THEPREKINDERGARTENEXPERIENCE KeyDevelopmentalMilestones Prekindergartenisacrucialstageinachild’searlydevelopment,markedbyseveral importantmilestonesthatsetthestageforfutureacademicandsocialsuccess.One keymilestoneisthedevelopmentalfoundationalmotorskills,includingfinemotor skillssuchasholdingapencil,cuttingwithscissors,andbasichand-eye coordination.Prekindergartenalsolaythegroundworkforearlycognitiveskills,as chidlrenbegintorecognisesounds,letters,numbers,shapesandcolors,fostering pre-literacyandpre-numeracyabilities. Socially,Prekindergartenisatimewhen childrenlearntointeractwithpeers,share,taketurns,andcooperateinagroup setting,buildingessentialsocialskills.Furthermore,emotionalmilestonesare significant,aschildrenstarttoexpressandmanagetheiremotions,developasense ofself,andbuildresilience.Theexposuretostructuredroutinesandbasicclassroom etiquetteinPrekindergartenalsohelpspreparechildrenforthemoreformalaspects ofschooling.Thesemilestonescollectivelycontributecontributetoawell-rounded foundationforfuturelearningandsuccessinKindergartenandbeyond.
PersonalisingLearning IntheLowerSchoolatISBwe
embracetheuniquepotentialwithineachlearner tailoreducationalexperiencestoindividualstrengths,interests&pace empowerlearnerstoexploretheirpassions integratetechnologyseamlessly cultivatecriticalthinking,andcollaborateacrossdiverseperspectives developlearnerswhoconfidentlynavigatethecomplexitiesofourworld
BECOMING INTERNATIONAL CITIZENS ISBbelievesthatinordertobeInternationalCitizens,successfulinandoutof school,studentsneedtolearnanddevelopsocialandemotionalcompetencies. ThesecompetenciesaregroundedinourCharacterStandards. C h a r a c t e r S t a n d a r d s
ABalancedandPurposefulApproach AtISB,webelieveeverychildisstrong,confident,andcompetent.Our PreschoolandPrekindergartenprogrammeblendsplay-based learningwithintentionalteachingtoensureeachchild’sgrowthin knowledge,skills,anddispositions.Ateamofhighlyqualifiedearly years’teachersdesignandimplementaprogrammethatlaysthe foundationforimpactfulandsustainedlearningoutcomes.
OurApproachIs:
DevelopmentallyAppropriate
Learningexperiencesarealignedwitheachchild’sage,stage, andindividualneeds,supportingholisticgrowth—cognitive, social,emotional,andphysical.
RootedinaContinuumofLearning
Teachingisbasedonaclearlydefinedprogressionof knowledgeandskillsfromPreschoolthroughGrade12, ensuringcoherenceandcontinuityacrossalllearningphases.
PurposefullyPlay-Based
Playisrecognisedasapowerfulcontextforlearning. Educatorsdesignrich,engagingenvironmentswherechildren explore,inquire,andbuildessentialknowledgeandskills throughmeaningfulplay
PersonalisedandResponsive
Educatorsobserveclosely,listendeeply,andadaptlearning toeachchild’sstrengths,interests,andnextsteps—supporting differentiatedpathwaysforsuccess.
IntentionalandReflective
Teachersuseopen-endedquestions,provocations,and scaffoldingstrategiestoextendlearning.Planningisinformed byreflectivepracticeandalignedwithcurriculumoutcomes.
Future-Focused
OurEarlyYearseducatorsworkcloselywithcolleaguesacross theschooltoensurethatfoundationallearningconnectswith long-termeducationalgoals,preparingchildrentothriveas learnersforlife.
PREKINDERGARTENLEARNINGMODULES: ExploreandConstruct Stories OutandAbout Understandingtheroleofexploration andproblemsolvinginconstruction.
Math/Science-measurement,weight, balance
Learnersunderstandthat:
Theprocessofconstructioninvolves experimentingandsolvingproblems Structureshaveapurpose Differenttypesofmaterialscanbe usedforconstruction
Anexplorationofconstructingwitha varietyofmaterialsengageslearnersin boththeprocessandthepurposeof construction Learnersareexposedto theprocessofconstructingabuildingby talkingwithexperts Theyexplorethe purposeofdifferentstructuresbytaking campuswalks,participatingin discussions,andlookingatillustrationsin books Learnersgothroughtheprocess ofdesigningandplanninga constructionwithapurposeinmind Theycreatemodelsandexperimentwith creatingtowers,enclosuresandbridges usingarangeofdifferentmaterials This includesusingoutdoormaterialsand buildingintheplaygroundandforest
Thismoduleislinkedtothedescriptive genreprovidingbothoralandrecorded languageexperiences
Understandinghowstoriescanbetoldin differentways
Literacy-listeningandspeaking
Learnersunderstandthat:
Peoplehaveemotionalresponsesto stories
Storiescanbetoldorallyandvisually, throughbooks,dramaanddigital resources
Messagescanbecommunicated throughstories
Anexplorationofdifferenttypesofstories allowsustounderstandthateveryonehas storiestotellandthatstoriescanbetoldin manyways Throughthismodulelearners areencouragedandsupportedtoretell familiarstoriesorallyusingpuppets, authenticprops,feltboards,andassorted othermaterials Throughexposuretoa widevarietyofstorieslearnershavethe opportunitytoidentifypatternsinstories Learnersaresupportedtomakebothtextto-selfandtext-to-textconnections throughcarefulquestioningandmodeling Learnersalsohavetheopportunityto respondtostoriesandexplorethefeelings ofcharactersTheyareprovidedwith numerousopportunitiestoadaptfamiliar storiesandcreatetheirowneitherorallyor throughimages
Thismoduleislinkedtothe narrative/recountgenrewithinliteracyas wellasthespeakingandlistening componentsofthecurriculum
Understandinghowresourceswithinthe communitymeetourneeds.
Socialstudies-mapping,datacollection, socialresponsibility
Learnersunderstandthat:
Peoplearepartofdifferent communities
Peopleuseresourcesfromtheir communitiestomeettheirhealth, social,andfoodneeds
Peoplehaveresponsibilitiesthathelp theircommunitiesfunction
Anexplorationofdifferentlocalcommunities enableslearnerstoseethelargerworldin action Learnersareprovidedwith opportunitiestoexploretheirpersonal connectionstodifferentcommunities consideringthecommunityresourcesthat helptomeettheirsocial,healthandfood needs Inaddition,learnersbegintoexplore theirindividualresponsibilitieswithindifferent communities,suchasfamily,theclassroom, theECC,ISB,andBoitsfort Learnersrevisitthe ECCfourcommonagreements(toactinsafe, fair,kind,respectfulways)especiallyrelatedto ourECCcommunity Theyexamineand exploremapstoseehowmapsprovide importantinformationthatcanhelppeopleto findresources Learnersareprovidedwith opportunitiestomaketheirownmapsof familiarspacessuchastheclassroomand playground,usingtheirdevelopingliteracy skillstomakelabels
Thismoduleislinkedtoproceduralwritingand involveslearnersindescribingandpresenting proceduresthroughlanguageandimagery
FORESTANDOUTDOORLEARNING Forestlearningandoutdooreducationprovide youngchildrenwithawealthofbenefitsthat contributetotheiroveralldevelopmentand well-being.
AtISB,webelievethat:
exposuretonaturalenvironmentsfostersa senseofwonderandcuriosity,promotinga loveforlearningfromanearlyage. outdoorsettingsstimulatesensory experiences,allowingchildrentoexplore differenttextures,smells,andsounds, contributingtotheircognitivedevelopment. physicalactivityisanaturaloutcomeof outdooreducation,promotinggrossmotor skills,balance,andcoordinationaschildren engageinactivitieslikeclimbing,running, andjumping
outdoorlearningenhancescreativityand problem-solvingskillsaschildrennavigate naturalchallengesandcomeupwith imaginativesolutions spendingtimeinnaturehasbeenlinkedto improvedmentalhealth,reducingstress andanxiety.
socially,outdooreducationpromotes teamwork,communication,andcooperation aschildrenengageingroupactivitiesand learntoshareandtaketurns. developingaconnectionwiththenatural worldatanearlyageinstillsasenseof environmentalstewardship,fosteringa lifelongappreciationfornatureanda commitmenttoconservation
BECOMINGAMATHEMATICIAN TheISBMathematicsprogrammeisdesignedtodevelopadeepunderstandingof mathematicalconceptswhilenurturingcriticalthinkingskillsandproblem-solvingabilities. S T E M : M a t
Strand
AreasofFocus&Development Rotecountinorderto20withincreasingaccuracy
Countupto10objectsinalineusingone-to-onecorrespondencewithincreasingaccuracy andanswerthe question“Howmany?”
Withoutcounting,statethenumberofobjectsinasmallcollection(1-5)
Givenanumber0-5,countoutthatmanyobjects
Countingand Cardinality
Comparetheamountofobjectsinsmallsetsofobjects(upto5objects)bymatchingorcountinganduselanguage suchas“morethan”and“lessthan”todescribethesetsofobjects
Writesomenumerals,number-likeformsorimagestorepresentquantities(upto10)duringplayanddailyactivities
Recognisesomenumeralsandattempttowritethemduringplayanddailyactivities
Matchnumerals1-5tosetsofobjects,withguidanceandsupport
Showunderstandingoffirst,nextandlastduringplayanddailyactivities(ex:answerquestionsaboutwhoisfirstand lasttoslidedowntheslide)
Operations& AlgebriacThinking
Geometry
Measureme nt&Data
Showtheyunderstandthatputtingtwogroupsofobjectstogetherwillmakeabiggergroup(upto10objects)and thatagroupofobjectscanbetakenapartintosmallergroups
Useobservationandcountingwithincreasingaccuracytoanswerquestionssuchas“howmanydoweneed?” duringplayandotherdailyactivities(countnewchildrentoseehowmanymoreplatesareneededforsnack)
Identifiesanddescribesshapes
Matchshapestotheiroutlinewithconcretematerials
Recogniseandlocatesimpleshapesintheimmediateenvironment
Use2-and3-dimensionalshapestorepresentrealworldobjects(Igluedacircleandsquareonmypicturetomakeahouse)
Namebasicshapesanddescribetheircharacteristicsusingdescriptiveandgeometricattributes(that’satriangle,it’spointy)
Usesimplepositionalwordsindirectionsortodescribelocation
Describesandcomparesmeasurableattributes
Usecomparativewords,suchasbigger/smaller,taller/shorter
Usesimplesequencingwords(next,after,before,morningandafternoon)
Usesimplemeasurementtoolswithguidanceandsupporttomeasureobjects(unifix,ruler,measuringcup,scale)
Comparethesizeorweightoftwoobjectsandidentifywhichoneislonger,taller,heavierthantheother(thesnake islongerthantheworm)
Putafewobjectsinorderbylength(arrangeagroupofthreeblocksfromshortesttolongest
Sortagroupofobjects(0-10)usingoneattribute(colour,size,shape,quantity)withincreasingaccuracy
Duplicateandextendsimplepatternsusingconcreteobjects
Classifiesobjectsandcountsthenumberofobjectsineachcategory
Comparessmallgroupsofobjectstoshowmoreorless
Representsdatausingconcreteobjects
Respondstosimplequestionsbasedonrecurringeventsinthedailyroutines
Mathematical Processes
Createmathematicalmodels
Demonstratestheirthinkingwithpictures
Usedrawingandconcretematerialstorepresentmathematicalideas(drawmanycirclestoshow“lotsofpeople”
BECOMINGAREADERANDWRITER Strand AreasofFocus&Development
Recogniserhymingwords
Count,pronounce,blend,andsegmentsyllablesinspokenwords
Phonological Awareness
R e a d i n g
Concepts AboutPrint
Blendindividualwordsintocompundwords
Blendandsegmentonsetsandrimesofsingle-syllablespokenwords
Isolateandpronouncetheinitial(phonemes)inthree-phoneme(consonant-vowel-consonant,orCVC)words
Produceryhmingwords
Demonstratesone-to-oneletter-soundcorrespondencebyproducingtheprimarysoundofsomeconsonants
Recognisingwordboundaries
Turnpagesfromrighttoleft
Recognisesthatspokenwordsarerepresentedinwrittenlanguage
Makesanattempttorecitefamiliarrefrainsfromstories
Recognisesandnamessomeupper/lowercaselettersofthealphabet,especiallythoseinownname
Readssomesimplewords
Differentiateslettersfromnumerals
Identifiesfrontcoverandbackcover
Looksatpicturewithintention
Comprehension Stragegies
Participatesindiscussionsaboutatext(eg,duringwholeorsmallgroupinteractivereadalouddiscussions,during peersharing,withinplayscenarios)
Retellsstoriesorsharesinformationfromatext
Developsandanswersquestionsaboutcharacters,majorevents,andpiecesofinformationinatext Makesconnectionsbetweenself,text,andtheworld(eg,whatisfamiliar,whatdoesanevent/picture/character makethemthinkof,whatdotheyremember)
Strand AreasofFocus&Development
TextTypes &Purposes
W r i t i n g
VocabularyUse
Withpromptingandsupport,useacombinationofdrawing,dictatingorwritingtoexpressan opinionaboutabookoratopic(EG,Ilike because )
Identifynewmeaningsforfamiliarwordsandapplythemaccurately Basedonpre-kindergartenreadingand content (eg,knowingduckisabirdandlearningtheverbtoduck)
Withguidanceandsupportsortcommonobjectsintocategories(eg,shapes,foods)togainasenseofthe conceptsthecategoriesrepresent
Withguidanceandsupportdemonstrateunderstandingoffrequentlyoccurringverbsandadjectivesby relatingthemtotheiropposites(antonyms)
Withguidanceandsupportidentifyreal-lifeconnectionsbetweenwordsandtheiruse(eg,noteplacesat schoolthatarecolorful)
Withguidanceandsupportdistinguishshadesofmeaningamongverbsdescribingthesamegeneralaction (eg,walk,march,strut,prance)byactingoutthemeanings
Printsomeupperandlowercaseletters(e.glettersintheirname)
Usefrequentlyoccurringnounsandverbsorally.
Conventionsof StandardEnglish Production ofWriting
Withguidanceandsupport,formregularpluralnounsorallybyadding/s/or/es/(eg.dog,dogs;wish,wishes)
Understandandusequestionwords(e.gwho,what,where,when why,how).
Inspeech,usethemostfrequentlyoccurringprepositions(e.gto,from in,out,on,off,for,of,by,with).
Withguidanceandsupport,produceandexpandcompletesentencesinsharedlanguageactivities.
Withguidanceandsupportfromadultsparticipateinsharededitingofstudents'owntextsanddiscusspossiblechanges
r a n s f e r a b l e S k i l l s
BECOMINGANINDEPENDENTLEARNER Transferableskills,alsoknownasportableoruniversalskills,canbeappliedacross varioussubjectsandsituations.Theseskillsarenottiedtospecificdisciplinesbut rathercanbeadaptedandtransferredfromonecontexttoanother.
Strand AreasofFocus&Development
Collaboration Thinking HowcanIactivelylistentoothers?
HowdoIsharemyideasandbuild ontheideasofothers?
HowdoIworktogethertoachieve oursharedgoals?
WhatdoIthinkIalreadyknow aboutthistopic?
HowcanIdecideifinformationis helpfulandaccurate? Howdoesinformationfrom differentsourcesconnectto eachother?
Research Self-Management WhatquestionsdoIhave?
HowcanIfindthebest evidenceformyquestions? HowcanIorganiseandrecord myinformation?
GradeLevelFocusSkills
HowdoIseteffectivegoalsand whereamInowinachieving them?
HowdoIfeelandwhatis contributingtohowIfeel? DoIneedsupport?
IDENTIFYCURRENTKNOWLEDGE&UNDERSTANDING identifywhattheycurrentlyknowandunderstand aboutaparticularidea,conceptortopic identifygapsintheirknowledgeand understandingofaparticularidea,conceptor topic,aswellpotentialmisconceptions.
CONSTRUCTQUESTIONS: conductpreliminaryresearcharounda broadtopicwhichallowsthetopictobe narrowedappropriately constructapowerfulresearchquestionthat requiresanalysisandconceptualdepth constructsmallerquestionsthatleadtoa possibleanswertoabiggerquestion
L a n g u a g e s P a t h w a y s
LANGUAGESPROGRAMME Students,whohavedemonstratedproficiencyinEnglish,accessourFrench language.AdditionallanguagesareofferedaspartoftheISB+programme, basedondemand. ISBfollowstheCommonEuropeanFrameworkfor Languages.
English Proficiency
French FoundationsA1
IntermediateA2 InedpendentB1/C1
Grades5&6
Science& SocialStudies inFrench option
ISB+Plus Languages Opentoall regardlessof English Proficiency
HOMELANGUAGECLASSES StudentswhospeakHebrew,Spanish,Japanese,Korean,Dutch,orSwedish haveaccesstoonehouraweekofahomelanguageclass.For PrekindergartenandKindergartenthishasanorallanguagefocus,for studentsinGrade1and2thishasafocusonearlyliteracyskills.
SpecialistprogrammesatISBareessentialcomponentsofawell-roundededucation. Theseprogrammesenhanceproblem-solving,criticalthinking,decision-making,teamwork, andselfexpression.
EachprogrammeistaughtbyaSpecialistintherespectivefield.
BodyAwareness GrossMotorSkills Well-Being ThePhysicalEducationand Heathprogrammefocuseson thefollowingareas:
MotorSkills&Movement Patterns
Concepts,Principles, Strategies&Tactics
UnderstandingHealthy Lifestyles
TheArtsprogramme focusesonthefollowing areas: Creating& Performing and Responding& Connectingto visual&musicalartworks.
Beginningatanearlyage,childrenareactivelyinvolvedinoutdooractivitieslikeforest explorationandbicycleriding,experiencesthatpersistthroughouttheirschoolyears These engagementsnotonlyforgeconnectionswithnaturebutalsoinstillstaminaforwalking,laying downthegroundworkforlifelongphysicalmovement Insmallgroups,childrendelveinto fundamentallocomotorskills,fosteringcollaborationandteamworkfromanearlyage,while alsolearningtheimportanceoftakingturnsandprovidingindividualfeedbackandcoaching toaidinmotordevelopmentandgrowth Throughactivitieslikeobstaclecoursesandbuilding challenges childrenrefinetheirmovementskills,furtherenhancingcollaborationandplay experienceswhilestimulatingsensoryandmotordevelopment Astheyprogressfrom preschooltoprekindergarten,accesstogymfacilitiesexpandsthechildren’sgrossmotorskills withinlargerspaces,wheretheyengageinballactivitiesandearlygames,fosteringaholistic approachtophysicaldevelopmentfromtheoutsetoftheireducationaljourney
VisualArts InourPrekindergartenVisualArts programme,youngmindsareintroduced toanarrayofartisticmediums,from sculptureandconstructiontopainting, drawing,andtextiles Hands-on engagementisattheheartofour approach,empoweringourbudding artiststoimmersethemselvesinthe tactileprocessofcraftingbothindividual masterpiecesandcollaborativeworksof art
Witnessingtheirindividualcreations seamlesslymeldwiththoseoftheirpeers toformcollectivetreasuresfillsour studentswithboundlessjoyandpride WithinthewelcomingspacesofourECC commonareaandChateau,aneverevolvinggalleryproudlyshowcasesthe imaginativeendeavorsofouryoung talents,shiningaspotlightonboth individualbrillianceandcollective achievements
Nestledamidstthesereneembraceofour schoolforest,studentsfindinspirationnot onlyinitsbreathtakingscenerybutalsoin theimmersiveenpleinairexperienceit offers,enrichingtheirartisticjourney
PerformingArts OuryoungestISBstudentsexperience musicnaturally,muchaslanguageis learned Ineveryclasstheyheara widerangeofmulticulturalsongs thatopentheirearstodifferent harmoniesandstyles,usingprops suchasscarvesandbeanbagsto movewiththemusic Thisallows studentstophysicallyexperiencethe interconnectionofmusicand movement Theyjoininsingingwhen comfortableandastheyecho rhythmandmelodypatterns,which aresimilartowords Smallpercussion instrumentsareexplored,played,and discussedbystudentstobegin manipulatingandunderstanding sound Becausethelanguageis music,everystudenthasimmediate access
