Kindergarten Experience

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THE KINDERGARTEN EXPERIENCE

Key Developmental Milestones 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 recognise 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

Character Standards

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BECOMING INTERNATIONAL CITIZENS

ISB believes that in order to be International Citizens, successful in and out of school, students need to learn and develop social and emotional competencies.

These competencies are grounded in our Character Standards.

KINDERGARTEN LEARNING MODULES: Forces and Motion

How Things Are Made

Observing Change through Life Cycles

Description

Understanding the relationship between mass and the force required to move an object

Understanding that production involves a series of steps

Understanding how the needs of living things change across their life cycles

Connected Disciplines

Science-Forces and Motion, MathMeasurement and Mathematical Thinking

Social Studies

Science-Patterns in the Natural World MathSequencing

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.

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.

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.

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).

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 programmes, 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 organising information and representing it using flow charts.

Conceptual Understandings

Learning Engagements

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.

In this module, learners develop langauge used to describe measurements including speed, size, volume and weight.

This module culminates in the creation of a How-To video to share with a wider audience and/or a poster that explains a procedure.

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.

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BECOMING A MATHEMATICIAN The ISB Mathematics programme is designed to develop a deep understanding of mathematical concepts while nurturing critical thinking skills and problem-solving abilities.

Strand

Areas of Focus & Development

STEM: Mathematics

Counting & Cardinality Knows number names and the count sequence Counts to 100 by ones

Counting & Cardinality

Counts to tell the number of objects 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 Recgnises, repeats and creates patterns

Operations & Algebriac Thinking

Numbers & Operations in Base 10

Geometry

Recognises addition as putting together and adding to, and recognises 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) 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 Analyses, compares, creates, and composes shapes Analyses 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

Measurement & Data

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

Mathematical Processes

Create mathematical models Demonstrates their thinking with pictures

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

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BECOMING A READER AND WRITER

Reading

Strand

Acuracy and Fluency

Reads C/D level texts accurately

Concepts About Print

Reads environmental print Manipulates phonemes Recalls letters and sounds and recalls K sight words

Comprehension Stragegies

Strand

Writing

Areas of Focus & Development

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)

Areas of Focus & Development

Text Types & Purposes

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.

Vocabulary Use

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.

Conventions of Standard English

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 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

STEM: Design & Technology

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CORE LITERACIES

As a 1:1 device school, quality technology is available for all students. With extensive design resources such as 3-D printers, laser and vinyl cutters, green screen studios, v-Rex robotics, and a VR suite, Elementary students use one of the best DesignTech spaces in Belgium.

Coding

Design Technology

Digital Citizenship

Exploring a range of software and tools to develop coding skills and mathematical/computational thinking: Beebots Osmo Lightbot Spritbox

Through projects during the year, students are introduced to the different design tools at ISB and the design process.

We emphasise using technology responsibly and effectively for communication, collaboration and creation. Becoming proficient and postive members in a digital world is a primary goal.

Within Design units at ISB, students follow the Stanford University Design School model

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BECOMING AN INDEPENDENT LEARNER Transferable skills, also known as portable or universal skills, can be applied across various subjects and situations. These skills are not tied to specific disciplines but rather can be adapted and transferred from one context to another.

Transferable Skills

Strand

Areas of Focus & Development

Grade Level Focus Skills

Collaboration

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?

Thinking

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?

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.

What questions do I have?

How can I find the best evidence for my questions?

How can I organise and record my information?

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.

Research

Self-Management

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?

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LANGUAGES PROGRAMME

Languages Pathways

Students, who have demonstrated proficiency in English, access our French language. Additional languages are offered as part of the ISB+ programme, based on demand. ISB follows the Common European Framework for Languages.

English Proficiency

French Foundations A1 Intermediate A2 Inedpendent B1 / C1

Grades 5 & 6 Science & Social Studies in French option

ISB+ Plus Languages Open to all regardless of English Proficiency

HOME LANGUAGE CLASSES Students who speak Hebrew, Spanish, Japanese, Korean, Dutch, or Swedish have access to one hour a week of a home language class. For Prekindergarten and Kindergarten this has an oral language focus, for students in Grade 1 and 2 this has a focus on early literacy skills.

Hebrew

Spanish

Japanese

Korean

Dutch

Swedish

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SPECIALIST PROGRAMME Specialist programmes at ISB are essential components of a well-rounded education. These programmes enhance problem-solving, critical thinking, decision-making, team work, and self expression.

Visual & Performing Arts

Physical Education & Health

Each programme is taught by a Specialist in the respective field.

Body Awareness The Physical Education and Heath programme focuses on the following areas: Motor Skills & Movement Patterns Concepts, Principles, Strategies & Tactics Understanding Healthy Lifestyles

Motor Skills

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.

Visual Arts

The Arts programme focuses on the following areas: Creating & Performing and Responding & Connecting to visual & musical artworks.

Spacial Awaeness

Our Visual Arts programme 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 oncampus artists and off-campus excursions, including our artist-in-residence programme, 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.

Music 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.

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KINDERGARTEN SWIMMING PROGRAMME

Learning to swim at a young age is of paramount importance for several reasons.

Levels and Skills

We believe that this is a crucial life skill that enhances water safety. Early exposure to swimming instills confidence in the water, helping children overcome any fear and building a strong foundation for aquatic competence. After their year of swimming in Kindergarten children can follow this passion through engagement in afterschool activites from Gr 1 on.

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

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FIELD TRIPS & HOME LEARNING Field Trips In the ECC we integrate meaningful outside of school experiences into the learning programme by taking the students on a number of excursions through the year. Our Kindergarten students travel to local markets to purchase fresh items for cooking, visit the zoo, and work with a range of visiting experts to learn about and expereince how things are made.

Home Learning

Grade 6 - 60 minutes

Grade K- 20 minutes

Reading is the top priority assignment for home. All students should spend at least 20 minutes per evening reading independently or with a parent.

Other activities may also be periodically assigned as relevant to support and extend learning taking place during the school day. These assignments will be limited in time and have a clear purpose. Examples may include interviewing family members as connected to a unit of study, writing to develop fluency, practicing mathematics skills for independent mastery, reviewing language vocabulary, etc.

Typical Assignments for Grade Kindergarten: Independent Reading During their Kindergarten year children will begin to bring readying books home during the week. These are familiar texts that students have read in class. Families are asked to revisit these texts with their children as a way to build both heathly reading habits and reinforce taught reading skills.

Being Read To We encourage families to also make time to read to their child in both English and in their own home language.

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SUPPORTING LEARNERS

English Language Development The English Language programme 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) programmes, students are well

Student Services

supported in their developing English reading, writing, listening and speaking.

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 organisations 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 long-term 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.