Strand: Oral Language ( Listening & speaking)
Strand: Visual language (Viewing & Presenting)
Strand: Written language (Reading)
Strand: Written language (Writing)
use gestures, actions, body language and/or words to express needs and ideas.
attend to visual information showing understanding through discussion, role play, illustrations, play, gestures, facial expression.
enjoy listening to stories
choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a party
listen and respond to picture books, showing pleasure,and demonstrating their understanding through gestures, expressions and/or words.
reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise.
choose and “read” picture books for pleasure.
show an awareness of sound–symbol relationships and begin to recognize the way that some familiar sounds can be recorded.
interact effectively with peers and adults in familiar social settings.
observe visual cues that indicate context; show understanding by matching pictures with context.
show curiosity and ask questions about the pictures or text
create illustrations to match their own written text.
tell their own stories using words, gestures, and objects/ artifacts.
relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”
participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity
demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality.
understand simple questions and respond with actions or words.
connect visual information with their own experiences to construct their own meaning, for example, when taking a trip
join in with chants, poems,songs,word games and clapping games,gaining familiarity with the sounds and patterns of the language of instruction
form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community.
describe personal experiences
use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions
understand sound–symbol relationships and recognize familiar sounds/symbols/ words of the language community
write their own name independently
listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form
observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed.
handle books, showing an understanding of how a book works, for example, cover, beginning, directional movement, end
is able to take dictation of tricky words.
listen and respond in small or large groups for increasing periods of time
indicate printed text where the teacher should start reading.
can take dictation of regular words
memorize and join in with poems, rhymes and songs
is able to read the tricky words.
is able to write 3 -4 simple sentences
obtain simple information from accessible spoken texts.
is able to blend the sounds and read the words
distinguish beginning, medial and ending sounds of words with increasing accuracy
use language to address their needs, express feelings and opinions
use oral language to communicate during classroom activities, conversations and imaginative play
follow two step instructions
use single words and two-word phrases in context.
use the mother tongue (with translation if necessary) to express needs and explain ideas.
Strand: Patterns and Functions
Strand: Shape and Space
Strand: Data Handling
identify and count numbers from 0 - 99
read and write the days of the week and read months of the year.
identify, extend and create patterns with 3 and 4 attributes using manipulatives and in real life examples. eg: Red-blue-green, red-blue-green or ABCD,ABCD,ABCD, etc respectively
learners identify and sort cube,cuboid,sphere,cone & cylinder 3-D shapes
is able to compare and contrast in real life using Venn diagram eg: comparison between fruits, animals, old and new generations, etc
quantify numbers using manipulatives, based on the place value (tens & ones) from 0 - 99 eg: 65= 6tens and 5 ones
is able to identify various events in their daily routine- today is Tuesday, yesterday was Monday, tomorrow will be Tuesday.
identify, extend and create number patterns by skip count by 2 upto 99, skip count by 5 upto 99 and skip count by 10 upto 90.
learners explore the natural vocabulary like sides & corner
answer questions using graph(pictograph)
do forward, backward,greater than, less than, equal to,before and after, estimation from 1 – 99 with place value and ascending, descending(1 - 50).
learners identify 2D shapes square,rectangle,triangle,circle.
connect number names to the numerals 1 - 99
learners identify the respective 3-D shapes in their environment.
write number names (1- 99)
is able to quantify numbers using manipulative based on place value (tens and ones) (0-99)
model addition of single digit number from 0 - 9 and solve simple word problems orally
ordinal numbers from 1 - 10, eg: 1st , 2nd, 3rd,.......,10th, etc
Arts - Music
explore body and untuned percussion instrument sounds
use the voice and body to create musical patterns
describe how music makes them feel
play untuned percussion instruments in time with a beat
sing individually and in unison
sing with accuracy and control focusing awareness on the musical elements
Arts - Dance
describe the ideas and feelings communicated through body movements
explore different types of movement such as travelling, jumping and turning.
display audience etiquette and appropriate responses such as watching, listening and responding to favourite parts of the performance
respond to word, rhythm and/or music through movements
create movement to various tempos
identify and explore strategies that help them to cope with change
recognize that others have emotions,feelings and perspectives that may be different from their own
recognize the importance of regular exercise in the development of well being
develop a range of fine motors & gross motor skills
demonstrate an awareness of basic hygiene in their daily routine
recognize that acting upon instructions and being aware of others helps to ensure safety
reach out for help when it is needed for themselves and others
value interacting,playing,and learning with others
cooperative with others
assume responsibility for a role in a group
celebrate the accomplishment of group
recognize the different group roles & responsibilities