At Metropolitan School we recognize that pre-kindergarten students learn about the world through play. The objects pre-kindergarten students find on a nature walk, like feathers, rocks and leaves, might help them figure out math concepts like “big, bigger, biggest” or motivate them to visit the book corner to find out more about birds. Teachers may introduce shapes, letters, and colors, but pre-kindergarten is about learning more than what a circle looks like. It’s where students first develop a relationship with learning.

Based on  http://teachingstrategies.com/ our Play and Learn curriculum is designed to engage young learners’ natural curiosity and ignite within them an excitement for learning. Research has shown that all children learn cognitive, language and social skills more quickly through movement and meaningful play. Metropolitan School’s Play and Learn curriculum:

  • Integrates motor skill development with communication, socialization, and cognitive skill development
  • Employs a holistic model of instruction in which the child, environment, and functional tasks are integrated, not isolated, through organized play areas designed to meet a wide range of goals and objectives
  • Includes activities that are meaningful and relevant to young children and appropriate for all early childhood children

Recognizing that we learn about the world through our senses the classroom play areas in our pre-kindergarten classroom at Metropolitan School offer students the opportunity to learn and develop through:

  • Basic senses: smell, sight, taste, and hearing
  • Tactile (touch)
  • Vestibular (movement)
  • Proprioception (body position)

Play areas in our pre-kindergarten classroom include:

  • Manipulatives that development spatial relations and manipulative hand skills, such as bead stringing, puzzles, adapted pegboards
  • Gym activities that promote development of gross motor skills and enhance development of vestibular and proprioception, such as climbing, jumping, running and sliding
  • Pre-writing on a vertical surface to teach a more precise finger grasp with small pom-poms when erasing, such as on large, vertical whiteboards
  • Cooperative Sensorimotor Activities to develop skills with colors, numbers and spatial concepts
  • Games, with the goal of facilitating turn-taking, social interaction, and reinforce learning readiness skills

Through play areas and learning centers Metropolitan School’s pre-kindergarten classroom provides a developmentally appropriate, theme-centered curriculum that integrates language / literacy, mathematics, science, social studies, art and music into meaningful learning activities designed to build a foundation for future learning at Metropolitan School.

Our number one goal for pre-kindergarten students at Metropolitan School is that they learn “how to learn” and begin to see themselves as learners, because we know that strong pre-kindergarten experiences will help a child think, “I am a good learner. I can find problems to solve. I can master a difficult task.” These experiences show pre-kindergarten children the power that learning holds and  creates an intrinsic desire to learn.

At Metropolitan School we approach the kindergarten years as a time of preparation, establishing a foundation of knowledge and skills that will prepare them for success as they matriculate through the grades and graduate.

Our first goal is to ensure our program offers opportunities for students to grow socially and emotionally through center-based and small group learning experiences designed to nurture their ability to share, cooperate and communicate with others, as well as to increasingly learn how to self-manage their social behaviors and self-regulate their emotional reactions to events around them. Our second goal is to ensure students exit the kindergarten program academically prepared for grade one and beyond.

Creative Curriculum

Creative Curriculum is a comprehensive, research-based curriculum that features exploration and discovery as a way of learning. Creative Curriculum helps teachers create a high-quality learning environment and build a thorough understanding of best practices. Teachers plan and manage every movement of your child’s day. Through studies, which are hands-on, project-based investigations, The Creative Curriculum helps teachers build children’s confidence, creative and critical thinking skills, and promote positive outcomes.

Parts of a daily lesson might include:

  • Warming Up
  • Oral Language
  • Phonological and Phonemic Awareness
  • Alphabetic principle
  • How the Alphabet Works
  • Getting Ready to Read
  • Selection Summary
  • Before Reading
  • During Reading
  • After Reading
  • Enjoying the Story
  • Think and Share
  • Print and Book Awareness
  • Talk about the Poem
  • Developing Writing
  • Across the Curriculum
  • Workshop Centers
  • Unit Project
  • Technology

Each lesson is intended to encompass all areas of your child’s development including social emotional, language and communication, physical development, and cognition and general knowledge of math, science, social studies, and art.

For more information, kindly visit the link teachingstrategies.com/solutions/teach/preschool/

What learning experiences do kindergarten students have with science, social studies, and specialist subjects?

Through our theme-based approach to teaching and learning at Metropolitan School we offer students an integrated introduction to English language arts, mathematics, science, and social studies within a homeroom setting, while also offering students specialist subject instruction in physical education, art, music, and French, as well as Arabic and religion studies as prescribed by Egypt Ministry of Education.

 


French

In Metropolitan we believe foreign language program should be available to all students, foreign language acquisition provides the vision and skills necessary to be a global citizen and develops critical thinking skills. We offer the CEFRL (Common European Framework of Reference for Languages) common core. The CEFRL is a tool developed by the Council of Europe to define the mastery of a foreign language like French. It offers tools for teachers and students to track and recognize progress in learning a language. It describes the skills and knowledge that language learners need to communicate effectively through understanding (listening and reading), speaking (production and interaction) and writing.

The approach of the CEFRL common core develops the KG1-12 curriculum for French foreign Language (FFL) programs and professional learning resources and facilitates the DELF certification (Diplôme d’études en langue française, Diploma in French Language Studies) testing starting from Grade 4 to Grade 12. The DELF is a diploma awarded by the French Ministry of Education to prove the French-language skills of non-French candidates/speakers.

Science 

The performance expectations in kindergarten help students formulate answers to questions such as: “What happens if you push or pull an object harder? Where do animals live and why do they live there? What is the weather like today and how is it different from yesterday?” Kindergarten performance expectations include PS2, PS3, LS1, ESS2, ESS3, and ETS1 Disciplinary Core Ideas from the NRC Framework . Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live. The crosscutting concepts of patterns; cause and effect; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the kindergarten performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

Arts

For EC Art Curriculum we follow the Core Standards in an engaged classroom that focuses on cultivating creativity and activating the imagination.

Music

The Early Childhood Music at Met provides students with musical learning experiences which seek to maintain a balance between musical knowledge and performance skills.

  • Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
  • Creating, performing, and participating in music.
  • Students apply vocal and instrumental musical skills in performing a varied repertoire of music.
  • Use developmentally appropriate movements in responding to music from various genres and periods (rhythm).
  • Responding to, analyzing, and making judgments about works of music.
  • Create movements in response to music.
  • They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills.
  • Improvise songs to accompany games and playtime activities.
  • Demonstrate an awareness of music as a part of daily life.