Welcome to Kindergarten at IST

Our philosophy

“What children can do rather than what they

cannot do are the starting points in their

learning.”Tina Bruce (1987)

Childhood is a journey...

not a race!

Global Citizens

?

knowledgeable

IB Learner Profile

balanced

open-minded

inquirerrisk-taker

principledcaringcommunicator thinker

reflective

PYP attitudes

respect curiosity confidence integrity cooperation

empathy creativitytolerance appreciation

enthusiasm

commitment

independence

How best will my child learn?

We expect to have children in our classes who are unique individuals, with:

•Different learning rates and styles•Different developmental stages•Social, emotional and personal differences

How best will my child learn?

We aim to meet the needs of each individual student in the following ways:

- Grouping students according to ability, interest, friendship, etc

- Differentiated activities according to children’s ability

-Opportunities for children to select activities according to interest

-Teacher assistants to help improve student/teacher ratio

How best will my child learn?

Self-management skills- showing awareness of personal safety- completing tasks appropriately- taking care of self and belongings- following routines independently

Communication skills- listening carefully to others- sharing ideas- responding to questions- making relevant contributions

Thinking skills-having ideas for how to solve problems-making decisions-using prior knowledge

Social skills- understanding what behaviour is appropriate - working cooperatively in a group- respecting others

Research skills- developing own questions- using senses to notice details- choosing ways to find information

Reading Development

Children learn to read by reading. Some developmental stages of reading-•Role playing reading•Using the illustrations to tell the story•Reading from memory

Reading Development

•Recognising repetition in the text•Pointing to each word as you read •Looking at initial letters and making predictions•Using knowledge of story language

Reading opportunities•Story time•Reading Big Books•Messages and signs around the room: “reading the room”•Independent reading time

Reading opportunities

•Guided reading sessions•Author and illustrator focus•Student generated books•Computer and whiteboard•Book corner

Writing Development

mark making

letter-like shapes

random letters

linking letters to sounds heard in a word

Children learn to write by writing.

Writing Development

phonetic spelling

spelling familiar words accurately

writing longer messages independently

Writing opportunitiesWriting should be purposeful, and is focused on conveying meaning.

Opportunities to write meaningfully around the

classroom

Opportunities to write across the curriculum

a writing area where children can choose to write messages, make books, etcjournal writing

recording their book

title

• All activities are hands-on, concrete and practical

• We aim to establish understanding of real maths concepts

• Activities are open-ended and encourage exploration and thinking

• Emphasis is on learning process rather than quick right answers

• Mistakes are important in the learning process.

Mathematics

Mathematics Our Maths program is supported by materials from the Everyday Mathematics program, including the following strands:

•Number

•Pattern and function

•Handling data

•Shape and space

•Measurement

•Working mathematically

“Maths is the language of pattern”

Please take advantage of the EDM home books provided each term!

PlantsLike humans, plants need particular

conditions to survive.

PYP – Units of InquiryPYP – Units of InquiryWhere we are in place and time

ChangeChange happens throughout time and affects us in different ways

How we express ourselves

The ArtsWe can express

ourselves through the arts.

How the world works

PYP – Units of InquiryPYP – Units of InquiryHow we organise

ourselves

Transport systems

Transportation systems are

organized to help us connect with

people and places

Sharing the planet

OceansWe share our environment

with a variety of fascinating sea creatures and

our actions can affect their lives.

Who we are

MyselfWe learn about

why we are unique by

exploring our families and life

experiences.

Enduring UnderstandingsKey Concepts:

Form- what is it like?

Function- how does it work?

Causation- why is it like it is?

Change- how is it changing?

Connection- how is it connected to other things?

Perspective- what are the points of view?

Responsibility- what is our responsibility?

Reflection- how do we know?

…try using these kinds of questions with your child to encourage in-depth thinking!

“It is tempting, if the only tool you

have is a hammer, to treat everything as if it

were a nail.”

Abraham Maslow

Daily RoutinesDon’t forget!hat, water bottle, snack, lunch, Link book, reading book, folderPlease check the Link book and folder daily & return the following day Morning routine: •Hang up bag•Put away food, hat, water and folder•You are welcome to help your child settle into the classroom between 7.00 and 7.10am•The school day starts at 7.10am

End of day routine: At 1.45pm, children wait on carpet until called. We ensure your child’s safety by handing them over to a responsible adult at the end of the day.

Our day• Each day begins with a morning meeting

• Each day, children will have time to engage in language, maths and unit of inquiry related tasks

• There are two outdoor playtimes, a snack time and a lunch time

• KG students have various specials during the week, including Kiswahili (or EAL), music, art, PE, swimming, ICT, and library

• We have an EAL teacher, access to student services support, and a counsellor assigned to KG, to help children who are learning English or who need extra support in other ways.

Food, food, food!• School is a great way to

introduce new foods - children will try what they see others eating

• Try to include a balance: protein, fruit, vegetables, carbohydrates.

• Ensure your child has an appropriate amount of food for a snack and lunch.

• Please avoid sugary food or drinks - these have an impact on your child’s learning.

• Please be aware of allergies

How can I help at home?

• Read every day! Children will bring home a class library book daily - the focus is on reading for pleasure. Take them to the library - it is open from 6.50am-2.30pm.

• Maths activities may be sent home at certain times and will focus on a concept that is being discussed in class. Use the EveryDay Maths Mathematics at Home booklet to pick up ideas for “playful” maths activities for you to do together with your child

• Unit of inquiry discussion questions, and other ideas for activities to do at home, will be posted on the KG blog.

Some reminders

• Please try to bring your child to school and collect them on time. Report to the Elementary office if you are late.

• Please let us know if someone different is collecting your child. Please wait in the KG quad to collect your child. It is distracting for children to see adults outside windows and doors before the bell.

• Please support us by ensuring your child follows school rules whilst under your supervision.

• You are welcome to send cakes to school for birthdays - please notify your child’s teacher in advance. Individual pieces are easier to hand out. Send invitations only if they are for every child in class.

• Help your child to practice getting changed into swimwear and back into uniform. They are encouraged to swim every week.

• Keep your child at home if they are really sick.

• Please use the link book or email to communicate with the teacher

• Save the dates for the KG assemblies: 5th October and 17th April

• Informal chats with teachers before and after school

• Make an appointment if you’d like a longer chat about your child

• Look out for parent-teacher conferences in October and student-led conferences in March

• Parent representative: two parents needed per class

• Action at home? …please share with us

– Encourage independence... “OUR CHILDREN CAN!”

“Children who are encouraged to think for themselves are more likely to act independently.”

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