The International School Yangon

Kindergarten

Curriculum Guide

2017-2018

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This curriculum guide provides its readers with a summary of grade level curriculum. Our goal is to clearly communicate with the student, parent, and community expectations at each grade level.

ISY Mission Statement

The International School of Yangon is a community that is committed to excellence. We inspire students with a challenging, international education, based on an American curriculum, in a nurturing learning environment that promotes responsibility and respect. We aim to develop socially engaged, self-motivated, creative, compassionate individuals who will be a force for positive change in their communities and the world.

Beliefs About Learning We believe that—

• Students are at the center of all our efforts.

• Cultural diversity enriches us all.

• Learning should be pursued for its own intrinsic value.

• Students learn in different ways.

• All students have the right to live and learn in a safe and

nurturing environment.

• Educating the whole person is vital to individual success.

• Education is a shared responsibility of students, family, school,

and the wider community.

• We are all responsible for our decisions.

• Challenging expectations promote individual growth and

organizational development.

• Creative and critical thinking and cooperative learning are

essential.

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ISY Expected Schoolwide Learning Results Embedded in all learning at ISY are the following learning outcomes combined with the IB Learner Profile traits (in parentheses) that all students should know, understand and be able to do upon graduation from ISY. ISY students will— Become Global Citizens who . . .

• Are environmentally aware and active (Caring)

• Contribute to the welfare of the world community (Caring)

• Respect the dignity and worth of others (Principled, Open-minded)

• Manifest the virtues of honesty and integrity (Principled)

• Understand and appreciate the values, traditions, and perspectives of others (Open-minded)

Be Successful Communicators who . . .

• Demonstrate the skills of effective collaboration (Communicators)

• Use appropriate technology as a tool to convey ideas (Communicators)

• Write, speak, read and listen with purpose (Communicators)

• Are multi-lingual (Communicators)

Demonstrate Complex Thinking and Creativity by . . .

• Gathering analyzing and processing information from a variety of sources (Thinkers)

• Being effective and creative problem-solvers (Thinkers)

• Being effective decision-makers (Thinkers)

• Pursuing inquiry and curiosity within learning (Inquirers)

• Building a foundation of knowledge and applying understandings to new situations (Knowledgeable)

Become Lifelong Learners who . . .

• Take responsibility for their learning (Reflective)

• Value all types of learning: academic, social, athletic, aesthetic and emotional (Balanced)

• Have the confidence to take on new challenges (Risk-takers)

• Give thoughtful consideration to their own learning (Reflective)

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A Standards-Based Curriculum

Academic standards, or learning outcomes, are the foundation of the ISY curriculum, and through standards, teachers identify the skills, knowledge, processes and understandings that are taught and assessed. Instruction is built upon rich scaffolded learning experiences that facilitate student attainment of the standards, and instructional resources are aligned to learning experiences. The ISY adopted standards provide coherent learning progressions beginning in pre-kindergarten continuing through to grade 12, and they communicate to students, parents, teachers, and administrators what students are expected to learn in each subject area and at each grade level.

Classroom assessments at ISY are based on the knowledge, skills, and learning targets derived from the standards. Students are given formative assessments, or assessments for learning, which provide them with valuable feedback. For teachers, formative assessments provide information to help inform instructional decision-making as learning occurs. Students use feedback on formative assessments to improve and revise their work and learning. Summative assessments typically occur at the end of an instructional unit and provide evidence of student achievement for the purpose of making a judgment about student proficiency.

In a standards-based system, behaviors that support learning, such as work habits, effort, responsibility, and attitudes are judged separately so that academic grades are accurate and reflect how a student performs and achieves in relation to the knowledge, skills, and understandings set forward by the standards. Such nonacademic factors are of equal importance to the development, success, and achievement of students and their learning, thus, performance in these areas of student learning are assessed, tracked, and reported distinctly from academic achievement.

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Early Childhood Vision and Aims

The purpose of early childhood education at ISY is to provide a cognitively engaging program within a developmentally appropriate, safe, and nurturing environment. It aims to foster a young child’s imagination through active play and movement, and seeks to honor a child’s innate sense of wonder and curiosity. Our program is inspired by the Reggio Emilia approach to early childhood which is grounded in the following beliefs:

• Children are driven by their interests to understand and know more.

• Communication is a process, a way of discovering things, asking questions, and using language as play.

• The environment is recognized for its potential to inspire children.

• Children use many different ways to show their understanding and express their thoughts and creativity.

Promoting responsibility, the confidence to take on challenges, kindness, and respect of others and the environment are also integral aims of early childhood education at ISY. A balance of student-initiated and teacher guided learning experiences support this vision of early childhood education.

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The Kindergarten Program

Provided is general information about each Kindergarten subject area along with subject ‘Essential’ standards. Essential standards are those standards which are taught and assessed with greater depth and focus. While all standards in a given subject are taught, ISY has identified the outcomes that embody the larger concepts, principles, or processes along with the key knowledge and skills that lead to student understanding of essential knowledge. To view the standards in their entirety, please visit the ISY web site.

Kindergarten Mathematics In Kindergarten, students continue to develop their foundational math skills. These skills are developed through the pedagogy of the Singapore Math framework, which emphasizes concept mastery, a concrete-pictorial-abstract approach, metacognitive reasoning, and the use of model drawing to solve problems. Mathematical concepts and topics addressed in Kindergarten include manipulating numbers, basic math vocabulary, counting, classifying and sorting objects, recognizing patterns, and solving basic math problems. At this level, students learn via songs, games, exploration, and hands-on activities.

Kindergarten Mathematics Essential Standards

Counting and Cardinality

• Count to 100 by ones and by tens.

• Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

• Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

• Understand the relationship between numbers and quantities; connect counting to cardinality.

• Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

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• Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

• Compare two numbers between 1 and 10 presented as written numerals.

Operations & Algebraic Thinking

• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

− Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

− Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

− Fluently add and subtract within 5.

• Work with numbers 11–19 to gain foundations for place value.

− Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 +8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Measurement & Data

• Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

• Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.

Geometry

• Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

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− Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

• Analyze, compare, create, and compose shapes.

− Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

Mathematical Practices

• Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

 

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Kindergarten Language Arts In Kindergarten, students learn in a language-rich environment the foundational reading and language arts skills that set them on the path to become lifelong readers, writers, and effective communicators. The focus of language arts at this level is on developing phonological awareness so that students can decode words and obtain the beginning skills to understand and explore what they are reading. In writing, kindergarten students use a combination of drawing, dictating, and writing to narrate events, provide information, and express opinions. They develop skills in listening and speaking through discussions and drama, they acquire new words and phrases, and they learn the conventions of English in both speaking and writing. Children at this level explore language and foundational skills through creative expression, hands-on discovery, and the use of their imagination.

Kindergarten Language Arts Essential Standards

Reading: Literature

• With prompting and support, ask and answer questions about key details in a text.

• With prompting and support, retell familiar stories, including key details.

• With prompting and support, identify characters, settings, and major events in a story.

• Ask and answer questions about unknown words in a text. • With prompting and support, name the author and illustrator of a

story and define the role of each in telling the story. • With prompting and support, describe the relationship between

illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

• Actively engage in group reading activities with purpose and understanding.

Reading: Informational Text

• With prompting and support, ask and answer questions about key details in a text.

• With prompting and support, identify the main topic and retell key details of a text.

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• With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

• With prompting and support, ask and answer questions about unknown words in a text.

• Identify the front cover, back cover, and title page of a book. • Name the author and illustrator of a text and define the role of each

in presenting the ideas or information in a text. • With prompting and support, describe the relationship between

illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

• With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

• Actively engage in group reading activities with purpose and understanding.

Reading: Foundational Skills

Print Concepts

• Demonstrate understanding of the organization and basic features of print. − Recognize and name all upper- and lowercase letters of the

alphabet. − Understand that words are separated by spaces in print.

Phonological Awareness

• Demonstrate understanding of spoken words, syllables, and sounds (phonemes). − Recognize and produce rhyming words. − Count, pronounce, blend, and segment syllables in spoken

words. − Blend and segment onsets and rimes of single-syllable spoken

words. − Isolate and pronounce the initial, medial vowel, and final sounds

(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

− Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

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Phonics and Word Recognition

• Know and apply grade-level phonics and word analysis skills in decoding words. − Associate the long and short sounds with the common spellings

(graphemes) for the five major vowels. − Read common high-frequency words by sight (e.g., the, of, to,

you, she, my, is, are, do, does). − Distinguish between similarly spelled words by identifying the

sounds of the letters that differ.

Fluency

• Read emergent-reader texts with purpose and understanding.

Writing

• Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

• Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

• Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Speaking and Listening

• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. − Follow agreed-upon rules for discussions (e.g., listening to

others and taking turns speaking about the topics and texts under discussion).

• Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

• Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

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• Speak audibly and express thoughts, feelings, and ideas clearly.

Language

• Demonstrate command of Standard English grammar and usage when writing or speaking. − Print many upper- and lowercase letters. − Produce and expand complete sentences in shared language

activities.

• Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. − Capitalize the first word in a sentence and the pronoun I. − Recognize and name end punctuation. − Write a letter or letters for most consonant and short-vowel

sounds (phonemes). − Spell simple words phonetically, drawing on knowledge of

sound-letter relationships.

• Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

• Use words and phrases acquired through conversations, listening to books read aloud, activities, and play.

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Kindergarten Science In Kindergarten, through hands-on discovery and experimentation, students use their senses of sight, touch, and sound to answer questions about science: “What happens if you push or pull an object harder? Where do animals live and why do they live there? What is the weather like today and how is it different from yesterday?” Students also explore the use of natural resources and the importance of their preservation, and they learn to recognize and identify the structure and function of their bodily senses. Instruction is led by hands-on investigations using the Full Option Science Systems (FOSS) and supported by local field trips to enhance students’ experiences and understanding of science.

Kindergarten Science Essential Standards

Physical Science: Energy, Motion and Stability – Forces and Interactions

• Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes

• Analyze data to determine if a design solution works as intended to change the speed or direction of an object.

• Make observations to determine the effect of sunlight on Earth’s surface.

• Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

Earth and Space Science: Earth’s Systems and Earth and Human Activity

• Use and share observations of local weather conditions to describe patterns over time.

• Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

• Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

• Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Life Science (and Health): From Molecules to Organisms – Structures and Processes

• Use observations to describe patterns of what plants and animals (including humans) need to survive.

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• Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

• Students recognize the structure and function of body systems (circulatory, respiratory, skeletal, muscular, digestive, and nervous).

− Name the five senses and their functions.

Science and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for

engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

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Kindergarten Social Studies In Kindergarten, students begin their study of social studies with ideas and the experiences they bring to school from their families and communities. Students explore who they are in relation to their family, friends, and school community, and they begin to understand that they are part of a larger community. They learn how to solve problems with others and to be a good helper at school. In Kindergarten, students compare and contrast students’ heritage/cultures traditions and festivals celebrated around the world and in the local community. They understand that traditions are an important part of a person’s identity. At this level, students also begin to understand the importance of taking care of themselves, taking care of others, and taking care of their community. Instructional materials include Social Studies Alive! and resources drawn from community members and field experts.

Kindergarten Social Studies Essential Standards

History

• Students understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships.

− Identify stories about past events, people, places or situations

• Students understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy.

− Give examples of conflict and cooperation among individuals and groups.

Culture and Geography

• Students understand cultural and intellectual developments and interactions among societies.

− Identify regional folk heroes, stories, or songs that have contributed to the development of a region’s cultural history.

• Students understand social systems and structures and how these influence individuals.

− Identify connections between who they are as a person and their place in the world.

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− Distinguish themselves as individuals from others.

− Recognize that individual people are part of a group.

• Students will understand the interactions and relationship between human societies and their physical environment.

• Know what maps and globes represent and how we use them.

• Differentiate between rivers, lakes, and mountains and how they are represented on maps and globes.

• Know and locate the Atlantic and Pacific Oceans.

• Locate the North and South Poles.

Government and Economics

• Students understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship.

− Identify rights and responsibilities of the individual in relation to his or her social group, including the characteristics of good citizens.

− Identify sources and purposes of authority in various settings (e.g., mayor, chief, ruler, principal, and teacher).

• Students understand fundamental economic principles and ways in which economies are shaped by geographic and human factors.

− Distinguish between needs and wants.

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Kindergarten Physical Fitness and Health In Kindergarten Physical Fitness and Health, students develop locomotor and non-locomotor skills as well as develop greater physical coordination through a comprehensive and sequentially planned curriculum. Participation, cooperation, and sharing are integral components of the learning process as is greater self-responsibility. Locomotor (jumping, running, etc.) and non-locomotor skills (stretching, twisting, etc.) provide the foundation of the program with additional focus on manipulative skills such as basic ball handling that improve hand-eye coordination. Students are also exposed to developmentally appropriate swimming and water safety skills through the aquatics unit. In sum, kindergarten students engage in a wide variety of activities and games all of which are designed to promote good health, self-esteem, confidence, and a physically active lifestyle.

Kindergarten Physical Fitness and Health Essential Standards

Proficiency of Motor Skills and Movement

• Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

− Travel within a large group using locomotor skills without bumping into others or falling.

− Demonstrate clear contrasts between slow and fast speeds while using locomotor skills.

− Balance while walking forward and sideways on a narrow, raised surface.

• Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward and in front of by using the body and an object.

− Travel in straight, curved, and zigzag pathways. − Strike a stationary ball or balloon with the hands, arms, and

feet. − Toss a ball using the underhand throw pattern to self and catch

it before it bounces twice. − Kick a stationary object using a simple kicking pattern.

 

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Knowledge of Physical Education/Fitness Concepts

• Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.

− Explain the difference between under and over, behind and in front of, next to and through, up and down, forward and backwards, and sideways.

− Identify and use independently personal space, general space, and boundaries and discuss why they are important.

− Identify and describe body parts including the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes.

− Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop.

− Explain the role of the eyes when striking objects with the hands, arms, and feet.

• Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

− Explain that strong muscles help the body to climb, hang, push, and pull.

− Identify that the heart is a muscle located in the chest, and explain that the heart beats faster and becomes stronger with physical activity.

• Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

− Describe how positive social interaction can make physical activity with others more fun.

− Demonstrate the characteristics of sharing in a physical activity setting.

− Participate as a leader and a follower during physical activity.

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Attainment of Physical Fitness

• Assess and maintain a level of physical fitness to improve health and performance.

− Participate in physical activities that are enjoyable and challenging.

− Climb a ladder, jungle gym, or apparatus. − Stretch shoulders, legs, arms, and back without bouncing. − Sustain continuous movement for increasing periods of time,

while participating in moderate to vigorous physical activity.

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Kindergarten Music In Kindergarten Music, students explore music through singing, chanting, rhythmically moving and playing percussion instruments. Students listen and respond to music from a variety of cultures, they explore instruments, and they begin to develop vocal techniques. Further focus in Kindergarten Music is on steady beat and Do-Mi-Sol in solfege.

Kindergarten Music Essential Standards

Perceiving, Knowing, and Creating Music

• Identify same and different (e.g., fast/slow, loud/soft, high/low and long/short).

• Explore steady beat and rhythm. • Explore and identify a wide variety of sounds, including the human

voice. • Explore a variety of classroom instruments. (e.g., metals, skins and

woods.). • Attend live music performances. • Identify a musician and his or her roles (e.g., composer, conductor

and performer). • Explore connections between sound and its visual representation.

Producing and Performing Music

• Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).

• Demonstrate a steady beat and maintain it while performing. • Sing (using head voice and appropriate posture) and move to music

of various and contrasting styles, composers and cultures. • Play a variety of classroom instruments, alone and with others, and

demonstrate proper technique. • Demonstrate audience behavior appropriate for the context and

style of music performed. • Create a visual representation of sound.

Responding to and Reflecting on Music

• Share ideas about musical selections of various and contrasting styles, composers and musical periods.

• Describe how sounds and music are used in our daily lives. • Describe the difference between steady beat and rhythm.

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• Identify and connect a concept shared between music and another curricular subject.

• Respond to sound with a drawing of how the sound makes them feel.

• Offer opinions about their own musical experiences and responses to music.

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Kindergarten Art Kindergarten Art, taught twice a week for forty minutes, allows students to experience a wide range of drawing, painting, and sculptural materials. Students are exposed to and inspired by the work of artists from a variety of countries and cultures. Kindergarten art students experiment with variety of media, including pencil, colored pencil, acrylic paint and collage. They create portfolios, and their work is displayed during the Elementary Art Show.

Kindergarten Art Essential Standards

Creating Art

• Use the creative processes and the language of art to communicate through a variety of media and techniques. − Use observations and experiences, both spontaneously and

deliberately, to plan and create art.

• Develop skills and craftsmanship with materials, tools and techniques. − Purposefully experiment with materials and techniques to

produce a range of artwork.

Perception and Evaluation of Art

• Describe art works using the language of art. − Use basic art concepts and vocabulary when making

observations.

Making Visual Art Connections

• Make connections between art, personal experience, and the world. − Identify art concepts that cross disciplines (e.g., pattern, shape,

scale, form, balance, repetition, rhythm).

• Make connections between the study of art and art careers. − Identify products that artists design and make and the careers

of those who make them.

• Understand how history and culture have influenced art. − Recognize that all cultures produce art.

• Understand how art has influenced and defined history and culture. − Identify and compare art that is used in cultural celebrations.

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Kindergarten Myanmar Studies In Kindergarten Myanmar Studies, students are introduced to our host country: Myanmar. Through this class that meets once a week, students learn about the basic geography of Myanmar, its location on a map, and its notable geographic landmarks. Myanmar’s remarkable fauna and flora will also be explored as will the country’s ethnic groups and their rich cultural traditions. Classic poems and rhymes familiar to Myanmar children will be learned while hands-on activities develop student understanding of the unique alphabet, numbers, music, dance, food, and games of Myanmar.

Kindergarten Myanmar Studies Essential Standards

• Communicate with others in the Myanmar language using simple,

memorized greetings and short questions and answers.

• Recite children’s poems and rhymes.

• Know important Burmese vocabulary (e.g. days of the week).

• Learn the Burmese alphabet and their associated sounds.

• Identify the location of Myanmar and neighboring countries on globe

or map.

• Gain knowledge of some basic facts about Myanmar.

• Gain and use knowledge of Myanmar cultures.

• Analyze and describe relationships among Myanmar cultural

practices and perspectives and compare them across cultures.

 

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Kindergarten Library Students in Kindergarten visit the library once a week to enhance and support the development of their literacy skills. In Kindergarten Library, emphasis is on guiding students in choosing books to nurture a passion for reading and to begin building a foundation for information literacy.

Kindergarten Library Essential Standards

Using Inquiry to Build Understanding and Create New Knowledge

• Connects ideas to own interests. • Makes connections from text to self. • Formulates questions related to listening activities. • Understands the basic organizational structure of books. • Distinguishes between fiction and nonfiction resources. • Expresses thoughts and opinions about texts.

Pursuing Personal and Aesthetic Growth

• Makes predictions about what will happen next in a story. • Requests/chooses materials related to personal interests. • Engages in a variety of fiction and nonfiction for enjoyment and

information. • Recognizes the works of a single author.

Demonstrating Social Responsibility

• Begins to associate use of the library with respect for rules and procedures.

• Respects the ideas of others by listening and raising hands before speaking.

• Understands the importance of respecting library materials. • Begins to respect the ideas and opinions of others.

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Kindergarten Life Skills Life Skills in Kindergarten, attended once every other week and taught by the elementary counselor, has the main focus of helping students identify and express their feelings. Students learn to recognize and communicate their feelings in different life situations, including transitions, bullying, and interpersonal interactions. They learn to peacefully resolve a conflict using problem-solving skills. Personal safety and environmental literacy are also components of this class.

Kindergarten Life Skills Essential Standards

Personal/Social Domain

• Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect themselves and others.

− Identify and express feelings. − Understand the need for self-control and how to practice it − Recognize, respect and appreciate individual differences − Use effective communications skills − Learn how to make and keep friends

• Students will understand safety and survival skills.

− Learn about the differences between appropriate and inappropriate physical contact

− Apply effective problem-solving and decision-making skills to make safe and healthy choices