Kindergarten

Kindergarten at Treamis – The perfect balance of learning and play

Pre-kindergarten (Age 3-4 years)

Pre-kindergarten classes offer endless opportunities for children to meet success every day.

As the first school of experience, the child is provided an environment that fosters self-esteem and a genuine love of learning. Circle time with music and movement is combined with dramatic play, art, building blocks, fine motor manipulatives and science and sensory areas help children grow in all areas of development. A sense of wonder is introduced through science units as the children explore the world. Outside, gross motor play provides fun and positive social interactions.

Lower Kindergarten (Age 4-5 years)

The children recognize letters and some letter sounds, add two groups of concrete objects by counting and begin to understand the concept of yesterday, today and tomorrow.

They continue their growth in language and social development as they learn classroom expectations and procedures. Children acquire STEM skills associated with math and science. Understanding of numbers and shapes, hypothesizing, investigating, measuring, drawing conclusions are all acquired through a play-based learning environment.

Upper Kindergarten (Age 5-6 years)

The children acquire foundational literacy and math skills. They learn letter-sound relationships, sight word recognition and basic mathematical functions. They also undergo a character education program which nurtures important social and emotional skills such as listening, understanding feelings and resolving conflicts. Fine motor development and creativity is learned through art projects. All this in addition to building community, learning valuable conflict resolution skills and developing relationships makes this class a perfect transition to Grade 1.

The Kindergarten is a full day program, the specialist and homeroom classes take place in the morning. In the afternoon, after lunch and a nap the children are engaged in various indoor and outdoor activities.

Grades 1-5

The students study the following subjects in their primary years from Grade 1–5

Subjects

Language

  • Oral —listening and speaking
  • Visual —viewing and presenting
  • Written – reading and writing
Languages taught
  • English
  • Hindi/French (2nd language options)
  • Kannada (Regional language study)

Mathematics

  • Data handling
  • Measurement
  • Shapes and space
  • Pattern and function
  • Number

Science

  • Living things
  • Earth and space
  • Materials and matter
  • Forces and energy

Social Studies

  • Human systems and economic activities
  • Social organization and culture
  • Continuity and change through time
  • Human and natural environments
  • Resources and the environment

Information & Communication Technologies (ICT)

  • Learn to use a wide range of digital tools, media and learning environments
  • Learn to investigate, create, communicate, collaborate, organize and be responsible for their own learning and actions.
  • Learn to make connections and understand its relevance and applicability in everyday lives.
  • Develop and apply strategies for critical and creative thinking, engage in inquiry and apply new understandings and skills in different contexts.

Library 

  • Use resources from the library such as collections of fiction, non-fiction, magazines, and research materials to enhance learning.
  • Borrow books from the library and read at home along with parents.

Personal, Social & Physical Education

Physical Education Programme 

The objectives of the programme are to

  • Reinforce sport techniques in speed of execution, precision, and power.
  • Bring awareness on the benefits of a healthy lifestyle and the importance of physical activity in daily lives.
  • Bring awareness of space, direction and levels in relation to others and their environment.
  • Develop basic skills involving agility, flexibility, strength, response and coordination.
  • Diversify, refine, combine and link the acquired skills into more advanced tactics and strategies.
  • Combine the movements to create sequences refining basketball, soccer, volleyball, yoga/taekwondo, athletics skills.

The programme focuses on Fun/action – acceptance, participation, connect with self and earth for Grades 1 & 2.  For Grades 3 – 5, the focus is on skill building, teams, moral values, develop and become good human being.
 

Physical activities:
  • Fitness (All Grades)
  • Fundamental Movements (Grade -1-2)
  • Adventure Activities (Grade – 1-2)
Team sports: 
  • Basketball (Grade 3 – 5)
  • Soccer (Grade 3 – 5)
  • Volleyball (Grade 3 – 5)
Individual sports:
  • Athletics (Grade 3 – 5)
  • Swimming (Grade 1 – 5)
  • Yoga (Grades 1 – 5)

Performing Arts

Dance 
  • Exploring dances, gaining both a physical and theoretical understanding
  • Individual investigation
  • Developing creative aspect of making dances; composing original work
  • Movement skills appropriate to the dancer’s performance
  • Clarity in relationship to space, time, dynamics and movement qualities appropriate to the work
  • Communicative expression in relation to other performers and to the audience 
Music 
  • Singing and movement through the study of melody and rhythm
  • Developing reading and simple notation skills.
  • Singing, playing instruments, listening, reading and writing music through the study of melody, rhythm, harmony and form.
  • Songs and compositions from around the world.
Visual Arts
  • Focus on the elements of art and the creative process.
  • Explore a wide variety of materials and tools.
  • Exposure and response to artifacts and artwork of varied origins and reflect on self and others artwork.
  • Self-awareness about one’s interest and preferences in art.
  • Aware of the elements and principles of art and design
  • Make independent choices about tools, media and materials appropriate for one’s artwork.
  • Examine artwork and artifacts from different periods and make predictions about their function.
  • Reflect on one’s own work and the work of others with sensitivity and appreciation.

Reporting & Demonstration of Knowledge

Reporting & Demonstration of Knowledge (add photographs & videos of SLC, Pinnacle Day, PTC )

Demonstration of the knowledge acquired and their reporting are done in the following ways. 

Parent/teacher/student Conferences:  During the conference held twice a year, the homeroom mentor and the subject teachers provide detailed progress of the students.  Evidence from the classroom work is used to set goals and action items for parents, students and the teachers.  

Student-led conferences:  In this conference conducted once a year by the students, parents understand and appreciate the knowledge acquired not only by their children but also by other students. Students lead parents through a discussion of their work and established academic and social goals.  The student directs the conversation focused on their work and classroom behavior. The classroom mentor does not participate directly in the conference except to facilitate the event. 

Pinnacle Day: Children celebrate their learning with a whole new perspective during the Pinnacle Day conducted twice a year. They demonstrate their knowledge with performances and presentations.

Progress and Performance Reports:  Parents receive written reports about their children six times a year at the end of each term.  The reports document progress in relation to units of inquiry and stand-alone subjects, the learner profile attributes, attitudes and skill development.

The PYP Exhibition:

In their final year ie., Grade 5, the students carry out an extended, in-depth, collaborative project known as the PYP exhibition. This involves students working collaboratively to conduct an in-depth inquiry into real life issues or problems.  Students collectively synthesise all of the essential elements of the Primary Years Programme in ways that can be shared with the whole school community. The event also provides teachers with a powerful and authentic process for assessing student understanding.

The exhibition represents a unique and significant opportunity for students to exhibit the attributes of the IB learner profile developed throughout their engagement in PYP.   It also provides schools and students with a wonderful opportunity to celebrate the transition of learners to the next phase of their education.

Parent – Teacher Meetings: Parents or a teacher can initiate a meeting at a time convenient to each other to address any specific issue of concern with the student.  During this meeting, goals are set and action items are documented