Our curriculum is partially inspired by Montessori, although primarily based on Integrated Day philosophy, which emerged from post-war Britain when without supplies or schools students literally took to the streets to learn and question. The curriculum focuses on allowing children to develop passions with an emphasis on multicultural studies. In addition our curriculum is tailored to help girls deal with the specific pressures and problems they encounter in Kibera. There is an emphasis on health education, women’s empowerment and AIDS education. In addition teachers are equipped to counsel the children and provide unconditional encouragement and support. The curriculum has been designed by education specialist Melissa Dearborn and will be adapted to fit the needs, hopes and dreams of our teaching staff.
Pre-K, K, and 1st Grade Curriculum Overview (a work in progress!)
Program Goals:
Core Belief: Children should be actively engaged in their own learning. The adults who work with children should see themselves as facilitators more than supervisors. Students are taught HOW to learn and trust their own decision making to foster independence.
The activity/experience based environment, provides a rich and stimulating environment. A well-designed early childhood program capitalizes on the interest of the child. It does not have the same expectation for every child nor does it use up time to teach skills for which children have no immediate understanding or use. Learning to learn should be the emphasis in the early years and to foster independence.
Program Content and implementation:
Core Belief: Children develop at different rates and in different patterns.
Children need CHOICE and TIME in order to learn. Children learn through play and schools need to consider their physical, emotional, and intellectual growth. Using real-life contexts can lead to more effective integration of learning. Through integration, children learn to make connections to expand their understanding and to see how knowledge and skills developed in one area can be relevant to other areas.
Pre-k to first grade content must be related to the needs and abilities of the children enrolled. Young children need supportive environments, rich in experiences that are meaningful to them. This type of program provides a strong foundation upon which children can build skills, knowledge, and attitudes which are necessary for lifelong learning. Students will learn math, literacy, science, social studies, the arts, practical life skills, and health and safety through hands-on, real world explorations.
An effective, culturally responsive, developmentally appropriate program:
1) Recognizes that children grow at different rates so curriculum needs to meet their developmental levels.
2) Educates the whole child with attention to her physical, social/emotional, and intellectual well-being.
3) Focuses on the PROCESS of learning rather than separate skills and products.
4) Provides opportunities for children to learn with hands on activities using all the senses
5) Providing large blocks of time for discovery, time to ask questions and receive answers, and time to reflect.
6) Views PLAY as fundamental to a childs learning, growth, and development
7) Allows opportunities for children to develop acceptance of self and others.
8) Provides a solid foundation for learning through language, math, literacy, science, social studies, health, art, music and movement.
9) Allows children to make CHOICES and decisions using the materials provided. This results in independence, attention, love of learning and feelings of success which are necessary for healthy growth and development.
10) Uses assessment such as observation and portfolios to measure learning for all students
Arrangement of Space:
Core Belief: The layout affects children’s interests, levels of interaction, skill development and overall feelings about school.
Children need space, a variety of materials, and large blocks of time. Attention to the layout of the school is an important part of the educational experience. Teachers must arrange the space from a young persons point of view.
ENVIRONMENTAL SUGGESTIONS:
1) Rooms should be arranged to allow large group, small group and individual activities.
2) Learning areas should be defined and attend to traffic patterns and all areas should be visible to the teacher
3) Materials should be displayed so they are inviting to children. Each material should have its own storage container.
4) Materials should be at child level.
5) Create activity centers where children can do independent or self-selected projects. Stock these centers with a variety of supplies.
Integration of the ARTS:
Core Belief: The arts can be highly motivating. Important links can be made between the arts and academic achievement. Using the arts can assist students in understanding and applying skills to standardized exams. Focus and concentration can be developed through an appreciation and application of different learning styles, such as linguistic, visual or kinesthetic thinking. Studies of student learning experiences in drama, music, dance and multi-arts activities show student growth in self-confidence, self-control, self-identity, conflict resolution, collaboration, empathy and social tolerance.
An integrative approach to teaching connects visualization with reading comprehension, contextualizes math, or brings an experiential context to the science or social studies classroom. Through the connection of personal experience with the subject matter, and an emphasis on the process of discovery which allows for unexpected outcomes, teachers help students to develop more complex thinking skills.
Text Books and Materials:
Core Belief: No one text book will address the needs of all learners. Teachers need a variety of resources to address the varying needs of each class.
The books and materials used in an early childhood program should be varied and at different levels to address the learning needs of all children. It is not developmentally appropriate to expect all children to progress at the same speed through a text book.
1) Children should be read to everyday.
2) Text books should be used as guides.
3) No text book is as important as the ability of the teacher to design meaningful activities that address learning differences.
Teachers for Pre-K, Kindergarten, and First Grade:
Core Belief: Teachers are some of the most important people in a child’s life.
Teachers of Pre-K, K, and 1 are:
1) Knowledgeable about child development and able to plan daily
Activities that will promote the development of each girl.
2) Able to listen to children, extend their language about ideas and
feelings, ask questions, and expect different responses from different
children.
3) Able to offer explicit instruction of what a strategy is, why it is used,
when to use it, models it, and guides children to practice it. However, the teacher does not teach explicitly at all times, allowing for exploration and constructivist learning.
4) Able to assess a girls interest, needs, and skill levels and plan realistic activities.
5) Able to promote positive self image. Childrens self-esteem affects what they say, do, and think.
6) Able to use a variety of teaching strategies including small group, large, group, individual lessons, role playing, and make centers suited to a wide range of abilities, interests, and needs.
7) Able to design activities that are as close to real world experiences as possible.
Classroom Management :
Core Belief: Creating a positive classroom community with mutual respect between teacher and student is the most effective way to manage a classroom.
Teachers offer warmth, acceptance, and support in a calm manner. Fair rules and consequences are created by teacher and students and students are given frequent and consistent feedback regarding their behavior. Consequences for inappropriate behavior are logical and clearly understood by the student. For example, if a work area is not cleaned up, the logical consequence is the students may not use that area for a day.
Scheduling:
Core Belief: The basic components of the daily classroom routine are large group (circle), activities, small group workshops, and independent work. Large and small group times are for introducing new materials or skills, drama, movement and music, games, presentations, general meetings, and announcements. Although there is a daily schedule, it can be fluid.
Curriculum Scope and Sequence
Language Art and Literacy Overview: Begin to teach reading as soon as that interest is first expressed. Using a total immersion approach, help the youngest children to develop a highly sophisticated vocabulary and command of the language. The children are taught through many early approaches to listen for and recognize the individual phonetic sounds in words. Use library and reference books on a daily basis for both research and pleasure. As children reach the elementary years, they will be challenged to conduct field research both in and outside of school. Consciously teach students how to develop effective work habits and test-taking strategies. Introduce the children to literature by reading aloud and discussing a wide range of classic stories and poetry. Help the youngest students to recognize the shape and phonetic sounds of the alphabet through the ‘sandpaper letters:’ a tactile alphabet or manipulative blocks. Topics include:
Daily exposure to books they ‘read’ themselves and read aloud.
Use of the library and reference books occurs on a daily basis for both research and pleasure.
*The development of the concept that written words are actual thoughts set down on paper. (This takes children much longer than most people realize.)
*Read specially selected or prepared small books on topics that really interest the child, such as in science, geography, nature or history. Read for enjoyment. Read aloud every day.
Composition Overview
Once handwriting is fairly accomplished, the children begin to develop their composition skills. Research skills and the preparation of reports become major components of the educational program Students are typically asked to write on a daily basis, composing short stories, poems, plays, reports, and news articles. At an early age, before handwriting has been mastered, the children compose sentences, stores, and poetry through oral dictation to adults and with the use of the moveable alphabet. They may make symbols and “sound spell.” It is important to accept this level of writing development. Once handwriting is fairly accomplished, the children begin to develop more complex writing skills. They continue to develop over the years at increasing levels of sophistication. Students research areas of interest or topics that have been assigned in depth, and prepare both formal and informal, written and oral reports. Creative and expository composition skills continue to develop as the children advance from level to level. Students are typically asked to write on a daily basis, composing short stories, poems, plays, reports, and news articles.Topics include:
*Preparing written answers to simple questions.
*Composing stories to follow a picture series.
*Beginning to write stories or poems on given simple themes.
*Preparing written descriptions of science experiments.
*Preparing written reports.
*Learning how to write letters.
*Journal writing
Mathematics Overview: Study of the four basic mathematical operations: addition, subtraction, division, and multiplication begins as children are ready. Students begin math exploration with hands on tools. It takes years before they are ready to begin the “passage to abstraction,” when the child begins to solve problems with paper and pencil. Children study money units, history, equivalent sums, foreign currencies (units and exchange) as part of social studies and applied math by age 6. Students are typically introduced to numbers at age 3: learning the numbers one to ten using puzzles, cards and counters, counting, sight recognition, concept of odd and even. Introduction to the decimal system typically begins at age 3 or 4. Units, tens, hundreds, thousands are represented by specially prepared concrete learning materials such as base 10 blocks. Topics include;
*Linear Counting
*Development of the concept of the four basic mathematical operations: addition, subtraction, division, and multiplication through work with the manipulatives. The child builds numbers with the counting material and performs mathematical operations concretely. (This process normally begins by age 4 and extends over the next two or three years.) Work with this material over a long period is critical to the full understanding of abstract mathematics for all but a few exceptional children. This process tends to develop in the child a much deeper understanding of mathematics.
*Development of the concept of addition and subtraction through the manipulation of the concrete math materials. (Addition and subtraction where exchanging and regrouping of numbers is necessary.)
*Memorization of the basic math facts: adding and subtracting numbers under 10 without the aid of the concrete materials. *Development of further abstract understanding of addition, subtraction, division, and multiplication.
*Developing first understanding of the concept of the “square” of a number.
*Skip counting with the numbers zero to ten: i.e., counting to 1,000 by ones or tens.
*Developing the first understanding of the concept of a “cube” of a number.
*Beginning the “passage to abstraction,” the child begins to solve problems with paper and pencil while working with the concrete materials. Eventually, the materials are no longer needed.
*Study of fractions: The study of fractions begins with very concrete materials and involves learning names and symbols. *Practical application problems, which are used to some extent from the beginning, become far more important.
*Solving word problems about real world situations and determining arithmetic procedures in real situations is practiced.
*Money: units, history, equivalent sums, foreign currencies (units and exchange). (Begins as part of social studies and applied math.)
Geometry Overview
Study of the basic properties and definitions of the geometric shapes followed by more advanced study of the nomenclature, characteristics, measurement and drawing of the geometric shapes. Sensorial exploration of plane and solid figures begins at the primary level. The children learn to recognize the name and basic shapes of plane and solid geometry through manipulation of special wooden geometric insets. They then learn to order them by size or degree. Topics include:
Stage I: Basic geometric shapes.
Stage II: More advanced plane geometric shapes-triangles, polygons, various rectangles and irregular forms.
Physical Geography Overview
With puzzle maps, globes, and charts, children study land and water formations such as island, isthmus, peninsula, strait, lake, cape, bay, archipelago, etc; Introduction to longitude and latitude, coordinate position on the globe, the Earth’s poles, the magnetic poles, history and use of the compass, topographic maps, global positioning satellite devices, electronic charts.At first, physical features are represented by three dimensional models of each, complete with water. Then the children learn to recognize the shapes on maps, and learn about famous examples of each. Topics include:
An introduction to humankind’s search to understand how the Earth was formed, from creation stories to the evidence of
contemporary scientific research: origins, geologic forces, formations of the oceans and atmosphere, continental drift and tectonic plates, volcanoes, earth quakes, the ice ages and the formation of mountain ranges. The study of coasts and land reliefs: hills, mountain ranges, volcanoes, valleys, plains, etc.
their formation, animal life, and effect on people. The study of the hydrosphere: ocean, rivers, lakes, the water cycle.
Cultural Studies/ Social Studies Overview
Children at this level develop a sense of relationship with the world, an awareness and appreciation of other cultures, and an idea of world citizenship. The activities appeal to children’s sense of order and love of beauty. The environment is a link to an understanding of the partnership between humans and the natural world. Countries are studied in many ways at all levels beginning at about age 3-4. Anything that the children find interesting is used to help them become familiar with the countries of the world: flags, boundaries, food, climate, traditional dress, houses, major cities, children’s toys and games, stamps, coins, traditional foods, art, music, and history. This interweaves through the entire curriculum. This usually begins with the child’s homeland. Study of the regions, culture, and natural resources of the Kenya, including geography, climate, flora and fauna, major rivers and lakes, important cities, mountains, people, regional foods, traditions, etc. This begins early and continues at increasing depth at each level. Focus moves over the years from one continent to another, as the children’s interest leads them. All aspects of the nation are considered: geography, climate, flora and fauna, major rivers and lakes, cities, mountains, people, food, religions.
History and the Needs All People Share Overview
Each year the child continues to study and analyze the needs, culture, technology, and social history of various periods in history. The trends of human achievement are chartered, such as the development of transportation, architecture, great inventions, and great leaders.The basic needs of man are food, shelter, clothing, defense, transportation, culture, law, religion or spiritual enlightenment, love, and adornment. (This study begins at age 5-6 and continues throughout the curriculum.) The concept of time and historical time is developed through many activities and repeated at deeper complexity from age 5. Topics include:
• Telling time on the clock
• Time-lines of the child’s life
• Time-lines showing the activities of a day, week, month, year
• Family trees
• Time-line of the Earth’s history
• Time-line from 8,000 B.C. to 2,000 A.D. to study ancient to modern history
The story of the evolution of the planet and its life forms over the eons is first studied at about age 6, along with an overview of human history. This is repeated throughout the curriculum in increasing depth of study. Each year the child continues to study and analyze the needs, culture, technology, and social history of various periods in history. The trends of human achievement are charted, such as the development of transportation, architecture, great inventions, and great leaders.
Science Overview: Observation of animals in nature; Botany: identifying, naming, and labeling the parts of plants, trees, leaves, roots, and flowers; Zoology: identifying, naming, and labeling the external parts of human beings, insects, fish, birds, and other animals; Introduction to ecology: habitat, food chain, adaptation to environment and climate, predator-prey relationships; Study of evolution and the development of life on the Earth over the eons; Life cycles: water, oxygen, carbon dioxide, and nitrogen. Introduction to chemistry: Begins at age 6 and continues throughout the elementary science curriculum.
Practical Life Skills (Health and Safety)
One of the first goals is to develop in the very young child a strong and realistic sense of independence and self-reliance. Along with love and a stable environment, this is the child’s greatest need. This area of the curriculum focuses on developing skills that allow the child to effectively control and deal with the social and physical environment in which she lives. There is a growing pride in being able to “do it for myself.” Practical life begins as soon as the young child enters the school and continues throughout the curriculum to more and more advanced tasks appropriate to the oldest students. Topics include:
Using knives and scissors with good control
Putting materials away on the shelves where they belong when finished
Working carefully and neatly
How to avoid lures
What to do if lost
What to do if approached
NO POWER (NO to drugs, touch, talk…)
Lessons in self esteem and tolerance
Conflict resolution
Bullying
Sensory Training
These are exercises in perception, observation, fine discrimination, and classification that play a major role in helping our children to develop their sense of logic and concentration. They begin at age 3 and are a major area of concentration typically through age 5. Topics include:
Discrimination of length, width, and height.