A

Unique
Educational
Adventure

Kindergarten 1
The Learning Experience

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 Mission
Through an inquiry based international education, St. Nicholas School
develops responsible, confident and caring citizens of an ever-changing
world.
By setting high academic standards and celebrating cultural diversity,
we nurture individual talents and embrace a shared passion for learning.

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 Contents

Welcome from our Leadership Team 4

Primary Years Programme 5
Learner Profile 6
5 Essential Elements of the PYP 8
International mindedness and the IB Learner Profile 9
Early Years Philosophy 9
Kindergarten 1 (Ages 4 - 5) 10
Physical Development and Self-Management 10
Social and Emotional Development 11
Programme of Inquiry 12
Overall Student Outcomes for the Year 14
Nelson Writing 17
Assessment and Reporting 22
A Typical Day for Kindergarten 1 23
Home Support 24

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 Welcome from our Leadership Team

Simon Lee
Head of School
[email protected]

Simon Lee is from the UK where he completed his

Bachelor of Arts degree and a PGCE teacher training
qualification. Since 2007, Mr Lee has held senior
leadership positions in Italy, Germany, Malaysia and
Vietnam, and he worked in Rio de Janeiro for seven
years. Mr Lee began his international career in IB schools,
he also has experience of the UK and other local
curricula, and authorisation and accreditation experience,
including the Council of International Schools.

Jennifer Fletcher
Head of Early Years
jfl[email protected]

Jennifer Fletcher has been working at

St. Nicholas sinde 1995. She holds a
teachers and pedagogical administration
degree (Gestão Escolar) and
post-graduate degree in Education from
Bishop Grosseteste Iniversity-UK.

Fernanda Silva
Curriculum Coordinator
[email protected]

Fernanda Silva coordinates the curriculum

development in Nursery, Kindergarten 1 and 2.
She joined the St. Nicholas team in 2016 and
has been working as an educator since 2006.
She holds a BA in Education, a BA in English
Language and Literature, and post-graduate
studies in Neuropsychopedagogy.

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PRIMARY YEARS PROGRAMME

St. Nicholas is an IB World School and is authorized to offer

the PYP. IB World Schools share a common philosophy – a
commitment to a challenging and international education
that St. Nicholas believes is important for our students.
The PYP is an international curriculum framework designed
for children between the ages of 3 and 12 years, taught
through inquiry and concept-based teaching and learning
approaches. The program focuses on the development of
the whole child, so in addition to academic achievement,
the program strongly emphasizes the social, physical,
emotional, and cultural growth of all students.

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LEARNER PROFILE
International Baccalaureate (IB) Learner Profile

The Primary Years Programme (PYP) aims to develop

internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a
better and more peaceful world.

ledgeable
ow
Kn

I nquirer
I explore ideas and
issues that are locally
and globally important,
to get in-depth
knowledge and develop
my understanding in I develop my natural
many areas. curiosity and learn the
skills I need to inquire. I
enjoy learning and love
to learn new things.
Communicat
or

Thinker
I confidently and
creatively share my ideas
with others in many
ways, in more than one
language. I listen to and I think carefully and
work well with others. show initiative. I make
good decisions and I’m a
problem solver.
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 Principled

Open- Mi n d e d

I tell the truth and I’m

fair. I respect others,
and take responsibility I appreciate my own
for my actions and their culture and personal
consequences. history, but I listen to
and respect the ideas
and thoughts of others.
I try to look at things in
Risk-Take more than one way.
r

Caring

I have confidence to be
in new situations and
try new roles, ideas, and
strategies. I stand up for
and explain the things I I show that I care about
believe in. the needs and feelings
of others. I help others
and I look after the
environment.
Refle c ti v e

Bala n c e d

I think about my own

learning. I know when
I’ve done well, and when I look after my mind and
I could improve. my body. I try to stay
healthy and happy.

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5 Essential Elements of the PYP
6 Transdisciplinary Themes
- Who we are
Choose - Sharing the planet
- How we organize ourselves
- How we express ourselves
Reflect - How the world works
Act - Where we are in time and place
Action
Knowledge

Attributes A A K
Inquirers
Knowledgeable
Thinkers
Communicators S C
Principled
Open-minded
Caring
Risk-takers Concepts
Balanced Reflection - How do we know?
Reflective Skills Change - How is it transforming?
Communication Responsibility - What are our obligations?
Social Form - What is it like?
Research Connection - How is it liked to other things?
Self-Management Perspective - What are the points of view?
Thinking Causation - Why is it as it is?
Function - How does it work?
INTERNATIONAL MINDEDNESS AND THE
IB LEARNER PROFILE
International mindedness can be identified as the ability to respect
and understand other perspectives, cultures and languages. The IB Mission
Statement encapsulates this and as such the programme “encourages
students across the world to become active, compassionate and lifelong
learners who understand that other people with their differences can also
be right” IBO Mission Statement.

EARLY YEARS PHILOSOPHY

At St. Nicholas, we believe that children learn best through hands-
on experiences, in a play-based environment, where they are viewed as
active participants in their learning.

The Early Years section is usually their first experience of school.

To develop a positive attitude and thrive as lifelong learners, children
need to feel safe, secure, and happy in a nurturing environment. Trust
and security, vital to each child’s success, are developed through
an open partnership between home and school. Teacher-initiated
experiences are planned by highly skilled staff with expertise in child
development. Children are given opportunities to express themselves
through exploratory, investigative, and imaginative play, which can
be enjoyed either cooperatively or independently. Child-initiated
and teacher-guided experiences enhance language development,
social competence, creativity, imagination, and thinking skills. These
experiences are supported by developmentally appropriate best
practices and start the journey towards academic success. Assessment
plays a vital role in the process of teaching and learning. Our teachers
carefully monitor children’s learning and development. Teachers
purposefully record these observations in order to understand
each child and make decisions about how to best support his or her
development and learning.

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KINDERGARTEN 1 (AGES 4-5)
KG1 children continue to learn and inquire through five Units of
Inquiry (UOI) using the IB Primary Years Program (PYP). Activities are
carefully planned and delivered through child-initiated and teacher-
guided inquiry. The learning environment, resources and supportive
interactions facilitate age appropriate cognitive, physical, emotional
and social development.

Children in KG1 make huge conceptual gains. Four to five year olds
develop a personal identity and learn to voice opinions. They remember
and retell information with expanding vocabulary and use complex and
relevant questioning to feed their increasing curiosity. Children are
able to maintain focus for increasing periods of time. Children develop
their understanding of the concept of print and a deeper approach
to phonemic awareness activities. Children’s mark and printmaking
becomes recognizable and is purposeful. They participate and show
interest in reading, storytelling, identifying rhymes, singing, answering
comprehension questions and responding with personal connection.
Using number, data handling, shape, sequence and patterns, children
strengthen their problem solving skills and begin to use appropriate
mathematical language.

Physical Development and Self-Management

KG1 children are rapidly learning new gross motor skills and
use the outdoor space to practice skipping, hopping, balancing and
throwing. Children practice and refine their fine motor skills through
age appropriate activities such as, puzzles, drawing, painting, cutting,
gluing, and creating imaginative 3D constructions with a variety of
materials. Increased transitions to specialist classes, such as Library,
Physical Education, Art, and Music, help to further develop self-
management skills. Children are encouraged to be independent, take
responsibility for their personal belongings and manage personal
hygiene.

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Social and Emotional Development

KG1 children continue to learn how to take turns and cooperate

with others. They learn to identify feelings and emotions and explore
strategies on how best to respond to others. Children develop a positive
sense of self. Friends are established and children feel confident to
participate in class activities and discussions. They are also encouraged
to interact effectively with peers by using their manners and look after
the classroom by tidying away resources after use. Teachers continue
to foster a supportive environment by modeling the PYP learner profile
and attributes. By the end of KG1 children should be confident in
approaching new situations, initiating conversations, interacting freely
and resolving conflict independently.

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PROGRAMME OF INQUIRY
St. Nicholas School Alphaville is an IB Primary Years Programme school. These are schools
that share a common philosophy — a commitment to high quality, challenging, international
education that St Nicholas School Alphaville believes is important for our students.

Transdisciplinary Who we are

theme An inquiry into the nature of the self; beliefs and values; personal,
physical, mental, social and spiritual health; human relationships
including families, friends, communities and cultures; rights and
responsibilities; what it means to be human.
Title Relationships.

Central Idea Relationships are a fundamental part of human life.

Lines of inquiry ◊ Human relationships;

◊ The way each individual behaves affects people around them;
◊ Disagreements are part of relationships, and expressing feelings
helps to solve conflicts.
Concepts Form, function and connection

Transdisciplinary Sharing the planet

theme An inquiry into rights and responsibilities in the struggle to share finite
resources with other people and with other living things; communities
and the relationships within and between them; access to equal
opportunities; peace and conflict resolution.
Title Water
Central Idea Water is necessary for the survival of living things and, as a finite re-
source, needs to be conserved.
Lines of inquiry ◊ Reasons why living things need water
◊ Water can be found in many different places
◊ Conservation of water
Concepts Connection, causation, responsibility

Transdisciplinary How we organize ourselves

theme An inquiry into the interconnectedness of human-made systems and
communities; the structure and function of organizations; societal
decision-making; economic activities and their impact on humankind
and the environment.
Title “Exceptionally, the 3-5 year olds are required to complete at least four
units of inquiry each year. Two transdisciplinary themes are considered
Central Idea fundamentally relevant to all young students and must be included
each year: these are Who we are and How we express ourselves. Due
Lines of inquiry to the nature of development and learning during early childhood for
the 3-6 year olds, some of the units may be designed to be ongoing
throughout the school year. In addition to these, any one unit may be
Concepts revisited during the year...”

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Transdisciplinary How we express ourselves
theme An inquiry into the ways in which we discover and express ideas,
feelings, nature, culture, beliefs and values; the ways in which we
reflect on, extend and enjoy our creativity; our appreciation of the
aesthetic.
Title Stories
Central Idea Stories teach us lessons that can be used in our lives.
Lines of inquiry ◊ Each reader has a different point of view about each character
◊ How we can we use and create stories to share messages and teach
others
◊ Every action has a consequence
Concepts Connection, perspective, causation.

Transdisciplinary How the world works

theme An inquiry into the natural world and its laws; the interaction between
the natural world (physical and biological) and human societies; how
humans use their understanding of scientific principles; the impact
of scientific and technological advances on society and on the
environment.
Title Growing and Changing
Central Idea Living things grow and change, and have specific needs to stay alive.
Lines of inquiry ◊ How living things change during their lives
◊ Similarities and differences in stages/patterns of growth
◊ The needs of living things as they change during their lifetime
Concepts Form, causation, change.

Transdisciplinary Where we are in place and time

theme An inquiry into orientation in place and time; personal histories;
homes and journeys; the discoveries, explorations and migrations of
humankind; the relationships between and the interconnectedness of
individuals and civilizations, from local and global perspectives.
Title Places Around Me

Central Idea What a place is like affects what we can do there.

Lines of inquiry ◊ Different places around me and what we do there (school/
neighborhood);
◊ Ways we move and get around.
Concepts Function, perspective

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OVERALL STUDENT OUTCOMES
FOR THE YEAR
In Kindergarten 1, effective teaching introduces children to
new learning and to new ways of learning. Children will build on and
consolidate their learning from last year through practical work,
practice and the opportunity to use their learning to solve problems
and puzzles.
The curriculum is structured around five units of inquiry, each unit
falling within a specific transdisciplinary theme including Sharing the
planet, Who we are, Where we are in place and time, How we express
ourselves, How the world works and How we organize ourselves. The
subject areas of literacy (language), numeracy (mathematics), arts,
science, social studies and physical, social and personal education (PSPE)
are taught so that children make connections within and among the
different disciplines. Conceptual understanding underpins all learning.
Purposeful inclusion of skills and attitudes that are applied to all
subject areas strengthen the transdisciplinary nature of the curriculum.
Children are prepared to take action and apply their understanding to
real-life situations.

These overall subject outcomes below are drawn from both the IB
Primary Years Programme and the Brazilian Curriculum (Base Nacional
Comum Curricular). It is recognised and respected that students are at
different phases on the learning continuum.
Some require extra support and may not always reach these
outcomes. Likewise, some students are able to work and achieve
beyond the outcomes indicated below. We strive to meet their needs
and adapt learning and teaching strategies accordingly.
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 Language/Literacy
Oral language (Listening & speaking)
Learners use a variety of oral languages appropriately and
with increasing confidence. They are guided to talk about their own
thoughts, feelings and opinions and they work in structured groups to
discuss their ideas. They appreciate that listening is important and, in
both small and large group situations, listen with more concentration
and consideration. They begin to pick out main events and relevant
points.

Visual Communication: Viewing and Presenting

Learners understand that communication involves both visual
and verbal features. They begin to understand that signs and symbols
carry meaning and begin to read a range of signs widely used, in their
immediate environment. Using a variety of visual and technological
media, the learner is guided to search for, record and present
information.

Written Communication: Reading and writing

-Learning the letter sounds
In our phonics programme, the 42 main sounds of English are
taught, not just the alphabet sounds. For each sound there are memory
strategies which help the children remember the sound the letter
makes. The letters are not introduced in alphabetical order. The first
group ‘s a t i p’ has been chosen because they make simpler three letter
words.

-Blending
Blending is a process of saying the sounds in a word and then
running them together to make the word, e.g. c-a-t is cat. It is a
technique your child will need to learn, and it improves with practice.
Some children take longer to do this than others. To start, you should
sound out the word and see if your child can hear it. The sounds must be
said quickly to hear the word. It is easier if the first sound is said slightly
louder e.g. b-u-s. After the first flashcards are introduced to give your
child a jumpstart into reading, the books will contain many words to
help develop this skill.
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 -Tricky words
Some words can not be sounded out or spelt correctly by listening
for the sounds in them. These are called ‘Tricky Words’ and have to be
learnt. As your child becomes more fluent at reading and writing, she/
he will be taught how to cope with the Tricky Words.

-Reading books
Make reading a daily habit that is both enjoyable and productive
by scheduling reading time when your child is alert and able to share
time with you. Teachers will guide you through this process.

-Identifying sounds in words

If your child is going to be able to write independently she/he will
need to be able to hear the sounds in words and to write the letters for
those sounds. Your child may begin to practise their new writing skills
at home. He/she should be encouraged to listen for the sounds, and
write down the letters for those sounds. This is the first step towards
your child becoming an independent writer.

-Letter formation
It is very important that your child holds the pencil correctly. If
the hold starts incorrectly it is very difficult to get it right later on. The
correct formation for each letter can be found on the next page.

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 Numeracy/Mathematics
Number
Teachers will support children’s understanding of number by
providing opportunities to say and use numbers in familiar contexts.
They will practice counting every day objects and recognise number to
20 and beyond. They will use their understanding of number to solve
practical problems and learn to relate addition to combining groups of
objects. Teachers will also develop children’s understanding of space
and shape. They will gain vocabulary to describe shape and size of
solids and flat shapes. They will also use everyday words to describe
position. Children will begin to learn how to compare and measure
length, weight and capacity. Children learn through group activities,
games, hands-on work. They begin to learn to record their work by
learning to write numbers and record their understanding.

Data handling
Learners have an understanding of how the collection and
organisation of information helps to make sense of the world. They can
sort, describe and label objects by attributes and represent information
in graphs including pictographs and tally marks. The learners are able to
discuss chance in daily events.

Measurement
Learners are developing an understanding of how measurement
involves the comparison of objects and the ordering and sequencing
of events. They can identify, compare and describe attributes of real
objects as well as describe and sequence familiar events in their daily
routine.

Space and Shape

Learners understand that shapes have characteristics that
can be described and compared. They understand and use common
language to describe paths, regions and boundaries of their immediate
environment.

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Pattern and Function
Learners understand that patterns and sequences occur in
everyday situations. They can identify, describe, extend and create
patterns in various ways. They are beginning to use their understanding
of pattern to represent and make sense of real-life situations.

Art
Responding
Learners show an understanding that ideas, feelings and
experiences can be communicated through arts. They recognise that
their own art skills and style of artwork may be different from others.
They are also becoming aware that art uses symbols and representations
to convey meaning. They are beginning to reflect on and learn from
their own stages of creating arts and understand the concept of being
an audience of different artistic forms.

Creating
Learners show an understanding that they can express themselves
by creating visual art. They know that creating can be done on their own
or with others. They are aware that inspiration to create through the
arts comes from their own experiences and imagination. They recognise
that they use symbols and representations to convey meaning in their
work.

Music
Responding
Learners can sing individually and together as a group. They can
sing with accuracy and control, focusing awareness on tuning in to the
musical elements. They can describe the differences in music and how
it makes them feel.

Creating
Learners explore vocal sounds, rhythms, instruments and timbres
to communicate ideas and feelings. They can create and accompany
music using a variety of sounds and instruments and play untuned
percussion instruments and body percussion in time with a beat. They
participate in creating music both individually and collectively.
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 Physical, social and personal education
Identity
Learners have an awareness of themselves and how they are similar
and different to others. They are beginning to describe how they have
grown and changed, and they can talk about the new understandings
and abilities that have accompanied these changes. They are starting to
demonstrate a sense of competence with developmentally appropriate
daily tasks and are learning how to identify and explore strategies that
help them cope with change.

Active living
Learners show an awareness of how daily practices, including
exercise, can have an impact on well-being. They understand that
their bodies change as they grow. They explore the body’s capacity
for movement, including creative movement, through participating
in a range of physical activities. Learners recognise the need for safe
participation when interacting in a range of physical contexts.

Interactions
Learners interact, play and engage with others, sharing
ideas, cooperating and communicating feelings in developmentally
appropriate ways. They are aware that their behaviour affects others
and identify when their actions have had an impact. Learners interact
with, and demonstrate care for, local environments.

Science
(Fully integrated into the Units of Inquiry)

Learners are developing their observational skills by using their

senses to gather and record information, and can use their observations
to identify patterns, make predictions and refine their ideas. They can
explore the way objects and phenomena function, identify parts of a
system, and have an understanding of cause and effect relationships.
Learners examine change over varying time periods, and recognise
that more than one variable may affect change. They are becoming
aware of different perspectives and ways of organising the world, and
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they show care and respect for themselves, other living things and
the environment. Learners can communicate their ideas or provide
explanations using their own scientific experience.

Social Studies
(Fully integrated into the Units of Inquiry)

Learners are increasing their understanding of their world, focusing

on themselves, their friends and families and their environment. They
are beginning to appreciate the reasons why people belong to groups,
the roles they fulfil and the different ways that people interact within
groups. They can recognise some connections within and between
systems by which people organise themselves. They have developed
their sense of place and the reasons why particular places are important
to people, as well as how and why people’s activities influence, and are
influenced by, the places in their environment. Learners have started to
develop an understanding of their relationship with the environment.
They are gaining a sense of time, recognising important events in
their own lives, and how time and change affect people. They are also
becoming aware of how advances in technology affect individuals and
the environment.

Extra Curricular Activities (ECA)

At St. Nicholas, Extra curricular activities begin in Kindergarten

1 and aim to provide after-school activities to further enrich and
supplement the education experience for our students. St Nicholas
School offers a wide range of Extra Curricular Activities in the areas
of sports, arts and recreational activities. They provide an excellent
opportunity for students to have contact with different activities that
may not be typically available to study during the school day, allowing
them to acquire a balance between the academics and their individual
preferences. Students who are involved in our Extra Curricular Activities
tend to improve many of their skills, increasing their self-esteem and
motivation. Besides, they have different opportunities to learn new
skills from their chosen activity, and integrate these skills into their
everyday school lives.
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ASSESSMENT AND REPORTING
Assessment is integral to all teaching and learning. The purpose
of assessment is to promote student learning, to provide information
about student learning and to contribute to the evaluation of the
effectiveness of the program. Teachers keep track of student progress
in many ways, such as:

◊ Keeping written observation of what children do and say

◊ Collecting samples of children’s work, such as drawings and
writing
◊ Taking photographs of children’s constructions, artwork or
examples of how they are demonstrating a particular skill
◊ Capturing children’s actions on video or what they are saying
with an audio recording

Kindergarten 1 students receive Reports in October, March and

June. They provide a detailed summary of students’ achievements.
These reports are shared with parents online. Parents Day meetings
are arranged twice a year to allow a discussion in further detail of the
progress each child is making. Parents can expect to be invited to meet
their respective teachers any time in the year or may request a meeting
at their discretion. The outcome of these meetings allows all parties to
achieve a better understanding of the student and to identify measures
that can be taken to support the student’s progress.

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A TYPICAL DAY FOR KINDERGARTEN 1
Arrival

Playful learning corners

Circle time

Literacy / Unit of Inquiry

Snack & Playground

Literacy / Writer’s workshop

Lunch

Playground

Reading

P.E.

Math

Math Games - learning centers

Dismissal

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HOME SUPPORT

Daily reading

Your child should read for 10-15 minutes every day. Make reading
a daily habit that is both enjoyable and productive by scheduling reading
time when your child is alert and able to share time with you. You may
help your child read new words by helping him/her to blend the sounds
together or recall words that are memorised. Blending is a process of
saying the sounds in a word and then running them together to make
the word, e.g. c-a-t is cat. Some words can not be sounded out or spelt
correctly by listening to the sounds in them. These are called ‘Tricky
Words’ and have to be memorised.

Support writing

If your child is going to be able to write independently she/he will

need to be able to hear the sounds in words and to write the letters for
those sounds. When asked how to write a word, you should encourage
your child to listen for the sounds, and write down the letters for those
sounds. It is very important that your child holds the pencil correctly. If
the grip starts incorrectly it is very difficult to get it right later on.

Support inquiry

Your child will engage in five units of inquiry throughout the year.
Your interest in what your child is learning is key to his/her motivation.
You can help your child to foster interest and discover information
together. Depending on the nature of each unit, you can talk about new
learning, read books together.

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 The school
Founded in 1980, St. Nicholas is an International
School for pupils from 18 months to 18 years old.
Our students are a mix of Brazilian and many other
nationalities, in a warm and welcoming international
environment. We embrace cultural diversity and help
new families to settle into the community smoothly.

Parents and the school work closely together in

order to ensure that our young people are able to be
confident, knowledgeable, responsible, caring and
capable citizens.

Throughout the curriculum the school offers a

vibrant and innovative education which inspires and
challenges our students to develop a love of learning.
Emphasis is placed on how students learn as well as
what they learn. As a result, our students have the
knowledge, skills and values to cope with a rapidly
changing world.

St. Nicholas School

www.stnicholas.com.br

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