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PREP. CLASS LEARNING OUTCOMES / SYLLABUS

The learning outcomes of class nursery and prep. must be seen together.  Outcomes achieved in class nursery will continue to be reinforced in class prep.  lest they fade away.  However, we are not repeating those specific objectives in this document, unless a special need is felt to do so.  

English

General Objectives

We aim for our children:

  • To understand English spoken in the class-room
  • To express some of their thoughts in English
  • To develop a fondness for books
  • To develop the skills which will lead them to read and write

Specific Objectives and Content

1.      Listening,  understanding  and  speaking

By the end of class prep. the child should be able to:

  • Listen with attention when spoken to
  • Understand the English spoken in the classroom
  • Speak coherently and participate in classroom conversation
  • Recite the poems learnt in class with feeling, understanding and movement
  • Describe familiar toys, persons and things
  • Use social conventions such as ‘please’, ‘thank you’ and ‘sorry’
  • Understand the meaning of ‘rhyme’ in simple words such as: hop-pop; peep-sheep
  • Listen to stories told by the teacher, understand them and be able to answer simple questions based on them.
  • Enjoy age-appropriate movies and songs and demonstrate an understanding of them

2.      Bonding with books and stories

The child should be able to:

  • Browse through story-books on his own, ‘guess reading’ some parts and understanding the meaning of familiar stories
  • Understand that each spoken word can be written down and read
  • Enjoy listening to stories from a book read out by a teacher or parents; he should be able to listen to a story uninterrupted for about 15 minutes
  • Use story books with care without marking or spoiling them in any way

3.      Reading  skills:

            The child should be able to:

  • Read her own name
  • Recognize and recall all the letters of the alphabet in English, in uppercase and in lowercase and  know their sounds 
  • Read three letter phonetic words and gradually move to words such as the following :

      ‘th’ words – three, this, that, the
      ‘sh’ words – she, fish, dish, ship
      ‘ch’ words – chat, chip, chit
      ‘ee’ words – three, tree, see, bee
      ‘oo’ words – book, look, cook
      ‘all’ words – ball, tall, wall, small, fall

  • In addition, eventually, she should be able to phonetically guess a whole range of familiar words and be familiar with alphabet blends (such as ‘st’, ‘str’, ‘fl’)
  • Read words in which the same vowel sounds differently (eg. do and dot) or different vowels sound the same (eg. ball and doll)
  • Read simple phonetic story books and rhymes with the help of her phonetic skills, illustrations and intelligent guessing

4.      Writing skills

  • ‘Write’ meaningfully – the ‘pretend notes’ of nursery class should be more developed now, so that the squiggles and random letters of the alphabet are replaced by plausible ones used in a phonetic manner; the child should also read these notes to the teacher and class-mates
  • Write words appropriate to pictures with plausible spellings

  • Copy small words with crayons in large spaces and gradually in appropriate 4-lined copies using a pencil and with the correct letter formation.  The emphasis will be on the strokes and formation of the alphabet and not on joint hand-writing.

The development of language is extremely dependent on the exposure received by the child at home as well as in school.  Therefore, a great variance is likely in the level of understanding, speaking, reading and writing of English.  Children coming from English-speaking homes will generally far exceed the objectives given above, and we will give them more challenging tasks to develop their skills further.

List of songs and rhymes

  1. Baa Baa Black Sheep – 3 stanzas
  2. Boogie Woogie (Put your right foot in)
  3. Cows in the Kitchen
  4. Drip drop drip drop pretty little raindrops
  5. Drummer Boy
  6. Father Thumb
  7. Goosy Goosy Gander
  8. Happy day it’s a Happy Day
  9. Here are my Hands
  10. Hickory Dickory Dock
  11. Hot Cross Buns
  12. I Love Little Pussy
  13. I Went to School One Morning
  14. I Wrote a Letter to my Friend
  15. If You’re Happy and You Know It
  16. Incy Wincy Spider
  17. Jack and Jill – 3 stanzas
  18. Jingle Bells
  19. Knock at the door, peep in
  20. Little Bo-Peep
  21. Little Miss Muffet
  22. Little Peter Rabit
  23. Mary Had a Little Lamb – 2 stanzas
  24. Monday Tuesday
  25. Moo Moo Brown Cow
  26. Old MacDonald
  27. One, Two, Three, Four, Five
  28. Oranges and Lemons sold for a penny
  29. Piggy Went Over the Mountain
  30. Polly Put the Kettle On
  31. Puffing Puffing Goes the Train
  32. Ring-a-ring o’roses
  33. Row row row your boat
  34. Shoe Fly don’t bother me
  35. Ten Little Indians
  36. The Brave Old Duke of York
  37. The farmer in the dell
  38. The Wheels of the Bus
  39. This Old Man
  40. Twinkle Twinkle Little Star – 2 stanzas

Stories for the Class

Classics

  1. Goldilocks
  2. Musicians of Bremen
  3. Pinnochio
  4. Snow White and the Seven Dwarfs
  5. The Country Bumpkin
  6. The Enormous Turnip
  7. The Gingerbread Man
  8. The Little Red Hen
  9. The Magic Porridge Pot
  10. The Sly Fox and Red Hen
  11. The Three Billy Goats Gruff
  12. The Three Little Billy Goats
  13. The Ugly Duckling
  14. Three Little Pigs

Fables

  1. Crying Wolf – Aesop
  2. The Ant and the Grasshopper – Aesop
  3. The Ant and the Pigeon – Jataka
  4. The Big Lion and the Little Rabbit – Panchatantra
  5. The Giant of the Pond – Jataka
  6. The Greedy Dog – Aesop
  7. The hen that laid golden eggs
  8. The Lion and the mouse
  9. The Monkey and the Crocodile
  10. The Monkeys and the Capseller – Panchatantra
  11. The Musical Donkey – pancha
  12. The Sky is Falling
  13. The Tortoise and the Geese
  14. The Tortoise and the Geese – Panchatantra
  15. The Tortoise and the Hare – Aesop

Contemporary Favourites

  1. A Bit of Magic
  2. Buzz Said the Bee
  3. Cheeko and the school bag
  4. Don’t cut my hair
  5. Hiccups for the Elephant
  6. Laalu aur Peelu
  7. Mittu and the yellow mango

Series

  1. Bruno
  2. Bubbles
  3. Central Book Trust Books
  4. Clifford
  5. Dr. Zuess – Hop on Pop
  6. Noddy
  7. Pepper
  8. Spot

Hindi

General Objectives

We aim for our children:

  • To understand spoken Hindi in the class and outside
  • To enjoy the language and express themselves naturally in it
  • To develop skills which will help them to read and write

Specific Objectives and Content

1.     Listening, understanding and speaking

The child should be able to:

  • Stop and listen when spoken to
  • Understand and speak enough Hindi to be able to describe her ideas, needs, and emotions and have a fluent conversation
  • Recite a number of poems with feelings, understanding and movements
  • Tell and understand jokes and riddles in Hindi
  • Tell the names of common colours in Hindi
  • Say the numbers up to 10 in Hindi

2.     Bonding with books and stories:

The child should be able to:

  • Browse through story-books on his own ‘guess reading’ some of them and understanding the meaning of familiar stories.  Browsing should be in sequence.
  • Enjoy listening to stories from a book read out by his teacher or parents; he should be able to listen to a story uninterrupted for about 15 minutes.

3.        Reading skills:

The child should be able to:

  • Read her own name in Hindi
  • Identify and recall most of  the alphabets in Hindi (excluding  ,  ,  , , , ,
  • Give examples of words which start with the different sounds learnt and should also be able to tell the starting sound of words given
  • Read simple words and sentences (without matras) in Hindi phonetically as well as with the help of sight words

4.         Writing skills

         The child should be able to:

  • Copy small words with crayons in large spaces  using a pencil and with the correct strokes.
List of songs and rhymes in Hindi

 

Write by hand
From song-book also

Pre-mathematical and number skills

General Objectives

We aim for our children:

  • To understand that numbers are involved in daily activities in school and at home
  • To use numbers to express quantity, sequence and identity in everyday affairs including with concrete objects, pictures and stories
  • To observe the attributes of objects which are similar or different and sort and classify them and also use them for creating structures to their own design
  • To recognize and extend patterns
  • To understand the concept of quantity
  • To think rationally

Specific Objectives and Content

The child should be able to:

  • Use the following mathematical vocabulary in appropriate situations and demonstrate, using objects an understanding of the concepts

Big, small, long, short, tall, in, out, in, on, under, top, bottom, far, near, above, below, left, right, come, go, more, less, same, different, slow, fast, heavy, light, first,  last, before, after and in-between

  • Use numbers to tell her age, telephone numbers, house number etc.
  • Demonstrate an understanding of mathematical vocabulary such as:

How many in all?; how many are left?; take away; add; subtract; make them equal;

  • Sit by herself and make structures with Duplo and other building blocks for 10-15 minutes
  • Demonstrate in playing with blocks an understanding of the physical attributes of objects; be able to articulate this order with vocabulary such as ‘tall, taller, tallest; small, smaller, smallest’
  • Recognize a simple alternating pattern in the arrangement of objects and continue its sequence (eg. Red-blue-red; square-triangle-square etc.)
  • Group objects in twos, threes
  • Complete 8-12 piece jigsaw puzzles and solve simple mazes
  • Identify and reproduce the common shapes – circle, triangle, square, semi-circle, rectangle, oval
  • Use time related vocabulary with increasing detail.  Example: “Tomorrow is Saturday, so there is no school” or “I go to bed at night”
  • Understand that the calendar denotes the passing of days
  • Understand that the clock denotes the passing of time and be able to read the time of full hours eg. One o’clock
  • Measure distances using footsteps; water using glasses and be able to use a variety of measurements to describe objects
  • Use a variety of measurements to describe objects
  • Say number names up to 20 and demonstrate an understanding of the order of numbers using 20 objects / floor circles
  • Count objects up to 20 and write the corresponding number
  • Understand that the order in which the objects are counted does not matter and that the last number counted represents the total number of objects in the collection
  • Demonstrate an understanding of the quantitative value of numbers up to 20 using objects and pictures; match  a set of objects to its numeral and vice versa; do the same pictorially.
  • Estimate objects up to 20.
  • Demonstrate recognition of the numerals from 0 to 20 and be able to associate them with the corresponding number of objects
  • Understand the concept of numbers progressing in a sequence in which every number is ‘one more than’ the previous and demonstrate this by saying how many objects there are when one more is added or reduced from an already counted set;
  • Demonstrate an understanding of the place value of digits in 2-digit numbers eg. 1 ten and 1 more is 11.
  • Demonstrate that one less than one is zero.
  • Recognize the pattern of increasing numbers up to 50
  • Place objects in a one-to-one correspondence with another set and be able to conclude which sets are more or less
  • Compare two sets of objects by counting both sets and saying which set has more objects;  in the comparison of sets, be able to use vocabulary such as ‘more than’, ‘less than’ and ‘equal to’; do the same pictorially
  • On being shown sets which she knows to be equal, being able to realize and say that they remain the same even if differently arranged
  • Make two unequal sets equal
  • Find out the difference between two sets in pictures and in make them equal
  • Demonstrate with objects, and later pictorially, all the addition and subtraction facts with answers till 10.
  • Use subtraction for any of the following words: take away, subtract, minus, more than, less than, difference
  • Add and subtract in writing -  horizontally and vertically - numbers with answers not exceeding 10.(This will only be expected after the child is skilled at  concrete and pictorial demonstrations)
  • Demonstrate an understanding of word problems involving addition and subtraction of single digit numbers; be able to tell which operation would be used.
  • Recognize numbers, know them in the correct sequence and write them up to 50
  • Rote count up to 100
  • Skip count in 10s up to 100
  • Know numbers which come before, after and in-between all numbers up to 20 and be able to demonstrate this verbally and later on paper
  • Write the number names up to 10.

Discovery Science

General Objectives

We aim for our children:

  • To be aware of themselves in comparison to other forms of life
  • To be observant, reflective and curious of the world around them
  • To realize that they are a part of a world which has other inhabitants too
  • To respect other forms of life both animal and plant
  • To notice and enjoy being in natural surroundings
  • To understand that change is an important, natural phenomena and to understand the concept of time
  • To start to compare similar materials, concepts and processes thereby gaining greater clarity

Specific Objectives

The child should be able to

  • Name the following parts of his body: face, nose, eyes, ears, chin, hands, fingers, feet, toes, legs, knees, nails, head, hair, stomach
  • Understand that the body grows and changes and be able to compare himself in size to other class-mates and to adults
  • Use sensory organs to identify, describe and compare physical properties for example different colours and shades; different shapes and textures; sweet, sour and salty tastes; common scents and fragrances; and conditions of temperature such as ‘hot’ and ‘cold’
  • Know that there is an inside of the body
  • Know that there are bones of different sizes inside the body and that there is blood
  • Understand that a variety of healthy food is necessary for growth, energy and health
  • Identify 10 common animals; he should have some real experience of them and know some facts about them – dog, cat, cow, squirrel, crow, sparrow, lady-birds, ants, butterfly, fish
  • Articulate the similarities and differences between different animal bodies and between them and human beings
  • Understand that animals grow and change
  • Identify a few kinds of plants such as trees, creepers and grasses
  • Name some parts of a plant such as flowers, leaves, trunk and fruit
  • Identify common fruit, vegetables, at least 3 trees, 2 creepers and 5 flowers
  • Notice different aspects of flowers, trees, leaves, insects and birds and be able to articulate comparisons between different types. 
  • Understand that plants grow and change
  • Use physical properties to sort objects (colour, texture, hard-soft, rough-smooth,) and be able to articulate the rule for how objects were classified
  • Observe conditions of day and night and be familiar with changes in day and night sky.
  • Observe changes in weather conditions and human responses to them
  • Identify a missing part of a picture of a familiar object.
  • Habitually not waste paper, water and electricity, not use plastic bags, re-use materials wherever possible and reduce unnecessary consumption
  • Be able to construct appropriate structures using Lego blocks and persevere at such tasks for 20 – 25 minutes

General Objectives

We aim for our children:

  • To accept that they are a part of a community – family and school - in which they are important and so are other people
  • To understand that for them to function harmoniously within the community it is necessary for them to practice the norms of social behaviour
  • To appreciate a clean and aesthetically pleasing environment and contribute towards it
  • To develop hygienic habits contributing to personal health and civic behaviour
  • To develop habits which will lead to self sufficiency and dignity of labour

The child should be able to:
 

  • Enjoy eating with friends and practice the manners and hygienic habits which go along with eating
  • Enjoy playing with her friends according to the rules of different games
  • Maintain cleanliness in the class-room.  She should be in the habit of putting litter in the bin and should not hesitate to put litter into the bin even if it is not hers
  • Know how to use the toilet in a civic and hygienic manner
  • Use ‘please’, ‘thank you’ and ‘sorry’ appropriately
  • Maintain reasonable personal cleanliness and begin to use and fold handkerchiefs and napkins, be able to open and close simple buttons and put on shoes and socks
  • Develop the habit of washing hands and rinsing her mouth before and after eating
  • Clean her own table
  • Cover her mouth while yawning, sneezing or coughing
  • Allow others to speak without interruption
  • Treat public property and her own with care
  • Help and show concern if any of her classmates have a problem eg. If they fall down or get hurt etc.
  • Work on an age-appropriate task quietly and with concentration
  • Be discerning about her work and should be able to compare different worksheets done by her
  • Observe, remember and recall up to five objects shown to her
  • Participate in social occasions such as birthdays, festivals and other celebrations
  • Express emotions in a socially acceptable manner
  • Know the names and relationships within her family and be able to talk about some of them
  • Read the time from the class-room clock in full hours and know the time different activities are done eg. “1 o’clock we go home”, “8’oclock we come to school ”
  • Tell the days of the week in English
  • Tell her own address and the name of the city and country she lives in
  • Understand that there are other cities and countries where other people live and talk about other places she or classmates have visited
  • Recognize land and water masses on the globe
  • Discuss current events appropriate to the prep. interest level

 

Motor Development

Specific Objectives

            The child should be able to:

  • Demonstrate large muscle co-ordination through walking, running, skipping, galloping and hopping
  • Demonstrate large ball handling activities such as throwing, catching and bouncing
  • Participate in class sports activities
  • Demonstrate small muscle co-ordination through activities such as:
  • Holding the pencil correctly
  • Colouring pictures on paper
  • Folding paper in to large shapes
  • Buttoning shirt buttons
  • Opening and closing a lock
  • Pouring  water with minimum spilling
  • Stringing large beads into a shoe-lace
  • Making big and small balls of clay, roll, flatten by pressing or beating
  • Tearing big pieces of paper into small bits and paste them within outlines

 

Art & Craft 

Art and craft are a part of every subject, theme and topic in the class.  This is of special significance in the pre-school classes as children are yet unable to express themselves in writing. 

General Objectives

We aim for our children:

  • To be aware of colour, shapes, patterns
  • To develop an aesthetic sense
  • To be able to express their visual understanding of the world in their own original way

Specific Objectives

The child should be able to:

  • Enjoy making images on paper with crayons and poster paint
  • Be discerning about images made by her, and be able to compare differences in images
  • Notice differences in colour and shapes around her

 

Music

Music and rhymes will be a part of the extra curricular as well as a major part of the language curriculum to support the developing of vocabulary and comprehension.

General Objectives

We aim for our children to

  • Develop a sense of rhythm
  • Be aware of sounds, melodies and beats

Specific Objectives

The child should be able to:

  • Tap his feet and clap rhythmically
  • Sing at least 10 new songs each in English and Hindi
  • Identify the sounds of the harmonium, drum, tabla, ghungroo,  
  • Enjoy listening to music in different situations

 

Assessment

As in the nursery, there are no tests or exams in prep. class.  Assessment is a continuous process whereby teachers evaluate the learning of each child.  A report card is given to parents twice a year, but we encourage all parents to visit the class often and discuss with the teacher any concerns they may have.   Working Saturdays, given in the school diary are the best time for such meetings.

 

The Prep. Time-Table

Prep. children come to school at 8.00 a.m. and leave at 1.40 p.m.   The children have lunch provided by the school canteen from 10.40 to 11.15. 

In addition to the activities provided for the nursery classes – Indian and western music, outdoor games, indoor play - a time for computers is added on in class prep. 

Children are expected to carry the school diary, two clean napkins and their aprons in their school bag. 

 

Homework Expectation

Prep. children are not assigned daily homework.  Simple reading assignments may, however, be given periodically or extra work recommended for children who need it.

The most important thing you can do for your child at home is to have enough age-appropriate story-books.   These should be accessible for children to ‘read’ whenever they choose.  We expect parents to teach their children how to use their books and other belongings with care.  In  case parents need suggestions on which books are  appropriate for their child, they could meet the class teacher. 

Children may sometimes be asked to bring / collect objects from home in connection with class  projects.

In addition, parents are encouraged to spend time with their child in activities which support learning.  Some ideas for time together include:

  • Reading to your child regularly from age-appropriate story books
  • Sharing ideas using clear, correct speech, particularly in English
  • Actively listening to your child
  • Encouraging your child to guess what is written on road signs or labels of objects at home
  • Visiting zoos, museums, parks
  • Playing appropriate indoor games in a quiet, concentrated way

 

These ‘homework assignments’ can reinforce the fundamental learning objectives of the prep.  programme.

 

 

 


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