[Language & Literacy] [Numeracy] [Aesthetics & Creative Expressions]
[Social & Self Awareness] [Environmental Awareness]
With the introduction of the use of learning corners and play-based curriculum, many may be confused on whether the child has learnt anything in school.
Take a look at the checklist when you plan your currciulum to ensure that all the learning objectives are achieved before the child moves on to primary school.
Language & Literacy
Language comprises of 4 main components of speaking, listening, reading and writing. Literacy is a subset of language and it includes reading and writing.
| Routines, Rhymes & Songs |
- Make eye contact when listening or being spoken to
- Use appropriate courtesies to address or greet people
- Respond appropriately when spoken to or questioned
- Ask questions
- Participate in songs and rhymes
- Effectively communicate in functional situations
- Associate sounds with patterns in rhymes and syllables in words
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| Language Games |
- Respond appropriately when spoken to or questioned
- Respond to signals
- Responding appropriately to instructions
- Make simple verbal requests
- Convey simple messages accurately
- Use language for simple descriptive purposes
- Associate sounds with patterns in rhymes and syllables in words
- Discriminate between different letter sounds, onsets and rimes in words
- Recognize letters of the alphabet by their shapes, names and sounds
- Use pictorial cues to recognize words
- Use a range of verbal vocabulary
- Recognize words within words
- Talk about personal experiences, feelings and thoughts
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| Functional Role Play |
- Initiate conversations with peers and adults
- Make eye contact when listening or being spoken to
- Use appropriate courtesies to address and greet people
- Effectively communicate in functional situations
- Use contextual cues to recognize simple environmental print
- Read on sight a range of familiar words (eg. Captions, labels)
- Write in a spontaneous way to convey meaning
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| Story Telling |
- Pay attention when listening to a story
- Participate in dramatization of familiar stories
- Retell stories and events in sequence using appropriate cues and prompts
- Create own stories and act out roles
- Express opinions on the story
- Understand basic terms used with books (eg. Cover, title, author, page)
- Recognize that a story has an introduction, middle and an end
- Anticipate events in stories and make predictions
- Listen for different expressions in voice and words
- Comprehend ideas and messages in the story
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| Shared Book Reading |
- Demonstrate the correct ways of handling a book
- Understand the basic terms used with books (eg. Cover, title, author, page)
- Recognize that print, as well as graphics, carry a message
- Know that print is read from left to right and top to bottom
- Read on sight a range of familiar words from familiar books
- Read repeated phrases, words and refrains
- Retell stories and events in sequence using appropriate cues and prompts
- Listen for and reproduce different expressions in voice and words
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| Word Banks |
- Use initial sounds to decode words
- Recognize the critical features of words (eg length & spelling patterns)
- Read on sight a range of familiar words
- Discriminate between different onsets and rimes in words
- Build up on store of vocabulary
- Recognize words within words
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| Copy Writing |
- Understand that spoken words can be represented by print
- Recognize their own names
- Write their own names
- Use phonemic awareness to help spell words
- Write to convey meaning
- Understand the direction of writing from left to right & top to bottom
- Identify word units (spaces between words)
- Understand the conventions of writing (eg. Full stop, capital letter, etc)
- Read what they have written
- Recognize and match sentences
- Recognize and match words
- Reassemble jumbled words and sentences
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| Alphabet knowledge activities |
- Recognize letters of the alphabet by their shapes, names and sounds
- Know/understand alphabetical order
- Match upper and lower case of letters a-z
- Use a comfortable and efficient handwriting grip
- Make marks and scribbles with various writing and drawing implements
- Write patterns from left to right and top to bottom
- Use the sequence of movement involved in writing letters a-z in upper and lower case
- Straight letters (based in I) I, l, t, h, f, b, k, p
- Letters with ‘tails’ (based on j) j, y, g
- Letters with short vertical lines (based in u) u, n, m
- Letters with diagonal lines (based on v) v, w, x, z
- Round letters (based on c) c, a, g, h, q, s, o, d
- Odd letters: e, r
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| Word Attacks |
- Identify the syllabus in words (eg by clapping)
- Identify onsets (initial letters and digraphs) and their sounds in words
- Form words using different onsets with the same time
- Read words by decoding onsets and rimes
- Read on sight a range of familiar words
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Numeracy
Matching, Sorting and Pairing Activities |
- Match similar things together
- Sort out things that are different
- Pair-up sets of things to the same number of objects
- Pair number names with numerals (1-5)
- Pair number names with numerals (1-20) or more
- Spot the differences between two pictures
- Classify objects according to one criteria/attribute
- Classify objects according to two criteria/attribute
- Classify objects according to two/three criteria/attribute
- Recognize, describe and extend/recreate repeating patterns in things they see around them
- Create a repeating pattern
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Order and Pattern Activities |
- Know/show ‘first’, ‘next’, ‘last’
- Put things in an order (size & sequence)
- Indicate order in a sequence of events using ‘first’, ‘second’, ‘third’, ‘next’ and ‘last’
- Rank things in order of using 1 st, 2 nd and 3 rd
- Aware of number-order uses in everyday life
- Know names and order of days of the week
- Know names and order of months of the year
- Count reliably, one object at a time up to a collection of 5
- Count reliably, one object at a time up to a collection of 20 or more
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Counting & number value activities |
- Use ‘one more’ and ‘one less’ in relation to small quantities
- Know/show meaning of ‘same as’
- Know/show meaning of ‘more than’
- Know/show meaning of ‘less than’
- Use ‘altogether’ to indicate the total number of a set of things
- Know that fingers can represent a set of things counted
- Know & show values of numerals to 5
- Know & show values of numerals to 20 or more
- Know & show which numerals represent ‘more’ and which represent ‘less’ when comparing quantities
- Exchange counters for objects with a stated number value & know the meaning of ‘more/less’
- Move board game pieces according to the number on the dice
- Keep a game score by using ‘tallies’ when counting
- Identify the most/least preferred choice in a pictorial graph
- Recognize number words ‘zero’ to ‘ten’
- Count by using various strategies to keep track of the counted
- Know & show that the value of a set is the ‘same’ irrespective of starting point of counting
- Count reliably in ‘twos’
- Count reliably in ‘tens’
- Count in odd/even/other sequence
- Compare sets in one-to-one correspondence
- Compare sets in one-to-one correspondence and indicate the difference
- Compare sets in one-to-one correspondence and know ;how many more are needed’ up to 10
- ‘Count on’ using fingers
- ‘Count up’ using fingers
- ‘Count back/down’ using fingers
- Add 2 sets of objects using ‘count on’
- Find the difference between 2 sets of objects using ‘count up’
- Find the difference between 2 sets of objects using ‘count back/down’
- Combine 2 sets and find out how many more to make 10 (or 15)
- Use a number line to count on
- Use a number line to count up
- Use a number line to count back/down
- Recognize that the quantity of a set of objects is the same when arranged in different patterns
- Number conservation by counting
- Number conservation by justification
- Know and use signs for number sentences with small numbers
- Represent number sentences with numbers and symbols
- Represent addition stories with small numbers
- Represent subtraction stories with small numbers
- Express, using a number sequence, the comparison of 2 sets
- Compare 2 sets of concrete objects and tell how many more one set has than the other
- Recognize the values of currency
- Use coins to buy 2 or more items
- Combine small coins to purchase items (up to a dollar)
- Combine coins for purchases up to one dollar and know the value of change
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Shape, Size & Spatial Activities |
- Know and show difference between big and small things
- Know and use knowledge that only a few big things fit into small spaces & many small things fit into big spaces
- Recognize and name basic shapes
- Identify shapes of different sizes in a picture
- Recognize different shapes in different sides of an object
- Recognize and make use of differences between straight sided and curved shapes
- Make simple pictures from basic shapes
- Recognize and use words to describe positions
- Recognize opposites of words that describe positions
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Simple Measurement Activities |
- Compare lengths of 2 objects & know ‘long/short’
- Use non-standard measures to compare and know how much longer/taller
- Use non-standard measures to compare and know how much shorter
- Arrange events on order of time
- Know ‘how long it takes’ using non-standard time measures
- Compare weights using non-standard measures
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Aesthetics & Creative Expressions
Art |
- Be aware of moods and ideas represented in images and objects
- Look for visual patterns (repeated colours/lines/shapes) in the environment eg. Seashells, wings of butterflies, leaves
- Experiment and use a variety of lines, colours, shapes, forms, patterns and textures to compose images
- Explore what happens when they mix colours
- Exploring creating shades of colours
- Use scissors and paper to create shapes and designs
- Use a variety of printing tools/techniques (eg. Crayons, pencils, coloured chalks, paint, paper, plastercine, play dough or clay, collage, finger printing, cotton-bud printing, straw printing) to represent objects and experiences and to express thoughts and feelings
- Construct 3-dimensional structures using a variety of materials, eg natural objects, play dough, blocks and recycled materials
- Produce a mural with other children
- Draw from observations
- Observe the illustrations in a picture book, appreciate and talk about them
- Create their own picture books
- Be exposed to a variety of artworks from Singapore ’s diverse cultural heritage and other parts of the world
- Express what they see, think and feel about a variety of artwork
- Model the style or subject matter of art prints
- Describe and explain own art of products
- Review what they produced and attempt to make improvements
- Draw, paint or mould pictures in the way a piece of music makes them feel
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Music & Movement |
- Control high/low, loud/soft and fast/slow in vocal speech and song
- Explore pitch changes in a set of water chimes
- Compare the timbre of different percussion instruments
- Use pictures, shapes and other symbols to represent pitch, rhythm, dynamics and simple musical forms
- Observe, feel and describe natural and man-made sounds
- Explore recreating the sounds and rhythm of natural phenomena such as the sound of raindrops, waves or thunder
- Explore producing sounds with different instruments and other objects (eg. Pots, pans, combs, paper)
- Be aware of the repeated melodic patterns within a familiar song
- Echo rhythmic patterns by either by clapping, patting or playing instruments
- Play simple accompaniments on pitched and unpitched percussion instruments
- Play a tune or rhythm that they know on an instrument
- Perform a piece of music with voice and instruments
- Re-create the songs they know by adding new words
- Invent their own dramatizations of familiar nursery rhymes or songs
- Create a speech canon
- Sing a musical round
- Explore a variety of body movements and dramatic expressions
- Express different tempos using different movements
- Respond to rhythm, melody, dynamics, tone and form of music through creative movements and drama
- Learn a set of dance steps
- Follow instructions to create a mime
- Create layers of rhythmic patterns using body percussion or instruments
- Improvise to create new music, dance steps or group movements
- Be exposed to a variety of musical experiences from Singapore ’s diverse cultural heritage and other parts of the world
- Express what they see, think and feel about a variety of musical experiences
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Social & Self Awareness
Developing self awareness |
- Learn of themselves (eg. name, age, gender)
- Understand the differences which exist between them and others
- Know their likes and dislikes
- Know of their own feelings (eg. joy, fear, worry, sorrow)
- Learn to control impulsive actions and words
- Attend to basic life skills (eg. dressing and washing)
- Learn independence and self regulation
- Share feelings with trusted adults
- Seek help from adults or peers in times of need
- Talk with others about meaningful personal experiences
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Developing social skills |
- Use appropriate language for addressing people, requesting permission and addressing appreciation
- Communicate effectively with other children and adults
- Interact politely with peers and adults
- Take turns with others
- Share toys, tools and resource in group tasks
- Willingly help each other
- Show appreciation for others’ efforts
- Empathize with others
- Show appropriate ways of handling disagreement and unhappiness
- Understand ways of initiating and maintaining friendships
- Work as part of a team
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Developing skills in relationship building |
- Show love and care for family members
- Participate in family routines and help with household chores
- Appreciate the roles and responsibilities of self and family members
- Be responsible of things in their own surroundings
- Understand the need for rules and routines
- Show respect for people from other cultures with different beliefs and customs
- Understand that there are privileged and less privileged people in our community
- Care for living things as part of the community
- Respect the property of others
- Be morally and socially aware of what is right and wrong
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Cultivating healthy habits |
- Use appropriate methods to keep their bodies clean
- Take care of their teeth
- Enjoy healthy food
- Exercise regularly
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Environmental Awareness
Exploring the immediate environment |
- Explore and talk about what they have observed in their environment
- Be aware of features of the environment (eg different shapes of windows, size of buildings, names of roads and public buildings)
- Examine and talk about characteristics of animals, plants, objects, places and cultural groups
- Talk about collections of objects that have similar and different properties (eg. natural and man-made, size, colour, shape, texture and function)
- Make simple recordings of observations
- Compare characteristics among animals, plants, objects, places and cultural groups
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Discovering growth and change |
- Talk about things, events, scenes and stories from the past
- Compare characteristics of events between past and present using historical sources (eg old photographs, stories, artwork, artifacts)
- Sequence change or growth processes (eg. life cycles of plants and animals, changes in states of matter)
- Record changes over time through simple drawings
- Predict outcomes of change or growth processes with simple reasoning
- Show awareness of changes that occur in themselves and their environment
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Acquiring right attitudes towards the environment |
- Show care and respect for public property, animals and plants
- Talk aboyt their duties in keeping the environment clean
- Participate in the ways to reduce, reuse and recycle waste materials
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Exploring how things work |
- Talk about observations of how things work
- Guess outcomes
- Explore objects and materials that work in different ways for different purposes (eg. telephone, torch and other household implements)
- Ask questions and seek answers to ‘What if’ and questions
- Make predictions of outcomes
- Use scientific tools for investigation (eg. magnifying glass, viewer, thermometer, pulley)
- Be aware of technology and how it affects their lives
- Talk about how families function and affect their lives (eg. schools, shops, post office, hospitals)
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