KINDERGARTEN’S CURRICULUM

Welcome to the Discussion of our Curriculum. In this session, we would like to present a glance of national curriculum for Kindergarten, which is split into two, i.e., for Kindergarten A and Kindergarten B. In principle, both curriculums have things in common. Only that, as with any curriculum, each part is prepared in a grading appropriate with a child’s development, including:

• Creation of behavior through customizing related with moral and religious values, social, emotional and self-standing.
• Creation of basic capabilities related with the capabilities of using the language, cognitive, physical and motoric, art. Below is the curriculum distribution we apply, based on the Kindergarten’s educational level.
  

The creation of behavior through customizing related with moral and religious values, social, emotional, and self-standing. Here, the children are expected to be able to utter prayer recitals or songs, simple religious songs, to know different existing religions, to know and to simulate worshipping moves, and to know and love God’s creation.

Besides, they would also know ethics as well as hospitality, developing their self-disciplines, to respect each other, friendly and able to cooperate with others. AS an individual, a child is also expected to show their self confidence, concern to him/herself and to his/her environments, and be able to express his/her emotion as well as to control it, and learn how to be accountable.

The child’s basic capabilities consist of capability of using the language, cognitive, physic and motoric, and art. For language capability, a child is expected to be able to listen, distinguish, and utter a sound, both voice and language, be able to listen and understand simple sentences, be able to communicate while enriching his/her vocabulary, able to know simple symbols and telling a pictorial story as their preparation for writing and reading, and to know the relation between spoken and written language, also for his/her reading preparation.

At cognitive capability, a child is expected to be able to recognize things around him/her in the matters of shapes, types, and sizes, to understand simple scientific concepts, to understand numbers, to know geometrical shapes, to solve simple problems, to know dimensions, time concept, and simple mathematical concepts.

During his/her physical and motoric development, a child is expected to be able to move all parts of his/her body, such as fingers, arms, trunk, and legs, for muscle flexibility and coordination as well as balance of his/her body.

Finally, the child’s sense of art, where he/she is expected to be able to draw and color simple pictures, able to create something through different media, and express his/herself through simple moves, able to sing and play music instruments, able to read short poems, and create pantomime moves.

KINDERGARTEN’S CURRICULUM

What is the curriculum framework? The curriculum framework consists of five essential elements: concepts, knowledge, skills, attitude, action. The knowledge component is developed through inquiries into six transdisciplinary themes of global significance, supported and balanced by six subject areas. The curriculum framework is further structured around three interrelated questions.

• What do we want to learn? The written curriculum. • How best will we learn? The taught curriculum. • How will we know what we have learned? The learned curriculum.

Kindergarten 1 / 4-5 years

• Friendship, family, interdependence - causation and responsibility
• Culture, tradition, choice - causation and change
• Opinion, diversity, feelings communication - connection and reflection
• Materials, matter - function and change
• Systems, self, communities - function and responsibility
• Living things interdependence, systems - form, change and connection

Kindergarten 2 / 5-6 years

• Living things, balance, well-being - function, causation and reflection
• Culture continuity, diversity - change and perspective
• Beliefs, culture, values - form and perspective
• Living things cycles, transformation - change and connection
• Transportation systems - function and connection
• Conservation, interdependence, lifestyle, resources - causation reflection and responsibility