K-3 & K-4

Kindergarten K3-K4
Monday-Friday 8:00-12:30 hrs
Voluntary Prekindergarten Education Standards
Physical Health
1.1 Shows characteristics of good health to facilitate learning
1.2 Demonstrates visual ability to facilitate learning
1.3 Exhibits auditory ability to facilitate learning
1.4 Performs oral hygiene routines
1.5 Shows familiarity with the role of a primary health care provider
Knowledge of Wellness
2.1 Shows that basic physical needs are met
2.2 Follows basic health and safety rules
2.3 Participates in physical fitness activities
2.4 Makes wise food choices
2.5 Performs some self-care tasks independently
Approaches to Learning
1.1 Shows eagerness and curiosity as a learner
1.2 Persistence
1.3 Attends to tasks and seeks help when encountering a problem
Creativity and Inventiveness
2.1 Approaches tasks with flexibility and inventiveness
Planning and Reflection
3.1 Shows some planning and reflection
Social and Emotional Development
1.1 Self-concept
1.2 Demonstrates self-concept
1.3 Shows some self-direction
Self-control
2.1 Follows simple classroom rules and routines
2.2 Uses classroom materials carefully
2.3 Manages transitions
Relationships with Adults
3.1 Interacts easily with familiar adults
3.2 Seeks adult assistance appropriately
Relationships with Peers
4.1 Interacts easily with one or more children
4.2 Develops special friendships
4.3 Participates in the group life of the class
4.4 Shows empathy and caring for others
Social Problem Solving
5.1 Seeks adult help when needed to resolve conflicts
Language and Communication
Listening
1.1 Gains meaning by listening Benchmark: Child shows understanding by asking and answering relevant questions, adding comments relevant to the topic, and reacting appropriately to what is said.
1.2 Follows two- and three-step directions Benchmark: Child has mastery of two-step directions and usually follows three-step directions.
Speaking
2.1 Speaks clearly enough to be understood without contextual clues Benchmark: Child’s speech is understood by both a familiar and an unfamiliar adult.
Vocabulary
3.1 Shows an understanding of words and their meanings
Benchmark a: Child has age-appropriate vocabulary in several categories and demonstrates a wide variety of words within each category (e.g., world knowledge, names of body parts, feelings, colors, shapes, jobs, tools, plants, animals and their habitats, and foods; words that describe adjectives and adverbs; and action words verbs).
Benchmark b: Child has mastery of instructional language of the classroom and objects in the classroom (e.g., same and different, in front of and behind, next to, opposite, below).
Benchmark c: Child understands or knows the meaning of many thousands of words, many more than he or she uses.
3.2 Uses an expanded vocabulary to describe many objects, actions, and events
Benchmark a: Child uses a large speaking vocabulary, adding new words weekly.
Benchmark b: Child uses category labels (e.g., fruit, vegetable, animal, transportation, tools).
Sentences and Structure
4.1 Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences
Benchmark a: Child typically uses complete sentences of four or more words, usually with subject, verb, and object order.
Benchmark b: Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement.
4.2 Connects phrases and sentences to build ideas
Benchmark a: Child uses sentences with more than one phrase.
Benchmark b: Child combines more than one idea using complex sentences.
Benchmark c: Child combines sentences that give lots of detail, stick to the topic, and clearly communicate intended meaning.
Conversation
5.1 Uses language to express needs and feelings, share experiences, predict outcomes and resolve problems
Benchmark: Child demonstrates varied uses of language (e.g., requesting, commenting, using manner words, problem-solving).
5.2 Initiates, ask questions, and responds to adults and peers in a variety of settings
Benchmark a: Child follows another’s conversational lead, appropriately initiates or terminates conversations, or appropriately introduces new content.
Benchmark b: Child provides appropriate information for the setting (e.g., introduces himself or herself; requests assistance, such as asking for help; answers questions, such as providing name and address to a police officer or other appropriate adult).
5.3 Uses appropriate language and style for context
Benchmark a: Child demonstrates knowledge of verbal conversational rules (e.g., appropriately takes turns, does not interrupt, uses appropriate verbal expressions, and uses appropriate intonation).
Benchmark b: Child demonstrates knowledge of nonverbal conversational rules (e.g., appropriate eye contact, appropriate facial expressions, appropriate distance in conversation).
Benchmark c: Child matches language to social contexts (e.g., uses volume appropriate to context, addresses adults more formally than he or she addresses other children).
Emergent Literacy
Emergent Reading
1.1 Shows motivation for reading
Benchmark a: Child enjoys reading and reading-related activities (e.g., selects reading and reading-related activities when given a choice, pretends to read to others).
Benchmark b: Child uses books and other written materials appropriately (e.g., pretends to read, looks at books in an orderly fashion, turns one page at a time, goes from front to back).
Benchmark c: Child asks to be read to or asks the meaning of written text.
1.2 Shows age-appropriate phonological awareness
Benchmark a: Child combines words to make a compound word (e.g. “foot” + “ball” = “football”) and deletes a word from a compound word (e.g., “starfish” – “star” = “fish”).
Benchmark b: Child combines syllables into words (e.g., “sis” + “ter” = “sister”).
Benchmark c: Child can delete a syllable from a word (e.g., “trumpet” – “trum” = “pet” or “candy” – “dy” = “can”).
Benchmark d: Child combines onset and rime to form a familiar one-syllable word with pictorial support (e.g., when shown several pictures, and adult says “c” + “at,” child can select the picture of the cat).
1.3 Shows alphabetic knowledge
Benchmark a: Child recognizes almost all letters by name (e.g., when shown a group of letters, can accurately identify the letter that is named).
Benchmark b: Child names most letters (e.g., when shown a letter, can accurately say its name).
Benchmark c: Child names some letter sounds (e.g., when shown a letter, can accurately say the sound the letter makes).
Benchmark d: Child recognizes some letter sounds (e.g., when shown a group of letters, can accurately identify the letter of the sound given).
1.4 Shows understanding of text read aloud
Benchmark a: Child retells or reenacts story after it is read aloud.
Benchmark b: Child asks and answers appropriate questions about the story (e.g., “What just happened?” “What might happen next?” “What would happen if…?” “What was so silly about…?”).
Emergent Writing
2.1 Shows motivation to engage in written expression
Benchmark: Child intentionally uses scribbles/writing to convey meaning (e.g., signing artwork, captioning, labeling, creating lists, making notes).
2.2 Uses letter-like shapes, symbols, and letters to convey meaning
Benchmark a: Child independently uses letters or symbols to make words or parts of words. Benchmark b: Child writes own name (first name, last name, or frequent nickname), not necessarily with full correct spelling or well-formed letters.
2.3 Demonstrates age-appropriate ability to write letters
Benchmark: Child independently writes some letters on request.
2.4 Shows knowledge of structure of written composition
Benchmark: When writing or dictating, child uses appropriate writing conventions (e.g., a letter starts with “Dear” or the idea that a story has a beginning, middle, and end).
Cognitive Development and General Knowledge
Mathematical Thinking
Mathematical Processes
1.1 Begins to use simple strategies to solve mathematical problems
Patterns, Relationships, and Functions
2.1 Sorts objects into subgroups that vary by one or two attributes
2.2 Recognizes simple patterns and duplicates them
2.3 Collects and analyzes information (data analysis)
Number and Operations
3.1 Shows beginning understanding of number and quantity
Geometry and Spatial Relations
4.1 Begins to recognize and describe the attributes of shapes
4.2 Shows understanding of and uses several positional words
Measurement
5.1 Orders, compares, and describes objects according to a single attribute
5.2 Participates in measuring activities
Scientific Thinking
Inquiry
1.1 Asks questions and uses senses to observe and explore materials and natural phenomena
1.2 Uses simple tools and equipment for investigation
1.3 Makes comparisons among objects
Social Studies
People, Past and Present
1.1 Identifies similarities and differences in personal and family characteristics
Human Interdependence
2.1 Begins to understand family needs, roles and relationships
2.2 Describes some people’s jobs and what is required to perform them
2.3 Begins to be aware of technology and how it affects life
Citizenship and Government
3.1 Demonstrates awareness of rules
3.2 Shows awareness of what it means to be a leader
People and Where They Live
4.1 Describes the location of things in the environment
4.2 Shows awareness of the environment
The Arts
Expression and Representation
1.1 Uses a variety of art materials for tactile experience and exploration
1.2 Participates in group music experiences
1.3 Participates in creative movement, dance, and drama
Understanding and Appreciation
2.1 Responds to artistic creations or events
Gross Motor Development
1.1 Moves with balance and control
1.2 Coordinates movements to perform simple tasks
Fine Motor Development
1.1 Uses strength and control to perform simple tasks
1.2 Uses eye-hand coordination to perform tasks
1.3 Shows beginning control of writing, drawing, and art tools

Kindergarten K-5
STANDARD 1: Social Emotional Development
1.0 Good Habits and Physical Aspect
The students learn the rules of good hygiene and of good manners to benefit themselves and the school facilities.
1.1 Learn to obey the school and classroom rules.
1.2 Learn to participate in the care of school property and the upkeep and cleanliness of the school.
1.3 Demonstrate good manners: be cordial, ask permission, cover your mouth when coughing, say thank you and say please.
1.4 Follow good bathroom etiquette: flush the toilet, wash and dry hands after toilet use, close the water faucet after use, leave the bathroom clean behind. Ask for help when needed from a teacher.
2.0 Independence
The teacher will guide the child through its development of his moral and intellectual independence.
2.1 Learn to make his own decisions.
2.2 Suggest activities and solutions for problem solving.
2.3 Plan and finalize the planned activity or project.
2.4 Compare the finished product with the planned steps taken, to achieve the finished product.
2.5 Solve problems with the materials, every time with less assistance of the adult.
2.6 Acquire skills to initiate and develop non-structured activities.
2.7 Know the space and people of the work area and know where to locate the materials independently.
2.8 Ask for help when needed and reject in an appropriate manner when help is not needed.
2.9 Make independent decision regarding work. (Let the child decide what he is going to work on, when he is going to work on it, what is he going to do and with whom he is going to work.)
3.0 Self-esteem
The teacher will help the child develop a better self-esteem.
3.1 The teacher will appreciate, respect and accept the child’s works, his toys, his friends, his family, his pre K school, his space, his belongings and his native country.
3.2 The teacher will give recognition to the child’s successes.
3.3 The teacher will describe with pride the finished works and projects.
3.4 The teacher will help the child understand how to improve on his or her behavior and reward good behavior.
3.5 The teacher will appreciate the child’s uniqueness and his individuality.
3.6 The child will intent to finish everything that the child proposes to do spontaneously.
3.7 The child will learn to enjoy and grow in the appreciation given daily to the child, by his surrounding adults.
4.0 4.0 Expression of feelings
The teacher will help the child develop the process of expressing feelings and emotions using different work forms (art, stories, talks, play activities, painting and drawing etc ).
4.1 The teacher will help the child learn to express freely feelings of happiness, disgust, scared, fear, pain and sadness.
4.2 The child will learn to manage and resolve conflicts.
4.3 The teacher will help the child learn how to clarify his feelings in order to accept responsibility and consequences of his own actions.
4.4 The child will learn to develop team spirit and learn to help his classmates in situations of emergency and danger.
5.0 Identity
Help the child develop the process of discovering his identity and help him with the socialization process.
5.1 Establish differences between the two sexes.
5.2 Show respect for both sexes, learn how to be friends and helping each other.
5.3 Understand that men and women are different, but that they have the same rights and deserve the same respect.
5.4 Learn gender equality.
5.5 Participate together in active and passive games.
5.6 Express feelings without regard of the sex.
6.0 6.0 Social interaction
Give the child opportunities to develop social interaction skills with children and adults.
6.1 Learn to give other children turns and learn to wait for a turn.
6.2 Interchange viewpoints and start to express viewpoints with other children.
6.3 Learn how to live with each other in this world.
6.4 Participate in group meetings to think about and find age appropriate solutions to age appropriate problems.
6.5 Learn how to assume roles of leadership and learn how to give other participants turns to participate in the games of the group.
6.6 Initiate, respond and maintain interaction with children of the school from the same age group, a younger age group or an older age group.
6.7 Listen to each other, help each other in small and big groups.
6.8 Participate in activities with the group, where the emphasis is on the interaction between themselves and where the rules have been approved by all.
6.9 Learning how to interact as a team of teacher’s helpers carrying out specific classroom duties.
STANDARD 2 Language Development
Reading
Word Analysis, Fluency, and Systematic Vocabulary Development
1.0 Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
Concepts About Print
1.1 Follow words from left to right and from top to bottom on the printed page.
1.2 Recognize that sentences in print are made up of separate words.
1.3 Distinguish letters from words.
1.4 Recognize and name all uppercase and lowercase letters of the alphabet.
Phonemic Awareness
1.5 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).
1.6 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).
1.7 Blend vowel-consonant sounds orally to make words or syllables.
1.8 Identify and produce rhyming words in response to an oral prompt.
1.9 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.
1.10 Track auditory each word in a sentence and each syllable in a word.
1.11 Count the number of sounds in syllables and syllables in words.
Decoding and Word Recognition
1.12 Match all consonant and short-vowel sounds to appropriate letters.
1.13 Read simple one-syllable and high-frequency words (i.e., sight words).
1.14 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
Vocabulary and Concept Development
1.15 Identify and sort common words in basic categories (e.g., colors, shapes, foods).
1.16 Understands the concept of words and constructs meaning from
1.17 Uses a variety of sources to build vocabulary (for example, word walls, other people, life experiences, pictures, etc).
1.18 Knows alphabetical order of letters.
Reading Comprehension
Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known).
Comprehension and Analysis of Grade-Level-Appropriate Text
1.19 Retell familiar stories.
1.20 Ask and answer questions about essential elements of a text.
1.21 Selects materials to read for pleasure.
Literary Response and Analysis
Students listen and respond to stories based on well-known characters, themes, plots, fairy tells, traditional stories and settings.
Narrative Analysis of Grade-Level-Appropriate Text
1.22 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).
1.23 Identify characters, settings, and important events.
Writing and Fine Motor Skills
Writing Strategies
1.0 Students trace and write words and brief sentences that are legible.
Organization and Focus
1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.
1.2 Write consonant-vowel-consonant words (example cat).
1.3 Write by moving from left to right and from top to bottom.
Penmanship
1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.
Motor Skills
Students develop fine motor skills
1.5 Making three-dimensional figures that are recognizable by adult.
1.6 Respecting the lines within an object.
1.7 Maintaining directionality as coloring an object, writing letter and numbers.
1.8 Practicing basic writing movements.
1.9 Holding correctly the pencil.
1.10 Holding a scissor and cut on a line.
Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1 Recognize and use complete, coherent sentences when speaking.
Spelling
1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.
Listening and Speaking
Listening and Speaking Strategies
1.0 Students listen and respond to oral communication. They speak in clear and coherent sentences.
Comprehension
1.1 Understand and follow one-and two-step oral directions.
1.2 Share information and ideas, speaking audibly in complete, coherent sentences.
Speaking Applications (Genres and Their Characteristics)
2.0 Students deliver brief recitations and oral presentations about familiar experiences or interests.
2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions.
2.2 Recite short poems, rhymes, and songs.
2.3 Relate an experience or creative story in a logical sequence.
STANDARD 3: Theatre Content
Skills and Techniques
The student acts by developing, communicating and sustaining characters in improvisation and formal or informal productions.
1.0 Creates imagined characters, relationships and environments, using basic acting skills (e.g. sensory recall, concentration, pantomime and vocal improvisation).
2.0 Creates, individually and in groups, animate and inanimate objects through the movement of the human body (e.g. pantomimes living and non-living objects such as rocks, trees and celestial objects).
Creation and communication
The student improvises, writes and refines scripts based on heritage, imagination, literature, history and personal experience.
1.0 Creates simple scenes that have a setting and dialogue.
Cultural and Historical connections
The student understands context by analyzing the role of theater, film, television and electronic media in the past and present.
1.0 Expresses remembered ideas, feelings and concepts of common daily activities through dramatic play.
2.0 Understands how we learn about ourselves, our relationships and our environment through forms of theater (e.g. film, television, plays and electronic media).
3.0 Understands characters, situations and dramatic media from the stories and dramas of various cultures.
Aesthetic and Critical Analysis
The student constructs meaning from formal and informal theater, film, television and electronic media.
1.0 Portrays imaginary sensory experiences (e.g. smelling of flower, touching velvet) through dramatic play.
2.0 Gives reasons for personal preferences for formal or informal performances.
3.0 Understands appropriate audience responses to dramatic presentations.
4.0 Understands how theater communicates events of everyday life.
5.0 Understands the similarities and differences between play acting, pretending, and real life.
Applications to Life
The student understands applications of the role of theater, film, television and electronic media in everyday life.
1.0 Uses role-playing to resolve everyday conflict situations (e.g. fighting over a toy, bullying others, and stealing someone’s property).
2.0 Understands the similarities and differences among how emotions are expressed in theater, dramatic media, music, dance and visual are.
3.0 Cooperates with others to create formal and informal theatrical works and to solve the problems inherent in simple scenes (e.g. listens while others speak, sets goals, shows self discipline, and meets deadlines).
STANDARD 4: Dutch
The main objective in K5 is to introduce the students to the Dutch language and culture in a fun way.
1.0 Vocabulary
Through the T.P.R. ( Total Physical Response ) technique the children will learn the Dutch vocabulary and will learn quickly to understand the Dutch language.
The Total Physical Response Technique is where a sentence or word is said to the child in the Dutch language and the child has to either show you the object or comply with the sentence. This technique helps the child to master the meaning of words and sentences.
Vocabulary words that the children are introduced to:
1.1 1. Colors
1.2 2. Days of the week
1.3 3. Numbers 1 to 10
1.4 4. Body parts
1.5 5. Verbs
1,6 6. The words I, you, he, she, it, we, they
1.7 7. The school and the classroom
1.8 8. Animals
1.9 9. Holidays
1.10 10. Birthday party
1.11 11. Months of the year
1.12 12. Seasons
1.13 13. Numbers 1 to 20
1.14 14. Shapes
1.15 15. The house and the different rooms in the house
1.16 16. The garden
1.17 17. Transportation
1.18 18. Clothing
1.19 19. Travel
1.20 20. The hospital and the doctor
1.21 21. The dentist
1.22 22.The beach
Culture
2.0 The students are introduced to typical Dutch icons through coloring worksheets, pictures, video, songs and food. (windmills, wooden shoe, cows, Dutch farmers “boer and boerin”, tulips, the bicycle, “ Sinterklaas and Zwarte Piet”, the Queen and her family.)
2.1 to Dutch children’s songs, “ Sinterklaas ” songs.
2.2 to the Dutch National Anthem.
2.3 to Dutch food and candy.
2.4 Talk to the children about the weather in the Netherlands ( Holland ).
2.5 Talk to the children about life and the different people living in the Netherlands ( Holland ).
2.6 Talk to the children about the different languages spoken in the Netherlands (Holland).
2.7 Storytelling. Make use of the Public library for Dutch books and audiovisual material. Read to the children Dutch books at a kindergarten level. Read “Sinterklaas” stories to the children.
STANDARD 5: Spanish
The main objective in K4 and K5 is to introduce the students to the Spanish language and culture in a fun way.
1.0 Vocabulary
Through the T.P.R. ( Total Physical Response ) technique the children will learn the Spanish vocabulary and will learn quickly to understand simple instructions in Spanish language.
The Total Physical Response Technique is where a sentence or word is said to the child in the Spanish language and the child has to either show you the object or comply with the sentence. This technique helps the child to master the meaning of words and sentences.
Vocabulary words that the children are introduced to:
1.1 1. Colors
1.2 2. Days of the week
1.3 3. Numbers 1 to 10
1.4 4. Body parts
1.5 5. Verbs
1,6 6. The words I, you, he, she, it, we, they
1.7 7. The school and the classroom
1.8 8. Animals
1.9 9. Holidays
1.10 10. Birthday party
1.11 11. Months of the year
1.12 12. Seasons
1.13 13. Numbers 1 to 20
1.14 14. Shapes
1.15 15. The house and the different rooms in the house
1.16 16. The garden
1.17 17. Transportation
1.18 18. Clothing
1.19 19. Travel
1.20 20. The hospital and the doctor
1.21 21. The dentist
1.22 22.The beach
1.23 23.Food
STANDARD 6: Mathematics
Cognitive Development
By the end of kindergarten, students understand small numbers, quantities, and simple shapes in their everyday environment. They count, compare, describe and sort objects, and develop a sense of properties and patterns.
Number Sense: Concepts & Operations
1.0 Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement):
1.1 Count, recognize, represent, name, and order a number of objects (up to 30).
1.2 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.
1.3 Students understand and describe simple additions and subtractions.
1.4 Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10).
1.5 Students use estimation strategies in computation and problem solving that involve numbers that use the ones and tens places:
1.6 Recognize when an estimate is reasonable.
Algebra and Functions
2.0 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red).
2.1 Uses informal methods such as pictures, concrete materials and role playing to solve real world problems.
Measurement and Geometry
3.0 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties
3.1 Compare the length, weight, and capacity of standard objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).
3.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar).
3.3 Name the days of the week.
3.4 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, diamond, oval, star and heart).
3.5 Describes concepts of temperature (e.g. hot or cold).
3.6 Matches objects to outlines of their shapes.
3.7 Knows spatial relationships (in or out, above or below, over or under)
3.8 Identifies left or right hand.
Statistics, Data Analysis, and Probability
4.0 Students collect information about objects and events in their environment:
4.1 Pose information questions; collect data; and record the result using objects, pictures, and picture graphs.
4.2 Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes, or colors.
4.3 Collects, displays data and makes generalizations (e.g. determines number of pockets on five children; predicts how many ten students or the whole class will have).
4.4 Participates in games or activities dependant on chance (e.g. using spinners or number cubes).
Mathematical Reasoning
5.0 Students make decisions about how to set up a problem:
5.1 Determine the approach, materials, and strategies to be used.
5.2 Use tools and strategies, such as manipulative or sketches, to model problems.
5.3 Students solve problems in reasonable ways and justify their reasoning
5.4 Explain the reasoning used with concrete objects and/ or pictorial representations.
5.5 Make precise calculations and check the validity of the results in the context of the problem.
STANDARD 7: Health
Health Literacy
The student comprehends concepts related to health promotion and disease prevention
1.0 Label body organs – K5.
2.0 Understands positive health behaviors that enhance wellness.
3.0 Understands the various responsibilities of family members (mother, father, aunt, grandparent, and guardian) for health promotion and disease prevention.
4.0 Recognizes environmental health problems and understands possible solutions.
5.0 Identifies common health problems of children and possible solutions.
Responsible Health Behavior
The student knows health-enhancing behaviors and how to reduce health risks.
1.0 Knows and practices good personal health habits.
2.0 Identifies safe and unsafe behaviors.
3.0 Knows and practices ways to prevent injuries.
4.0 Distinguishes between threatening and non threatening environment.
5.0 Demonstrates methods of avoiding threatening situations and how to seek help in threatening situations.
6.0 The student analyzes the influence of culture, media, technology and other factors on health.
7.0 Knows and accepts the differences of people with special health needs.
8.0 The student knows how to use effective interpersonal communication skills that enhance health.
9.0 Knows the skills needed to be a responsible friend and family member.
Advocate and Promote Healthy Living
1.0 Discuss the rights of the child using various media.
2.0 Life occurs on or near the surface of the Earth in land, water and air.
3.0 Charts can be used to record the daily changes in the weather.
4.0 We need to take care of our earth by using different methods of recycling, reducing and reusing.
STANDARD 8: Science
The Nature of Matter
Students understand that:
1.0 Different objects have many different observable properties:-
1.1 Color
1.2 Shape (circle, triangle, square)
1.3 Forms (flexible, stiff, straight, curved)
1.4 Textures (rough, smooth, hard, soft)
1.5 Sizes and weights (big, little, large, small, heavy, light, wide, thin, long, short)
1.6 Positions and speeds (over, under, in, out, above, below, left, right, fast, slow)
2.0 Matter exists in different states (solid, liquid, gas).
3.0 Materials can be changes by cutting, folding, bending and mixing.
4.0 Some objects are made up of many different materials.
Energy
Students understand that:
1.0 The effects of the sun and shade on the same object (e.g.: crayons, ice, chocolate) are different.
2.0 Light can pass through some objects and not others.
3.0 A terrarium or an aquarium is a model of a life system.
4.0 Some processes where heat can be released (e.g.: burning candle, light bulb on)
5.0 People need sleep, food and water to survive.
Force and Motion
Students understand that:
1.0 Different objects move at different speeds (bicycle/car, motorbike/truck, tortoise/hare).
2.0 Different objects can roll, slide or fly.
3.0 The motion of an object can be changed by a push or pull.
4.0 The vibrations caused by sound waves can be felt (e.g.:- a speaker when music is played, head of a drum).
Processes that shape the Earth
Students understand that:
1.0 The surface of the Earth is composed of different types of solid materials (e.g.:- sand, pebbles, rocks, clumps of dirt).
2.0 Life occurs on or near the surface of the Earth in land, water and air.
3.0 Charts can be used to record the daily changes in the weather.
4.0 We need to take care of our earth by using different methods of recycling, reducing and reusing.
Earth and Space
Students understand that:
1.0 The sky looks different during the day and the night.
2.0 The sun changes its position during the day.
3.0 Different objects can be seen in the night sky (e.g.: stars, moon).
Processes of Life
Students understand that:
1.0 There are basic needs for living things (e.g.: food, water, space etc)
2.0 Livings thing change and grow over time (Lifecycle of butterfly, frog, chicken, tree).
3.0 Plants and animals are found in different kinds of environments and are often hidden.
4.0 There are selected characteristics of plants and animals (e.g.:- shape, size, color).
5.0 Different animals have different names for their gender and offspring.
6.0 Different plants and animals live in different habitats.
How living things interact with their environment
Students understand that:
1.0 Different animals have different ways of obtaining food from plants and other animals.
2.0 If animals and plants do not get water, food and shelter, they will die.
The nature of science
Students understand that:
1.0 Learning comes from careful observation, repeating experiments, sharing findings and working with others to collect information.
2.0 Learning comes from posing questions, finding out the answers, drawing pictures and making decisions using information.
3.0 Our five senses allows us to take in and respond to information in order to learn about our surroundings.
4.0 Continuous patterns occur in nature (seasons, phases of the moon).

Elementary Grade 1-4
Monday-Thursday
08.00-14.00 hrs
Friday: 08.00-13.00 hrs
Middle/ High Grade 6-8
Monday-Thursday
08.00-15.00 hrs
Friday: 08.00-13.00 hrs
Virtual High School
Students currently enrolled take their online classes in the computer lab. CAPS is the only school on Curacao offering this!
Specials
Each week, grades K4-12 attend special classes.  Each class has 1-3 specials scheduled each day. The specials are:
Spanish, Physical Education, Computers, Art, Dutch & Music.

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