Being ranked as one of the best Kindergarten schools, we provide the best of learning through different learning goals set for your kids which helps in overall enhancement of your kids physical, mental and social growth. This makes our Pre Primary schools distinctive from others. We recognize every kid to be an eccentric one at our PrePrimary school, there by promising you complete care and comfort of the child.

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Comparison of Learning Goals across Pre-Nursery and Nursery

AREAS PRENURSERY (18 months – 30 months) NURSERY (30 months- 42 months)
LANGUAGE DEVELOPMENT Listening

  • Attempts to follow instruction
  • Listens to a wide variety of conversation with interest
  • Maintains eye – contact

Speaking

  • Attempts to share a message with others using language (verbal or non verbal)
  • Demonstrates interest in and experiments with new sounds and words
  • Speak clearly with adequate volume

Pre – Reading

  • Develop an interest for stories

Pre-Writing

  • Begins to demonstrate interest in the marks they make with crayons, markers and paint brushes
  • Engages willingly in experiences using materials for creative purposes.
 Listening

  • Follows basic instructions
  • Listens to a wide variety of literature with sustained interest
  • Listens attentively and recognizes when it is appropriate to speak
  • Maintains eye – contact
  • Uses simple language using an ever increasing vocabulary to communicate meaning

Speaking

  • Attempts to share a message with others using language
  • Demonstrates interest in and experiments with new sounds and words
  • Names preferred objects
  • Names pictures of common objects
  • Names pictures of common actions
  • Uses personal pronouns- I, you, me
  • Tells uses of objects
  • Retell a story in a sequence

Pre – Reading

  • Demonstrates knowledge of letter sounds and symbol
  • Holds book the correct way up and turns pages.
  • Listens to and joins in to recite rhymes and poems with repetitive language
  • Develops an interest and appreciation for stories- Asks to be read again: shows interests in discussions about the story line, illustrations / characters

Pre-Writing

  • Begins to demonstrate interest in the marks they make with crayons, markers and paint brushes
  • Willingly engages in representations/creative experiences using materials for creative purposes)
  • Works collaboratively on art pieces
ENVIRONMENTAL AWARENESS
  • Shows curiosity and interest by exploring surroundings.
  • Uses simple language to identify a problem (may use verbal and non – verbal communication)
  • Observes, selects and manipulates objects and materials.
  • Uses his senses to explore through touch, taste, smell etc.
  • Uses senses to explore, discover and investigate their world
  • Begins to ask questions
  • Demonstrates interest in how things operate
  • Demonstrates curiosity in and wonders about the world, people, objects, events and situations
  • Displays creativity and resourcefulness in the innovative use of ideas and materials
  • Use simple language to identify a problem (may use verbal and non – verbal communication)
  • Displays confidence in experimenting and investigating own theories
  • Demonstrates a wide range of problem solving strategies including trial and error, observation, reflection, questioning and researching
PHYSICAL DEVELOPMENT
  • Demonstrates awareness and appreciation of their own body, its care and safety
  • Uses their bodies to express ideas, thoughts and feelings e.g. dance
  • Participates in support hygiene practices e.g. washing hands, placing tissue in the waste bin
  • Moves spontaneously, showing some control and coordination.
  • Participates positively in self help tasks (dressing, toileting, meal time
  • Displays confidence in using their bodies to express ideas, thoughts, and feelings
  • Displays increasing control and co-ordination over movements involving the arms, hands and fingers.
  • Demonstrates an increasing variety of different grips- pincer and palmer
  • Displays eye hand co-ordination and increasing small muscle co-ordination (use of spoon,cup, scissors, pencils and paint brushes)
  • Participates in support hygiene practices e.g. washing hands, placing tissue in the waste bin
PERSONAL – SOCIAL – EMOTIONAL DEVELOPMENT
  • Ability to adjust to new routines and unfamiliar situations and challenges
  • Shows an interest in classroom activities through observation or participation.
  • Plays alongside others.
  • Builds relationships through gesture and talk.
  • Separates from main career with support.
  • Ability to form trusting relationships and attachments to others in the environment
  • Ability to adjust to new routines and unfamiliar situations and challenges
  • Ability to approach familiar situations with confidence
  • Displays an understanding of turn taking
  • Shows interest in interacting with others in the environment
  • Accepts responsibilities for small tasks e.g. placing a book on the shelf
  • Participates in small and large group activities
  • Responds to simple group rules
CREATIVE DEVELOPMENT
  • Begins to demonstrate interest in the marks they make with crayons, markers and paint brushes
  • Responds to music and rhythm through movement
  • Participates in simple singing/ rhythm/ chant experiences
  • Explores colour, texture and shapes
  • Sings simple songs with increasing more complex melodies and vocabulary
  • Explores the elements of music ( beat and rhythm)
  • Displays ability to keep a beat with body movements
  • Creates simple dance movements
  • Explores colours, textures, shape and form
  • Enjoys a variety of art experiences like drawing, painting, colouring and sticking

Comparison of Learning Goals across Kindergarten

ENVIRONMENTAL AWARENESS
AREAS Kindergarten (K1) (40-50 months) Kindergarten (K2) (50-60 months)
Exploration and Investigation
  • Find out about, and identify, some features of living things, objects and events they observe.
  • Ask questions about why things happen and how things work.
  • Explain own knowledge and understanding, and ask appropriate questions of others.
  • Show an awareness of change.
  • Look closely at similarities, differences, patterns and change.
Designing and Making
  • Selecting appropriate resources and adapting their work where necessary.
  • Use simple tools and techniques competently and appropriately.
  • Select the tools and techniques they need to shape, assemble and join materials they are using.
  • Construct with a purpose in mind, using a variety of resources.
TIME
  • Use time- related words in conversation.
  • Begin to differentiate between past and present.
  • Make short-term future plans.
Place
  • Observe, find out about and identify features in the place they live and the natural world.
  • Notice differences between features of the local environment.
Communities
  • Begin to know about their own cultures and beliefs and those of other people.
Language and Literacy
AREAS Kindergarten (K1) (40-50 months) Kindergarten (K2) (50-60 months)
Language for Communication
  • Use language for an increasing range of purposes.
  • Use vocabulary and forms of speech that are increasingly influenced by their experience of books.
  • Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning.
  • Have confidence to speak to others about their own wants and interests.
  • Extend their vocabulary, exploring the meanings and sounds of new words.
  • Use talk to gain attention and sometimes use action rather than talk to demonstrate or explain to others.
  • Initiate conversation, attend to and take account of what others say.
  • Interact with others, negotiating plans and activities and taking turns in conversation.
  • Speak clearly and audibly with confidence and control and show awareness of the listener.
  • Consistently develop a simple story, explanation or line of questioning.
Linking sounds and letters
  • Listen and say the initial sound in words and know which letters represent some of the sounds.
  • Link sounds to letters, naming and sounding the letters of the alphabet.
  • Hear and say sounds in words in the order in which they occur.
  • Use their phonic knowledge to write simple words
  • Continue a rhyming string.
Reading
  • Show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.
  • Know that print carries meaning and, in English, is read from left to right and top to bottom.
  • Enjoy an increasing range of books.
  • Explore and experiment with sounds, words and texts.
  • Read a range of familiar and common words and simple sentences independently.
Wrting
  • Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.
  • Begin to use anticlockwise movement and retrace vertical lines.
  • Use writing as a means of recording and communicating.
  • Attempt writing for different purposes, using features of different forms such as lists, stories and instructions.
  • Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation.
Physical Development
AREAS Kindergarten (K1) (40-50 months) Kindergarten (K2) (50-60 months)
Movement and Space
  • Experiment with different ways of moving.
  • Jump off an object and land appropriately.
  • Move with control and coordination.
  • Travel around, under, over and through balancing and climbing equipment.
  • Construct with large materials such as cartons, fabric and planks.
  • Show understanding of the need for safety when tackling new challenges.
  • Avoid dangerous places and equipment.
  • Initiate new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
  • Go backwards and sideways as well as forwards.
  • Show awareness of space, of themselves and of others.
Health and Bodily Awareness
  • Show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
  • Show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
Using Equipment and Materials
  • Explore malleable materials by patting, stroking, poking, squeezing, pinching and twisting them.
  • Show understanding of how to transport and store equipment safely.
  • Use increasing control over an object, such as a ball, by touching, pushing, throwing, catching or kicking it.
  • Manipulate materials to achieve a planned effect.
  • Practice some appropriate safety measures without direct supervision.
Numeracy
AREAS Kindergarten (K1) (40-50 months) Kindergarten (K2) (50-60 months)
Numbers
  • Estimate how many objects they can see and check by counting them.
  • Select the correct numeral to represent 1 to 20 objects.
  • Rote count
  • Count aloud in ones or twos.
  • Recognize numerals 1 to 20
  • Count reliably up to ten everyday objects.
  • Count up to three or four objects by saying one number name for each item.
  • Count aloud in fives or tens.
  • Know that numbers identify how many objects are in a set.
  • Use developing mathematical ideas and methods to solve practical problems.
  • Match then compare the number of objects in two sets.
  • Recognize some numerals of personal significance.
Calculating
  • Use language such as ‘more’ or ‘less’ to compare two numbers.
  • Share objects into equal groups and count how many in each group.
  • Find one more or one less than a number from one to ten.
  • In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting.
Shape, Space and Measures
  • Use language such as ‘circle’ or ‘bigger’ to describe the shape and size of objects
  • Use familiar objects and common shapes to create and recreate patterns and build models.
  • Find items from positional or directional clues.
  • Match sets of objects to numerals that represent the number of objects.
  • Use developing mathematical ideas and methods to solve practical problems.
  • Talk about, recognise and recreate simple patterns.
  • Use language such as ‘greater’, ‘smaller ‘, ‘heavier’ or ‘lighter’ to compare quantities.
  • Order two or three items by length or height.
  • Show awareness of symmetry.
  • Begin to use mathematical names for ‘solid’ 3D shapes
  • Use everyday language related to time; order and sequence familiar events, and measure short periods of time with a non-standard unit, for example, with a sand timer.
Creative Development
AREAS Kindergarten (K1) (40-50 months) Kindergarten (K2) (50-60 months)
Being Creative
  • Express and communicate their ideas, thoughts and feelings by using a widening range of materials and suitable tools.
  • Use imagination in role-play, movement, designing and making
  • Respond to a variety of songs and musical instruments.
  • Respond in a variety of ways to what they see, hear, smell, touch and feel.
  • Respond to comments and questions, entering into dialogue about their creations.
  • Use their imagination to build complex designs and models
Exploring Media and Materials
  • Explore what happens when they mix colours.
  • Choose particular colours to use for a purpose.
  • Understand that different media can be combined to create new effects.
  • Explore colour, texture, shape, form and space in two or three dimensions.
  • Create constructions, collages, painting and drawings.
Creating Music and Dances
  • Begin to move rhythmically.
  • Explore the different sounds of instruments.
  • Begin to build a repertoire of songs and dances.
Developing Imagination and Imaginative Play
  • Play alongside other children who are engaged in the same theme.
  • Use their imagination in art and design, music and dance
  • Play cooperatively as part of a group to act out a narrative.
Personal, Social and Emotional Development
AREAS Kindergarten (K1) (40-50 months) Kindergarten (K2) (50-60 months)
Dispositions and Attitudes
  • Maintain attention, concentrate, and sit quietly when appropriate.
  • Continue to be interested, excited and motivated to learn.
  • Be confident to try new activities, initiate ideas and speak in a familiar group.
Self-confidence and Self-esteem
  • Express needs and feelings in appropriate ways.
  • Positively values playing with other children and joins in shared play.
  • Practices good self-care, often without prompting.
  • Shows compliance with social expectations.
  • Have a sense of personal identity.
  • Have a developing respect for their own cultures and beliefs and those of other people.
  • Can describe self in positive terms and talk about abilities.
  • Can express wishes and needs clearly and understands when not immediately met.
  • Enjoys talking about past experiences, the present and future plans.
  • Shows compliance with social expectations.
  • Takes pleasure in gaining more complex skills.
Making relationships
  • Work as part of a group or class, taking turns and sharing fairly.
  • Gets satisfaction from doing things with other children and adults.
  • Is conscious of and curious about sex differences.
  • Form friendships with other children.
  • Value and contribute to own well-being and self-control.
Self-care
  • Select and use activities and resources independently.
  • Appreciate the need for hygiene.
  • Dress and undress independently and manage their own personal hygiene.
  • Operate independently within the environment and show confidence in linking up with others for support and guidance.
  • Dress and undress independently and manage their own personal