In spite of this, the PYP has six defined subject areas that provide the context for the students to explore the six transdisciplinary themes. The subject areas are: Language (Spanish and English), Mathematics, Science, Social Studies, Personal Social and Physical Education (P.S.P.E) and Arts. LANGUAGE “Every child benefits !om having access to different cultures, perspectives and languages. Acquisition of more than one language enriches personal growth and helps facilitate international understanding. Therefore, Colegio Anglo Colombiano as a PYP school, provides the opportunity for students to learn more than one language” (Making the PYP Happen, PYP, 2007)
KINDER LITERACY PROGRAMME
ENGLISH The literacy programme in Kinder builds on the knowledge and understanding of spoken and written language that children have acquired in their early years. Students learn language, learn through language, and learn about language.
b . Wr i t te n co m m u n i c a t i o n – Together book and write any relevant Reading and Writing comments. Home reading should be an c. Visual Communication – Viewing enjoyable and relaxed time when children have the opportunity to share and Presenting with their families, gain encouragement The Oxford Reading Tree scheme and support and develop positive provides the core materials for the attitudes to reading. teaching of reading, however this All children visit the library to scheme is supplemented with a wide change books and develop library skills variety of resources to enrich the once every six day cycle, however, they programme. Structured reading lessons have opportunities to go to the library include: independently to select new books and *Shared reading, when the teacher research areas of interest at other times uses books with enlarged text to teach during the cycle. identified concepts to the whole class Langua ge experience is an *Group instruction, when children impor tant a spect of the literacy are taught according to their specific programme. As children develop the needs spoken and written vocabular y to *Teacher directed independent express their everyday experiences, they activities and self-selected activities, are encouraged to write about these when children take increasing levels of events and to share their writing with responsibility for their own learning others. In this way, the reciprocal gains *Whole class sessions, times when of reading, writing, listening and the teacher highlights significant speaking reinforce children’s whole learning that has taken place and language development and empower provides feedback and encouragement t h e m t o g a i n g r e a t e r l e v e l s o f for students who have been working independence and more control over their own learning. independently.
Teaching objectives aimed at developing a secure understanding of langua ge concepts are de veloped through daily, structured lessons as well as through language related activities connected with the unit of inquiry. Teachers plan collaboratively to identify objectives based on previous learning and ongoing needs, to ensure that children’s learning is well structured, caters for individual needs and is Most days, children will bring appropriate. home reading material to share with E n g l i s h a s t h e l a n g u a g e o f their families. This will include teacher i n s t r u c t i o n o f t h e s e l e a r n i n g selected books f rom the Oxford experiences, enables the development Reading Tree scheme, as well as poems, o f 3 m a i n a r e a s o f l a n g u a g e i n chants, fiction and non-fiction books and research materials. meaningful contexts:
As their confidence in independent writing increases, they are provided with opportunities to write creatively, producing their own poems and imaginative stories. Factual writing, connected with the unit of inquiry is also encouraged, and children have opportunities to use the library and the Please read with your child every Internet to research areas of interest. a. Oral Communication – Speaking day, be sure to sign the Reading and Listening
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012 HOW TO HELP YOUR CHILD AT HOME
Q&A
• Provide opportunities for your child to write freely. Do not focus on letter tracing or spelling, focus on making writing meaningful and enjoyable. Get your child/children to write recipes, thank you notes, invitations, messages. Allow your child to see you as a model of writing. • Read to your child every day in his/her first language, to encourage a love of literature. Show yourself as an active reader. • Discuss the events of the school day. Engage in significant and meaningful talk, discussion and questioning. • Sing songs and recite poems the
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children have been learning at school. Teach your child songs and poems from your own childhood. Point out signs, symbols and landmarks in their surroundings, such as favourite cafes, toy shops, exit signs etc. Share written material such as menus, advertising brochures or magazines. Teach your child to recognise words in computer games and on television shows. Point out through example, that written language is an important part of everyday life
WHAT TO EXPECT BY THE END OF YOUR CHILD’S GRADE LEVEL By the end of Kinder….
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Listen and respond to stories, rhymes, poems and instructions using English words and phrases.
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Sequence events and retell stories in own words.
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Recognise beginning and ending sounds of words
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Recognise patterns of onset and rhyme in words
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Read simple familiar texts
Select and re-read materials for information and enjoyment
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Match spoken words to written words
Begin to recognise a list of common sight words
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Write words and simple sentences giving them meaning "
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Use simple sentence structure State the purpose of their own writing
COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012 ¿CÓMO SE TRABAJAN LAS HABILIDADES COMUNICATIVAS EN LOS NIÑOS? ENFOQUE DEL ÁREA DE ESPAÑOL EN KINDER Son varios los propósitos que se tienen dentro del área de español en Kinder. En primer lugar está la necesidad de continuar perfeccionando y desarrollando en el niño sus habilidades comunicativas como son: la capacidad de escuchar, la expresión oral y el razonamiento. En segundo lugar, la clase de español tiene por objetivo brindarle a los niños las herramientas necesarias llevando a los niños desarrollar destrezas como la para continuar el proceso de desarrollo de la lengua discriminación auditiva de sílabas, sonidos iniciales, etc. escrita. En Pre-kinder los niños iniciaron el proceso de Todo esto se hace en integración con el programa de lectura y escritura natural. En escritura ellos comienzan a indagación, a partir del cual se abordan ejes temáticos comunicarse siguiendo un proceso que inicia con rayones y garabatos, pasando por la sucesión de letras particulares. El Programa de Español se desarrolla en dos áreas dispuestas al azar hasta llegar a la escritura de textos completos, valiéndose únicamente de las vocales que son : Lenguaje oral y lenguaje escrito. correspondientes a cada sílaba.
Lenguaje oral Durante la clase se dan espacios para analizar el lenguaje en distintos niveles. Por ejemplo, trabajan a nivel de las palabras, estableciendo asociaciones, comparaciones o analogías. A nivel de las oraciones, los niños formulan ideas relacionadas con objetos, acciones, tiempos y espacios específicos. Y a nivel textual, se estimula la capacidad del niño para narrar, de m a n e r a q u e p u e d a e s t r u c t u r a r h i s to r i a s manejando espacios, personajes y distintas variables a la vez que desarrollan su imaginación y razonamiento.
En Kinder las didácticas del Programa Letras son: • Discriminación auditiva de los fonemas iniciales. • Búsqueda de la letra inicial de una palabra. • Reconocimiento de palabras que comienzan por una letra dada. • Identificación de las letras iniciales en las sílabas intermedias y finales de las palabras.
• Introducción de las consonantes. • Discriminación y escritura de las consonantes finales en las palabras. Po r o t r a p a r t e , e x i s t e n momentos dentro de la clase • Escritura de vocales consecutivas en una sílaba. para hablar del tema de • Escritura alfabética de oraciones y cuentos cortos. investigación. En estas discusiones se estimula la formulación de preguntas por • Segmentación de frases en palabras. parte de los niños, se brindan herramientas de investigación (libros, artículos, películas, etc.) y se Algunas ideas y sugerencias: generan debates que estimulan la creatividad y el • Jugar con el niño a completar palabras que se le dicen. desarrollo del pensamiento. Por ejemplo: “ adivina qué es: ......torio, ...igre”. Después pedirle que diga sólo lo que falta: escri, t, Lenguaje escrito etc. La metodología del Programa Letras que se utiliza en el colegio se basa en la construcción de textos con sentido. Esto se diferencia bastante de las metodologías tradicionales, en las cuales se aprenden primero las vocales, luego las consonantes para formar frases sin sentido como “la mula lame la lima”. Con este programa se buscan situaciones significativas donde se promueva la comunicación escrita bien sea por medio de cartas, cuentos, noticias, etc. Por otra parte vivencian didácticas las cuales son ejercicios lúdicos (juegos), los cuales van
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• Practicar rimas: “oso– meloso, osa –.............., niño– cariño” • Concursos de “el que diga más palabras que empiecen por tra, por pe o por c”, etc. • Deletrear o sonidear: “Adivina qué es: c-a-rr-o? • Trazar letras en la espalda del niño para que adivine cuál es.
COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012 opportunities to achieve these objectives, however, not all children learn in the same way or at the same time. Teaching programmes are planned to allow for different learning styles and different rates of learning in order to ensure that each logical thinking structure is acquired before moving on to the NUMERACY n e x t s t a g e . W h e r e n e c e s s a r y, IN KINDER children are provided with extra “The Numeracy support or additional challenges, to P r o g r a m m e meet their individual needs. views mathematics not as a fixed body of knowledge to be The numeracy programme transmitted, but as a way of thinking emphasises connections between and a language for understanding m a t h e m a t i cal ideas, between meaning. To study mathematics is to mathematics and other learning inquire into this language and to areas and between mathematics and learn to think in this way. It is a real-life experiences. p r o f i c i e n c y, w h i c h i n v o l v e s confidence and competence with numbers and measures. It requires Through daily structured an understanding of the number lessons as well as through informal system, a repertoire o f opportunities that arise during the c o m p u t a t i o n a l s k i l l s a n d a n d a y, c h i l d r e n d e v e l o p t h e i r inclination and ability to solve u n d e r s t a n d i n g o f i m p o r t a n t number problems in a variety of mathematical concepts. Wherever contexts. Numeracy also demands possible, mathematical ideas are practical understanding of the ways related to the Unit of Inquiry the in which information is gathered by children are under taking. For counting and measuring, and is example, if the children are learning presented in graphs, diagrams, charts about the ways in which they are and tables.” (Taken f rom: The a l i ke o r d i f f e r e n t f r o m o t h e r Primar y Years Programme PYP children, data is collected and Scope and sequence document). graphs are used to visually represent their findings. The numeracy programme is developmental: this means that intelligence is constructed over a period of time in an ordered series of interrelated steps, and these steps are determined by development. The development determines what can be learned.
Through a range of meaningful experiences, the numeracy programme in Kinder aims to ensure that children will develop the skills, concepts, knowledge and attitudes which will provide the foundation for subsequent learning, foster a sense of personal A child’s developmental level is achievement and enable them to the determining factor in what that c o p e c o n f i d e n t l y w i t h t h e child is capable of understanding at mathematics of everyday life. any particular point in time. Teachers constantly monitor and assess children’s progress in order to plan learning experiences appropriate to the child’s needs and developmental stage. The objectives for the year are clearly defined and all children have
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THE KINDER TEACHING PROGRAM INCLUDES THE FOLLOWING STRANDS:
1. – NUMBER: Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding of one to one correspondence and conservation of number, and be able to count and use numerals to represent quantities. Wi l l develop an understanding of the base 10 place value system and will model, estimate, compare and order numbers to 50 or more. -Count backward from 20. -Understand the concept of one to one correspondence and Explore the concept of conser vation of number through manipulatives. -Know the language for comparing quantity of objects (e.g.” more than”,” less than” and “the same”) -Find, describe and create patterns -Understand the concept of position in a sequence. -Know that the quantity of objects can change by adding or taking away. - Add and subtract whole numbers with totals up to 10.
COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012 2. – MEASUREMENT
4. - DATA HANDLING
Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing events.
Develop an understanding of how the collection and organisation of information helps make sense of the world.
-Understand basic concepts of time (e.g. today, tomorrow, yesterday, before, after, days of the week).
- They will sort and label real objects into sets by attributes.
-Measure and weight objects with non-standard tools (hands, unifix cubes, tiles etc) -Estimate and compare.
- Collect data from everyday situations. - Represent information in graphs .
5. - PATTERN AND FUNCTION
-Use related language.
3. - SPACE AND SHAPE
- Understand that patterns and sequences occur in everyday situations.
Learners will understand that shapes have characteristics that can be described and compared.
- Will be able to identify, extend describe and create patterns in various ways.
-Know basic geometric language for naming shapes (e.g. circle, triangle, square, diamond, rectangle). -Sort and group objects by attributes. -Understand the common language used to describe position. -Explore patterns.
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SCIENCE AND SOCIAL STUDIES In the PYP Social Studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society.
• Make connections between previous and current learning • Make predictions • Collect data and
• Solve problems in a variety of Science is the exploration of the ways. Biological, chemical and physical aspects of the natural world, and the In the PYP it is acknowledged relationships between them. that experiences during the Early A l l t h e S c i e n ce a n d S o c i a l Years lay the foundations for all Studies learning takes place in the future learning. At the Anglo we make sure we recognise ad maximise context of the units of Inquiry. this crucial stage of learning. In Social Studies, students are encoura ged to develop an understanding of our rapidly changing world as well as their culture and identity while in science children are invited to discover the world as it is viewed from a scientific perspective. Inquiry is central to both areas and especially during the early childhood years. Through the units of Inquiry our students: • Explore, wonder, question • Experiment and play with possibilities
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012 ART AND MUSIC (ARTS) IN PRE-SCHOOL Art and music are integral to the PYP. “They are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and enga ge with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways, and
through a variety of media and technologies. The PYP recognises that not all learning can be supported solely through language, and that arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child, promoting c r e a t i v i t y, c r i t i c a l t h i n k i n g , problem-solving skills and social interactions.” (Making the PYP Happen pg. 125
MUSIC We want music to provide • An exploration of sound and the expressive use of musical elements • Team work to produce and create music
• About elements and principles of creation and composition • About notation • About music in society
• How to Listen and appreciate music • Learn music as another language and the ways to communicate What can you do to promote it(notation and interpretation) musical appreciation at home? • Music as a social, cultural and • Attend concerts emotional manifestation of • Make recordings accessible individuals and societies • Provide recorders, CD players, • Development of listening skills CDs of different kinds of music • Practice and exposure to music • Sing songs to and with your child, We want students to know…. preferably children songs • About performing – singing and • Promote discussion and talk playing instruments about creativity and different
• Ta ke m u s i c w o r k s h o p s a n d instrumental lessons • Enjoy music together
MUSIC IN KINDER: • Sing and compose songs • Creative movement • Playing instruments
• Understanding of pulse • Follow the beat, etc
preferences and styles We want art to provide:
VISUAL ARTS
ART IN KINDER: • Mixing (collage)
techniques
• Use of different size paintbrushes • Painting mixing colours • Use of different shapes
• A means of communication • Opportunities for becoming skilful • A means of expression of both emotional and intellectual perspectives • Exposures to other cultures and other times • A means of accessing other disciplines • A vehicle for wondering, reflecting and consolidating We want students to know…. • About the creative process • About elements and principles of art and design • About reflection and appreciation • About visual arts in society • Art Skills
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percussion
COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL 2011 - 2012 PHYSICAL, SOCIAL AND PERSONAL EDUCATION (P.S.P.E) The Importance of Play in the Early Stages: Every infant teacher is aware of the vital importance of play in the young child’s learning process, and this is no less true in movement than in any other area of the curriculum. On entry into school, many children have only limited experience of physical activities and are likely to be totally unaware of the scope offered by a hall and playground, and large and small apparatus. They must therefore, begin by exploring the possibilities freely and it is our task as teachers to allow them to do this in safety. It is essential not to hurry the individual child through this play stage for, if he is not allowed time to gain full confidence, he will later be unable to cope with the more advanced tasks demanded of him.
THE P.S.P.E. TRANSITION TEACHING PROGRAM INCLUDES THE FOLLOWING STRANDS: • IDENTITY • ACTIVE LIVING • INTERACTIONS Children will: Play roles in tales expressing feelings and moods. Independently identify & respond to rhythmical changes. Display creativity when dancing to any given rhythm. be able to create choreographic games. Combine different kinds of footwork in several contexts. Handle small apparatuses effectively when playing games. Participate and follow instructions in individual, small, & large group games using different sizes and texture small apparatuses. Travel in different ways both on the floor and on apparatus transferring body weight. Hold their body weight using different parts of the body as bases. Combine two or three basic gymnastic abilities. Be able to create a gymnastics outline.
EDUCATIONAL SUPPORT Some students start to experience some difficulties during this teaching and learning process. The Educational Support Department ensures that all the students needs are known, understood and met by those involved in educating the student, assisting by giving specific recommendations. We value the importance of the early recognition and intervention programs: language processes in both mother tongue and second language, development of mathematical concepts, sensory motor development and emotional and social development. The programs also enhance the development of autonomy of the students as well as the development of executive functions, encouraging them to play an active role in their learning process, as age appropriate. Parents play an important role in this process. We maintain close communication with the families, inform them of progress and promote the active involvement of the parent in managing the students learning. Whenever an external evaluation or intervention is needed, we guide the families through this process, and then we follow up the intervention. The main goal is an articulated work between school, home and external professionals.
FOR FURTHER INFORMATION REGARDING OUR CURRICULAR PROGRAMMES PLEASE CONTACT US AT
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