Curriculum Clever Kittens (5-6 years)



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Curriculum Clever Kittens (5-6 years)

The curriculum of Clever Kittens covers six main areas of development:



  1. Personal, social and emotional development

Children are provided with experiences and are given support to develop a positive sense of themselves and of others, respect for others, social skills, and a positive disposition to learn.

The environment stimulates children to learn to accept the needs of others, to show care and concern for other children and adults, for all living creatures and the environment.



Learning goals:

- Develop a strong, positive sense of self identity

- Have the ability to form relationships with adults and peers

- Be able to express a range of emotions fluently and appropriately

- Be able to consider the consequences of their words and actions for themselves and others

- Understand basic rules of behavior

- Be able to understand what is right, wrong, and why

- Develop positive attitude to learning

- Maintain attention and concentration

- Sustain involvement and perseverance when trying to solve a problem or reach a satisfactory conclusion

- Choose and use activities and resources independently

- Enjoy participating in family activities and customs

- Understand that people have different needs, views, cultures and beliefs, and to respect and value other people

- Take into account the ideas of others.



Resources: US system Kelso’s Choice, book series and many other resources
  1. Communication, language and literacy



Language for communication and thinking
Learning goals:

-Be able to sustain attentive listening and respond with relevant comments, questions and actions

-Use English language in a variety of contexts, activities, negotiations

-Be able to speak clearly with confidence and control , showing awareness of the listener

Resources: Story Telling Workshop, Books and other materials and resources
Phonic skills

Learning goals:

- Begin to break the flow of speech into words

- Hear and say sounds in words in the order they appear

- Hear and say the initial sound in words and know which letter represents the sound

- Link sounds to letters, sounding (first) and naming (later) the letters of the alphabet

- Blending and segmenting the sounds in a word

- Sounding out and blending the phonemes from left to right

- Learn long vowels and consonant digraphs

- Explore and experiment with sounds and words

- Continue a rhyming string

- Enjoy reading books

- Retell narratives in the correct sequence

- Create imaginary words

- Identify the main events in the story or predict them

- Use the phonic knowledge to recognize words

- Use graphic-phoneme knowledge to read

- Use big books or Word Bingo to decode words and read them for meaning

- Read picture books with flaps or hidden words

- Trace the letters in a notebook

- Use writing as a means of recording and communicating

- Write their own names, friends and relatives names

- Play games for linking sounds to letters and then writing the words

- Write simple CVC words (consonant, vowel, consonant) and make plausible attempts at more complex words

- Begin to use anticlockwise movement and retrace vertical lines

- Begin to form recognizable letters when children label their work, make cards and write lists for a game


Resources: Jolly Phonics textbooks; notebooks for tracing, songs, reading books, flash cards, Bingo games, charts, pictures

Frequency: Five sessions on phonic skills per week


  1. Knowledge and Understanding of Environment/ World

Our aim is to develop the knowledge, skills and understanding that help children make sense of the world. We create a stimulating environment that offers a range of activities that encourage children’s interest and curiosity, both indoors and outdoors.

Learning goals:

- Investigate place, objects, materials, living things by using all their senses, as appropriate

- Identify and name key features and properties of living things, objects and events

-Know about their culture, customs and beliefs, and those of other people in the -world

-Find out about and discuss past and present events in their own lives, and in the lives of family members and people they know

- Identify time – day, night, age, birthdays, days of the week, months, seasons

- Show an awareness of change, similarities and differences

- Communicate simple planning for investigations or constructions and makes simple records and evaluation of her/his work



Resources: Books, magazines, flash cards, charts, posters, pictures, CDs, films and short video clips, outings, field trips and outdoor activities, etc.

Frequency: Five sessions per week, following the topics from the yearly theme program.


  1. Arts, Creativity and Music

Creativity occupies a very important place in our curriculum. We know that children’s responses to what they see, hear and experience through their senses are individual and the way they represent their experiences is unique and valuable. We provide resources and materials and leave room for children to make their own choices in order to express their ideas.


Learning goals:

- Explore color, texture, shape, form and space in two and three dimensions

- Use their imagination in art and design, music, dance, imaginative and role-play

- Express and communicate their ideas, thoughts and feelings by using a wide range of materials, suitable tools, role play, movement, designing, a variety of songs and musical instruments

- Create constructions, collages, paintings and drawings

- Gain confidence in their own way of representing ideas which is more valuable than being able to reproduce someone else’ picture or model

- Explore the sounds of different instruments

- Sing simple songs from memory, recognize sound patterns and match movements to music.



Resources:

Music: musical instruments and CDs

Craft: cardboard, paper, scissors, cotton, string, paints, glue, markers, crayons, pencils and many others.

Frequency: Three music classes and two dance classes a week. Craft sessions every day of the week.


  1. Numeracy, Problem Solving, Reasoning

Learning goals:

- Count numbers to twenty

- Use cardinal numbers (for position)

- Recognize and trace numbers from one to ten

- Reliably select the correct number to represent one to ten objects

- Find the total number of items in two groups by counting them

- Divide objects into equal groups and count how many in each group

- Compare the number of objects in two sets

- Use language such as ‘more’ or ‘less’ to compare two numbers

- Use vocabulary involved in adding and subtracting

- Say the number that is one more or one less than a given number

- Observe shapes – talk about how they are the same or different

- Begin to use mathematical names for flat 2D shapes and some solid 3D shapes (e.g. cube, cone, sphere)

- Select a particular named shape

- Compare sizes

- Order two or three items by length or height

- Use everyday language related to time

- Use everyday words to describe position

- Use language such as ‘heavier’, ‘smaller’, ‘lighter’, ‘greater’ to compare two items

- Be aware of and say the opposites.


Frequency: Two sessions a week plus part of circle time when appropriate (knowledge and understanding of the world)

Resources: notebook, books and counting rhymes, counting materials, sand numbers, Bingo games, sequencing games, shape patterns, posters, etc.


  1. Physical Development


Learning goals:

- Move with confidence and safety

- Travel around, under, over and through balancing and climbing equipment

- Show awareness of space, of self and others

- Handle tools, objects, construction and malleable materials safely and with basic control

- Develop correct pencil grip

- Repeat, link and adapt simple movements

- Recognize changes that happen to her/his body when s/he is active

- Recognize the importance of keeping healthy and what contributes to it.

Frequency: every day

Resources: yoga, gymnastics, karate classes, games to develop large motor skills and coordination, outdoor play.



36, Vaklinets Street, Sofia 1415 / Tel. +359 2 9673112 / Mob. +359 879 403677 / office@iccf-bg.com / www.iccf-bg.com






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