Curriculum-Guide-KG2_opt-CurriculumGuide

Kindergarten 2
Curriculum Guide
2020-2021
T: +65 6955 1430 | www.nlcssingapore.sg
@nlcssg
CPE Registration Number 201621489R | Period of Registration 2019-07-25 to 2023-07-24
@NLCS_Singapore @nlcs.sing

02
Welcome Curriculum
Structure
Assessment Mathematics
04 06 08
18
Mandarin Science
24
Unit of Inquiry
28
Computer
Science
40
12
English
36
Music Drama
38
32
Art
46
Physical Education
& Health
42
Personal &
Social Education
TABLE OF CONTENTS

Welcome to the Kindergarten 2 Curriculum Guide.The purpose of this booklet is to expand upon the content of
its counterpart, Junior School Curriculum Fundamentals, with detailed information on the curriculum structure,
content and assessment criteria for Kindergarten 2.
Students in Kindergarten 2 will receive subject specific teaching in Music, Physical Education & Health and Science
in order that they benefit from, and are inspired by, experts in these areas of the curriculum.They will also receive
a lesson a day of Mandarin teaching, taught by our Mandarin Assistant Teachers. A scholarly approach is modelled
in all subjects, where students are encouraged to be curious and to ask questions in order to further develop their
knowledge and understanding and to take their learning above and beyond the curriculum.
While every member of staff has the duty and responsibility of pastoral care for all of our students, it is your child’s
class teacher who is your first point of contact in the school. Good communication between school and home is
vital if we are to provide any additional support that students may require academically or pastorally.We seek to
ensure that every student receives the care and support needed in order to grow and learn to their full potential
both emotionally and intellectually. Communication between school and home therefore continues to be of the
utmost importance so that we can work together to ensure the best outcomes for our students and so we would
encourage you to liaise closely with your child’s class teacher through the Communication book.
In Kindergarten 2,students are still learning their phonics and developing their sight vocabulary.We will be teaching
phonics using ‘Read,Write, Inc’ and sending home books which are part of that scheme. It is important at this age
that parents hear their child read every day.It is also important that students enjoy listening to stories beyond their
reading capabilities and so we would encourage you to read to your child in order to discuss character, language,
themes and plot development to develop imagination, comprehension skills and to explore new vocabulary.
In Kindergarten 2 the students will enjoy a longer day which incorporates our extensive CCA programme. One of
the pillars of the NLCS ethos is the provision of a wide range of activities which will encourage students to discover
new interests, develop their talents and further embed ‘soft skills.We consider this to be a vital element in each
student’s education and will, with you, seek to widen their opportunities and experiences.
We are very much looking forward to welcoming your child to Kindergarten 2 at NLCS (Singapore) and are excited
about the academic journey which they are about to begin.We will be working closely with you in sharing successes
and discussing next steps in order to ensure that your child benefits from an exceptional educational experience
with us and not only runs their own race, but exceeds their own expectations of their capabilities and develops a
life-long passion for learning.
WELCOME
Mrs Kathryn Hemming
Vice Principal (Head of Junior School)

CURRICULUM
STRUCTURE
01
05
At NLCS (Singapore), teachers work collaboratively when planning in order to ensure that each class is
following the same curriculum in their Grade, while allowing for interests and personalised learning
specific to each class.An NLCS (Singapore) education is broad, balanced and academically rigorous.The
number and range of subjects,as well as the amount of time dedicated to each,has been carefully designed
to promote outstanding progress for every child, in every area.
In Kindergarten 2, each student’s timetable for the 50-period week will contain the following lessons.This
booklet outlines the topics that will be covered through the year in each subject.
Subject
Mathematics
English
Physical Education & Health
Art
Drama
Music
Mandarin
Science
Computer Science
Personal & Social Education
Unit of Inquiry (inc History and Geography)
Total
Periods Minutes
8
6
4
280
210
140
2
2
2
5
2
1
2
10
50 1750
70
70
70
175
70
70
350
Activities 6 210
35
KG2 CURRICULUM GUIDE
I

As described in the Junior School Curriculum Fundamentals, students are constantly being formatively
assessed in order to ascertain understanding and then to guide and shape the subsequent teaching.This
assessment takes a range of forms including observations, conversations, short tests, verbal contributions
to lessons, and work completed in books. Students are given clear and positive feedback and next steps,
which are shared with parents. End of unit summative assessments also take a variety of forms, and these,
alongside quality of work through the unit will inform the Attainment Grade (1-7) given in reports at the
end of each term.
Students are assessed on their knowledge and understanding of the curriculum as presented in this
document as well as the skills taught in each area of the curriculum.Grades will be determined by the level
of sophistication with which students have met each of the criteria.An Attainment Grade 5 signifies that
a student’s work is in line with NLCS’s high expectations. Students who demonstrate exceptional
understanding and who are able to take their learning above and beyond the curriculum will be graded 6
or 7. If a student is graded at a 4 or less in any subject, teachers will set specific targets in order to ensure
improvements in understanding and will inform parents of any additional support needed and
implemented in order to ensure future success.
ASSESSMENT
02
07
I

The study of mathematics is a fundamental part of a balanced education and also provides the foundational
knowledge and skills for many other subjects including science and computer science. As mathematics
progresses through the school,we require our students to be critical thinkers,using their grasp of the first
principles of the discipline to find new and inventive ways of solving authentic problems. Our Junior
School curriculum is centred around developing the foundational skills and knowledge needed for future
success and we organise our content into five broad areas:
Number
Pattern and function
Shape and space
Measurement
Data handling
1.
2.
3.
4.
5.
09
MATHEMATICS
02
I
The skills associated with using and applying mathematics are embedded throughout the curriculum.

Number
Students will be confident with recognising and using number bonds within 20
Students will apply this when completing addition and subtraction within 20.
Students will learn to partition numbers beyond 20 into tens and one.
Students will recognise numbers to 100 and be able to count then in sequence and
be able to read and write them in numbers and words.
Shape and space
Students will develop confidence in describing and contrasting the properties of
basic 2D and 3D shapes using mathematical vocabulary.
Ongoing
Mental Maths, Problem-Solving, Extension Tasks.
Measurement
Students will use ordinal numbers and time vocabulary to sequence events.
Data handling
Students will understand data representation through picture graphs.
Students will read and interpret data.
Number
Students will be introduced to fractions, starting with halves and quarters and
recognising them as equal parts of a whole object.
Students will use a variety of representations to solve one-step multiplication and
division problems including concrete objects, pictorial representations and arrays.
Shape and space
Students will describe the position, direction and movement in relation to quarter,
half and whole turns.
Ongoing
Measurement
Students will develop confidence in using seconds, minutes and hours to tell the
time.
Data handling
Students will be confident in completing and creating picture graphs.
Ongoing
Data handling
Students will build on skills developed in the previous term to interpret picture
graphs in order to solve problems.
Number
Students will be writing and solving multiplication and division number sentences.
Shape and space
Students will develop confidence in describing and contrasting the properties of
less common 2D and 3D shapes using mathematical vocabulary.
Measurement
Students will solve problems involving length, mass and capacity using mathematical
vocabulary and symbols.
Students will use number skills to count money to $1 and be able to solve problems
involving money.
Students will recognise and use language related to dates.
www.topmarks.co.uk
https://www.bbc.co.uk/bitesize/primary
www.prodigygames.com
https://www.j2e.com
www.whiterosemaths.co.uk
11
10 KG2 CURRICULUM GUIDE
I
Term 2
Term 1 Term 3
Useful
Websites

13
12
In our English curriculum we seek to excite and engage students through exposure to and exploration of
a wide range of both well-known and modern texts.We aim to foster a life-long love of reading amongst
our student community so that they can develop their vocabulary; understand how to use punctuation,
structure and language effectively; develop empathy; and learn about real and fictional worlds.This starts
with by using Read Write Inc. phonics to teach children to read accurately and fluently with good
comprehension.They learn to form each letter, spell correctly, and compose their ideas step-by-step.
Language is a transdisciplinary element throughout the curriculum and the skills developed throughout
the Junior School will allow for discussion, information processing, problem solving, researching and
presenting across all subjects. We seek to nurture an appreciation of the richness of language, by
encouraging familiarity with world classic texts, traditional tales and multi-cultural materials through a
literature-based approach to learning language.
The four areas in which students’ achievement in English is assessed are:
Listening and speaking
Viewing and presenting
Reading
Writing
A.
B.
C.
D.
ENGLISH
04
I
Students will be assessed in all of these areas and the sophistication they display in these areas in both
English lessons and across the curriculum will determine their grading to be reported to parents.

15
Phonics programme and handwriting
Students will continue to develop phonic
knowledge and skills as the route to decode
words.
Students will develop their ability to read
common exception words read and spell
common frequency words.
Fiction: Stories with predictable phrasing
Students will become very familiar with key
stories, fairy stories and traditional tales
Students will be able to retell favourite stories
and explain their particular characteristics
Students will be taught to recognise and join in
with predictable phrases.
Poetry: Colour poems
Students will be able to discuss the significance of
the title and events
Students will explain clearly their understanding
of what is read to them.
Non-Fiction
Students will recognize, read and write simple
labels, lists and captions.
Students will be taught to write simple recount
texts - retelling events in a sequence, including
diaries, news stories and letters.
The Tiger who came to tea
by Judith Kerr
Room on a Broom by Julia
Donaldson
We’re Going on a Bear Hunt
by Michael Rosen
A Dark, Dark Tale by Ruth
Brown
Rosie’s Walk by Pat Hutchins
The Train Ride by June
Crebbin
Unfortunately by Alan
Durant
Students will be able to read words with
contractions.
Students will be taught to read words of more
than one syllable.
Fiction: FairyTales
Students will consider word meanings, linking
new meanings to those already known.
Students will be able to make inferences on the
basis of what is being said and done.
Students will be encouraged to predict what
might happen on the basis of what has been read
so far.
Poetry:Weather Poems
Students will be able to link what they read or
hear with their own experiences.
Non-Fiction
Students will read and write non-chronological
reports, including information texts about a
particular subject.
Students will write instruction texts.
Students will use imperative verbs to instruct on
how to complete a task.
The Three Little Pigs by
Mara Alperin
Cinderella by Allie Busby
Snow White and the Seven
Dwarfs by Lesley Sims.
Jack and the Beanstalk by
Mara Alperin
Little Red Riding Hood by
Mara Alperin
The Jolly Postman by Allan
Ahlberg
I
Term 1
Books we will be reading: Term 2 Books we will be reading:

17
Students will be encouraged to read aloud
accurately books that are consistent with their
phonic knowledge.
Students will be able to read speedily with the
correct sound to graphemes for all 40+
phonemes.
Fiction: Fantasy Stories
Students will participate in discussion about what
is read to them,taking turns and listening to what
others say.
Students will be taught to explain clearly their
understanding of what is read to them.
Students will be able to sequence sentences to
form short narratives.
Poetry:Animal poems
Students will be developing an appreciation for
poems and be able to recite some by heart.
Non-Fiction
Students will know some of the features of
chronological reports and non-chronological
reports.
Students will be able to sequence sentences to
form short narratives.
Students will be taught to re-read what they have
written to make sure it makes sense.
Super worm by Julia
Donaldson
Charlie’s Superhero
Underpants by Paul Bright
Where the Wild Things Are
by Maurice Sendak
I
Books we will be reading:
Term 3

19
At NLCS (Singapore) we place a great emphasis on learning languages as we encourage all of our students
to see themselves as part of an international community. All students in the Junior School are taught
Mandarin for 35 minutes a day by a specialist Mandarin Teacher, focusing on the four pillars of language
acquisition: listening, speaking, reading and writing. Mandarin speaking AssistantTeachers are then available
throughout the day to further develop conversational Manadarin with those students who require or
request additional input. Students will work in different ability groups for Mandarin so that teachers are
able to focus on particular skills and ensure that all students are challenged and appropriately supported
in their learning.
MANDARIN
05
I

21
Students will be grouped and will follow the language pathway of the groups listed below:
Mandarin (Language Acquisition - MLA)
All about me
Key content includes:
How to do a self-introduction
How to ask questions about others
Talk about my favorites
Chinese nursery rhymes and songs
Moon Cake festival celebrations
《谁有东西要分享》
《种花》
My family is special
Who is in my family
How I like my family
Get to know my family
Chinese NewYear celebrations
《下雨》
《去洗手间》
Let's go to the zoo
Where are the animals
Do you have pets
Adjectives to describe animals
Dragon Boat festival celebrations
《谁的生日蛋糕》
《是我的生日吗》
Mandarin (Second Language - MSL)
关于我
自我介绍
怎样询问
谈谈自己最喜欢的
儿童歌谣
庆祝中秋节
《种花》
特别的家人
家庭成员
了解我的家庭
我爱家人
儿童歌谣
庆祝春节
动物园
动物生活在哪儿
你有宠物吗
描述动物
儿童歌谣
庆祝龙舟节
《下雨》
《去洗手间》
I
20
Term 1
Term 3
Term 2
Suggested reading or
extension activities
Term 1
Term 3
Term 2

23
22
Mandarin (Native Language - MNL)
关于我
自我介绍
怎样询问
谈谈自己最喜欢的
儿童歌谣
庆祝中秋节
《种花》
特别的家人
家庭成员
了解我的家庭
我爱家人
儿童歌谣
庆祝中秋节
动物园
动物生活在哪儿
你有宠物吗
描述动物
儿童歌谣
庆祝龙舟节
《下雨》
《去洗手间》
I
Term 1
Term 3
Term 2

25
Our Science curriculum will be covered under our trans-disciplinary Areas of Enquiry.The content of this
curriculum is based on the UK National Curriculum. We believe that a high-quality science education
provides the foundations for understanding the world through the specific disciplines of biology,chemistry
and physics.Science has changed our lives and is vital to the world’s future prosperity so we aim to ensure
that all students will be taught essential aspects of the knowledge,methods,processes and uses of science.
Through building up a body of key foundational knowledge and concepts, students will be encouraged to
recognise the power of rational explanation and develop a sense of excitement and curiosity about natural
phenomena.They will be encouraged to understand how science can be used to explain what is occurring,
predict how things will behave, and analyse causes.
SCIENCE
06
I

27
Ourselves
Students will be taught to:
Identify,name,draw and label the basic parts of the human body and say which part
of the body is associated with each sense.
Plants
Identify a variety of common wild and garden plants, including deciduous and
evergreen trees.
Identify and describe the basic structure of a variety of common flowering plants,
including trees.
Compare and group different plants.
Learn about the life cycle of a plant.
Investigate what plants need in order to grow.
Everyday materials
Distinguish between an object and the material from which it was made.
Identify and name a variety of materials, including wood, plastic, glass, metal, water
and rock.
Describe the simple physical properties of a variety of everyday materials.
Compare and group together a variety of everyday materials on the basis of their
simple physical properties.
Animals, including humans
Identify and name a variety of common animals including fish, amphibians, reptiles,
birds and mammals.
Identify and name a variety of common animals that are carnivores,herbivores and
omnivores.
Be able to identify animal habitats and explain how they are adapted to suit their
environment.
Describe and compare different animals, including pets.
Group animals in different ways.
Identify,name,draw and label the basic parts of the human body and say which part
of the body is associated with each sense.
Know that living things have a life cycle.
I
Term 1 Term 3
Term 2

29
28
The unit of inquiry encourages students to understand and respect the world around them by providing
the opportunity for in-depth study across a variety of diverse topics. Content is focused on the traditional
disciplines of history and geography, but also incorporates aspects of the social sciences to ensure that
students develop a broadening perspective on how they view the world. Unit of inquiry topics will often
draw links with other curriculum areas as we draw attention to the disciplinary connections that are so
important in appreciating the human story.
Students will be assessed on how confidently and accurately they demonstrate knowledge and
understanding of the curriculum covered in their oral contributions,questions and written work.They will
be developing the following skills:
Whilst covering these skills and gaining knowledge about the world around them, students will consider
and explore the following statements:
Formulate and ask questions about the past, the future, places and society
Use and analyse evidence from a variety of historical, geographical and societal sources
Orientate in relation to place and time
Identify roles, rights and responsibilities in society
Assess the accuracy, validity and possible bias of sources
Awareness of our characteristics, abilities and interests informs our learning and development
Homes reflect cultural influences and local conditions
Celebration and traditions are expressions of shared beliefs and values
All living things adapt to their environment
Physical and virtual public spaces provide people with opportunities to make connections and establish
a sense of community
People interact with, use and value local environments in different ways
A.
B.
C.
D.
E.
UNIT OF
INQUIRY
07
I

31
My school, my family and my home:
Compare characteristics and features of different homes and countries.
Compare how climate may affect features of homes.
Identify seasonal and daily weather patterns and the location of hot and cold areas
of the world in relation to the Equator and the North and South Poles.
Be introduced to simple mapping skills and using keys.
Houses and homes through history:
Consider the purpose and features of different historical houses.
Place objects and events in chronological order.
Use vocabulary for the passing of time.
Identify similarities and differences between ways of life at different times.
Use a range of sources to find out about the past.
Recognise changes in the way of life of their family and people around them.
Places around the world:
Know the names of all the continents and oceans on our planet.
Understand geographical similarities and differences through studying the human
and physical geography of different areas.
Use geographical vocabulary for physical features and human features.
Use world maps, atlases and globes to identify countries, continents and oceans
for this age group.
Use aerial photos to locate geographical and physical features.
Appreciate the diversity of landscapes in the world.
Toys from the past:
Consider the purpose and features of different toys.
Use vocabulary for the passing of time.
Place objects and events in chronological order.
Identify similarities and differences between ways of life at different times.
Use a range of sources to find out about the past.
Recognise changes in the way of life of their family and people around them.
My town:
Students will be taught to::
Explore the physical and human aspects of our local area.
Use directional language to describe location.
Use simple compass directions.
Use aerial photos to locate geographical and physical features.
Devise simple routes.
Devise simple maps and use a key.
Famous people and historical heroes:
Explore the lives of significant individuals in the past who have contributed to
national and international achievements.
Consider how these significant individuals have impacted our lives today.
Be aware of significant events locally and globally.
https://www.vam.ac.uk/moc/
https://www.historyforkids.net/
https://kids.nationalgeographic.com/
https://www.easygeographyforkid.com/
I
30
Term 2
Term 1 Term 3
Useful
Websites

33
32
Students will be taught to create and respond to art. They learn as artists by creating art that
communicates to audiences.They learn as audiences by responding critically to the arts.
In their art lessons, students will imagine, design and create artworks.They will learn to use and manage
the materials,instruments and skills of the art form to prepare,develop,produce and present art.Students
will respond to art through their senses,thoughts and emotions.They will be taught how the elements and
principles of design inform basic composition and work to communicate ideas.
Students will learn how to use artistic vocabulary to discuss style, materials, processes and technique in
their own work as well as when they view and discuss artwork by artists from different cultures,times and
locations.
ART
08
I

35
34
Responding
Learn about famous artists and use their work to inspire our own.
Make comparisons between different artists.
Recognise the different stages of the creative process.
Reflect and develop their own art work.
Creating
Develop a wide range of art and design techniques using colour,pattern,texture,line,
form and space.
Use art and design to share ideas, experiences and imagination.
Use different materials to design and make 2D and 3D products.
Responding
Creating
Develop a wide range of art and design techniques using colour, pattern, texture,
line, form and space.
Creating
Develop a wide range of art and design techniques using colour,pattern,texture,line,
form and space.
Responding
Katie and the Mona Lisa by James Mayhew
Katie and the starry night by James Mayhew
The dot by Peter H Reynolds
The Day the Crayons Quit by Drew Daywalt
I
Term 2
Term 1 Term 3
Useful
Resources

37
MUSIC
09
Students will be taught to sing and play musically with increasing confidence and control.They will develop
an understanding of musical composition, organising and manipulating ideas within musical structures and
reproducing sounds from aural memory.
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments
with increasing accuracy, fluency, control and expression.
Improvise and compose music for a range of purposes using the inter-related dimensions of music.
Listen with attention to detail and recall sounds with increasing aural memory.
Use and understand staff and other musical notations.
Appreciate and understand a wide range of high-quality live and recorded music drawn from different
traditions and from great composers and musicians.
Develop an understanding of the history of music.
I
Students will learn:
An introduction to routines expectations.
Songs linked to Unit of Inquiry.
Musical composition and performance with consideration for volume and
atmosphere.
Exploration of orchestral string instruments.
Rhythm and clapping games, holding and changing a pulse.
Exploration of orchestral brass instrument.s
Rhythm and clapping games, holding and changing a pulse.
Exploration of orchestral woodwind instruments.
Term 2
Term 1
Term 3

39
Drama explores how we express ourselves physically and vocally.In creating,students will explore the use
of facial expressions, gestures, movement, posture and vocal techniques to convey emotional or cultural
meaning to both characters and stories. Students will be exposed to a variety of dramatic forms including
creative movement, impersonation, improvisation, mask work, mime, musical, role play, pantomime,
puppetry, re-enactment, scripted drama, and skit. In responding, students will experience a wide variety of
scripts and stories from different times, cultures and places and, where possible, access live theatre
performances and presentations. Students will have opportunities to present their creative work to an
audience, to witness their peers in performance and through this become critically aware audience
members.
DRAMA
10
I
Poetry
Students will develop performance skills through poetry recital and performance.
Famous people
Students will identify with famous characters and consider how they would have
responded and behaved during significant events in their lifetimes, through activities
including freeze-framing and hot-seating.
Journeys
Students will explore settings and identify with characters through role-play and
performances inspired by journey stories like ‘We’re Going on a Bear Hunt’,‘A Dark,
Dark Tale’ and ‘Rosie’s Walk’.
FairyTales
Students will consider alternative endings and explore problem solving and character
representation through class and small group creative representations of Traditional
Fairy tales.
Term 2
Term 1
Term 3

41
COMPUTER
SCIENCE
11
NLCS (Singapore) seeks to ensure that students develop computational thinking and creativity to
understand and change the world. Computing has deep links with mathematics, science and design and
technology,and provides insights into both natural and artificial systems.Students are taught the principles
of information and computation, how digital systems work and how to put this knowledge to use through
basic programming.
Students will then later be able to build on these foundations to use information technology to create
programs, systems and a range of content. Computer Science also ensures that pupils become digitally
literate – able to use, and express themselves and develop their ideas through, information and
communication technology
I
Revelation Natural Art Junior
Mouse Control & Navigating Age Appropriate Websites.
Educreations (iPad)
Explaining a Procedure.
Scratch Jr + Bluebots (ProgrammableToys)
Scratch JrTeaching Module: Animated Genres
Read and follow written sequence algorithms.
Create sequence of symbols.
Create simple repeat loop.
RM Starting Graph
Basic Graphing Skills.
MS Word
Formatting Poetry (Culmination of Ongoing Word Processing Unit)
Term 2
Term 1
Term 3

43
I
PERSONAL &
SOCIAL
EDUCATION (PSE)
12
Personal and Social Education is centred around developing an understanding of our own beliefs, values,
attitudes, experiences and feelings and how they shape us. Students will learn about the impact of cultural
influences; the recognition of strengths, limitations, and how our concept of self and feelings of self-worth
affect our approach to learning and how we interact with others.
We aim for all our students to develop an understanding of how an individual interacts with other people,
other living things and the wider world.This includes learning about behaviours, rights and responsibilities
of individuals in their relationships with others,communities,society and the world around them.Students
will have an awareness and understanding of similarities and differences; an appreciation of the
environment and an understanding of,and commitment to,humankind’s responsibility as custodians of the
Earth for future generations.

45
I
New beginnings and being part of the NLCS community
How can I keep myself healthy?
Students will be taught about:
Healthy Diet
Exercise and playground games
Personal hygiene
Dental Health
How do I feel? Vocabulary for feelings and emotions. Strategies for managing
feelings.
Friendship
What makes a good friend?
Why is friendship important?
Respecting others
Hurt feelings
Keeping secrets
Difference between secrets and surprises
Making good choices
Communities and citizenship
Similarities and Differences
Awareness of different cultures
Belonging to a group
Being a team player
Improving our environment
Term 2
Term 1
Term 3
Learning skills: Aiming high, goal setting and developing a positive attitude to
learning.
learning.
learning.
Moving on: Transition to Grade 1.

47
I
PHYSICAL
EDUCATION &
HEALTH
13
At NLCS (Singapore) we wish to encourage our children to sample a wide range of sports and activities
and to be enabled to excel in areas of particular talent and interest. Students learn how to care for their
bodies and be taught how to live healthy lifestyles.They will benefit from specialist teaching all through the
Junior School and will be taught a range of transferable skills as well as the rules and regimes which will
allow them to excel in chosen specialist areas.
Swimming
Students will continue to develop their water confidence through various activities
including jumping into the deep end.They will participate in a range of activities to
increase strength and confidence with treading water and push & glide activities.
Games
Students will develop ball skills with a partner and small groups:(using small and large
balls) including bouncing, dribbling, throwing and catching
Movement
Students will explore and develop routines and performances which incorporate
traveling on different parts of the body including hands & feet and backs & tummies
Swimming
Students will develop their freestyle stroke and focus on backstroke development
Games
Students will continue to develop gross motor skills through small sided, competitive
games.They will understand and apply simple rules and keep an accurate score and
develop the ability to accept winning and losing graciously
Movement
Using both the floor and apparatus, students will develop skills when balancing on
different parts of the body (large and small)
Swimming
We will use this term to develop swimming stamina and to give an introduction to
diving
Games
In preparation for Sports day, students will practice skills for running, jumping,
throwing and relay competitions
Movement
Students will continue to develop their physical literacy skills linking creative
movements with music in themed dance. They will create actions and animal
characters and develop rhythm.
Term 2
Term 1
Term 3

Curriculum-Guide-KG2_opt-CurriculumGuide

Curriculum-Guide-KG2_opt-CurriculumGuide

More Related Content

Similar to Curriculum-Guide-KG2_opt-CurriculumGuide

Recently uploaded

Curriculum-Guide-KG2_opt-CurriculumGuide