COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL
TRANSITION IB Primary Years Programme Curriculum Information for Transition Parents
The International Baccalaureate Organization The International Baccalaureate Organisation (IB) provides 3 Programmes: IB Diploma Programme for students in their final years of high school (grades 10 and 11th) Middle Years Programme (MYP) for students in the middle grades (approximately 11 – 16 age range, grades 5th - 9th )
THE IB AT THE COLEGIO ANGLO COLOMBIANO The Anglo has offered the IB Diploma since 1980 and more recently included the MYP and PYP for younger students.
the IB Programmes (Diploma, MYP, PYP). The school was recentl y e valuated in the delivery of MYP and PYP and authorised to deliver the The Anglo is the first Programme for another 5 school in Colombia to be years. authorised to teach all three of
Primary Years Programme (PYP) for younger students (approximately 4-12 age range, grades PK4th )
OUR PROGRAMME OF INQUIRY T h r o u g h o u t t h e y e a r, t h e learners to construct meaning, children’s learning in Transition will principally through concept-driven be structured around six units of inquiry. inquiry. At the beginning of each unit of These units allow for children inquiry, parents will receive an to learn holistically, in ways that are o p e n i n g l e t te r w i t h d e t a i l e d meaningful and relevant to them information of the contents and and their stage of development. schemes of work that will be They, provide opportunities for developed in that unit.
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL
Anglo Tree Friendly
WHY IS THIS LEAFLET ELECTRONIC?
At the Anglo we are really committed with the environment, programmes such as Anglo Treefriendly and GoGreen are some examples of our interest in this area.. This is why we thought we should join and support all those initiatives by publishing our Pre School Curriculum Information on the web page. We know that sometimes it is nice to have visual clues and a printed reference. So if you feel this is the case and you would prefer a printed copy of this material, please go ahead. All you need to do is click on the download icon and then print. We just wanted to take this opportunity and make everyone a little bit more aware of the importance of using our resources properly.
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL THE IB COMMUNITY LEARNER PROFILE The PYP promotes the development of a set of characteristics, known as the IB Learner Profile. These characteristics are the heart of the programme. We aim for our children to be: "
Inquirers
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Communicators!
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Principled
Caring!
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Open-minded
Balanced!
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Reflective
The core components of IB programmes encourage students to participate in creative and serviceoriented activities, while at the same time emphasising the importance of reflection on a personal and academic level.
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Risk-takers!
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We, as teachers, are aware of the importance of the model we are providing but most importantly, we need our whole school community to share our commitment to helping our children grow and develop in these ways. All values are nurtured, first and foremost at home.
Beyond intellectual rigour and high academic standards, strong
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Thinkers
Knowledgeable!
We know that our children are not perfect and we realise that these values represent an ideal world. For us to be successful in moving children towards these ideals, they need to see these values reflected in the attitudes of the adults in their own world.
The curriculum and pedagogy of IB programmes focus on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language.
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emphasis is placed on the i d e a l s o f i n te r n a t i o n a l understanding and responsible citizenship, to the end that IB students may become critical and compassionate thinkers, lifelong learners and informed participants in local and world affairs, conscious of the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life. The PYP focuses on the hearts and the minds of all students. It addresses social, physical, emotional and cultural needs as well as academic ones. For more information on the Primary Years programme please access: http://www.ibo.org/ or contact us at: pyppreschool@anglocolombiano.edu.co
COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL TRANSITION UNITS OF INQUIRY 1. One step at the time Subject Focus: Social Studies, P.S.P.E, Science, Language and Maths Central Idea: Systems have steps that allow for goals to be accomplished. An Inquiry into: • Processes and human made systems. • Organising ourselves to accomplish a goal or complete a task • Time and resource management • Planning independent and cooperative tasks
2. Give and Take Subject Focus: Social Studies, P.S.P.E, Arts, Language and Maths Central Idea: Considering other people’s perspective and communicating our own can help us understand each-other and live together better. An Inquiry into: • How and why people think differently • What happens when people agree or disagree • Ways of handling disagreements and different cultural perspectives.
3. Expressions Subject Focus: Arts, Music, drama, Dance, P.S.P.E and Language Central Idea: People have always expressed themselves in a variety of creative ways to explore feelings, to communicate images and to entertain. An Inquiry into: • Drama, dance, art and music as forms of expression • Using those to express ourselves • The effect pieces of art and forms of expression have on individuals
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL TRANSITION UNITS OF INQUIRY
4. Habitats Subject Focus: Science, ecology, Social Studies, Language and Maths Central Idea: We share a responsibility to care for the places where living things are provided with what they need to survive. An Inquiry into: • Differences between living and non-living things • The diversity of habitats • What happens when habitats change due to human impact
5. Communities Subject Focus: Social Studies, P.S.P.E. Language and Maths Central Idea: Communities change through time, as people who live in them work together, share traditions and beliefs An Inquiry into: • Belonging to a community • Similarities and differences between communities • How groups of people meet their common needs • Patriotism and belonging • Interconnection between individuals and their communities.
6. Changes Matter Subject Focus: Science, Language and Maths Central Idea: All materials change in state as they undergo physical processes. An Inquiry into: • Properties of materials • Processes that can change materials • Reversible and non-reversible changes
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL THE ROLE OF THE SUBJECT AREAS IN THE The Primary Years programme (PYP is first and foremost a transdisciplinary programme. This means that the knowledge, concepts, skills and attitudes we explore transcends the traditional boundaries of disciplines. In spite of this, the PYP has six defined subject areas that provide the context for the students to explore the six transdisciplinary themes. The subject areas are: Language (Spanish and English), Mathematics, Science, Social Studies, Personal Social and Physical Education (P.S.P.E) and Arts. LANGUAGE “Every child benefits !om having access to different cultures, perspectives and languages. Acquisition of more than one language enriches personal growth and helps facilitate international understanding. Therefore, Colegio Anglo Colombiano as a PYP school, provides the opportunity for students to learn more than one language” (Making the PYP Happen, PYP, 2007)
KINDER LITERACY PROGRAMME (ENGLISH) a . O r a l C o m m u n i c a t i o n – significant learning that has taken Speaking and Listening place and provides feedback and b. Written communication – encouragement for students who have been working independently. Reading and Writing
Teaching objectives aimed at developing a secure understanding of language concepts are developed through daily, structured lessons as well as through language related activities connected with the unit of inquiry. Teachers plan collaboratively to identify objectives based on previous learning and ongoing needs, to ensure that children’s learning is well structured, caters for individual needs and is appropriate.
Most days, children will bring c . Vi s u a l C o m m u n i c a t i o n – home reading material to share with Viewing and Presenting their families. This will include The Oxford Reading Tree scheme teacher selected books from the provides the core materials for the Oxford Reading Tree scheme, as well teaching of reading, however this as fiction and non-fiction books and scheme is enriched with a wide research materials, poems, or chants. variety of resources to pro vide Please read with your child multiple opportunities for each every day, be sure to sign the Reading student to have access to fiction and Together book and write in any non-fiction, graded and non-graded relevant comments. Home reading books that are appealing and should be an enjoyable and relaxed attractive to their interests. t i m e w h e n c h i l d r e n have the Structured reading lessons include: opportunity to share with their *Shared reading, times at which families, gain encouragement and teachers use books with enlarged text s u p p o r t a n d d e v e l o p p o s i t i v e to teach selected concepts of print, attitudes to reading. The aim of the spelling patterns and grammatical home reading programme is not to structures to the whole class. launch a competition around reading * G r o u p i n s t r u c t i o n , w h e n levels. We strongly ask parents to children are taught according to their r e f r a i n f r o m p r o m o t i n g s u c h s p e c i f i c n e e d s , c o n s i d e r i n g practices. differentiation practices to meet the All children visit the library to needs of each learner, change books and develop library
English as the language of instruction of these learning experiences, enables the development of 3 mai n ar ea s of l an gu a ge in meaningful contexts:
*Teacher directed, independent activities and self-selected activities, t i m e s a t w h i c h c h i l d r e n t a ke increasing levels of responsibility for their own learning.
T h e l i te r a c y p r o g r a m m e i n Transition builds on the knowledge and understanding of oral, visual and written language that children have acquired in their early years. Students learn language, learn through language, and learn about language.
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skills once ever y six day cycle, however, they have opportunities to go to the library independently to select new books and research areas of interest at other times during the *Whole class sessions, times cycle. when the teacher highlights
COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL Language experience is an important aspect of the literacy programme. As children develop the spoken and written vocabulary to fluently express their everyday experiences, they are encouraged to write about these events and to share their writing with others. In this way, the reciprocal gains of reading, writing, listening and speaking reinforce children’s whole language development and empower them to gain greater levels of independence and more control over their own learning. As their confidence in independent writing increases, they are provided with opportunities to write creatively. Factual, instructional and free writing, connected with the unit of inquiry is also encouraged, and children have opportunities to use the library and the Internet to research areas of interest. Making sure every child has the necessary tools to advance in their learning process is one of the most important objectives of the language programme and one of the goals of all our staff. Language experience is an important aspect of the literacy programme. As children develop the spoken and written vocabulary to express their everyday experiences, they are encouraged to write about these events and to share their writing with others. In this way, the reciprocal gains of reading, writing, listening and speaking reinforce children’s whole language development and empower them to gain greater levels of independence and more control over their own learning. As their confidence in independent writing increases, they are provided with opportunities to write creatively, producing their own poems and imaginative stories. Factual writing, connected with the unit of inquiry is also encouraged, and children have opportunities to use the library and the Internet to research areas of interest.
HOW TO HELP YOUR CHILD AT HOME • Provide opportunities for your child to write freely. Do not focus on letter tracing or spelling, focus on making writing meaningful and enjoyable. Get your child/ children to write recipes, thank you notes, invitations, messages. Allow your child to see you as a model of writing. • Read to your child every day in his/her first language, to encourage a love of literature. Show yourself as an active reader. • Discuss the events of the school day. Engage in significant and meaningful talk, discussion and questioning. • Sing songs and recite poems the children have been learning at school. Teach your child songs and poems from your own childhood. • Point out signs, symbols and landmarks in their surroundings, such as favourite cafes, toy shops, exit signs etc. • Share written material such as menus, advertising brochures or magazines. • Teach your child to recognise words in computer games and on television shows. • Point out through example, that written language is an important part of everyday life
WHAT TO EXPECT BY THE END OF YOUR CHILD’S GRADE LEVEL By the End of Transition students will ….
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Listen to and talk about stories, poems, rhymes, questions, explanations and instructions with increasing confidence and detail.
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Be able to anticipate and predict when listening to texts read aloud and pick out main events and relevant details.
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Begin to develop specific vocabulary to suit different purposes, e. g descriptive, comparative vocabulary.
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Hear and use rhyming words.
Use simple and compound sentences, with appropriate word order when speaking and writing.
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Re a d a n d r e t e l l s i m p l e independently and with confidence.
books
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Begin developing a personal preferences in reading.
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Recognise fiction and non fiction books for information or enjoyment.
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Write and talk about a range of topics that are personally significant.
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL ¿CÓMO CONTINÚA EL PROCESO DE APRENDIZAJE ? (ESPAÑOL) ¿Cuáles son las áreas y objetivos propuestos? Dentro del salón de clase se proporcionan una serie de experiencias, las cuales fomentan la autonomía y adecuado seguimiento de instrucciones. Enmarcados dentro de un plan de trabajo estructurado, pero flexible frente al nivel de cada alumno, las actividades obedecen a unos propósitos centrales del grado dentro de los cuales están:
El área del lenguaje: L0s
niños vivencian distintas actividades que tienen p o r objetivo analizar el lenguaje y sus funciones. Esto ocurre principalmente en la integración con las unidades de investigación, en donde los niños son cada vez más conscientes de la forma en que se plantea una pregunta. En este sentido los alumnos pueden trabajar realizando investigaciones sencillas, usando distintas fuentes de información como personas, libros o noticias. En fin, todo aquello que tenga que ver con el desarrollo de la lógica, el uso de nuevo vocabulario y aplicaciones del lenguaje en general. L a p ro d u c c i ó n d e t e x t o s escritos: Se trabaja con la metodología del “ Pr o g r a m a L e t r a s “e l c u a l s e desarrolla en dos ámbitos: Las situaciones significativa s y la s didácticas. Las situaciones significativas son los momentos oportunos que motivan a los a expresarse en forma escrita por medio de cartas, cuentos, recetas o cualquier tipo de texto. Las didácticas son situaciones dirigidas mediante juegos para llevar a los niños a la comprensión de aspectos formales de la escritura como la separación de palabras, el manejo del renglón y de mayúsculas, consonantes unidas o separadas, etc.
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• Fomentar el desarrollo del lenguaje y pensamiento del niño. • Estimular el proceso de producción de textos escritos, permitiendo el desarrollo de la creatividad. • Brindar herramientas para la lectura comprensiva. • Brindar herramientas para desarrollar la lectura comprensiva de textos. literarios y científicos.
Con el uso de esta metodología se pretende llevar a los niños a que disfruten la lectura y la escritura. Por ello no se trabaja como en la metodología tradicional copiando frases sin sentido como “la mula lame la lima”. Se trata de que los niños se comuniquen libremente y de acuerdo a un contexto específico. Por otra parte, el objetivo de este programa es que los niños adquieran mayor autonomía y funcionalidad en el manejo de aspectos formales de la escritura. Los aspectos o matices dentro del “Programa Letras” que se trabajan en Transición son: • Matiz 1: Sílabas atípicas con vocales consecutivas y consonantes consecutivas. • Matiz 2: Separación de oraciones en frases.
Se trata de que los niños lean partiendo de sus propios intereses. Por ello pueden elegir textos de lectura graduados según su habilidad, llevarlos a casa para luego compartir en un espacio puntual de la clase denominado “Cuentacuentos”. En otros momentos de investigación, tendrán contacto con textos de tipo científico, en los cuales pueden buscar datos interesantes o respuestas a preguntas concretas.
• Matiz 3: Separación de frases en SUGERENCIAS A LOS palabras. PADRES… • Matiz 4: Manejo del tipo de letra Realizar toda clase de juegos con ( Ne l s o n ) y d e m a y ú s c u l a s y el lenguaje. Como por ejemplo, decir minúsculas. el mayor número de palabras que • Matiz 5: Ubicación de las letras p e r t e n e z c a n a u n a c a t e g o r í a según tamaño y sentido en el determinada (animales que vuelan, nombres que empiezan por…, etc.) renglón ferrocarril. Dar pistas sobre objetos o La comprensión de lectura: situaciones para que ellos adivinen Se enfatiza bastante en este nivel el nombres de películas, personajes, c o n t a c t o d i a r i o d e l n i ñ o c o n libros, etc. Además de ser divertido, diferentes tipos de textos incluyendo resulta ser una estrategia que fomenta poemas, cuentos, noticias, avisos, la habilidad para comunicarse etc. El propósito es que empiecen a Leer todo tipo de señales o diferenciar los textos y a denominarlos apropiadamente según símbolos resulta fundamental para el sus características. En este nivel los proceso de lectura y el desarrollo del niños empiezan a llevar libros o pensamiento. cuentos para leer en su casa.
COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL NUMERACY IN TRANSITION
“ T h e Numeracy Programme views mathematics not as a fixed body of knowledge to be t r a n s m i t te d , b u t a s a w a y o f thinking and a language for understanding meaning. To study mathematics is to inquire into this language and to learn to think in this way. It is a proficiency, which involves confidence and competence with numbers and m e a s u r e s . It r e q u i r e s a n understanding of the number system, a repertoire of computational skills and an inclination and ability to solve number problems in a variety of contexts. Numeracy also demands practical understanding of the ways in which information is gathered by counting and measuring, and is presented in graphs, diagrams, charts and tables.” (Taken from: The Primar y Years Programme PYP Scope and sequence document). The numeracy programme is developmental: this means that intelligence is constructed over a period of time in an ordered series of interrelated steps, and these steps are determined by development. The development determines what can be learned. A child’s developmental level is the determining factor in what that child is capable of understanding at any particular point in time. Teachers constantly monitor and assess children’s progress in order to plan learning experiences
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appropriate to the child’s needs and developmental stage. The objectives for the year are clearly defined and all children have opportunities to achieve these o b j e c t i v e s , h o w e v e r, n o t a l l children learn in the same way or at t h e s a m e t i m e . Te a c h i n g programmes are planned to allow for different learning styles and different rates of learning in order to ensure that each logical thinking structure is acquired before moving on to the next sta ge. Where necessary, children are provided with extra support or additional challenges, to meet their individual needs. The numeracy programme emphasises connections between m a t h e m a t i c a l i d e a s , b e t we e n mathematics and other learning areas and between mathematics and real-life experiences.
THE TRANSITION TEACHING PROGRAM INCLUDES THE FOLLOWING STRANDS: 1. – NUMBER: Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding of one to one correspondence and conservation of number, and be able to co u n t a n d u s e n u m e r a l s to represent quantities. Will develop an understanding of the base 10 place value system and will model, estimate, compare and order numbers to 100 or more. They will recall addition facts to 20. - Draw pictures to represent problems -Use discussions with teachers and other students to understand problems
Through daily structured lessons as well as through informal opportunities that arise during the d a y, c h i l d r e n d e v e l o p t h e i r understanding of important mathematical concepts. Wherever possible, mathematical ideas are related to the Unit of Inquiry the children are undertaking. For example, if the children are learning about the ways in which they are alike or different from other children, data is collected and graphs are used to visually represent their findings.
- Explain to others how she or he went about solving a numerical problem
Through a range of meaningful experiences, the numeracy programme in Transition aims to ensure that children will develop the skills, concepts, knowledge and attitudes which will provide the foundation for subsequent learning, foster a sense of personal achievement and enable them to cope confidently with the mathematics of everyday life.
- Solve real-world problems involving addition and subtraction of whole numbers
- Make organised lists or tables of information necessary for solving a problem - Use whole number models (e.g., pattern blocks, tiles, or other manipulative materials) to represent problems COMPUTATION: - Ad d a n d s u b t r a c t w h o l e numbers
- Un d e r s t a n d t h e i n v e r s e relationship between addition and subtraction B - U N D E R S TA N D A N D APPLY BASIC CONCEPTS OF NUMBERS -Understand that numerals are symbols used to represent quantities or attributes of real-world objects
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COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL
-Count whole numbers (i.e., both cardinal and ordinal numbers)
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classified and named according to their properties.
-Understand symbolic, concrete, and pictorial representations of numbers (e.g., written numerals, objects in sets, number lines)
4. - DATA HANDLING - Develop an understanding of how the collection and organisation of information helps make sense of the world.
-Understand basic whole number relationships (e.g., 4 is less than 10, 30 is 3 tens)
- They will sort and label real objects into sets by attributes.
2. – MEASUREMENT
- Collect data from everyday situations.
Understand the basic measures length, width, height, weight, and temperature
- Represent information in graphs .
- Understand the concept of time and how it is measured - Make quantitative estimates of familiar linear dimensions, weights, and time intervals and checks them against measurements. - learners will understand that standard units allow us to have a common language to measure and describe objects and events. - estimate. 3. - SPACE AND SHAPE Understand that shapes have characteristics that can be described and compared. - continue working with 2D and 3D shapes, developing the understanding that shapes are
- Discuss chance in everyday events. - Understand that information can be expressed as organised and structured data in a range of ways. - Re p r e s e n t d a t a i n d i f f e r e n t t y p e s graphs ,interpreting the resulting information.
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5. - PATTERN AND FUNCTION - Understand that patterns and sequences occur in everyday situations. - Will be able to identify, extend describe and create patterns in various ways. - Understand that whole numbers exhibit patterns and relationships that can be observed and described,and that the patterns can be represented using numbers and other symbols
SCIENCE AND SOCIAL STUDIES In the PYP Social Studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Science is the exploration of the Biological, chemical and physical aspects of the natural world, and the relationships between them. A l l t h e S c i e n ce a n d S o c i a l Studies learning takes place in the context of the units of Inquiry. In Social Studies, students are encoura ged to develop an understanding of our rapidly changing world as well as their culture and identity while in science children are invited to discover the world as it is viewed from a scientific perspective. Inquiry is central to both areas and especially during the early childhood years. Throug the units of Inquiry our students:
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• Explore, wonder, question • Experiment and play with possibilities
• Solve problems in a variety of ways.
In the PYP it is acknowledged that experiences during the Early • Make connections between Years lay the foundations for all previous and current learning future learning. At the Anglo we • Make predictions make sure we recognise ad maximise this crucial stage of learning. • Collect data and
COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL ART AND MUSIC (ARTS) IN PRE-SCHOOL Art and music are integral to the PYP. “They are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and enga ge with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways, and
through a variety of media and technologies. The PYP recognises that not all learning can be supported solely through language, and that arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child, promoting c r e a t i v i t y, c r i t i c a l t h i n k i n g , problem-solving skills and social interactions.” (Making the PYP Happen pg. 125
MUSIC We want music to provide • An exploration of sound and the expressive use of musical elements • Team work to produce and create music
• About elements and principles of creation and composition • About notation • About music in society
• How to Listen and appreciate music • Learn music as another language and the ways to communicate it What can you do to promote (notation and interpretation) musical appreciation at home? • Music as a social, cultural and • Attend concerts emotional manifestation of • Make recordings accessible individuals and societies • Provide recorders, CD players, • Development of listening skills CDs of different kinds of music • Practice and exposure to music • Sing songs to and with your child, We want students to know…. preferably children songs • About performing – singing and • Promote discussion and talk playing instruments about creativity and different
• Ta ke m u s i c w o r k s h o p s a n d instrumental lessons • Enjoy music together
MUSIC IN TRANSITION: • Sing and compose songs • Creative movement • Playing instruments
• Use musical notation, etc
preferences and styles
VISUAL ARTS
ART IN TRANSITION: • Use of different tones • Printing • Engraving • Sculpture • Use skills acquired to produce a purpose
We want art to provide: • A means of communication • Opportunities for becoming skilful • A means of expression of both emotional and intellectual perspectives • Exposures to other cultures and other times • A means of accessing other disciplines • A vehicle for wondering, reflecting and consolidating We want students to know…. • About the creative process • About elements and principles of art and design • About reflection and appreciation • About visual arts in society • Art Skills
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percussion
COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL PHYSICAL, SOCIAL AND PERSONAL EDUCATION (P.S.P.E) The Importance of Play in the Early Stages: Every infant teacher is aware of the vital importance of play in the young child’s learning process, and this is no less true in movement than in any other area of the curriculum. On entry into school, many children have only limited experience of physical activities and are likely to be totally unaware of the scope offered by a hall and playground, and large and small apparatus. They must therefore, begin by exploring the possibilities freely and it is our task as teachers to allow them to do this in safety. It is essential not to hurry the individual child through this play stage for, if he is not allowed time to gain full confidence, he will later be unable to cope with the more advanced tasks demanded of him.
THE P.S.P.E. TRANSITION TEACHING PROGRAM INCLUDES THE FOLLOWING STRANDS: • IDENTITY • ACTIVE LIVING • INTERACTIONS Children will: Play roles in tales expressing feelings and moods. Independently identify & respond to rhythmical changes. Display creativity when dancing to any given rhythm. be able to create choreographic games Combine different kinds of footwork in several contexts. Handle small apparatuses effectively when playing games. Participate and follow instructions in individual, small, & large group games using different sizes and texture small apparatuses. Travel in different ways both on the floor and on apparatus transferring body weight. Hold their body weight using different parts of the body as bases. Combine two or three basic gymnastic abilities. Be able to create a gymnastics outline
EDUCATIONAL SUPPORT Some students start to experience some difficulties during this teaching and learning process. The Educational Support Department ensures that all the students needs are known, understood and met by those involved in educating the student, assisting by giving specific recommendations. We value the importance of the early recognition and intervention programs: language processes in both mother tongue and second language, development of mathematical concepts, sensory motor development and emotional and social development. The programs also enhance the development of autonomy of the students as well as the development of executive functions, encouraging them to play an active role in their learning process, as age appropriate. Parents play an important role in this process. We maintain close communication with the families, inform them of progress and promote the active involvement of the parent in managing the students learning.
FOR FURTHER INFORMATION REGARDING OUR CURRICULAR PROGRAMMES PLEASE CONTACT US AT pyppreschool@anglocolombiano.edu.co
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