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PRE - KINDER IB Primary Years Programme Curriculum Information for Pre-Kinder 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 Pre-kinder principally through concept-driven will be structured around four units inquiry. of 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.



Anglo Tree Friendly WHY IS THIS LEAFLET ELECTRONIC? At the Anglo we are really committed with the environment, programmes such as Anglo Tree friendly 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.


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: "




! ! !

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.













We, as teachers, are aware of the i m p o r t a n ce o f t h e model we are providing but most importantly, we need our whole school community to s h a r e o u r c o m m i t m e n t to helping our children grow and develop in these ways. All values are nurtured, first and foremost at home.

while at the same time e m p h a s i s i n g t h e i m p o r t a n ce o f reflection on a personal and academic level.




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 n e e d to s e e t h e s e values reflected in the attitudes of the adults in their own world.

The core components of IB programmes encourage students to participate in creative and serviceoriented activities,


Beyond intellectual rigour and high academic standards, strong emphasis is placed on the ideals of international 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 aairs, 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 a d d r e s s e s s o c i a l , physical, emotional and cultural needs as well as academic ones. For more information on the Primary Years programme please access: or contact us at:

COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL PRE-KINDER UNITS OF INQUIRY 1. Ready, Set, Go! Subject Focus: Maths, Language, P.S.P.E and Social Studies Central Idea: Knowing where we come from and where we are now allow us to behave accordingly and become a member of the new community. An Inquiry into: • Personal change (Where I come from) • Sequence, time and comparing • Routines, rules and responsibilities. • Orientation within the new school setting

2. This is me! Subject Focus: Maths, Language and P.S.P.E Central Idea: My feelings, my physical characteristics and my abilities are part of who I am and impact how I evolve and change. An Inquiry into: • My feelings and physical characteristics - taking care of myself • My abilities and things I can do • My responsibilities • How I best learn in school • What relationships are built on (Home and school)


COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL PRE-KINDER UNITS OF INQUIRY 3. Imagine That! Subject Focus: Art , Music, P.E and Language Central Idea: We can all express ourselves in different ways An Inquiry into: • Different ways of expression • Different ways of communicating stories • Oral tradition in Colombia, learning about different people and places through stories. • How to create a story - structure and sequence

4. We are the world. Subject Focus: Social Studies , Science, Art and Language Central Idea: We share a responsibility in ensuring the needs people, animals and plants have to grow and stay healthy are met. An Inquiry into: • Our responsibilities towards caring for the needs of our classmates and the environment. • The conditions people, animals and plants have in order to stay alive and healthy. How we learn about / find out about our needs and the needs • of others.


COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL THE ROLE OF THE SUBJECT AREAS IN THE PYP 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)



b. Written communication – reading and writing instruction in Reading and Writing Pre-kinder is to instil children with c. Visual Communication – the confidence to see themselves as readers and writers, while making Viewing and Presenting transit through developmental stages The exploration of the four units of literacy development. Decoding of inquiry during the year takes (recognising sounds of letters or place mainly in their first language words) and encoding (writing letter but as children become more secure s o u n d s a c c u r a t e l y ) a r e n o t in the school setting, they are guided overemphasised, though these are to increa sing le vels of English long term gains that all students language use. experience at some point in their B u i l d i n g c o n f i d e n c e a n d learning process. familiarity with sounds, patterns and Opportunities are provided for str uctures of English langua ge children to begin to develop the through dail y lessons prepares skills of early writing through a children for the development of variety of explorator y and preliteracy skills. In a supportive writing activities. These are in line learning situation, which builds on w i t h t h e S p a n i s h Pr o g r a m m e the language skills and abilities (“Programa Letras”). As children children have already acquired before grow in confidence and maturity, s t a r t i n g s c h o o l , s t u d e n t s a r e they are encouraged to develop an provided with learning opportunities appropriate pencil grip to begin to which prepare them for the next form letters using correct directional stage of cognitive development. movement.

As Pre-kinder children make their way adapting to school life, their development of mother tongue is promoted to ensure cognitive d e v e l o p m e n t . G r a d u a l l y, a n increa sing exposure to spoken English language through students’ interaction with English speakers, participation in classroom and playground activities, and structured daily lessons brings children to the bilingual context. English as the language of instruction of these Our programme includes an learning experiences, enables the appealing range of good quality development of 3 main areas of children’s literature to capture their language in meaningful contexts: ima gination, build interest and a . O r a l C o m m u n i c a t i o n – enthusiasm for reading and provide Speaking and Listening the basis for developing concepts about print. Our objective with


English support is provided for students in the process of mastering their second or other language. At home, you can support your child’s language development in many ways and help to make this a positive and enjoyable experience.



• Provide opportunities for your child to recognise and 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.


Children will be read to daily, and will have opportunities to read with and to one another, and to discuss what they have read.

Children will be able to identify and reflect upon “big ideas”. Children will use oral language for social interaction and to obtain knowledge. They will communicate needs, feelings and ideas in order to respond to a variety of experiences, responding appropriately in a variety of conversations and interactions.

Children will listen and speak in authentic contexts.

Children will be eager to read globally, extracting meaning from illustrations and beginning to match pictures with some familiar words.

Children will gain an understanding of concepts about print: how text is placed from left to right, how words are read from top to bottom, that words and sentences have a beginning and an end.


Children will experiment playing with writing and will progress from scribble or “pretend” writing to writing isolated letters in words.

At the end of Pre-Kinder children will have assigned meaning to messages and will have gradually produced recognisable (though not necessarily conventional) spellings of a range of words.

Children will enjoy using media to make sense of their world.

Children will view and react to media items or factual information in order to understand and describe what they see.

COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL ESPAÑOL EN PRE KINDER Los niños de Prekinder asisten diariamente a una o dos sesiones de ESPAÑOL de 35 minutos. Estos espacios son de gran importancia pues lo que se pretende es continuar con el proceso de desarrollo del lenguaje, que fundamentalmente se ha venido realizando en la familia y en el jardín. Y es que para iniciarse en el bilingüismo los niños necesitan estar muy bien armados: tener un buen

desarrollo de su lengua materna. La lengua materna ocupa un lugar preponderante en el contexto de un colegio bilingüe como el nuestro, pues sobre la base de un buen desarrollo de la lengua materna que se aprende un segundo idioma. Se trata de tener un espacio de muchísima estimulación del pensamiento y la creatividad.

¿ Cómo se realiza esto? Se procuran espacios diarios en donde los niños puedan interactuar en dramatizaciones y la participar en juegos estructurados de lenguaje como las asociaciones, descripciones, narraciones, etc. Por medio del juego, pueden aprender sobre el lenguaje, sus usos, su funcionamiento y su estructura, es decir la manera en como se forman las palabras con sonidos etc. Diariamente disfrutan de lecturas y análisis de cuentos y otras clases de textos.

Además, es importante tener en cuenta que los niños inician un proceso de inmersión natural en la lengua escrita en español. Esto significa que los niños escriben lo que quieren como pueden y recorren un camino con retos. Este camino se diferencia bastante de las metodologías tradicionales, en las cuales se aprenden primero las vocales, luego las consonantes en un orden definido para luego formar frases sin sentido como “la mula lame la lima”.

En nuestro colegio los niños escriben siempre y desde el primer momento textos completos con función y sentido. De esta manera desde el principio utilizan sus rayones y garabatos para comunicarse con otros a través de cartas, cuentos, noticias, etc. En Prekinder las fases de este programa son dos. En la primera los niños pasan de los rayones y garabatos, pasando por pseudoletras, para llegar a una sucesión de letras dispuestas al azar. En la segunda los niños pasan del reguero de letras dispuestas al azar a la codificación silábico vocálica, es decir a la escritura de palabras, oraciones y textos completos utilizando únicamente la vocal correspondiente por cada sílaba. Todo esto se realiza durante situaciones significativas en las cuales los niños se comunican libremente a través


La metodología del Programa Letras que se utiliza en el Colegio se basa en la construcción de textos con una función cultural y con sentido.

de la escritura , de didácticas específicas y de juegos que los van llevando a la comprensión de aspectos como la separación de sílabas. Vale la pena agregar que los niños van vivenciando experiencias que les permiten adquirir más conciencia de su cuerpo, mejorar su coordinación motriz y empezar a manejar el espacio. Es por ello que dentro de la clase los niños pueden manipular distintos materiales para ir disociando progresivamente el hombro, codo y muñeca. Adquieren cada vez mayor precisión en el manejo de técnicas como el rasgado, modelado, coloreado, etc. También tienen acceso a materiales para mejorar la percepción visual y el manejo del espacio.

COLEGIO ANGLO COLOMBIANO, PRE-SCHOOL The objectives for the year are clearly defined and all children have opportunities to achieve these objectives, however, not all children learn in the same way or at the same time. Teaching 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 n e x t s t a g e . W h e r e n e c e s s a r y, children are provided with extra “ T h e support or additional challenges, to Nu m e r a c y meet their individual needs. Programme v i e w s The numeracy programme mathematics not as a fixed body of knowledge to be transmitted, but as emphasises connections between a way of thinking and a language for m a t h e m a t i c a l i d e a s , b e t w e e n understanding meaning. To study mathematics and other learning mathematics is to inquire into this areas and between mathematics and language and to learn to think in this real-life experiences. way. It is a proficiency, which involves confidence and competence Through daily structured with numbers and measures. It lessons as well as through informal requires an understanding of the opportunities that arise during the number system, a repertoire of d a y, c h i l d r e n develop their computational skills and an u n d e r s t a n d i n g of important inclination and ability to solve mathematical concepts. Wherever number problems in a variety of possible, mathematical ideas are contexts. Numeracy also demands related to the Unit of Inquiry the practical understanding of the ways children are under taking. For in which information is gathered by counting and measuring, and is example, if the children are learning presented in graphs, diagrams, charts about the ways in which they are and tables.” (Taken f rom: The a l i ke o r d i f f e r e n t f r o m o t h e r Primar y Years Programme PYP children, data is collected and graphs are used to visually represent Scope and sequence document). their findings.


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 appropriate to the child’s needs and developmental stage.


Through a range of meaningful experiences, the numeracy programme in Pre-kinder 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.


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 count and use numerals to represent quantities. - Count and recognise numbers to 12. - Know the written numerals 0-12. - Understand the concept of one to one correspondence. - Explore the concept of conser vation of number through manipulatives. - Know the language for comparing quantity of objects (e.g.” more than”,” less than” and “the same”) - Find, describe and create simple patterns using real objects. Computation: - Know that the quantity of objects can change by adding or subtracting. – Us e a v a r i e t y o f strategies in the problem solving process. - Draw pictures represent problems




Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing events.

- Develop an understanding of how the collection and organisation of information helps make sense of the world.

-Understand basic concepts of time (e.g. today, tomorrow, yesterday, before, after…) -Order objects qualitatively by measurable attribute.

3. - SPACE AND SHAPE Learners will understand that shapes have characteristics that can be described and compared.

- They will sort and label real objects into sets by attributes. -Collect data from everyday situations.

5. - PATTERN AND FUNCTION -Sort and groups objects by attributes. - understand that patterns and sequences occur in everyday situations.

-Know basic geometric langua ge for naming shapes (e.g. circle, triangle, square, oval rectangle). -Understand the common language used to describe position. -Explore patterns.

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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.

• Make connections between previous and current learning • Make predictions • Collect data and

• Solve problems in a variety of Science is the exploration of the ways. Biological, chemical and physical aspects of the natural world, and the In the PYP it is acknowledged relationships between them. that experiences during the Early A l l t h e S c i e n ce a n d S o c i a l Years lay the foundations for all Studies learning takes place in the future learning. At the Anglo we make sure we recognise ad maximise context of the units of Inquiry. this crucial stage of learning. 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. Through the units of Inquiry our students: • Explore, wonder, question • Experiment and play with possibilities


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

• Ta ke m u s i c w o r k s h o p s a n d instrumental lessons


• 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

• Pa r t s o f t h e b o d y recognition • Differentiate sound, noise & silence • Sound qualities (softstrong, fast-slow, high-low • Intonation of songs • Im i t a t e & c r e a t e rhythmic cells • Recite & create rhymes, etc

preferences and styles


ART IN PREKINDER: • Control of lines • Cutting • Ripping • Modelling • Pasting • Colouring • Painting with Primary colours • Discovering shape

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


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 Pre-Kinder class, 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 f u l l confidence, he will later be unable to cope with the more advanced tasks demanded of him.


• IDENTITY • ACTIVE LIVING • INTERACTIONS Children will: Explore their body as a tool to express feelings and moods. Perform a choreography with assistance. Explore different ways of traveling and of handling small apparatus. Explore basic ways of handling small apparatuses in any given games. Participate in individual or small group games that involve the use of the space. Explore ways in which their weight is transferred both on the floor and on large apparatus. Move safely in the Hall.


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.



Pre Kinder info for parents  

Pre Kinder curriculum information