browser icon
You are using an insecure version of your web browser. Please update your browser!
Using an outdated browser makes your computer unsafe. For a safer, faster, more enjoyable user experience, please update your browser today or try a newer browser.
  1. Home
  2. /
  3. Kindergarten


More resources will be added soon…

The Kindergarten Program

As children progress through the Kindergarten program they:

  1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts
  2. demonstrate independence, self-regulation, and a willingness to take responsibility in learning and other endeavours
  3. identify and use social skills in play and other contexts
  4. demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts
  5. demonstrate an understanding of the diversity among individuals and families and within schools and the wider community
  6. demonstrate an awareness of their own health and well-being
  7. participate actively and regularly in a variety of activities that require the application of movement concepts
  8. develop movement skills and concepts as they use their growing bodies to move in a variety of ways and in a variety of contexts
  9. demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts
  10. demonstrate literacy behaviours that enable beginning writers to communicate with others
  11. demonstrate an understanding and critical awareness of a variety of written materials that are read by and with their educators
  12. demonstrate understanding and critical awareness of media texts
  13. use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating)
  14. demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings
  15. demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships
  16. measure, using non-standard units of the same size, and compare objects, materials, and spaces in terms of their length, mass, capacity, area, and temperature, and explore ways of measuring the passage of time, through inquiry and play-based learning
  17. describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation
  18. recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next
  19. collect, organize, display, and interpret data to solve problems and to communicate information, and explore the concept of probability in everyday contexts
  20. apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts
  21. express their responses to a variety of forms of drama, dance, music, and visual arts from various cultures and communities
  22. communicate their thoughts and feelings, and their theories and ideas, through various art forms
  23. use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts
  24. use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating)
  25. demonstrate a sense of identity and a positive self-image
  26. develop an appreciation of the multiple perspectives encountered within groups, and of ways in which they themselves can contribute to groups and to group well-being
  27. recognize bias in ideas and develop the self-confidence to stand up for themselves and others against prejudice and discrimination
  28. demonstrate an awareness of their surroundings
  29. demonstrate an understanding of the natural world and the need to care for and respect the environment
  30. demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts
  31. demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts