1NEW INDIAN MODEL SCHOOL, ALAIN

Curriculum

KG - Section

Published in April 2016

2Preface

Education plays the most important role in acquiring professional and social skills and

a positive attitude to face the challenges of life. A curriculum is what constitutes a total

teaching-learning program comprising overall aims, syllabus, materials, methods and

assessment. In short it provides a framework of knowledge and capabilities, seen as

appropriate to a particular level. It is also one of the means of bringing about qualitative

improvement in an educational system.

The Curriculum designed by the NIMS Group of Schools in line with the specifications

of the CBSE signifies the emergence of a fresh thought process in imparting a curriculum

which would restore the independence of the learner to pursue the learning process in

harmony with the existing personal, social and cultural ethos.

The objective of the curriculum is to scaffold the learning experiences and to relate tacit

knowledge with formal knowledge. This involves trans-disciplinary linkages that would

form the core of the learning process.

The success of this curriculum depends upon its effective implementation and it is expected

that the teachers will make efforts to create better facilities, develop linkages with the

world of work and foster conducive environment for the learning community.

Regular systematic reviews of the curriculum shall be conducted to maintain continuity at

all stages with respect to concepts, objectives, activities, evaluative procedures and results

to make recommendations for improvement

3About NIMS Group of Schools

NIMS Group of Schools, U.A.E., is truly a group of new generation schools committed to

impart quality education for all without any discrimination and keep it affordable. The schools

are guided by eminent educationists and experienced teachers who are fully devoted to the

betterment of the institution bringing in positive changes in the schools from time to time and

creating a congenial atmosphere aptly suitable for an all round development of the students.

The amenities like well stocked libraries, well equipped science laboratories, computer labs,

multi-media centre, math lab, language lab, sports complex etc. help the schools fulfill their

curriculum goals. We make the students good human beings and worthy citizens of their own

country and the worthy residents of U.A.E. by respecting the culture and ethos. The schools

provide a gateway for students to excel in their professional life.

We identify purpose, define activity and rationalize decision making while defining the

curriculum.

We believe that curriculum has its potential impacts on students. We ensure that students

receive

integrated, coherent learning experiences that contribute towards their personal, academic

and professional learning and development.

Children learn in a variety of ways through experience, learning and doing things,

experimentation, reading, discussion, asking, listening, thinking and reflecting and expressing

themselves in speech or writing both individually and collectively. They require opportunities

of all these kinds in the course of development. Keeping in line with the guidelines of the

Central Board of Secondary Education (CBSE), we design a diverse and flexible curriculum

for Primary and Middle Schools. The Senior and the Senior Secondary Sections strictly

adhere to the curriculum prescribed by the respective Board.

4 Vision

Providing The Best Education of The Highest International Standards

MissionDeveloping A New Generation of Future International Citizens Who Will Be

Able to Meet Tomorrows Challengesenlightenment

SloganDeveloping A New Generation of Future In

Core Values

Visionary Leadership

Mutual Respect

Transparency

Team Work

5KINDERGARTEN THEMATIC CURRICULUM 2016-17

The purpose of education is to prepare the young ones to educate themselves throughout their lives. We believe that learning in Kindergarten should be child centered and provide opportunities for children to be in control of their own learning.

Kindergarten Curriculum - Objectives:

The objective of this curriculum is to develop each child as a lifelong learner, well rounded individual, community member and contributor to society. As Kindergarten is a transition period from home to school, aspects like playing,

singing, practical activities and social interactions are essential elements of early years education programme.

In a preschool, children need to work with materials and learn only by exercising their hands and senses, their brain development happens faster.

We all know that every child has a spark. We have the duty to kindle that spark in all our children, through love, care and encouragement.

The early childhood years are now well-recognized for having great influence on how an individual thinks and behaves, through his school years and as an adult. Whether our children become self-motivated learners, and face the world with confidence, depends to a good degree on the stimulation, guidance and nurturing they receive early in life. Our preschool educators therefore play a critical role.These early learning experiences can be further enhanced by caring adults who provide high levels of interaction to promote positive attitudes to learning. This is achieved through both play and structured learning in an enjoyable and non-threatening environment.

Successful life-long learning depends on young children being given opportunities to develop personal and social skills.

Our Kindergarten curriculum is designed to address eight areas of development:

Language arts Mathematics Environmental Studies(Understanding the world around us) Fine Motor Skills Gross Motor Skills Personal Social and Emotional Development Arts & Craft Islamic Education & Moral Values

6These eight areas form a foundation for the subject areas in grades 1 and above. Through these areas we wish to create an atmosphere of emotional warmth, and to be sensitiveto the individual needs of each child. We give opportunities to children to be in control of their own learning by allowing them to make choices through structured activities. Although we plan for whole group instruction as it is important for community building, the early childhood teacher knows that young children learn best in small groups with ample one-on-one support. We fully encourage and prepare children for life by placing learning in a meaningful context.

Learning and Teaching

Learning for young children is a rewarding and enjoyable experience in which they explore, investigate, discover, create, practice, rehearse, repeat, revise and consolidate their developing knowledge, skills, understanding and attitudes. During the Kindergarten, many of these aspects of learning are brought together effectively through playing and talking.

How the children learn

Children initiating activities that promote learning and enable them to learn from each other

Children learning through movement and all their senses

Children having time to explore ideas and interests in depth

Children feeling secure, which helps them to become confident learners

Children learning in different ways and at different rates

Children making links in their learning

Creative and imaginative play activities that promote the development and use of language

Teaching means systematically helping children to learn so that they are helped to make connections in their learning and are actively led forward, as well as helped to reflect on what they have already learnt. Teaching has many aspects, including planning and creating a learning environment, organizing time and material resources, interacting, questioning, responding to questions, working with and observing children, assessing and recording childrens progress and sharing knowledge gained with other practitioners and parents. The quality of each of these aspects of teaching is informed by the practitioners knowledge and understandings of what is to be taught and how young children learn. Practitioners teach children in many ways. The different ways to teach may be selected at the planning stage or may be a perceptive response to what children do or say. Although teaching can be defined simply, it is a complex process. Young children do not come into a setting in a neat package of social, emotional, physical and intellectual development. During kindergarten, physical and social development

7How we teach effectively:

working in partnership with parents, because parents continue to have a prime teaching role with their children.

Promoting childrens learning through planned experiences and activities that are challenging but achievable.

Using language that is rich and using correct grammar. Recognising that what is said and how the teacher speaks is the main way of teaching new vocabulary and helping children to develop linguistic structures for thinking.

Using conversation and carefully framed questions because this is crucial in developing childrens knowledge.

Direct teaching of skills and knowledge

Children teaching each other

Interacting with and supporting children in a way that positively affects the attitudes to learning that children develop.

Planning the indoor and outdoor environment carefully to provide a positive context for learning and teaching.

Skilful and well-planned observations of children.

Assessing childrens development and progress to serve several purposes. Assessment opportunities may be identified in planning or arise spontaneously.

Assessment System:

Assessment is a continuous process of gathering and interpreting evidence to make judgments about student learning. Assessment identifies what students know, understand and can do at different stages in the learning process. Assessment assists teachers to plan, guide and implement learning.

To ensure that every child meets the development objectives laid down as part of the Kindergarten curriculum, the adults need to play the role of Observers in the classroom and ensure they record everything that the child does. The adult needs to continuously evaluate the levels on which the activities are being done by each child and record it regularly

Principles of assessment

NIMS Group of Schools-Dubai recognizes that teaching, learning and assessment are fundamentally interdependent. We are guided by the following principles: Students have different learning styles Students have different cultural experiences, expectations and needs Students perform differently according to the context of learning

8 Students need to know their achievements and areas for improvement in the learning process

Students should receive feedback that is positive and constructive

ACADEMIC PLAN

Academic plan is the compilation of all the concepts and sub-concepts covered during the academic year.This is the document around which the academic programe of the school develop. It also helps the school to keep track of the progression of concepts in KG-1 & KG-2 subjects It gives a progression of concepts. The concepts are arranged as follows:-

KINDERGARTEN 1 AND KINDERGARTEN 2

Here the concepts are organised around seven developmental areas. We also include Islamic Education & Moral values.

Language arts Mathematics Environmental Studies(Understanding the world around us) Fine Motor Skills Gross Motor Skills Personal Social and Emotional Development Arts & Craft Islamic Education & Moral Science

Purpose of the Document

The Academic Plan gives a detailed view of all concepts being covered at each stage. The depth of which each of them is covered and how they progressively build up.

9KINDERGARTEN 1

LEARNING OUTCOMES

LANGUAGE ARTS (Listening / Speaking )

Sustains attentive listening for 6 9 minutes. Sings several simple rhymes with rhythm and movement. Follows simple, single step direction independently. Participates in meaningful two-way conversation, makes relevant contributions

during group discussion. Recalls several events in a story Uses greetings and courtesies Asks What and Why questions. Uses sentences that fit together in thoughts Uses 3 4 familiar words in focus with clarity and confidence. Says and Sings the alphabet.

LEARNING OUTCOMESLANGUAGE ARTS (Reading / Writing)

Chooses from a range of books available. Looks at story books to revisit the story heard attempts to picture read in order to build own story. Practise vertical and horizontal lines. Holds a book the right side up and turn pages from right to left, shows general knowledge of how print works. Makes rhyming words through fun word games meaningful and nonsense

words. Holds crayon, with a pincer grip occasionally pattern write to form simple lines

and strokes. Practice strokes slanting lines. Uses clockwise and anti-clockwise movement forms recognisable letters

occasionally writes the first alphabet of a word. Uses illustrations to guess what the text says. Makes meaning of print by noticing features such as shapes patterns and sound

of letters/words. Practices strokes using clockwise and anti-clockwise movements. Recognises most of the upper case letters. Recognises the lower and upper case letters of c, o, a, l, t, d, g, q sounds of letters. Holds crayon with the pincer grip effectively to form letters c o a l t d g q. Identifies on set (Beginning sound) in words most of the time. Recognises the lower and upper case letters of b h k f and the sounds of each

letters. Holds crayon/pencil with the pincer grip effectively to form letters b h k f. Identifies on sets (Beginning sounds) in words most of the time. Recognises the lower and upper case letters of i j s e r and the sound of each letter

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Recognises the lower and upper case letters of n m p u y and the sound of the each letter.

Holds Crayon/pencil with the pincer grip effectively to form the letters. Identifies onsets (Beginning sounds) in words most of the time. Makes rhyming words through fun word games meaningful and non-sense

words and counts the number of syllabus in words. Uses phonic knowledge to read simple words (CVC words a family) Recognises lower and upper case letters of v,w,x,z. Holds crayon pencil with the pincer grip effectively to form letter v,w,x,z. Makes rhyming words by phoneme substitution. Uses phonic knowledge to read

simple words (CVC words a family). Recognises some words used as labels, uses illustrations to guess what the text

says. Comprehends, interprets and acts out the main events in a story/narrative. Makes text to word connection. Words the,can and I. Reads and writes simple sentences with CVC and sight words. Uses phonic knowledge to read simple words (CVC words e,i,o,u family) Introduces sight words the,can,I. Write in order to convey meanings exploring different strategies. Writes upper case and lower case letter Aa to Zz

Mathematics Learning (Outcomes)

Identifies and sort objects on the basis of the attribute. Solve 3-6 pieces puzzles. Counts by imitation and by rote. Orally count numbers 1-10. Measures and demonstrates understanding of pre number concepts by using non standard measuring tools-more/less and tall/short, compares length

long and short, full empty and concept of equal. Explores geometric shapes and relates shapes to real life objects from their environment two dimensional shapes. Counts by imitation and by rote. Orally count number 1-10 recognises, represents and writes number 1. Responds to put it beside or put it under, instructions begins to build mental maps and solves three-six pieces puzzle. Shows and understanding of numbers by counting and representing a collection

of 1-5 items begins to understand that the last counting word tells how many. Matches, pairs, sorts and group the objects on the basis of one attributes. Recognise represents and writes number 2 and 3. Recognises, represents and write number 2 and 3. Recognises, represents and writes number 4. Recapitulates number 1 4 recognises. Recognises, represents and writes number 5. Matches, pairs, sorts and group the objects on the basis of one attribute. Recognises, represents and writes number 6. Recapitulates number 1-6, recognises represents and writes number 7.

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Shows and understanding of numbers by counting and representing a collection of 1-7 items.

Recognises, represents and writes number 6. Identifies, recreates and extends simple patterns. Shows and understanding of numbers by naming, counting and representing a

collection of 1-8 items. Recognises, represents and writes number 9. Shows an understanding of numbers by naming counting and representing a

collection of 1-9 items. Introduce 0. Recapitulates positional directions up and down in and out, far and near. Recapitulate 0 Orally count numbers up to 30. Recognise, represent and write number 10 One more than adding one more to a number of objects. Shows and understanding of numbers by naming, counting and representing a

collection of 1-10 items. Writes numbers 1-10. Orally counts numbers up to 40. Finds one more and one less than a number up to 10. Adds one more with the help of objects. Relates subtraction take away one 1-10 with objects. Orally count numbers up to 50.

EVS Environmental StudiesKnowledge and understanding of the world

(Learning outcome)

Shows curiosity and interest through listening and questioning to seek further information. Notice, Wonder and Explore. Performs simple experiments to realize the effect that sunlight, water and air has

on the germination process. Explores objects to find out more about them. Records observations in pictures that incorporate details. Notices three similarities and differences in self and others. Observes and mostly identifies cause and effect relationship. Expresses and describes significant past and present events giving few details. Notices three similarities and differences in their immediate environment. Describes how the different community helpers serve the community. Recognize the difference in the culture, tradition ,language and food. Identify the national flag and national symbols. Solves simple problems using previous knowledge acquired through active experiences. Identify to mix the pair of primary colours that produce the secondary colours. Associate the five senses (sight, sound, smell, taste and touch) with the respective

sense organs. Identify homes of common animals and birds.

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Identify the young ones of common animals and birds. Identify the four seasons(Winter ,spring ,summer, fall) Recognize the natural elements sun, moon, stars, clouds rain,air. Recognize important of traffic rules. Recognize events associated with Festivals and Celebrations.

FINE MOTOR SKILLS (Physical Development Learning Outcomes)

Pastes the torn paper neatly in a given outline. Tears paper into small pieces and paste them neatly in a given outline (Pasting) Holds a thick crayon /marker and draws recognisable figures and meaningful

drawing colours, within given outlines neatly easily grasps writing tools such as crayons, paint brush and marker (potato/ lady finger stamps).

Easily grasps writing tools such as crayons paint brush and markers (Potato/ lady finger stamps).

Folds paper into double with guidance. Smudges, beats and moulds clay into various simple representations and decorate

with other accessories like twigs, colours, flowers and petals, straw. Demonstrates eye-hand coordination. Coordinates eye-hand movement. Continues to fit together a wide variety of manipulative. Pours water from one beaker to another with control and coordination.

GROSS MOTOR SKILLS(Physical Development Learning Outcomes)

Climbs up using alternate feet. Throws a ball at a given target with greater precision. Kicks a ball at a given target occasionally. Catches a small ball thrown and bounced from a short distance with both hands. Pedals forward and steers around obstacles and sharp corners. Hops for a longer time on both feet and move a short distance. Attempts to hop backward on two feet. Throws a ball /balloon at a given target with greater precision. Jumps over the hurdles. Crawls through narrow space with confidence. Rolls on the ground with eyes closed. Responds to rhythm or beat with body movements like jumping, clapping etc. Runs smoothly and with speed in well-coordinated manner. Starts and stops when asked with ease and coordination. Walks forward and backward with coordination and ease. Walks on straight and curved lines balances on a one foot for less than a minute

and controls speed more efficiently in walking. Walks on a narrow beam/plank without stretching arms. Personal, Social and

Emotional Developments Share his/her name gender independently. Follows rules most of the time. Takes care of some personal needs independently.

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Initiates and maintain verbal interaction with familiar adults with ease and confidence.

Initiates and maintain interaction within peer group, sometimes engages in co-operative play.

Shares and takes turn when encouraged by an adult. Demonstrate safety sense; is aware of danger but may need occasional reminders. Chooses the task independently and attempts to complete it. Expresses own feelings through facial, body expressions, words and sentences to

an adult. Show interest in feelings of peer sometimes. Students recognize national and state symbols and icons such Indian, U.A.E flags, National animal, bird. People who help us.

Arts & Craft (Creative Development)

Engages in pretend role by participating in role play involving them and scenario. Explores, construct and create three dimensional structure using a range of materials in activities that involve stacking connecting making enclosures,

creating space and often naming it. Explores and identifies, colours , textures and art materials using senses to display

creativity and imagination. Respond to music and rhythmic beats. Responds to questions using imagination.

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KINDERGARTEN 2

Language Arts (Listening /Speaking)Learning Outcomes

Participates in action songs. Listen to stories. Participate in discussions related to the topic. Participates in meaningful three way conversation. Follows two step directions independently. Uses most of the familiar words in focus with clarity and confidence. Takes on pretend roles. Understands and follows the norms of group discussions most of the time. Sustains attentive listening for 10 minutes. Retells the events in a story in correct sequence without the aid of pictures. Uses complete sentences to express, describe and communicate. Composes simple sentences and talks about self and family. Identifies and describes the elements seen in a picture in a few sentences. Asks who, what, why and where questions to keep conversation going. Uses and identifies prepositions (in, out, over, under). Identifies and converts singular nouns into plural. Listens and responds to oral communication. They speak in clear sentences. Share information and ideas, speaking audibly in complete sentences Recite short poems, rhymes and songs. Retells a story in logical sequence. Follow simple conversation. Understands what is taught in class. Communicating ideas using pictures and verbal explanations. Followers listening rules, attending to a speaker and taking turns in small and

large group situations. Listen and responding to stories, poems rhyming words language patterns and

sound in words. Cooperative games and activities. Presentations show and tell and project works.

Language Arts (Reading /Writing)Learning Outcomes

Looks at books to read repetitive words and phrases from text; see self as a reader.

Recognises upper and lower case letters and sound of each letter. Break a 2 or more syllable word into separate syllables. Holds crayon with the pincer grip effectively to form recognisable letters. Comprehends and identifies some elements of a story such as the main character

and the sequence of events. Uses correctly terms about books and print book, cover, beginning, end, word,

letter and title.

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Recognises sight words to make meaning of print. Uses different strategies such as using picture clues, drawing on experiences, sounds of letters to read

and write words. Identifies onsets and rimes. Makes rhyming words by phoneme substitution. Uses phonic knowledge to read CVC words. Breaks a 2 or more syllable word into separate syllable. Holds pencil with the pincer grip effectively to form recognisable CVC words. Uses phonic knowledge to read simple words. Uses different strategies such as reading sound of words. Identifies initial blends bl, fl, br ect. Identifies and converts singular nouns into plurals. Identifies and differentiates words that begin with vowel sound and consonant

sounds. Occasionally seeks information in books, sees self as a reader. Holds the book to track the text left to right ,top to bottom page to page. Knows that each spoken word can be written down and read. Points while reading a story to make one to one correspondence between written

and spoken words. Explores cause effect relationship. Writes in order to convey meaning exploring different strategies. Makes rhyming words by phoneme substitution. Identifies articles a and an apples a and an correctly based upon a words

beginning sound. Reads one syllable and high frequency words. Blends sound orally to form words by omitting, adding and substituting sounds

to form new words e.g. man, can and Dan. Writes words and brief sentences that are legible. Write by moving from left to right and from top to bottom. Copying and creating simple patterns. Creative writing and story writing with some assistance from the teacher.

Mathematics (Learning Outcome)

Identifies, recreates and extends patterns. Creates own pattern. Able to do ABCD patterns. Measures and demonstrates understanding of pre number concepts by using

standard and non standard measuring tool. Uses conventional terms of measuring of time with some accuracy (Days of the

week). Explore identifies and names several 2D shapes. Relate shapes to real life objects

from his/her environment. Recognises and name 3D shapes .Identifies the attributes in different objects. Talks about the most important attributes of some common shapes. Shows and understanding of use of comparative words. For eg more than /less

than. Understands the concept of one more and one less. Locates numbers on the number line1-20 Finds one more and one less than a number up to 20.

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Counts number in groups of 10.Qualifies the numbers using pictures. Separate 2 digit numbers. Qualifies the bundles digits and lose sticks digit. Identifies the place value of 10 Identifies and matches the number with the pictures and number name .Sees

numbers in group of 10. Uses the symbol + to add numbers whose sum does not exceed 10. Comprehends the concept and write the numbers that comes before (after)

between . Compares whole numbers using the words more than ,less than and the same as well as symbols.(>,< or =) Counts by 1s, 10s and 5s Shows an understanding of numbers by counting, sequencing and representing

numbers up to 50. Counting up to 100 Identifies the value of each digit. Identifies matches and pairs the numbers. Add small numbers with the help of objects. Relates subtraction to take away. Uses the symbol - to take away smaller collection from a bigger collection

containing up to 10 objects . Writes number sentences using the symbol + and =. Write number sentences using the symbol and = They count compare describe and sort objects and develop sense properties and

patterns. Compare the length, weight; capacity eg.which object is shorter, longer, taller,

lighter, heavier hold more, less. Demonstrate and understands concepts of time.(eg morning,afternoon,evening,n

ight,today,yesterday,tomorrow,week,year and tools that measure time (eg clock, calendar)

To have the children experience Mathematical concept through the manipulation on hand on materials.

To recognize and apply Mathematical concept to everyday life. Commercial value (money)

Environmental Studies (Knowledge and Understanding of the World)Learning Outcomes

Observes and predicts cause and effect relationship. Expresses and describes significant past and present events giving few details

about self and family. Shows curiosity and interest through listening, investigating questioning and

seeking help to further information. Performs simple experiments to realize the effect that sunlight, water and air has

on the germination process. Records observation in pictures that incorporate significant details and uses

words, letter strings to label what is drawn. Notices more than three similarities and differences in self and a significant

other objects trees / garden creatures.

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Explore why things happen and who things function. Solve simple problems by using reasoning skills and imagination. Students recognizes national and state symbols and icons such as Indian and

U.A.E flags, animals, bird ect. Describes how the different community helpers serve the community. Recognize the difference in the culture, tradition ,language and food. Identify the national flag and national symbols. Solves simple problems using previous knowledge acquired through active

experiences. Identify to mix the pair of primary colours that produce the secondary colours. Associate the five senses (sight, sound, smell, taste and touch) with the respective

sense organs. Identify the four seasons(Winter ,spring ,summer, fall) Recognize the natural elements sun, moon, stars, clouds rain, air. Recognize important of traffic rules. Recognize events associated with Festivals and Celebrations. Distinguish between land and water, map and globe. Identify traffic symbols, traffic light, land, water and air. Student know how to identify major structure of common plants and animals,

stem, leaves, roots, trunk ,arms, wings and legs. Earth is composed of land, air and water. Students know changes in weather occur from day to day and across seasons

affecting earth and its inhabitants.

Art & Craft(Creative Development Learning Outcomes)

Engages in elaborate and sustained role play. Uses construction material. Explores shape form and creates space while constructing and includes fine details to represent position and movement. Responds to questions and provides creative and original answers. Explores and identifies colours, textures and art materials using senses to display

creativity and imagination. Uses available resources to create simple props to support role play. Attempt to create a story using imagination and a wide range of art materials.

Fine Motor Skills (Physical Development Learning Outcomes)

Put the lace through holes arranged in an order or design. Constructs using manipulative materials. Uses pincer grip to pick and throw objects. Cuts paper with scissors along curved lines with assistance. Uses simple equipment such as staples paper punch, scissors and tape dispenser

with little assistance. Holds a thick crayon/marker and draws meaningful figures and shapes. Smudges beats and moulds clay into more complex and meaningful shapes and

objects with 2 or more parts. Demonstrate eye-hand coordination with threading.

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Tears paper into fine pieces and different shapes and paste them neatly according to the design in smaller areas.

Folds paper and make some neat shapes out of it. Pours water through a narrow funnel. Paints meaningful figures with increasing control.

Gross Motor Skills (Physical Development Learning Outcome)

Runs smoothly with well controlled and coordinated movements both straight as well as with variations. Makes quick stops. Plays running games and makes quick stops and turns without slowing down. Jumps from a height of about 2 feet with confidence and coordination. Crawls through narrow spaces with confidence and speed. Rolls up to the given point with eyes closed. Hops on one foot for short distance with ease and speed. Hops backward with ease. Climbs up and down using alternate feet with speed and coordination. Responds to the beat of music and performs simple dance movements in tune. Walks fast on a balancing beam with confidence. Balances on one foot for a more than a minute. Jumps over hurdles with ease and coordination. Walks with ease, grace and rhythm, showing well coordinated movement. Responds to variation in speed with ease and coordination. Kicks a ball towards a given target with accuracy if the target is a moderate distance. Catches a small ball thrown or bounced from a short distance using just the hands.

Personal Social and Emotional Development

Shares information of his / her name, age and gender. Demonstrates a sense of personal identity as a capable individual. Follows routines and can predict what will come next. Take care of most personal needs independently. Initiates and maintains verbal interactions with familiar / unfamiliar adults within the peer group and engage on co-operative play. Shows interest in feelings of peer occasionally. Shows empathy and may comfort occasionally. Demonstrates safety sense, is aware of danger and concerned for own safety and

that of others. Chooses and mostly completes the tasks independently. Expresses the feeling of peers most of the time. Shares and take turn with few reminders.

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KINDERGARTEN 1

SYLLABUSEVS

MONTH CHAPTER NO. CHAPTER

APRIL Pages 3 to 4Myself, MySchool,

(Conversation of Myself and Myself)

MAYPages 5 to 8,24,25,44

to 46

Parts of the body, Colours and Shapes, Cleanliness and Family.

Conversation with buddy.

JUNE Pages 9 to 11Fruits (Colour,Texture,smell, taste and feel) Use of 5 sense organ, Show and tell activity.

SEPTEMBER Pages 39 to 43

Vegetables (Colour, Texture, Smell,taste and feel) Salad and

cooked vegetables.Show and tell Activity.

OCTOBER Pages 30 to 35 Meals of the day.

NOVEMBER Pages 16 to 19, 36 to 38 Means of Transport and UAE.

DECEMBEER Pages 20 to 23Pet Animals, farm Animals,Wild

Animals and Water Animals.

JANUARYPages 26 to

29 Birds

FEBRUARYPages 47 to

49 Our Universe

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KINDERGARTEN 1

SYLLABUSENGLISH

MONTH CHAPTER NO. CHAPTER

APRIL

l,__.\,/Letter Cc

Story Dramatization, Phonic Song and

Show and Tell Activity. Assembly and Exhibition related

to Topic.

MAY

Letters Oo, Aa and DdStory Dramatization, Phonic Song

andShow and Tell Activity.

Assembly and Exhibition related to Topic

JUNE

Letter Gg and Qq EvaluationStory Dramatization, Phonic Song

and Show and Tell Activity.Assembly and Exhibition related

to Topic

SEPTEMBER

Letters Ll and Bb.Story Dramatization, Phonic Song

and Show and Tell Activity. Assembly and Exhibition related

to Topic

OCTOBER

Letters Hh,Kk,Tt and Ff.Story Dramatization, Phonic Song

and Show and Tell Activity. Assembly and Exhibition related

to Topic.

NOVEMBER

Letters Ii, Jj, Ss and Ee.Story Dramatization, Phonic Song

and Show and Tell Activity. Assembly and Exhibition related

to Topic.

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MONTH CHAPTER NO. CHAPTER

DECEMBEER

Letters Rr,Nn,Mm and Pp.Story Dramatization, Phonic Song

andShow and Tell Activity.

Assembly and Exhibition related to Topic

JANUARY

Letters Uu,Yy ,Vv, Ww, Xx and Zz.

Story Dramatization, Phonic Song and

Show and Tell Activity.Assembly and Exhibition related

to Topic

FEBRUARYPages 47 to

49

Writing of letters Aa to ZzTwo Letter Words

Three Letter WordsSight Words

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KINDERGARTEN 1

SYLLABUSMATHS

MONTH CHAPTER NO. CHAPTER

APRIL

Numbers 1. Concept of Big and Small.

Counting, sorting, classifying, differentiating, comparing etc.

MAY

Numbers 2, 3 and 4.Concepts Big and Small.Introduction of Circle.

Counting, sorting,classifying, differentiating,

comparing etc.

JUNE

Numbers 5Concepts Big and Small.Introduction of Circle.

Counting, sorting,classifying, differentiating,

comparing etc.

SEPTEMBER

Number 6.One and Many

Introduction of Square and Rectangle

OCTOBER Numbers 7 and 8. Long and short.

NOVEMBERNumbers 9 and 10

Introduction of Zero.

DECEMBEER Numbers 11,12,13 and 14Thick and Thin

JANUARY

Numbers 15, 16,17,18,19and 20

Fat and Thin

FEBRUARY

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KINDERGARTEN 2SYLLABUS

MATHS

MONTH CHAPTER NO. CHAPTER

APRIL

Sequence counting (0-80) (Oral), Write numbers in sequence ( 0 to 30 ), Concept of After, Between, Missing numbers (0 to 30).

MAY

Write numbers in sequence (31 to 50), Concept of After, Between, Missing numbers (31 to 50), Number names (1 to 5 ).

JUNE

Number names (6 to 10), Write numbers in sequence ( 0 to 50), Concept of What number comes before? (0-10)(Oral), Concept of tall and short, Basic shapes (Oral)

SEPTEMBER

Sequence counting (0-80) (Oral), Write numbers in sequence (0 to 50), Concept of After, Between, Missing numbers (0 to 50), Concept of one less than, Concept of What number comes Before? (0-20).

OCTOBERConcept of more or less, Put the correct symbol (>,

24

KINDERGARTEN 2

SYLLABUS ENGLISH

MONTH CHAPTER NO. CHAPTER

APRILUse of I, He and She, The 5 vowels, Words with short vowel sound a, e, i, o, u

MAYOne Many, Use of a and an, Use of is and are, Action words (Oral).

JUNESimple sentences on pictures, Myself (Composition), Picture Comprehension

SEPTEMBER

Revision of short vowel sound a, e, i, o, uWords with long vowel sound, Diagraphs

OCTOBER

Use of in, on, under, over, behind, in front of, Short vowel i, Diagraph ll (ill), Fill in the blanks from the lesson.

NOVEMBERShort vowel o and u, Question Mark?, This and These, That and Those, Use of is and are.

DECEMBEER My Pet (fill in the blanks), Picture Comprehension.

JANUARY

Revision of short vowel sound a, e, i, o, u, Opposites, Question and Answer from the lesson, My Teacher-(Composition).

FEBRUARYMy School (Composition), Picture Comprehension and Revision

25

KINDERGARTEN 2

SYLLABUSEVS - MY GREEN WORLD

MONTH CHAPTER NO. CHAPTER

APRIL Page No. 5 to 20

All about Myself, Parts of the Body, Cleanliness, Class Room Rules (Oral)

MAYSense Organs,Colours around me.

JUNE21 to 2327 to 32and 41

Means of TransportEvaluation.

SEPTEMBER Eid (oral), Seasons, Plant Life Germination, Parts of a plant.

OCTOBER 33, 34, 36,37 Flowers, Fruits, Vegetables.

NOVEMBER U.A.E.

DECEMBEER 42 Animal World Pet Animals, Farm Animals, Wild Animals.

JANUARY 43, 44Birds, Water Animals, Our Universe (Oral)Our Helping Hands.

FEBRUARY 45 to 50 Living and Non-Living things, Revision of full portion.

26

KINDERGARTEN 2

SYLLABUS

Rhymes/Songs

MONTH CHAPTER NO. CHAPTER

APRIL Ding Dong Bell Once I saw a little bird I am Special

MAY Rainbow song Down at the Bus stop

JUNE I saw a ship a sailing Traffic light song

SEPTEMBER

Summer Seasons song I am a tiny seed Parts of the plant song I am a Tree

OCTOBER

Shapes Song Flowers song V for Vegetables song Fruit Salad song

NOVEMBER

Bath time Jack in the box The Circus U.A.E song

DECEMBEER 42

Pet Animals Song Farm Animals Song Walking through the

jungle Hickory Dickory Dock

JANUARY 43, 44

An Elephant walks Three Blind Mice Mr. Parrot

FEBRUARY 45 to 50 The Big Eyed Owl Helping Hands song

27

Time

7.10

- 7.20

7.20

- 7.30

7.30

- 7.40

7.40

- 8.00

8.00

- 8.20

8.20

- 8.40

8.40

- 8.50

8.50

- 9.00

9.00

-9.20

9.20

- 10

.20

10.20 -

10.30

10.30 -

10.40

10.40 -

11.00

Days of the

week

Transitio

n tim

eAs

sembly

Circle time

Activ

ityDiary

Activ

ityEx

ploring

time

Role

play/B

uddy

discussion

time

Sund

ayTr

ansitio

n tim

eAs

sembly

Circle time

Read alou

dTh

ink alou

dBrain

storm

Diary

Activ

ityEx

ploring

time

Role

play/B

uddy

discussion

time

Mon

day

Transitio

n tim

eAs

sembly

Circle time

Read alou

dIslamic/M

.scBrain

storm

Diary

Activ

ityEx

ploring

time

Role

play/B

uddy

discussion

time

Tuesda

yTr

ansitio

n tim

eAs

sembly

Circle time

Read alou

dIslamic/M

.scBrain

storm

Diary

Activ

ityEx

ploring

time

Role

play/B

uddy

discussion

time

Wed

nesday

Transitio

n tim

eAs

sembly

Circle time

Read alou

dIslamic/M

.scBrain

storm

Diary

Activ

ityEx

ploring

time

Role

play/B

uddy

discussion

time

Thursday

Transitio

n tim

eAs

sembly

Circle time

Read alou

dSpellin

gBrain

storm

Diary

Activ

ityEx

ploring

time

Role

play/B

uddy

discussion

time

Read alou

d

Theme Introduction

Break

TIM

E T

AB

LE 2

015-2

016

NEW

IN

DIA

N M

OD

EL S

CH

OO

L-D

UB

AI

TIM

E T

AB

LE

28

ENVI

RONM

ENTA

L SCI

ENCE

- TH

EME

MYS

ELF

Mys

elf

Lang

uage

Art

sEn

viro

nmen

talS

tudi

es

Fine

Mot

or S

kills

Mat

hem

atic

s

Pers

onal

and

soc

ial

deve

lopm

ent

Gros

sMot

or s

kills

Emot

ion

wit

h Ae

sthe

tic

art a

nd c

raft

1.To

nam

e th

e co

mm

on n

ames

.2.

Show

and

tell

acti

vity

(boy

and

gir

l).

3.M

ini b

ook(

lett

er C

sto

ry).

4.Pu

ppet

sho

w(b

oy a

nd g

irl)

.5.

Stor

y dr

amat

izat

ion.

1.Id

enti

fyin

gthe

mse

lves

by

thei

r na

mes

.2.

The

plac

e w

here

they

live

and

com

e fr

om.

3.D

iscu

ss a

nd r

ecor

d ob

srva

tion

.4.

Iden

tify

the

fam

ily m

embe

rs.

6.D

iffer

enci

ate

you

and

your

bud

dy.

1.So

rt a

nd c

lass

ify th

e bo

ysan

d gi

rls.

2.Co

unti

ng s

tory

cha

ract

ers

and

part

s of

th

e bo

dy.

3.An

imal

s an

d m

ysel

f-sim

ilari

ties

and

di

ffren

ces(

shap

e,si

ze,n

umbe

rs).

4.Bi

g an

d sm

all c

once

pt.

5.Pa

tter

ning

.

1.Pe

ncill

dra

win

g.2.

pain

ting

.3.

Thre

adin

g.4.

Clay

mod

ellin

g.5.

Smud

ging

.6.

pape

r te

arin

g.7.

Stic

k th

eir

own

pict

ures

.8.

Self

regi

stra

tion

.

1.Pl

ayin

g di

ffren

t act

ivit

ies.

2.pa

rtic

ipat

e in

gam

esan

d en

acti

ng

like

anim

als.

I can

ju

mp,

cry,

wal

k,cr

awl.I

wal

k w

ith

two

legs

,they

wal

k w

ith

four

legs

.3.

All a

ctio

n w

ords

.

1.M

usic

,ani

mal

s an

d rh

ymes

.2.

Dra

win

gpic

ture

s re

late

d to

m

ysel

f(bo

y/gi

rl) a

nd le

tter

c.

1.D

ont h

urt t

he a

nim

als

and

plan

ts.

2.Le

arni

ng g

ood

man

ners

.3.

Gold

en w

ords

.4.

Resp

ect t

o th

e el

ders

.5.

Good

hab

its.

6.Fo

llow

the

rule

s.7.

Use

sof c

ow p

rodu

cts.

29

TE

RM

- 1

TH

EM

E -1

M

Y S

EL

F

Topi

cs/ M

ater

ials

Dur

atio

n pe

riod

Lea

rnin

g O

bjec

tives

L

earn

ing

cent

ers S

hare

d R

eadi

ng /

Shar

e W

ritin

g E

xper

ienc

e Fo

cus

Act

iviti

es/ W

hole

C

lass

Lea

rnin

g C

ente

rs B

ulle

tin

Boa

rds

Lin

ks w

ithin

and

A

cros

s Dis

cipl

ine

Tech

nolo

gy/ P

roje

ctA

sses

smen

tL

earn

ing

Out

com

e

Mys

elf

EVS

Wor

k bo

ok

ENG

LISH

Lette

r Cc

AB

C W

ork

Boo

k

Two

wee

ksTh

e le

arne

r will

be

able

toI

dent

ify th

eir n

ame,

gend

er,

belo

ngin

gs,

whe

re th

ey li

ve

thei

r ow

n ph

otos

. Se

lf re

gist

ratio

n.T

o na

me

the

com

mon

na

mes

. th

eir f

amily

mem

bers

by

thei

r nam

es

The

lear

ner w

ill b

e ab

le

to

iden

tify

the

lette

r nam

e u

nder

stan

d th

e so

und,

mak

e w

ord

writ

e le

tter C

c,

pic

ture

read

ing,

reco

gniti

on

uppe

r cas

e an

d lo

wer

cas

e

Boo

ks C

orne

r C

athy

the

cow

and

ca

rrie

the

cat s

tory

, I ,

me

and

My

stor

y bo

ok. T

o be

tter

unde

rsta

ndin

g gi

ving

th

em d

iffer

ent b

ooks

re

late

d to

the

topi

c.M

usic

:

Song

, boy

song

, gi

rl M

usic

:Mys

elf

Song

, I a

m sp

ecia

l so

ng, I

love

you

you

lo

vem

e,D

ram

atic

Dra

mat

ize

the

stor

y, p

uppe

t sh

ow, s

how

and

tell,

B

oy a

nd g

irl ro

le

play

.

Art

Giv

ing

them

dra

win

g bo

ok to

dra

w m

ysel

f.

Mat

hs*T

hink

ing

and

solv

ing,

*Pat

tern

s*C

ount

ing

*sor

ting

(thin

gs o

f bo

ys &

girl

s)*C

once

pt o

f big

sm

all

*Diff

eren

tiatin

gth

emse

lves

and

C

athy

the

cow.

*Pic

ture

read

ing

*Sto

ry re

adin

g fr

om m

emor

y*H

elp

them

to

unde

rsta

nd th

e st

ory

char

acte

rs a

nd th

eir

nam

es

Mys

elf s

ong,

I am

spec

ial s

ong

and

Puss

y ca

t so

ng. P

ower

poin

t pr

esen

tatio

n of

M

ysel

f. PP

T of

C

athy

the

cow

stor

y.

Proj

ect:

Scr

ap B

ook

Stic

k Pi

ctur

es

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

The

me

base

d as

sem

bly

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

EV

SSt

uden

ts w

ill i

ntro

duce

th

emse

lves

, the

ir ag

e,sc

hool

, b

ody

parts

, w

here

they

liv

e f

amily

mem

bers

.

Engl

ish:

Stud

ents

will

Iid

entif

y th

e le

tter n

ame

unde

rsta

nd th

e so

und,

m

ake

new

wor

ds

writ

e le

tter C

c, p

ictu

re

read

ing,

rec

ogni

tion

uppe

r cas

e an

d lo

wer

cas

e

30

Topi

cs/ M

ater

ials

Dur

atio

n pe

riod

Lea

rnin

g O

bjec

tives

L

earn

ing

cent

ers S

hare

d R

eadi

ng /

Shar

e W

ritin

g E

xper

ienc

e Fo

cus

Act

iviti

es/ W

hole

C

lass

Lea

rnin

g C

ente

rs B

ulle

tin

Boa

rds

Lin

ks w

ithin

and

A

cros

s Dis

cipl

ine

Tech

nolo

gy/ P

roje

ctA

sses

smen

tL

earn

ing

Out

com

e

Mat

hN

umbe

r 11

2 3

Wor

k bo

ok

Two

wee

ksTh

e le

arne

r will

be

able

toR

each

ing

the

num

ber

conc

ept ,

how

man

y?U

nder

stan

d th

e nu

mbe

rs,

help

them

to so

rt an

d cl

assi

fy th

e st

ory

char

acte

rs,

coun

ting

stor

y ch

arac

ters

,par

ts o

f the

bod

y.

Scie

nce

Con

cept

:C

ow g

ives

us m

ilk

, cat

like

s to

drin

k m

ilk .

I lik

e to

drin

k m

ilk.

Five

sens

e or

gans

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Mat

h:S

tude

nts w

ill b

e ab

le to

re

cogn

ise

the

num

ber.

Cou

nt, s

ort a

nd c

lass

ifyN

umbe

r 1

31

TE

RM

- 1

TH

EM

E -2

M

Y S

CH

OO

L

Topi

cs/ M

ater

ials

Dur

atio

n pe

riod

Lea

rnin

g O

bjec

tives

L

earn

ing

cent

ers S

hare

d R

eadi

ng /

Shar

e W

ritin

g E

xper

ienc

e Fo

cus

Act

iviti

es/ W

hole

C

lass

Lea

rnin

g C

ente

rs B

ulle

tin

Boa

rds

Lin

ks w

ithin

and

A

cros

s Dis

cipl

ine

Tech

nolo

gy/ P

roje

ctA

sses

smen

tL

earn

ing

Out

com

e

My

Scho

olEV

S W

ork

book

Two

wee

ksTT

he le

arne

r will

be

able

to

iden

tify

His

/Her

scho

ol, t

heir

clas

s, an

d te

ache

r. T

hey

are

able

to te

ll th

e na

me

of th

eir s

choo

l, te

ache

r an

d cl

ass d

ivis

ion.

How

do

they

com

e to

sc

hool

? M

y sc

hool

bus

co

lour

.

Boo

ks C

orne

rE.

V.S

book

, Min

i bo

ok, s

tory

boo

k

Mus

ic :

Sc

hool

song

and

bus

so

ng

Dra

mat

ic P

lay

:H

elp

them

to

unde

rsta

nd th

e st

ory

char

acte

rs a

nd th

eir

nam

es, H

elp

them

to

dram

atiz

e th

e st

ory,

pu

ppet

show

, sho

wan

d te

ll, B

oy a

nd g

irl

role

pla

y an

d te

ache

r

Mat

hs*T

hink

ing

and

solv

ing,

*Pat

tern

s*C

ount

ing

*sor

ting

boo

ks,

penc

ils, c

rayo

ns e

ct)

*Con

cept

of O

ne/

man

y*D

iffer

entia

ting

How

man

y?bu

ddie

s ,ch

airs

ta

bles

teac

hers

w

hite

boar

d M

y bu

s num

ber.

Sch

ool s

ong

and

bus s

ong

PPT

My

scho

ol b

us.

Proj

ect:

Scra

p B

ook

Stic

k Pi

ctur

es

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Nat

ure

wal

k.

Th

eme

base

d as

sem

bly.

Stud

ents

will

Nam

e th

e sc

hool

Cla

ss a

nd D

ivis

ion

Sch

ool b

us c

olou

rT

each

ers

nam

e

ENG

LISH

Lette

r Cc

AB

C W

ork

Boo

k

The

lear

ner w

ill b

e ab

le to

iden

tify

the

lette

r nam

e u

nder

stan

d th

e so

und,

mak

e w

ord

writ

e le

tter C

c,

pic

ture

read

ing,

reco

gniti

on

uppe

r cas

e an

d lo

wer

.

Art

Giv

ing

them

dra

win

g bo

ok to

dra

w

MY

Sch

ool

Engl

ish

Fol

low

the

clas

s ro

om ru

les,

play

are

a an

d bu

s ru

les .

Gol

den

man

ners

and

rule

s*P

ictu

re re

adin

g *S

tory

read

ing

from

mem

ory

*Hel

p th

em to

un

ders

tand

the

stor

y ch

arac

ters

and

thei

r na

mes

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Engl

ish:

Stud

ents

will

iden

tify

thel

ette

r nam

e un

ders

tand

the

soun

d,

mak

e ne

w w

ords

w

rite

lette

r Cc,

pic

ture

re

adin

g,r

ecog

nitio

n up

per c

ase

and

low

er c

ase

32

TE

RM

- 1

TH

EM

E -2

M

Y S

CH

OO

L

Topi

cs/ M

ater

ials

Dur

atio

n pe

riod

Lea

rnin

g O

bjec

tives

L

earn

ing

cent

ers S

hare

d R

eadi

ng /

Shar

e W

ritin

g E

xper

ienc

e Fo

cus

Act

iviti

es/ W

hole

C

lass

Lea

rnin

g C

ente

rs B

ulle

tin

Boa

rds

Lin

ks w

ithin

and

A

cros

s Dis

cipl

ine

Tech

nolo

gy/ P

roje

ctA

sses

smen

tL

earn

ing

Out

com

e

My

Scho

olEV

S W

ork

book

Two

wee

ksTT

he le

arne

r will

be

able

to

iden

tify

His

/Her

scho

ol, t

heir

clas

s, an

d te

ache

r. T

hey

are

able

to te

ll th

e na

me

of th

eir s

choo

l, te

ache

r an

d cl

ass d

ivis

ion.

How

do

they

com

e to

sc

hool

? M

y sc

hool

bus

co

lour

.

Boo

ks C

orne

rE.

V.S

book

, Min

i bo

ok, s

tory

boo

k

Mus

ic :

Sc

hool

song

and

bus

so

ng

Dra

mat

ic P

lay

:H

elp

them

to

unde

rsta

nd th

e st

ory

char

acte

rs a

nd th

eir

nam

es, H

elp

them

to

dram

atiz

e th

e st

ory,

pu

ppet

show

, sho

wan

d te

ll, B

oy a

nd g

irl

role

pla

y an

d te

ache

r

Mat

hs*T

hink

ing

and

solv

ing,

*Pat

tern

s*C

ount

ing

*sor

ting

boo

ks,

penc

ils, c

rayo

ns e

ct)

*Con

cept

of O

ne/

man

y*D

iffer

entia

ting

How

man

y?bu

ddie

s ,ch

airs

ta

bles

teac

hers

w

hite

boar

d M

y bu

s num

ber.

Sch

ool s

ong

and

bus s

ong

PPT

My

scho

ol b

us.

Proj

ect:

Scra

p B

ook

Stic

k Pi

ctur

es

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Nat

ure

wal

k.

Th

eme

base

d as

sem

bly.

Stud

ents

will

Nam

e th

e sc

hool

Cla

ss a

nd D

ivis

ion

Sch

ool b

us c

olou

rT

each

ers

nam

e

ENG

LISH

Lette

r Cc

AB

C W

ork

Boo

k

The

lear

ner w

ill b

e ab

le to

iden

tify

the

lette

r nam

e u

nder

stan

d th

e so

und,

mak

e w

ord

writ

e le

tter C

c,

pic

ture

read

ing,

reco

gniti

on

uppe

r cas

e an

d lo

wer

.

Art

Giv

ing

them

dra

win

g bo

ok to

dra

w

MY

Sch

ool

Engl

ish

Fol

low

the

clas

s ro

om ru

les,

play

are

a an

d bu

s ru

les .

Gol

den

man

ners

and

rule

s*P

ictu

re re

adin

g *S

tory

read

ing

from

mem

ory

*Hel

p th

em to

un

ders

tand

the

stor

y ch

arac

ters

and

thei

r na

mes

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

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klis

tW

orks

heet

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ric

Engl

ish:

Stud

ents

will

iden

tify

thel

ette

r nam

e un

ders

tand

the

soun

d,

mak

e ne

w w

ords

w

rite

lette

r Cc,

pic

ture

re

adin

g,r

ecog

nitio

n up

per c

ase

and

low

er c

ase

33

Topi

cs/ M

ater

ials

Dur

atio

n pe

riod

Lea

rnin

g O

bjec

tives

L

earn

ing

cent

ers S

hare

d R

eadi

ng /

Shar

e W

ritin

g E

xper

ienc

e Fo

cus

Act

iviti

es/ W

hole

C

lass

Lea

rnin

g C

ente

rs B

ulle

tin

Boa

rds

Lin

ks w

ithin

and

A

cros

s Dis

cipl

ine

Tech

nolo

gy/ P

roje

ctA

sses

smen

tL

earn

ing

Out

com

e

Mat

hN

umbe

r 11

2 3

Wor

k bo

ok

Two

wee

ksTh

e le

arne

r will

be

able

toR

each

ing

the

num

ber

conc

ept ,

how

man

y?U

nder

stan

d th

e nu

mbe

rs,

help

them

to so

rt an

d cl

assi

fy th

e st

ory

char

acte

rs,

coun

ting

stor

y ch

arac

ters

,par

ts o

f the

bod

y.

Scie

nce

Con

cept

cor

ridor

rule

s, A

t the

end

of e

ach

them

e le

arne

r is

asse

ssed

th

roug

h ob

serv

atio

n ch

eckl

ist

Wor

kshe

etR

ubric

Mat

h:St

uden

ts w

ill b

e ab

le to

re

cogn

ise

the

num

ber.

Cou

nt, s

ort a

nd c

lass

ifyN

umbe

r 1W

rite

the

num

ber 1

34

TE

RM

- 1

TH

EM

E -3

PA

RT

S O

F T

HE

BO

DY

Topi

cs/ M

ater

ials

Dur

atio

n pe

riod

Lea

rnin

g O

bjec

tives

L

earn

ing

cent

ers S

hare

d R

eadi

ng /

Shar

e W

ritin

g E

xper

ienc

e Fo

cus

Act

iviti

es/ W

hole

C

lass

Lea

rnin

g C

ente

rs B

ulle

tin

Boa

rds

Lin

ks w

ithin

and

A

cros

s Dis

cipl

ine

Tech

nolo

gy/ P

roje

ctA

sses

smen

tL

earn

ing

Out

com

e

Parts

of t

he b

ody

EVS

Wor

k bo

okTw

o w

eeks

The

lear

ner w

ill b

e ab

le to

I

dent

ify th

at th

ey h

ave

2 ey

es, 2

ear

s, 2

hand

, 2 le

gs

1 no

se, 1

tong

ueN

ame

som

e pa

rts o

f the

bo

dy.

Say

wha

t the

y do

with

th

e pa

rts o

f the

bod

y ey

es,

ears

,nos

e,ha

nds,

legs

, to

ngue

.

Boo

ks C

orne

r E

VS

book

, m

ini b

ook,

pi

ctur

e re

adin

g bo

oks r

elat

ed to

the

parts

of t

he b

ody.

O

stric

h m

et a

n oc

topu

s and

an

owl

stor

y, h

ead

to to

e st

ory.

Mus

ic :

M

usic

: Hea

d sh

ould

er k

nees

and

to

es I

am a

pen

guin

. 2 li

ttle

hand

s go

clap

cla

p,

10 li

ttle

fing

ers,

ch

ubby

che

eks,

Two

little

dic

ky

bird

s, 1,

2 bu

ckle

my

shoe

,

Mat

hs*T

hink

ing

and

solv

ing,

*Pat

tern

s*C

ount

ing

*sor

ting

boo

ks,

penc

ils, c

rayo

ns e

ct)

*Con

cept

of O

ne/

man

y*D

iffer

entia

ting

How

man

y?bu

ddie

s ,ch

airs

ta

bles

teac

hers

w

hite

boar

d M

y bu

s num

ber.

Pow

er p

oint

pr

esen

tatio

n of

PPT

of

lette

r Oo

stor

y.H

ead

shou

lder

kne

es

and

toe

I a

m a

pen

guin

.

2 lit

tle h

ands

go

clap

cl

ap,

10 li

ttle

fing

ers,

ch

ubby

che

eks,

Two

little

dic

ky b

irds,

1,2

buck

le m

y sh

oe Pr

ojec

t:Sc

rap

Boo

k St

ick

Pict

ures

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Them

e ba

sed

asse

mbl

y.

EVS

Stud

ents

will

Ide

ntify

and

nam

e m

ost

of th

e bo

dy p

arts

(Ora

l)A

ble

to a

ssoc

iate

the

five

mai

n bo

dy p

arts

to

see,

hea

r, sm

ell,

tast

e an

d to

uch

the

wor

ld a

roun

d th

em

ENG

LISH

Lette

r Oo

AB

C W

ork

Boo

k

The

lear

ner w

ill b

e ab

le to

iden

tify

the

lette

r nam

e u

nder

stan

d th

e so

und,

mak

e w

ord

writ

e le

tter O

o,

pic

ture

read

ing,

reco

gniti

on

uppe

r cas

e an

d lo

wer

Dra

mat

ic P

lay

:O

stric

h m

et a

n oc

topu

s and

an

owl

stor

y, h

ead

to to

e st

ory.

Hea

d to

toe

stor

y , p

uppe

t sho

e,

Art

Giv

ing

them

dra

win

g bo

ok to

dra

w

Oct

opus

Engl

ish

*Pic

ture

read

ing

*Sto

ry re

adin

g fr

om m

emor

y*H

elp

them

to

unde

rsta

nd th

e st

ory

char

acte

rs a

nd th

eir

nam

es

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Them

e ba

sed

asse

mbl

y.

ENG

LISH

Stud

ents

will

iden

tify

the

lette

r nam

e un

ders

tand

the

soun

d,

mak

e ne

w w

ords

p

ictu

re re

adin

g,r

ecog

nitio

n up

per c

ase

and

low

er c

ase

writ

e le

tter O

o,

35

Topi

cs/ M

ater

ials

Dur

atio

n pe

riod

Lea

rnin

g O

bjec

tives

L

earn

ing

cent

ers S

hare

d R

eadi

ng /

Shar

e W

ritin

g E

xper

ienc

e Fo

cus

Act

iviti

es/ W

hole

C

lass

Lea

rnin

g C

ente

rs B

ulle

tin

Boa

rds

Lin

ks w

ithin

and

A

cros

s Dis

cipl

ine

Tech

nolo

gy/ P

roje

ctA

sses

smen

tL

earn

ing

Out

com

e

Mat

hN

umbe

r 21

2 3

Wor

k bo

ok

The

lear

ner w

ill b

e ab

le to

Rea

chin

g th

e nu

mbe

r co

ncep

t , h

ow m

any?

Und

erst

and

the

num

bers

, he

lp th

em to

sort

and

clas

sify

the

stor

y ch

arac

ters

, c

ount

ing

stor

y ch

arac

ters

, pa

rts o

f the

bod

y.

Scie

nce

Con

cept

:T

he O

wl c

an fl

y bu

t Ost

rich

can

t. W

hy?

Ow

l can

see

at

nigh

t?

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Them

e ba

sed

asse

mbl

y.

Mat

h:St

uden

ts w

ill b

e ab

le to

re

cogn

ise

the

num

ber.

Cou

nt, s

ort a

nd c

lass

ifyN

umbe

r 2W

rite

the

num

ber 2

36

TE

RM

- 1

TH

EM

E -

4 C

OL

OU

RS

Topi

cs/ M

ater

ials

Dur

atio

n pe

riod

Lea

rnin

g O

bjec

tives

L

earn

ing

cent

ers S

hare

d R

eadi

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Shar

e W

ritin

g E

xper

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cus

Act

iviti

es/ W

hole

C

lass

Lea

rnin

g C

ente

rs B

ulle

tin

Boa

rds

Lin

ks w

ithin

and

A

cros

s Dis

cipl

ine

Tech

nolo

gy/ P

roje

ctA

sses

smen

tL

earn

ing

Out

com

e

Col

ours

EVS

Wor

k bo

okTh

ree

wee

ksTh

e le

arne

r will

be

able

to

iden

tify

Abl

e to

iden

tify

all t

he

prim

ary

colo

urs

Abl

e to

iden

tify

som

e co

lour

s of t

he c

omm

on fr

uits

Boo

ks C

orne

rR

ainb

ow fi

sh S

tory

.

Bro

wn

bear

bro

wn

bear

stor

y.

EVS

book

, A

nnie

the

ant s

tory

Mus

ic :

Bro

wn

bear

br

own

bear

song

.

C

olou

rs S

ong

R

ainb

ow so

ng

App

le so

ng

O

rang

e So

ng

Dra

mat

ic P

lay

:B

row

n be

ar b

row

n be

ar so

ng. A

nd S

tory

Mat

hsTh

inki

ng a

nd

so

lvin

g,*P

atte

rns

*Cou

ntin

g*s

ortin

g *C

once

pt o

f One

/ m

any

Con

cept

of

Soft

/har

d*D

iffer

entia

ting

How

man

y?Fr

uits

*C

ount

the

colo

urs

of th

e ra

inbo

w

Pow

er p

oint

pr

esen

tion

of

colo

urs t

hrou

gh

a st

ory.

Son

gs

base

d on

col

ours

.

D

iffer

ent c

olou

red

obje

cts

flas

h ca

rds.

Proj

ect:

Scra

p B

ook

Stic

k Pi

ctur

es

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Them

e ba

sed

asse

mbl

y.

EV

SSt

uden

ts w

illA

ble

to id

entif

y al

l the

pr

imar

y co

lour

sA

ble

to id

entif

y so

me

colo

urs o

f the

com

mon

fr

uits

Nam

e so

me

colo

urs

ENG

LISH

Lette

r Aa

AB

C W

ork

Boo

k

The

lear

ner w

ill b

e ab

le to

id

entif

yI

dent

ify th

e le

tter n

ame

und

erst

and

the

soun

d,m

ake

wor

d

pic

ture

read

ing,

reco

gniti

on

uppe

r cas

e an

d lo

wer

writ

e le

tter O

o,

Art

Giv

ing

them

dra

win

g bo

ok to

dra

w

Oct

opus

ENG

LISH

*Pic

ture

read

ing

*Sto

ry re

adin

g fr

om m

emor

y*H

elp

them

to

unde

rsta

nd th

e st

ory

char

acte

rs a

nd th

eir

nam

es*N

ame

the

rain

bow

colo

urs ,

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Them

e ba

sed

asse

mbl

y.

ENG

LISH

Stud

ents

will

Ide

ntify

the

lette

r nam

e un

ders

tand

the

soun

d,

mak

e ne

w w

ords

p

ictu

re re

adin

g,r

ecog

nitio

n up

per c

ase

and

low

er c

ase

writ

e le

tter A

a,

37

Topi

cs/ M

ater

ials

Dur

atio

n pe

riod

Lea

rnin

g O

bjec

tives

L

earn

ing

cent

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hare

d R

eadi

ng /

Shar

e W

ritin

g E

xper

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cus

Act

iviti

es/ W

hole

C

lass

Lea

rnin

g C

ente

rs B

ulle

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rds

Lin

ks w

ithin

and

A

cros

s Dis

cipl

ine

Tech

nolo

gy/ P

roje

ctA

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tL

earn

ing

Out

com

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Mat

hN

umbe

r 31

2 3

Wor

k bo

ok

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lear

ner w

ill b

e ab

le to

id

entif

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Rea

chin

g th

e nu

mbe

r co

ncep

t , h

ow m

any?

Und

erst

and

the

num

bers

, he

lp th

em to

sort

and

clas

sify

the

stor

y ch

arac

ters

in

the

Bro

wn

Bea

r

Scie

nceC

once

ptW

hat c

an y

ou se

e in

a

soap

bub

ble

?

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he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

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rvat

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klis

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orks

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ric

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e ba

sed

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MAT

HSt

uden

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ill b

e ab

le to

re

cogn

ise

the

num

ber.

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nt, s

ort t

he fr

uits

N

umbe

r 3W

rite

the

num

ber 3

38

Topi

cs/ M

ater

ials

Dur

atio

n pe

riod

Lea

rnin

g O

bjec

tives

L

earn

ing

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hare

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es/ W

hole

C

lass

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rnin

g C

ente

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ulle

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ks w

ithin

and

A

cros

s Dis

cipl

ine

Tech

nolo

gy/ P

roje

ctA

sses

smen

tL

earn

ing

Out

com

e

FRU

ITS

EVS

Wor

k bo

okTh

ree

wee

ksTh

e le

arne

r will

be

able

to

iden

tify

Som

e co

mm

on fr

uits

c

olou

rof t

he fr

uits

text

ure

,tast

e, a

nd si

ze

Boo

ks C

orne

rM

ini b

ook,

stor

y bo

oks r

elat

ed to

fr

uits

, E

VS

wor

k bo

ok,

Dor

a an

d th

e D

olph

inst

ory.

Fo

x an

d th

e gr

apes

.

Mus

ic :

Frui

t Sal

ad

Dra

mat

ic P

lay

:Fr

uit S

tory

Art

Giv

ing

them

dra

win

g bo

ok to

dra

w

Frui

ts

Mat

hsTh

inki

ng a

nd

so

lvin

g,*P

atte

rns

*Cou

ntin

g*s

ortin

g *C

once

pt o

f One

/ m

any

Con

cept

of

Soft

/har

d*D

iffer

entia

ting

How

man

y?Fr

uits

Pow

er p

oint

Pow

er

poin

t pre

sent

ion

of

colo

urs t

hrou

gh a

st

ory.

Son

gs b

ased

on

frui

ts D

iffer

ent

colo

ured

obj

ects

fl

ash

card

s.

Proj

ect:

Scra

p B

ook

Stic

k Pi

ctur

es

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Them

e ba

sed

asse

mbl

y.

EV

SSt

uden

ts w

illI

dent

ify a

ll th

e fr

uits

I

dent

ify so

me

colo

urs o

f th

e co

mm

on fr

uits

Nam

e so

me

frui

ts

ENG

LISH

Lette

r Dd

AB

C W

ork

Boo

k

The

lear

ner w

ill b

e ab

le to

id

entif

yT

he le

tter n

ame

und

erst

and

the

soun

d,m

ake

wor

d

pic

ture

read

ing,

reco

gniti

on

uppe

r cas

e an

d lo

wer

writ

e le

tter D

d,

ENG

LISH

*Pic

ture

read

ing

*Sto

ry re

adin

g fr

om m

emor

y*H

elp

them

to

unde

rsta

nd th

e st

ory

char

acte

rs a

nd th

eir

nam

es*N

ame

the

frui

ts in

th

e fr

uit s

alad

colo

urs

At t

he e

nd o

f eac

h th

eme

lear

ner i

s as

sess

ed

thro

ugh

obse

rvat

ion

chec

klis

tW

orks

heet

Rub

ric

Them

e ba

sed

asse

mbl

y.

ENG

LISH

Stud

ents

will

Ide

ntify

the

lette

r nam

e un

ders

tand

the

soun

d,

mak

e ne

w w

ords

p

ictu

re re

adin

g,r

ecog

nitio

n up

per c

ase

and

low

er c

ase

writ

e le

tter A

a,

TE

RM

- 1

TH

EM

E -5

FR

UIT

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