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2. Kindergarten

At ISP we encourage children to learn at their own pace and challenge them to reach goals at their full potential.

In Kindergarten, children are active learners in a relaxed and stimulating atmosphere and follow the PYP Curriculum. 

Below are the general IBO learning outcomes for Kindergarten that most students are expected to achieve by the end of the academic year. These learning outcomes are used to inform your child’s progress against grade level expectations.

Units of Inquiry in Kindergarten: 

Babies and Growing

Emergency

Splash

The 5 Senses

Arts

Learners show an understanding that the different forms of arts are forms of expression to be enjoyed. They know that dance, drama, music and visual arts use symbols and representations to convey meaning. They have a concept of being an audience of different art forms and display awareness of sharing art with others. They are able to interpret and respond to different art forms, including their own work and that of others.

Learners show an understanding that they can express themselves by creating artworks in dance, drama, music and visual arts. They know that creating in arts can be done on their own or with others. They are aware that inspiration to create in arts comes from their own experiences and imagination. They recognize that they use symbols and representations to convey meaning in their work.(IBO 2009)

Language

Listening and Speaking

Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Viewing and Presenting

Learners show an understanding that the world around them is full of visual language that conveys meaning.

They are able to interpret and respond to visual texts. Although much of their own visual language is

spontaneous, they are extending and using visual language in more purposeful ways.

Reading

Learners show an understanding that print represents the real or the imagined world. They know that

reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They

have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues to

recall sounds and the words they are “reading” to construct meaning.

 Writing

Learners show an understanding that writing is a form of expression to be enjoyed. They know that how

you write and what you write conveys meaning; that writing is a purposeful act, with both individual and

collaborative aspects.

(IBO 2009)

 

Math

Data Handling

Learners will develop an understanding of how the collection and organization of information helps to make sense of the world. They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The learners will discuss chance in daily events.

Measurement

Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in their daily routine.

Shape and Space

Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common language to describe paths, regions and boundaries of their immediate environment.

Pattern and Function

Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and create patterns in various ways.

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 number words and numerals to represent quantities. (IBO 2009) 

Social Studies

Students will explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment. They will practise applying rules and routines to work and play. They will gain an increasing awareness of themselves in relation to the various groups to which they belong and be conscious of systems by which they organize themselves. They will develop their sense of place, and the reasons why particular places are important to people. They will also develop their sense of time, and recognize important events in their own lives, and how time and change affect people. They will explore the role of technology in their lives.(IBO 2008)

Science

Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify simple patterns, make predictions and discuss their ideas. They will explore the way objects and phenomena function, and will recognize basic cause and effect relationships. Students will examine change over varying time periods and know that different variables and conditions may affect change. They will be aware of different perspectives, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and vocabulary.(IBO 2008)

Personal, Social and Physical Education

Identity

Learners have an awareness of themselves and how they are similar and different to others. They can describe how they have grown and changed, and they can talk about the new understandings and abilities that have accompanied these changes. They demonstrate a sense of competence with developmentally appropriate daily tasks and can identify and explore strategies that help them cope with change. Learners reflect on their experiences in order to inform future learning and to understand themselves better.

Active Living

Learners show an awareness of how daily practices, including exercise, can have an impact on well-being. They understand that their bodies change as they grow. They explore the body’s capacity for movement, including creative movement, through participating in a range of physical activities. Learners recognize the need for safe participation when interacting in a range of physical contexts.

Interactions

Learners interact, play and engage with others, sharing ideas, cooperating and communicating feelings in developmentally appropriate ways. They are aware that their behaviour affects others and identify when their actions have had an impact. Learners interact with, and demonstrate care for, local environments.

(IBO 2009)

 

IBO- © International Baccalaureate Organization