THE KINDERGARTEN EXPERIENCE
Kindergarten is a crucial stage in a child's early education, marked by significant developmental milestones that lay the foundation for future academic and social success. Kindergarten marks the beginning of more formal literacy and numeracy skills, as children learn to recognize letters, write their names, read simple early readers and count numbers. Socially, Kindergarteners start to navigate the complexities of group interactions, and they begin to develop greater levels of independence in both life skills and learning. Emotional growth is also evident as children express their feelings and develop a sense of empathy. Furthermore, the Kindergarten experience fosters curiosity and a love for learning, setting the stage for a lifelong journey of exploration and discovery. Each milestone achieved in Kindergarten represents a building block for the child's ongoing educational journey and overall well-rounded development.
Personalising Learning
In the Lower School at ISB we embrace the unique potential within each learner tailor educational experiences to individual strengths, interests & pace empower learners to explore their passions integrate technology seamlessly cultivate critical thinking, and collaborate across diverse perspectives develop learners who confidently navigate the complexities of our world
KINDERGARTEN LEARNING MODULES:
Forces and Motion
Description Connected Disciplines
Conceptual Understandings
Understanding the relationship between mass and the force required to move an object
Science-Forces and Motion, MathMeasurement and Mathematical Thinking
Learners understand that:
The way objects move depends on a variety of factors, including their size and shape
A push or a pull affects how an object moves or changes shape
How Things Are Made
Understanding that production involves a series of steps
Social Studies
Learners understand that:
There are stages on production of goods and provision of services
Some goods and services are produced in our community and some are produced by other communities so we need a system that allows us to buy and sell goods and services to meet our needs
Earth's resources are used in a variety of ways
Observing Change through Life Cycles
Understanding how the needs of living things change across their life cycles
Science-Patterns in the Natural World MathSequencing
Learners understand that:
Living things have basic survival needs including food, water and shelter, which are met by their environment
Living things have a variety of external features
Living things grow, change and have offspring similar to themselves
Understanding of the principles of forces and motion can help us move things more efficiently At the beginning of this module, learners share their initial ideas around real life problems, such as moving a large object Through hands-on activities learners explore a variety of forces including pushing, pulling, throwing, dropping, rolling and flying By conducting experiments they begin to manipulate variables such as friction, surface, size, shape and mass and observe the impact they have on moving objects As their experience grows, the learners are encouraged to make predictions, construct and test hypotheses Using the inquiry process enables the learners to think of themselves as investigators and scientists that ask questions and seek out answers to real life problems
CONSTRUCT QUESTIONS:
Learners are ab e to: conduct preliminary research around a broad topic wh ch al ows the topic to be narrowed appropriately construct a powerful research quest on that requires analysis and conceptual depth construct smaller questions that ead to a possible answer to a bigger question
In this module, learners develop langauge used to describe measurements including speed, size, volume and weight
The resources that we use in our everyday lives come from a range of different sources and go through different processes of production Throughout this module, learners explore a variety of raw materials and put these materials through a process in order to create products Learners observe how the procedure can affect the outcome, for example, an apple may become apple juice or apple sauce depending on the process the apple is put through Learners look at the sequence of steps that various products go through and focus on the importance of order and sequence Through a range of cooking/ craft/ construction activities learners are provided with multiple opportunities to follow and create sets of instructions to make various products They look at common items around them, investigate their origins and compare where they were made (homemade versus factory made, local versus imports)
IDENTIFY CURRENT KNOWLEDGE AND UNDERSTANDING
Learners are ab e to:
ident fy what they currently know and understand about
ident fy gaps in their knowledge and understanding
This module culminates in the creation of a HowTo video to share with a wider audience and/or a poster that explains a procedure
Exploring our natural world helps us build a connection to nature in its various forms Being equipped with greater knowledge and understanding can help us appreciate and protect our living world Learners observe changes both in the forest and in the classroom as they watch the life cycles of frogs, butterflies and ladybugs unfold before them They explore big questions like- What is change? Where does it occur in nature? Why does this happen? How can one observe the life cycle in nature? Learners complete research and gather information through observations, computer programs, books and other sources The culminating project ends with the learners giving a science presentation on the life cycle of an animal to their parents, during a gallery walk Learners have multiple experiences organizing information and representing it using flow charts
This module is linked to the writing genre - Report Writing In small groups learners create a report about an animal or insect and complete an individual poster about their life cycle Non-fiction text features are introduced and explored
BECOMING A MATHEMATICIAN
S T E M : M a t h e m a t i c s
Strand Areas of Focus & Development
Counting & Cardinality
Knows number names and the count sequence
Counts to 100 by ones
Counts to tell the number of objects
Counting & Cardinality
Operations & Algebriac Thinking
When counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object
Compares numbers
Identifies whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group
Compares two numbers between 1 and 10 presented as written numerals
Patterns
Works with patterns
Recgnizes, repeats and creates patterns
Recognizes addition as putting together and adding to, and recognizes subtraction as taking apart and taking from Represents addition and subtraction with objects, fingers, mental images, drawings, sounds (e g , claps), acting out situations, verbal explanations, expressions, or equations
Solves addition and subtraction word problems, and add and subtract within 10, e g , by using objects or drawings to represent the problem
Works with numbers 11-19 to gain foundations for place value
Decomposes numbers less than or equal to 10 into pairs in more than one way, e g , by using objects or drawings, and record each decomposition by a drawing or equation (e g , 5 = 2 + 3 and 5 = 4 + 1)
Numbers & Operations in Base 10
Geometry
Measurement & Data
For any number from 1 to 9, finds the number that makes 10 when added to the given number, e g , by using objects or drawings, and record the answer with a drawing or equation
Fluently adds and subtracts within 5
Composes and decomposes numbers from 11 to 19 into ten ones and some further ones, e g , by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones
Identifies and describes shapes
Describes objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to
Correctly names shapes regardless of their orientations or overall size
Analyzes, compares, creates, and composes shapes
Analyzes and compares two dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e g , number of sides and vertices and other attributes (e g , having sides of equal length)
Models shapes in the world by building shapes from components (e g , sticks and clay balls) and drawing shapes
Describes and compares measurable attributes
Describes measurable attributes of objects, such as length or weight Describe several measurable attributes of a single object
Directly compares two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference For example, directly compare the heights of two children and describe one child as taller/shorter
Classifies objects and counts the number of objects in each category
Classifies objects into given categories; counts the numbers of objects in each category and sort the categories by count
Create mathematical models
Mathematical Processes
Demonstrates their thinking with pictures
BECOMING A READER AND WRITER
R e a d i n g
Strand Areas of Focus & Development
Acuracy and Fluency
Concepts About Print
Comprehension Stragegies
Reads C/D level texts accurately
Reads environmental print
Manipulates phonemes
Recalls letters and sounds and recalls K sight words
Makes connections and responds to text read to them
Uses pictures and context to understand guided leveled text
Participates in discussions about a text (e g , during whole or small group interactive readaloud discussions, during peer sharing, within play scenarios)
Retells stories or shares information from a text
Develops and answers questions about characters, major events, and pieces of information in a text
Makes connections between self, text, and the world (e g , what is familiar, what does an event/picture/character make them think of, what do they remember)
Strand
Text Types & Purposes
W r i t i n g
Vocabulary Use
Areas of Focus & Development
Compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic for the book (eg , My favorite book is )
Compose informative texts in which they name what they are writing about and supply some information about the topic
Narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide e a reaction to what happened
Identify new meanings for familiar words and apply them accurately
Use the most frequently occurring inflections and affixes (e g , -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word Sort common objects into categories (e g , shapes, foods) to gain a sense of the concepts the categories represent
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)
Identify real-life connections between words and their use (e g , note places at school that are colorful)
Distinguish shades of meaning among verbs describing the same general action (e g , walk, march, strut, prance) by acting out the meanings
Use words and phrases acquired through conversations, reading and being read to, and responding to texts
Produce upper and lower case letters and use capitals for the start of a sentence and “I”
Demonstrate some control over tense and generally use articles as pointers
Understand question words
Conventions of Standard English
Produce and expand on complete sentences
Name end punctuation
Write a letter or letters for most consonants and short vowel sounds
Use appropriate spelling based on the Common Core Standards
Production of Writing
With guidance and support from adults participate in shared editing of students' own texts and discuss possible changes
CORE LITERACIES
S T E M : D e s i g n & T e c h n o l o g y
Exploring a range of software and tools to develop coding skills and mathematical/computational thinking: Beebots
Osmo Lightbot Spritbox
We emphasize using technology responsibly and effectively for communication, collaboration and creation Becoming proficient and postive members in a digital world is a primary goal. Coding
Through projects during the year, students are introduced to the different design tools at ISB and the design process
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BECOMING AN INDEPENDENT LEARNER
T r a n s f e r a b l e S k i l l s
Strand Areas of Focus & Development
Collaboration
Thinking
Research
How can I actively listen to others?
How do I share my ideas and build on the ideas of others?
How do I work together to achieve our shared goals?
What do I think I already know about this topic?
How can I decide if information is helpful and accurate?
How does information from different sources connect to each other?
Grade Level Focus Skills
Self-Management
What questions do I have?
How can I find the best evidence for my questions?
How can I organize and record my information?
How do I set effective goals and where am I now in achieving them?
How do I feel and what is contributing to how I feel? Do I need support?
IDENTIFY CURRENT KNOWLEDGE AND UNDERSTANDING
identify what they currently know and understand about a particular idea, concept or topic identify gaps in their knowledge and understanding of a particular idea, concept or topic, as well potential misconceptions
CONSTRUCT QUESTIONS:
conduct preliminary research around a broad topic which allows the topic to be narrowed appropriately construct a powerful research question that requires analysis and conceptual depth construct smaller questions that lead to a possible answer to a bigger question
LANGUAGES PROGRAM
Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.
ISB follows the Common European Framework for Languages.
L a n g u a g e s P a t h w a y s
English Proficiency
French Foundations A1
Intermediate A2 Inedpendent B1 / C1
Grades 5 & 6
Social Studies in French option
Dutch Indpendent B1 / C1
ISB+ Plus Languages
Open to all regardless of English Proficiency
SPECIALIST PROGRAM
P h y s i c a l E d u c a t i o n & H e a l t h V i s u a l & P e r f o r m i n g A r t s
The Physical Education and Heath program focuses on the following areas:
Motor Skills & Movement Patterns
Concepts, Principles, Strategies & Tactics
Understanding Healthy Lifestyles
Body Awareness
Motor Skills Spacial Awaeness
Throughout their journey in Kindergarten, our students embark on a captivating adventure aimed at nurturing their physical and spatial understanding They immerse themselves in a diverse array of obstacle courses, daring to conquer heights and different surfaces increasing their determination and resilience Through being encouraged to choose activities that safely test their limits, they courageously expand their comfort zones and further develop their motor skills and body awareness
In their year of Kindergarten, lessons will also bring an opportunity to explore a range of ball activities With each toss and catch, they master the art of hand-eye coordination, skilfully maneuvering various objects to propel balls with increasing precision As they partake in a multitude of games, they begin to explore a range of open spaces, discovering the exhilarating freedom of movement and navigation
Music
The Arts program focuses on the following areas:
Creating & Performing and
Responding & Connecting to visual & musical artworks
Our Visual Arts program for students in Kindergarten through Grade 2 offers a vibrant canvas for exploration across a rich tapestry of artistic expressions, spanning from sculpture and construction to painting, drawing, textiles, and digital art Guided by a curated study of diverse artists, our students embark on a journey of discovery, unlocking a spectrum of techniques and igniting their imaginations to boundless creative horizons
Within our ECC common space and Chateau, an ever-evolving gallery showcases the masterpieces crafted by our students, created individually or collaboratively Through collaborative efforts with both on-campus artists and off-campus excursions, including our artist-in-residence program, our students are immersed in a dynamic exchange of creative perspectives, drawing inspiration from the visions of others
Our school forest not only provides a stunning backdrop to their learning experience but all provides our students with a unique en plein air experience enriching their artistic journey
When students understand the building blocks of music they can use them to make music together, express themselves and convey something through music Keeping a steady beat allows us to stay together when we sing or play instruments By changing the volume of music we can create surprising effects, and changing the speed of the music can influence the mood
We learn these and other principles through stories, movement, songs and playing a variety of small percussion instruments By the end of the year each student is able to create a short melody which is then performed by a buddy from the Upper School orchestra In addition to our scheduled music classes we have regular Kindergarten Singalongs which strengthens our sense of community
Visual Arts
KINDERGARTEN SWIMMING PROGRAM
L e v e l s a n d S k i l l s
We offer three different levels of swimming instruction to make sure that all students expereince success and growth. The levels include:
Beginner level
Intermediate Level
Advanced/Independent Swimmer
FIELD TRIPS & HOME LEARNING
Field
Trips
I
s
e x p e r e i n c e h o w t h i n g s a r e m a d e
Home Learning
Grade K- 20 minutes
u t a n d
Grade 5 - 50 minutes
Grade 6 - 60 minutes
R e a d i n g i s t h e t o p p r i o r i t y a s s i g n m e n t f o r h o m e . A l l s t u d e n t s s h o u l d s p e n d a t l e a s t 2 0 m i n u t e s p e r e v e n i n g
r e a d i n g i n d e p e n d e n t l y o r w i t h a p a r e n t
O t h e r a c t i v i t i e s m a y a l s o b e p e r i o d i c a l l y a s s i g n e d a s r e l e v a n t t o s u p p o r t a n d e x t e n d l e a r n i n g t a k i n g p l a c e
d u r i n g t h e s c h o o l d a y . T h e s e a s s i g n m e n t s w i l l b e l i m i t e d i n t i m e a n d h a v e a c l e a r p u r p o s e . E x a m p l e s m a y
i n c l u d e i n t e r v i e w i n g f a m i l y m e m b e r s a s c o n n e c t e d t o a u n i t o f s t u d y , w r i t i n g t o d e v e l o p f l u e n c y , p r a c t i c i n g
m a t h e m a t i c s s k i l l s f o r i n d e p e n d e n t m a s t e r y , r e v i e w i n g l a n g u a g e v o c a b u l a r y , e t c .
T y p i c a l A s s i g n m e n t s f o r G r a d e K i n d e r g a r t e n :
I n d e p e n d e n t R e a d i n g
D u r i n g t h e i r K i n d e r g a r t e n y e a r c h i l d r e n w i l l b e g i n t o b r i n g r e a d y i n g b o o k s h o m e d u r i n g t h e w e e k T h e s e a r e f a m i l i a r t e x t s t h a t s t u d e n t s h a v e r e a d i n c l a s s . F a m i l i e s a r e a s k e d t o r e v i s i t t h e s e t e x t s w i t h t h e i r c h i l d r e n a s a w a y t o b u i l d b o t h h e a t h l y r e a d i n g h a b i t s a n d r e i n f o r c e t a u g h t r e a d i n g s k i l l s
B e i n g R e a d T o
W e e n c o u r a g e f a m i l i e s t o a l s o m a k e t i m e t o r e a d t o t h e i r c h i l d i n b o t h E n g l i s h a n d i n t h e i r o w n h o m e
l a n g u a g e
SUPPORTING LEARNERS
English Language Development
The English Language program provides services to multilingual learners by supporting their development of English language skills and access to academic learning Through either the Foundational (for beginning English learners) or Intermediate (for students with a solid foundation in English) programs, students are well supported in their developing English reading, writing, listening and speaking
S t u d e n t S e r v i c e s
Learning Support
ISB provides services for students with learning needs We provide a whole range of levels of support, making sure that every child gets what they need to be successful The teaching teams decide on the most appropriate level of support to help each student access academics and develop foundational skills Individual Learning Plans (ILPs) are developed for students who require moderate levels of support to help track and describe their progress towards specific goals Speech and Language Therapy and Occupational Therapy services are also availalbe on our campus
High Ability
Enrichment & Extension: through accelerated targets, alternate texts or specially designed tasks that increase depth of knowledge, students have opportunities to work with peers of similar abilities and have direct instruction and feedback on growth and areas for further development
Partnerships: ISB works in partnership with organizations such as the Center for Talented Youth (John Hopkins University), Stanford University & Northwestern University where qualifying students have the opportunity to access courses to further develop areas of high ability and interest These courses take place outside of school hours, but time in-school may be provided on a case-by-case basis
Counseling
Counselling Services are available to all students on a short-term and needs basis. Although we do not provide longterm therapeutic support, our Counselor can make recommendations to other professionals in Belgium and abroad.
Additionally our Counselor leads our in class social skills lessons, and leads parent workshops, book clubs and shares timely and pertinent resources with families around common issues and parenting challenges.