Curriculum (tandards )*+)# , International Preschool Curriculum

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Curriculum Standards L1-L2

The International Preschool Curriculum (IPC) follows an outcome based curriculum which sets the following learning objectives:

Size and Measurement

The student is able to distinguish sizes of notable difference with ease. There should be an understanding of small as opposed to big and long as opposed to short. nderstanding sizes b! use of shapes" objects and printed materials.

Numbers
The student can count to #$. The student has an understanding of tens and units and can distinguish sets of ten from individual numbers if as%ed to. The student is able to understand patterns in se&uence. 'umbers can be identified in written form and the student should be able to start writing numbers correctl!. The student should be able to identif! written numbers in se&uence.

Shapes
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Shapes
The student can identif! and draw s&uares" rectangles" circles and triangles. 2n understanding of shapes in dail! life should be achieved. The student should be able to identif! and match shapes in activities.

Colors
2ll primar! colors should be understood and identified. The student should be able to name primar! colors with ease.

Phonics
(tudents should be able to identif! sounds associated with the letters of the alphabet and begin to appreciate an understanding of how words are formed. (tudents should be prepared b! the end of Preschool (tage * to form three letter words and be able to write their name.

Reading Preparation
(tudents should identif! each letter of the alphabet and be read! to read three letter words b! the end of Preschool (tage *. (tudents should ac%nowledge their famil! members" school colleagues and teachers b! name and understand the sounds associated with letters of the alphabet (see Phonics" above). The student should be able to e3pand his or her vocabular! in 4nglish on a dail! basis and should be read to dail! to ensure this is achievable. The student will understand and be able to conve! the meaning of words in his or her vocabular!. The IPC also recommends that a second language is introduced in activit! and tuition to ensure bilingual readiness for elementar!-primar! !ears. The student will be able to e3press him or herself verball! and develop s%ills to communicate thoughts and emotions with words. The student will ac%nowledge left to right reading and writing s%ills b! completing suitable activities. Creative thin%ing should be sufficientl! developed to be able to tell a stor! based on pictures.

Motor Development
The student should be able to identif! different sensations b! touching including te3ture and temperature. There should be active pla! or sports that include wal%ing" running" hopping" s%ipping" jumping and basic team sports. The student should be able to concentrate on motor s%ills such as standing on one leg for more than 5 seconds or being able to conduct a specific movement when prompted. (tudents should be able to color without crossing the outer lines and use scissors" glue paste" pencils and other stationer! appropriatel!. 6ther motor development learning outcomes include: 7eing able to build basic structures with building bloc%s8 7eing able to draw simple pictures8 7eing able to appreciate shapes" sizes and patterns used in puzzles8 7eing able to match items in activities8 7eing able to trace pictures well.

Listening
The student should be able to listen and ta%e interest in stories. There should be a comprehension of instructions and a following of teacher or parent orders. The student should achieve an understanding of various sounds in dail! life and be able to distinguish them. 9epetition e3ercises to demonstrate a student:s listening s%ills should be underta%en.

Social Development
The curriculum should achieve an outcome that ensures the student:s safet! and social wellbeing. In order for a student to develop sociall!" he or she should be able to feel comfortable being apart from his or her parents or primar! guardian for a few hours ever!da!. It is intended that the student be able to converse with others and understand the importance of discussing issues that directl! affect him or her with teachers or an adult in an emergenc! situation. The student should %now his or hers address. (ome other important social development s%ills to be achieved b! the end of Preschool (tage * include:

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7e full! pott! trained and be able to comfortabl! use a toilet8 7e able to brush his or her own teeth8 7e able to understand basic h!giene including bathing and using hand%erchiefs properl!8 7e able to wor% as a team or individuall!8 )earns self confidence8 Conducts him or herself in an appropriate and self managed manner8 nderstands pedestrian safet! and how to cross a road8 9espects adults and authorit!.

Current !!airs
(tudents are encouraged to discuss news and affairs affecting their communit! and the world. 2 basic understanding of global items of interest including culture" ecolog! and religion should be achieved b! the end of Preschool (tage *.

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