By age four, a child is more adjusted to his/her role in society. The child has moved from being the baby, through the “terrible two stages” and is now a self (and peer)-proclaimed “Big Kid.” In addition, your child is now looking forward to entering the structured school system. Learning, exploring, challenging activities are all elements that are incorporated at this prep school.

In addition to personal educational achievements, outlined below, your child will also be placed in an environment in which proper social conduct, problem solving, politeness and respect for others will be implemented on a daily basis.

Math Curriculum

Color & shape - Identifying colors, recognizing square, circles, triangles, recognizing ball, box, cylinder and pillar shapes

Pattern & Function Classifying objects by color, classifying objects by shape, recognizing objects that are the same size (length), recognizing an object that does not belong to a specific classification, selecting the object that comes next when given a pattern of objects.

Space & Position - Telling which of the objects is on top/bottom, telling which objects are inside (outside) a circle(square), telling right or left, telling which object in a line is in the middle, front, back, telling which object is beside/between other objects

Numbers & Counting Skills - Telling which of two sets has more/less objects, forming a set of objects equal to a given set, combining two sets of objects and counting objects when combined, separating a set of objects, counting the original set, objects being separated and the objects remaining in the set, changing the size of a set.

Time, Measurement and Money - Telling whether an activity occurs during daytime or nighttime (before or after lunch), telling which occurred first/next when given pictures of a sequence of activities, telling which of two (three) activities takes the more (most) time, telling which of two similar objects is larger (smaller), taller (shorter), longer (shorter), telling which of two containers holds more.

Data Handling - Viewing and interpreting information in graphs and tables, recording and interpreting information on a block graph

Language Curriculum

Types of Reading - Pattern/sequence books, traditional tales

Literature Focus - Can you predict what will be said next? Can you tell what will happen next? Are the characters people or animals? Can this really happen?

Speaking and Listening

1. Participating orally in imaginative play and given tasks, e.g. role plays
2. Participating as speakers and listeners in group activities, sharing stories and events
3. Listening and responding to stories, poems and songs through questions, dramatization, retelling and drawings
4. Following instructions concerning classroom routine
5. Asking for help using appropriate vocabulary
6. Using vocabulary related to classroom routines
7. Learning and applying common courtesy in their manner of speaking

Reading

1. Understanding that print conveys meaning
2. Recognizing that books are read from front to back, and that print is read from left to right
3. Recognizing familiar words in context, e.g. signs, notices, repeated words in big books
4. Listening to stories and poems and choosing a variety of literature from the book corner
5. Talking about the content of a book, asking questions, predicting outcome, retelling a story, and empathizing with characters in simple terms
6. Dictating their own stories and making their own books

Literature Focus :

1. Can they predict what the book will be about?
2. Can they predict what will happen in the story?
3. Can they identify whether characters will be people or animals?
4. Can they determine whether the story could really happen?

Writing

1. Using drawings to convey meaning and explaining what they represent
2. Holding a pencil, crayon, paintbrush, or other writing implement correctly
3. Writing their names
4. Opportunities to copy words
5. Using single letters or groups of letters to represent whole words in their own writing process

Science Curriculum

Living Things - Plants

Earth and Space - Earth/Land (exploring land, air and water)

Materials, Forces and Energy – Magnetism, Materials- solids, liquids.

Health/Body - Personal Hygiene, Touch

Social Studies Curriculum

1. Be encouraged to appreciate their individual identities and strengths.
2. Come to understanding his/her relationship to other family members.
3. Develop a sense of respect for the environment and the world around them.
4. Develop an understanding of the passage of time through daily routines
5. Become aware of his/her surroundings.

Music Curriculum

1. Sing songs on full scale
2. Step to simple rhythms
3. Be familiar with appropriate rhythm instruments and play
4. Echo simple clapped rhythms, simple melodic lines
5. Participate in action songs and singing games at level
6. Listen attentively to age-appropriate recorded music
7. Increase spoken vocabulary

Physical Education curriculum

1. To create a positive attitude towards all movement activities and games.
2. To develop and improve all fitness components: physical and skill.
3. To broaden the students perspective of physical games by exposing them to some of the new and innovative areas in physical education programs

Art Curriculum :

Pre-K4 Daily Schedule