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 and 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 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, 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
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 English, math, and social studies.
For more information, kindly visit the link teachingstrategies.com/solutions/teach/preschool/
What learning experiences do kindergarten students have with science, social studies, and other 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.
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 Common European Framework of Reference for Languages, often referred to as CEFR or CEFRL.
The CEFR/CEFRL is an international guideline used to describe achievements of learners of foreign languages. It was established by the Council of Europe. Its main aim is to provide a method of learning, teaching and assessing.
The CEFR/CEFRL defines levels of language proficiency which allow learners’ progress to be measured at each stage; Basic, Independent and Proficient. These broad bands are further broken down into six global levels of performance A1, A2, B1, B2, C1 and C2. Each global level can be further ‘branched’ into sublevels in order to suit local needs and yet still relate back to a common system. 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 develops the KG1-Grade 12 curriculum for French foreign language programs and professional learning resources and facilitates the DELF assessment and certification.
DELF (Diplôme d’Etudes en Langue Française, Diploma in French Language Studies) is a Life-long certification awarded by the French Ministry of Education to certify the competency of candidates from outside France in the French language.
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.
The Earl Childhood Art Curriculum follow, the Core Standards in an engaged classroom that focuses on cultivating creativity and activating the imagination.
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.
- Students create, perform, and participate in music.
- Students apply vocal and instrumental musical skills in performing a varied repertoire of music.
- Students developmentally appropriate movements in responding to music from various genres and periods (rhythm).
- Students respond to, analyze, and make judgments about works of music.
- Students create movements in response to music.
- Students develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills.
- Students improvise songs to accompany games and playtime activities.
- Students demonstrate an awareness of music as a part of daily life.
Young minds require a solid foundation of knowledge to support future learning. Our Elementary School is designed to excite students, instilling a love of learning and priming them for success at an early age.
Expeditionary Learning ( What will students learn in the English Language Arts?)
The Expeditionary Learning K-12 Language Arts curriculum is a comprehensive, standards-based core literacy program that engages teachers and students through compelling, real world content. This highly-acclaimed curriculum draws on EL Education’s 25 years of experience in engaging teachers and students in active and meaningful learning.
The K-12 curriculum offers two hours of literacy instruction per day, depending on the grade level. At the heart of the curriculum, at all grade levels, are the hour-long module lessons. Each grade level includes four modules, which span a full school year. The four modules allow students to build important content knowledge based on a compelling topic related to science, social studies, or literature. Each module uses rich authentic texts throughout.
The last unit of each module, Unit 3, culminates with a performance task. This is where students have created their “magnificent thing” and are writing about it, bringing together what they know about tools, collaboration, and perseverance (and magnificent things!).
What students learn in Units 1 and 2 helps them prepare for this performance task. (This is the principle of “backward design” in action.)
In Unit 1 students read, sing, discuss, dramatize, draw, and write to acquire strong content knowledge as well as the literacy skills that they need to do so. Students are introduced to informational texts, learn how to ask and answer questions about the many texts they work with, and learn to collaborate and converse with one another, capturing their thinking in pictures and words.
In Unit 2, they begin work with “close reading” of a complex text. In primary grades, this close reading happens through hearing the text read aloud (i.e., a close read-aloud). Teachers use a close read-aloud guide to conduct a series of sessions (across multiple lessons) that invite students to analyze and discuss this rich literary text. During the module lessons in this unit, students also do a series of design challenges that give them hands-on experience with collaborative problem solving.
As the lessons in each unit progress, teachers regularly check in on students’ progress. Each unit has a standards-based assessment built in. Here, students read, write, or speak with increasing independence about the texts they have been working with. These assessments help in two ways: they allow the teacher to have a clear sense of what your students can do and cannot yet do, and they give the teacher valuable information about how best to use the time in the K-2 Skills Block to the students’ benefit.
Almost every day, K-2 students share songs and poems. These serve many functions: they give students cues about transitions from activity to activity, help build a positive classroom community, build fluency, give students opportunities to practice specific language standards, and give students a deep schema for rhythm and syntax. plus, they are joyful.
This unfolding of the three units means that by Unit 3, when the performance task is introduced students are fully equipped to create their “magnificent things” and to synthesize their understanding of what they accomplished through supported, standards-based writing.
For further details, kindly visit the link: https://curriculum.eleducation.org
We encourage Metropolitan’s students to read every day. Each student has their own RazKids account which offers leveled texts for listening and reading. For further detail, kindly visit the link Razkids.com
Eureka math—also known as Engage NY—is a complete K through 12 curriculum that carefully sequences the mathematical progressions into expertly crafted modules. Eureka provided educators with a comprehensive curriculum, in-depth professional development, books, and support materials.
Eureka math was written by a team of teachers and mathematicians who took great care to present mathematics in a logical progression from grade K – 12. This coherent approach allows teachers to know what incoming students already have learned and ensures that students are prepared for what comes next. When implemented faithfully, Eureka Math will dramatically reduce gaps in student learning, instill persistence in problem solving, and prepare students to understand advanced math.
While many curricula and textbooks on the market today describe themselves as being ‘aligned” with the new standards, the content is virtually unchanged from the past. Eureka Math was developed specifically to meet the new standards and is the only comprehensive curriculum fully aligned with the standards for grades K-8, according to EdReports.org.
KG2 Grade mathematics is about developing understanding of the following topics covered in each module during an 80 minute instructional block:
Module 1: Numbers to 10
Module 2: Two-Dimensional and Three-Dimensional Shapes
Module 3: Comparison of Length, Weight, Capacity, and Numbers to 10
Module 4: Number Pairs, Addition and Subtraction to 10
Module 5: Numbers 10-20 and Counting to 100
Module 6: Analyzing, Compairing, and Composing Shapes