Kindergarten & Pre-K Content ...

"If you don't know where you are going, you're likely to end up somewhere else." (Lawrence J. Peter; educator and author of "Peter's Principles"; 1919–1990.)
The Snail's Trail Homeschool
Kindergarten & Pre-K Content Standards

Art

Our art standards:

record from first-hand observation, experience and imagination, and explore ideas
ask and answer questions about the starting points for their work, and develop their ideas.
investigate the possibilities of a range of materials and processes
try out tools and techniques and apply these to materials and processes, including drawing
represent observations, ideas and feelings, and design and make images and artifacts.
review what they and others have done and say what they think and feel about it
identify what they might change in their current work or develop in their future work
describe properties of shapes that they can see or visualise using the related vocabulary
create 2-D shapes and 3-D shapes
recognise reflective symmetry in familiar 2-D shapes and patterns
measure, mark out, cut and shape a range of materials
use 'paint' software to explore shape, colour and pattern

I will teach about:

visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space
materials and processes used in making art, craft and design
differences and similarities in the work of artists, craftspeople and designers in different times and cultures [for example, sculptors, photographers, architects, textile designers].

I will teach the Knowledge, skills and understanding through:

exploring a range of starting points for practical work [for example, themselves, their experiences, stories, natural and made objects and the local environment]
working on their own, and collaborating with others, on projects in two and three dimensions and on different scales
using a range of materials and processes [for example, painting, collage, print making, digital media, textiles, sculpture]
investigating different kinds of art, craft and design [for example, in the locality, in original and reproduction form, during visits to museums, galleries and sites, on the internet].

Citizenship

Our Citizenship Standards:

to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
to share their opinions on things that matter to them and explain their views
to recognise, name and deal with their feelings in a positive way
to think about themselves, learn from their experiences and recognise what they are good at
how to set simple goals.
express their own views about people, places and environments [for example, about litter in the school]
recognise changes in the environment [for example, traffic pollution in a street]
recognise how the environment may be improved and sustained [for example, by restricting the number of cars]
care for the environment
to recognise and describe how their bodies feel during different activities
follow safe procedures for food safety and hygiene

I will teach about:

to take part in discussions with one other person and the whole class
to take part in a simple debate about topical issues
to recognise choices they can make, and recognise the difference between right and wrong
to agree and follow rules for their group and classroom, and understand how rules help them
to realise that people and other living things have needs, and that they have responsibilities to meet them
that they belong to various groups and communities, such as family and school
what improves and harms their local, natural and built environments and about some of the ways people look after them
to contribute to the life of the class and school
to realise that money comes from different sources and can be used for different purposes.
how to make simple choices that improve their health and wellbeing
to maintain personal hygiene
how some diseases spread and can be controlled
about the process of growing from young to old and how people's needs change
the names of the main parts of the body
that all household products, including medicines, can be harmful if not used properly
rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.
to recognise how their behaviour affects other people
to listen to other people, and play and work cooperatively
to identify and respect the differences and similarities between people
that family and friends should care for each other
that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.
to recognise and compare the main external parts of the bodies of humans and other animals
that humans and other animals need food and water to stay alive
that taking exercise and eating the right types and amounts of food help humans to keep healthy
about the role of drugs as medicines
how to treat animals with care and sensitivity
that humans and other animals can produce offspring and that these offspring grow into adults
about the senses that enable humans and other animals to be aware of the world around them

I will teach the Knowledge, skills and understanding through opportunities to:

take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well]
feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves]
take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from']
make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly]
meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse]
develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]
consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]
ask for help [for example, from family and friends, midday supervisors, older pupils, the police].

Design & Technology

Our design & technology standards:

generate ideas by drawing on their own and other people's experiences
develop ideas by shaping materials and putting together components
talk about their ideas
plan by suggesting what to do next as their ideas develop
communicate their ideas using a variety of methods, including drawing and making models.
talk about their ideas, saying what they like and dislike
identify what they could have done differently or how they could improve their work in the future.
investigate the possibilities of a range of materials and processes
try out tools and techniques and apply these to materials and processes, including drawing
use their senses to explore and recognise the similarities and differences between materials
recognise and name common types of material [for example, metal, plastic, wood, paper, rock] and recognise that some of them are found naturally
find out about the uses of a variety of materials [for example, glass, wood, wool] and how these are chosen for specific uses on the basis of their simple properties
estimate the size of objects and order them by direct comparison using appropriate language; put familiar events in chronological order; compare and measure objects using uniform non-standard units [for example, a straw, wooden cubes], then with a standard unit of length (cm, m), weight (kg), capacity (l) [for example, 'longer or shorter than a metre rule', 'three-and-a-bit litre jugs']; compare the durations of events using a standard unit of time
understand angle as a measure of turn using whole turns, half-turns and quarter-turns
estimate, measure and weigh objects; choose and use simple measuring instruments, reading and interpreting numbers, and scales to the nearest labelled division
to find out about, and describe the movement of, familiar things [for example, cars going faster, slowing down, changing direction]

I will teach about:

select tools, techniques and materials for making their product from a range suggested by the teacher
explore the sensory qualities of materials
measure, mark out, cut and shape a range of materials
assemble, join and combine materials and components
use simple finishing techniques to improve the appearance of their product, using a range of equipment
follow safe procedures for food safety and hygiene.
the working characteristics of materials [for example, folding paper to make it stiffer, plaiting yarn to make it stronger]
how mechanisms can be used in different ways [for example, wheels and axles, joints that allow movement].
use word-processing or desktop publishing (DTP) software and a printer to plan and display their ideas.

I will teach the Knowledge, skills and understanding through:

investigating and evaluating a range of familiar products [for example, talking about how they work, and whether they do what they are supposed to do]
focused practical tasks that develop a range of techniques, skills, processes and knowledge
design and make assignments using a range of materials, including food, items that can be put together to make products, and textiles.

English

Our English standards:

speak with clear diction and appropriate intonation
choose words with precision
organise what they say
focus on the main point(s)
include relevant detail
take into account the needs of their listeners.
sustain concentration
remember specific points that interest them
make relevant comments
listen to others' reactions
ask questions to clarify their understanding
identify and respond to sound patterns in language [for example, alliteration, rhyme, word play].
take turns in speaking
relate their contributions to what has gone on before
take different views into account
extend their ideas in the light of discussion
give reasons for opinions and actions.
use language and actions to explore and convey situations, characters and emotions
create and sustain roles individually and when working with others
comment constructively on drama they have watched or in which they have taken part.

I will teach:

introduced to some of the main features of spoken standard English and be taught to use them.
in different circumstances [for example, to reflect on how their speech changes in more formal situations]
to take account of different listeners [for example, adapting what they say when speaking to people they do not know].
The paragraphs on standard English, language variation, language structure, and language structure and variation in speaking and listening, reading and writing provide a coherent basis for language study.

I will teach the Knowledge, skills and understanding through the following range of activities, contexts and purposes:

telling stories, real and imagined
reading aloud and reciting
describing events and experiences
speaking to different people, including friends, the class, teachers and other adults
The range should include opportunities for pupils to listen to each other, adults, and recordings
making plans and investigating
sharing ideas and experiences
commenting and reporting.

working in dramatic roll
presenting drama and stories to others [for example, telling a story through tableaux or using a narrator
responding to performances.

Geography

Our Geography Standards:

ask geographical questions [for example, 'What is it like to live in this place?']
observe and record [for example, identify buildings in the street and complete a chart]
express their own views about people, places and environments [for example, about litter in the school]
communicate in different ways [for example, in pictures, speech, writing].
identify and describe what places are like [for example, in terms of landscape, jobs, weather]
identify and describe where places are [for example, position on a map, whether they are on a river]
recognise how places have become the way they are and how they are changing [for example, the quality of the environment in a street]
recognise how places compare with other places [for example, compare the local area with places elsewhere in the United Kingdom]
recognise how places are linked to other places in the world [for example, food from other countries].
make observations about where things are located [for example, a pedestrian crossing near school gates] and about other features in the environment [for example, seasonal changes in weather]
recognise changes in physical and human features [for example, heavy rain flooding fields].
recognise changes in the environment [for example, traffic pollution in a street]
recognise how the environment may be improved and sustained [for example, by restricting the number of cars].
solve a relevant problem by using simple lists, tables and charts to sort, classify and organise information
use a programmable toy to develop instructions for following a route.
use the organisational features of non-fiction texts, including captions, illustrations, contents, index and chapters, to find information
understand that texts about the same topic may contain different information or present similar information in different ways
use reference materials for different purposes
gather information from a variety of sources [for example, people, books, databases, CD-ROMs, videos and TV]
use a digital camera to record places, people and events observed outside the classroom.

I will teach:

use geographical vocabulary [for example, hill, river, motorway, near, far, north, south]
use fieldwork skills [for example, recording information on a school plan or local area map]
use globes, maps and plans at a range of scales [for example, following a route on a map]
use secondary sources of information [for example, CD-ROMs, pictures, photographs, stories, information texts, videos, artefacts]
make maps and plans [for example, a pictorial map of a place in a story] .
observe, visualise and describe positions, directions and movements using common words
recognise movements in a straight line (translations) and rotations, and combine them in simple ways [for example, give instructions to get to the headteacher's office or for rotating a programmable toy]

I will teach taught the Knowledge, skills and understanding through the study of two localities:

the locality of the school
a locality either in the United States or overseas that has physical and/or human features that contrast with those in the locality of the school.

History

Our History Standards:

place events and objects in chronological order
use common words and phrases relating to the passing of time [for example, before, after, a long time ago, past].
recognise why people did things, why events happened and what happened as a result
identify differences between ways of life at different times.
identify different ways in which the past is represented.
find out about the past from a range of sources of information [for example, stories, eye-witness accounts, pictures and photographs, artefacts, historic buildings and visits to museums, galleries and sites, the use of ICT-based sources]
to ask and answer questions about the past.
select from their knowledge of history and communicate it in a variety of ways [for example, talking, writing, using ICT]
estimate the size of objects and order them by direct comparison using appropriate language; put familiar events in chronological order; compare and measure objects using uniform non-standard units [for example, a straw, wooden cubes], then with a standard unit of length (cm, m), weight (kg), capacity (l) [for example, 'longer or shorter than a metre rule', 'three-and-a-bit litre jugs']; compare the durations of events using a standard unit of time
understand Different ways in which people have represented the past include: in pictures, plays, films, reconstructions of the past, museum displays, TV programmes and fictional stories.
use information from a CD-ROM to find out about the life of a significant person, or the way of life in the past.
order important events in a story on an onscreen timeline.

I will teach the Knowledge, skills and understanding through the following areas of study:

changes in their own lives and the way of life of their family or others around them
the way of life of people in the more distant past who lived in the local area or elsewhere in Britain
the lives of significant men, women and children drawn from the history of Britain and the wider world [for example, artists, engineers, explorers, inventors, pioneers, rulers, saints, scientists]
past events from the history of Britain and the wider world [for example, events such as the Gunpowder Plot, the Olympic Games, other events that are commemorated].

ICT

Our ICT Standards:

gather information from a variety of sources [for example, people, books, databases, CD-ROMs, videos and TV]
enter and store information in a variety of forms [for example, storing information in a prepared database, saving work]
retrieve information that has been stored [for example, using a CD-ROM, loading saved work]
to use text, tables, images and sound to develop their ideas
how to select from and add to information they have retrieved for particular purposes
how to plan and give instructions to make things happen [for example, programming a floor turtle, placing instructions in the right order]
to try things out and explore what happens in real and imaginary situations [for example, trying out different colours on an image, using an adventure game or simulation].
review what they have done to help them develop their ideas
describe the effects of their actions
talk about what they might change in future work.

I will teach:

how to share their ideas by presenting information in a variety of forms [for example, text, images, tables, sounds]
to present their completed work effectively [for example, for public display].

I will teach the Knowledge, skills and understanding through:

working with a range of information to investigate the different ways it can be presented [for example, information about the Sun presented as a poem, picture or sound pattern]
exploring a variety of ICT tools [for example, floor turtle, word processing software, adventure game]
talking about the uses of ICT inside and outside school.

Math

Our Math Standards:

approach problems involving number, and data presented in a variety of forms, in order to identify what they need to do
develop flexible approaches to problem solving and look for ways to overcome difficulties
make decisions about which operations and problem-solving strategies to use
organise and check their work
use the correct language, symbols and vocabulary associated with number and data
communicate in spoken, pictorial and written form, at first using informal language and recording, then mathematical language and symbols
present results in an organised way
understand a general statement and investigate whether particular cases match it
explain their methods and reasoning when solving problems involving number and data.count reliably up to 20 objects at first and recognise that if the objects are rearranged the number stays the same; be familiar with the numbers 11 to 20; gradually extend counting to 100 and beyond
create and describe number patterns; explore and record patterns related to addition and subtraction, and then patterns of multiples of 2, 5 and 10 explaining the patterns and using them to make predictions; recognise sequences, including odd and even numbers to 30 then beyond; recognise the relationship between halving and doubling
read and write numbers to 20 at first and then to 100 or beyond; understand and use the vocabulary of comparing and ordering these numbers; recognise that the position of a digit gives its value and know what each digit represents, including zero as a place-holder; order a set of one and two-digit numbers and position them on a number line and hundred-square; round any two-digit number to the nearest 10.
understand addition and use related vocabulary; recognise that addition can be done in any order; understand subtraction as both 'take away' and 'difference' and use the related vocabulary; recognise that subtraction is the inverse of addition; give the subtraction corresponding to an addition and vice versa; use the symbol '=' to represent equality; solve simple missing number problems [for example, 6 = 2 + ? ]
understand multiplication as repeated addition; understand that halving is the inverse of doubling and find one half and one quarter of shapes and small numbers of objects; begin to understand division as grouping (repeated subtraction); use vocabulary associated with multiplication and division
develop rapid recall of number facts: know addition and subtraction facts to 10 and use these to derive facts with totals to 20, know multiplication facts for the x2 and x10 multiplication tables and derive corresponding division facts, know doubles of numbers to 10 and halves of even numbers to 20
develop a range of mental methods for finding, from known facts, those that they cannot recall, including adding 10 to any single-digit number, then adding and subtracting a multiple of 10 to or from a two-digit number; develop a variety of methods for adding and subtracting, including making use of the facts that addition can be done in any order and that subtraction is the inverse of addition
carry out simple calculations of the form 40 + 30 = ?, 40 + ? = 100, 56 - ? = 10; record calculations in a number sentence, using the symbols +, -, x , ÷ and = correctly [for example, 7 + 2 = 9] .
choose sensible calculation methods to solve whole-number problems (including problems involving money or measures), drawing on their understanding of the operations
check that their answers are reasonable and explain their methods or reasoning.
solve a relevant problem by using simple lists, tables and charts to sort, classify and organise information
discuss what they have done and explain their results.

Our PE Standards

explore basic skills, actions and ideas with increasing understanding
remember and repeat simple skills and actions with increasing control and coordination.
explore how to choose and apply skills and actions in sequence and in combination
vary the way they perform skills by using simple tactics and movement phrases
apply rules and conventions for different activities.

I will teach:

how important it is to be active
to recognise and describe how their bodies feel during different activities.
that taking exercise and eating the right types and amounts of food help humans to keep healthy

I will teach the Knowledge, skills and understanding through dance activities, games activities and gymnastic activities.

Dance activities

6. Pupils should be taught to:

use movement imaginatively, responding to stimuli, including music, and performing basic skills [for example, travelling, being still, making a shape, jumping, turning and gesturing]
change the rhythm, speed, level and direction of their movements
create and perform dances using simple movement patterns, including those from different times and cultures
express and communicate ideas and feelings.

Games activities

7. Pupils should be taught to:

travel with, send and receive a ball and other equipment in different ways
develop these skills for simple net, striking/fielding and invasion-type games
play simple, competitive net, striking/fielding and invasion-type games that they and others have made, using simple tactics for attacking and defending.

Gymnastic activities

8. Pupils should be taught to:

perform basic skills in travelling, being still, finding space and using it safely, both on the floor and using apparatus
develop the range of their skills and actions [for example, balancing, taking off and landing, turning and rolling]
choose and link skills and actions in short movement phrases
create and perform short, linked sequences that show a clear beginning, middle and end and have contrasts in direction, level and speed.

Swimming activities and water safety

9. Pupils should be taught to:

move in water [for example, jump, walk, hop and spin, using swimming aids and support]
float and move with and without swimming aids
feel the buoyancy and support of water and swimming aids
propel themselves in water using different swimming aids, arm and leg actions and basic strokes.

Music

Our Music Standards

use their voices expressively by singing songs and speaking chants and rhymes
play tuned and untuned instruments
rehearse and perform with others [for example, starting and finishing together, keeping to a steady pulse].
create musical patterns
explore, choose and organise sounds and musical ideas.
explore and express their ideas and feelings about music using movement, dance and expressive and musical language
make improvements to their own work.
use software designed to enable exploration of sounds.
use movement imaginatively, responding to stimuli, including music, and performing basic skills [for example, travelling, being still, making a shape, jumping, turning and gesturing]
create and perform dances using simple movement patterns, including those from different times and cultures
use recording equipment to recall sounds and identify and make improvements.
identify and respond to sound patterns in language [for example, alliteration, rhyme, word play]
that there are many kinds of sound and sources of sound
that sounds travel away from sources, getting fainter as they do so, and that they are heard when they enter the ear

I will teach:

to listen with concentration and to internalise and recall sounds with increasing aural memory
how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised and used expressively within simple structures [for example, beginning, middle, end]
how sounds can be made in different ways [for example, vocalising, clapping, by musical instruments, in the environment] and described using given and invented signs and symbols
how music is used for particular purposes [for example, for dance, as a lullaby].
Listening is integral to the development of all aspects of pupils' knowledge and understanding of music.

I will teach the Knowledge, skills and understanding through:

a range of musical activities that integrate performing, composing and appraising
responding to a range of musical and non-musical starting points
working on their own, in groups of different sizes and as a class
a range of live and recorded music from different times and cultures.

Science

Our Science Standards:

ask questions [for example, 'How?', 'Why?', 'What will happen if ... ?'] and decide how they might find answers to them
use first-hand experience and simple information sources to answer questions
think about what might happen before deciding what to do
recognise when a test or comparison is unfair
follow simple instructions to control the risks to themselves and to others
explore, using the senses of sight, hearing, smell, touch and taste as appropriate, and make and record observations and measurements
communicate what happened in a variety of ways, including using ICT [for example, in speech and writing, by drawings, tables, block graphs and pictograms]
make simple comparisons [for example, hand span, shoe size] and identify simple patterns or associations
compare what happened with what they expected would happen, and try to explain it, drawing on their knowledge and understanding
review their work and explain what they did to others.
demonstrate an understanding of the natural environment and the interrelationships among natural systems.
will use credible research methods to investigate environmental questions, revise their personal understanding to accommodate new knowledge and
perspectives, and be able to communicate this understanding to others
identify, investigate, and evaluate environmental problems and issues
use findings from environmental issue investigations to develop decision-making skills, and to gain experience in citizen action skills
develop an understanding and commitment to environmental stewardship

I will teach:

that it is important to collect evidence by making observations and measurements when trying to answer a question.

Personal, Social, & Health Development

Our PSH Standards

recognise what they like and dislike, what is fair and unfair, and what is right and wrong
share their opinions on things that matter to them and explain their views
recognise, name and deal with their feelings in a positive way
think about themselves, learn from their experiences and recognise what they are good at
how to set simple goals.
take part in discussions with one other person and the whole class
take part in a simple debate about topical issues
recognise choices they can make, and recognise the difference between right and wrong
agree and follow rules for their group and classroom, and understand how rules help them
realise that people and other living things have needs, and that they have responsibilities to meet them
that they belong to various groups and communities, such as family and school
what improves and harms their local, natural and built environments and about some of the ways people look after them
contribute to the life of the class and school
realise that money comes from different sources and can be used for different purposes.
make simple choices that improve their health and wellbeing
to maintain personal hygiene
how some diseases spread and can be controlled
about the process of growing from young to old and how people's needs change
the names of the main parts of the body
that all household products, including medicines, can be harmful if not used properly
rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.
recognise how their behaviour affects other people
listen to other people, and play and work cooperatively
identify and respect the differences and similarities between people
recognize that family and friends should care for each other
recognize that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.
recognise and compare the main external parts of the bodies of humans and other animals
recognise that humans and other animals need food and water to stay alive
recognise that taking exercise and eating the right types and amounts of food help humans to keep healthy
recognise about the role of drugs as medicines
recognise how to treat animals with care and sensitivity
recognise that humans and other animals can produce offspring and that these offspring grow into adults
recognise about the senses that enable humans and other animals to be aware of the world around them

I will teach the Knowledge, skills and understanding through opportunities to:

take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well]
feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves]
take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from']
make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly]
meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse]
develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]
consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]
ask for help [for example, from family and friends, midday supervisors, older pupils, the police].

Religion

Our Religion Standards:

explore a range of religious stories and sacred writings and talk about their meanings
name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate
identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives
explore how religious beliefs and ideas can be expressed through the arts and communicate their responses
identify and suggest meanings for religious symbols and begin to use a range of religious words.
reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, wonder, praise, thanks, concern, joy and sadness
ask and respond imaginatively to puzzling questions, communicating their ideas
identify what matters to them and others, including those with religious commitments, and communicate their responses
reflect on how spiritual and moral values relate to their own behaviour
recognise that religious teachings and ideas make a difference to individuals, families and the local community
use the internet or CD-ROMs to obtain a wide range of stories about religious beliefs and teachings.
express their own views about people, places and environments [for example, about litter in their school]
identify and describe what places are like [for example, in terms of landscape, jobs, weather]

I will teach:

the opportunity to develop respect for all.
the opportunity to develop appreciation and wonder.

I will teach the Knowledge, skills and understanding through the following areas of study:

Religions and beliefs

Christianity
at least one other principal religion
a religious community with a significant local presence, where appropriate
a secular world view, where appropriate

Themes

believing: what people believe about God, humanity and the natural world
story: how and why some stories are sacred and important in religion
celebrations: how and why celebrations are important in religion
symbols: how and why symbols express religious meaning
leaders and teachers: figures who have an influence on others locally, nationally and globally in religion
belonging: where and how people belong and why belonging is important
myself: who I am and my uniqueness as a person in a family and community

Experiences and opportunities

visiting places of worship and focusing on symbols and feelings
listening and responding to visitors from local faith communities
using their senses and having times of quiet reflection
using art and design, music, dance and drama to develop their creative talents and imagination
sharing their own beliefs, ideas and values and talking about their feelings and experiences
beginning to use ICT to explore religions and beliefs as practised in the local and wider community.

Taken from:
Searchable Database of Standards: http://www.mcrel.org/standards-benchmarks/
British National Standards: http://curriculum.qca.org.uk/