Manual Guide for Future Buds Program Kindergarten 1 and 2 Academic Year 2020-2021 - First Draft - Yas School
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Manual Guide
for Future Buds Program
Kindergarten 1 and 2
Academic Year 2020-2021
First Draft
Introduction Rational behind Hybrid Learning
Kindergarten Objectives Daily Program Routines
Manual Guide
for Future Curriculum and Lesson Plans Role of the Teacher
Buds Program
KG 1 & 2
2021-2020 Role of the Parents Roles of School’s Administration
Wellbeing Concept Parents’ Communication Procedures
Introduction Due to the importance of Learning continuity and to ensure the success of distance learning during times of emergency and natural disasters. Providing safest measures to control the spread of Covid19, we would like to introduce the Hybrid Learning for Future Buds Program.
Rational Behind
Distance Learning
The rational behind Distance Learning:
❑ Ensuring the continuity of effective learning without reducing school days.
❑ Employing children’s passion for learning using technology through self learning.
❑ Overcoming crisis with achieving highest safest measures for the children.
❑ Learning content is given in a fun way that ignites the child’s curiosity.
❑ Strengthening the communication between the parents and the school.
❑ Making learning more accessible for the children and their parents due to the
flexibility and availability of the content with no time/place restrictions.
❑ Benefits from the academic expertise in the making of a virtual classroom.
❑ Strengthening skills of creativity and imagination within the children.
KG Objectives ❑ Emphasizing on knowledge and concepts for what the child should learn at this age and link it to school subjects ( Science, Mathematics, History, Geography, National Studies, Life Skills, Self Development, Space and Astronomy.) ❑ Developing moral skills (bravery, self confidence, being good to one’s parents, treating elderly with respect) ❑ Strengthening the national identity and the religious side of the child’s life (Emarati traditions) ❑ Focusing on the wellbeing concepts of a child’s life. ❑ Having an independent and an accountable child. ❑ Developing social and emotional skills. ❑ Training children to accurately pronounce vowels and letters. Also, reading words and sentences. ❑ Increase child’s love for reading. ❑ Encouraging students to meditate, imagine, disassemble and assemble, think critically, and other 21st century skills. ❑ Increasing child’s phonics by using new terms. ❑ Physical and mental health of the child. ❑ Teaching leadership skills.
Daily Program
Routines
Reflects timings, experiences, and activities for
KG1 and KG2 children during Distance Learning:
❑ 2 hrs per day of distance learning through MS Teams.
❑ Starting at 1:00pm until 3:30pm
❑ Specified self learning activity through LMS that the teacher
provides for the children that they can do in the time that
suits them.
❑ Attendance is taken through live learning sessions through
MS Teams and online sessions through LMS.
Daily Program
The Daily Program of the children is divided into sets of
educational activities and knowledge skills as follows:
❑ Greetings and Morning Message.
❑ Story Time.
❑ Phonemic awareness and letters learning time.
❑ Islamic and National Studies time.
❑ Math, Science and English learning time.
❑ Culture and Mandarin Time.
❑ Active Learning and Self Learning.
Sample of KG Lessons
Timetable
All classes will be on MS Teams –جميع الحصص ستكون على برنامج التيمز
Week Days /
KG Timetable
Timing Sunday Monday Tuesday Wednesday Thursday
1:00 - 1:30 Mandarin
Arabic Arabic Arabic Arabic
30 min Language
1:30 – 1:40
10 min
10 min Break
1:40 – 2:10 Mandarin Islamic & Social Islamic & Social Mandarin
Arabic
30 min Language Studies Studies Language
2:10 – 2:20
10 min
10 min Break
2:20 – 2:50
Math Math Math Math Math
30 min
2:50 – 3:00
10 min
10 min Break
3:00 – 3:30 Islamic & Social
Science English Science English
30 min Studies
Curriculum
Implementation
Future Buds Program for KG1 and KG2 with a 3rd language
( Arabic )
A creative and educational new curriculum for the children that encourages thinking. It speaks to the children’s interests and
help them develop their thinking and analyzing skills. Also it develops children’s ability to use 21st century skills.
In Al Warda (Flower) Curriculum:
1- the letter has 2 shapes: the beginning and the middle of the word has a shape, and the end of the word has a shape,
instead of the 3 previous letter shapes.
2- it summarizes the letters shapes groups into 9 groups instead of the previous 18 shapes groups.
Al Warda Curriculum includes as well values and many
cultural aspects that are presented to the child in a simple
way. It is built on modern educational approaches and the
most recent educational, behavioral, and psychological
students in the field of education. Also, it is aligned with
the UAE emphasis on building a strong national identity
that is able to achieve and develop greatness.
Al Warda (Flower) consists of 4 petals that the child can
get 28 various shapes Arabic letters from. These Arabic
letters are used in the beginning, middle, and the end of a
word.
Curriculum
Implementation
with a 3rd language
Standards Based Education
Arabic & English Languages:
❑ The focus of learning in Literacy is to encourage the students to use language for
communication and thinking.
❑ Literacy is linked closely with Science and Mathematics to ensure the learning is
contextualized with real life connections
❑ The Literacy Readiness strand links the other three strands and covers phonic knowledge,
phonemic awareness and vocabulary.
Reading القراءة
Writing الكتابة
Speaking & االستماع
Listening Literacy الوعي والتحدث
Readiness الصوتيCurriculum
Implementation
with a 3rd language
Standards Based Education
Social Studies & التربية الوطنية
Islamic التربية اإلسالمية
Moral Education والتربية األخالقية
الهوية الوطنية العادات والتقاليد
National Identity اإلماراتية
UAE traditional
Values اآلداب واألخالق
،القرآن الكريم
اإلسالمية األحاديث واألدعية
The Holy Quran,
Islamic Manners, Hadiths and Prayers
Morals and Ethics
العقيدة
السيرة النبوية
اإلسالمية وقصص األنبياء
Islamic Faith The Seerah of the
(Creed) Prophet (Biography)
and the stories of the
prophetsCurriculum
Implementation
with a 3rd language
Standards Based Education
Mathematics Science
Assessment is based on 4 strands: Students will be assessed on the following
Measurement two parts of the curriculum:
Numbers
and Data 1) Scientific Knowledge and
Understanding
Patterns and 2) Investigating Science Skills.
Space and
Algebra
Geometry
Earth Physical Matter Living
and World World
SpaceCurriculum
Implementation
Standards Based Education with a 3rd language
Some KG’s are trilingual
Chinese Language
Mandarin is the language of instruction, the Story Telling/
Art/ Craft
focus of learning is based on:
1) Oral Communication. Chinese
Song/ Rhyme Festivals and
and Dance Events
2) Cultural Awareness.
3) Mutual Respect Literacy/
Numeracy
中文图书
Chinese
Books
教学材料
Teaching MaterialsRole of the
Teacher
❑ Choosing fun, interesting, and engaging learning content for the child that is linked to the learning
outcomes.
❑ Choosing lessons that develop cognitive skills and helps the child to think creatively.
❑ Choosing lessons that enriches the child’s language skills and helps to increase words banks.
❑ Planning for interactive activities and upload it to LMS.
❑ Developing the imagination of the child through interesting story times and listening to children’s
discussions.
❑ Enhancing the creative and artistic side of the child through drawings and imagination.
❑ Have a variety of teaching strategies (story telling, groups projects, individual activities, physical activities
that involve movements)
❑ Emphasizing on the child’s researching skills through self learning.
❑ Ensuring providing wellbeing to the child’s through different learning activities and giving the child’s the
space to be able to speak and do the learning activities freely and in a fun way.
❑ All children are getting a chance to learn equally through participating in speaking and discussing activities.
❑ Communicating with the parents and keeping them updated with all the lessons through the weekly
newsletter.
❑ Providing parents with feedback regularly about their child’s performance and informing them with areas
to improve as a next step.
❑ Winning the parents through providing the learning contents and the lessons on Teams and LMS regularly.
❑ Taking attendance on a daily basis through Teams and LMS.
❑ Contacting the parents incase of a child’s absence and documenting the reasons of absences.Role of the
Parents
❑ Following up with their child during the self learning through LMS.
❑ Providing a quiet and pro-learning and stimulating space at home
with internet accessibility.
❑ Providing an electronic access to the lessons through a computer,
laptop, tablet, or a smart phone.
❑ Ensuring that their child is on time for the distance learning lessons.
❑ Work with the child to complete all the online lessons on the LMS.
❑ Always have time to have conversations with your child to help the
child use the activities time to be able to have conversations with
people around him/her.
❑ Have a balance of online learning time and offline learning time
through reading a storybook, or playing a sport outdoor, or drawing
and coloring.
❑ Make sure to contact the teacher regularly to get tips on how to
support your child at home.Roles of the
School’s Admin
Roles and Responsibilities of School’s Administration:
❑ All principals should make sure to add all students in Al-Manhal. Parents will get accessibility
through the data saved in MOE Database (Al-Manhal)
❑ KG teachers will be provided a summarized electronic copy of the lesson plans. It is expected
of them to understand its learning outcomes.
❑ KG teachers information will be updated to ensure its readiness to receive parents calls
through LMW from 2:00pm – 5:00pm every school night.
❑ Being open for discussions, questions, and inquiries of parents about their child’s learning
journey and clarifying the solutions of the parents challenges about daily learning activities.
❑ Creating lessons timetables and share them with parents.
❑ Strengthening the relationship between parents and schools through regular meetings, and
open channels to answer their questions.Wellbeing
Concept
تتعلق جودة الحياة و الرفاهية بمدى شعورنا كوننا بحالة جيدة ،أو امتالكنا
ألحاسيس مليئة باإليجابية و بوجود معنى للحياة و قدرة على العطاء و العمل
بكفاءة.Five Dimensions of Wellbeing
Wellbeing Concept
Cognitive Wellbeing
❑ Is linked with achievement and success. It is also informed by the motivational and
persistence to achieve.
❑ Is important for attaining knowledge and experiencing positive learning.
Emotional Wellbeing
❑ Related to self-awareness and emotional regulation. It includes how well we cope and is
often reflected by the level of a person’s resilience.
❑ Is in part informed by our capacity for self reflection
Social Wellbeing
❑ Includes the extent to which we experience positive relationships and connectedness.
❑ Is important for pro-social behavior and our empathy towards others.
Physical Wellbeing
❑ Is associated with the extent to which we feel physically safe and healthy.
❑ Includes nutrition, preventive health care, physical activity and physical safety and security.
❑ Enables positive health outcomes.
Spiritual Wellbeing
❑ Relates to our sense of meaning and purpose.
❑ Include our connection to culture, religion or community.
❑ Includes the beliefs, values and ethics we hold.Wellbeing
Concept
What Positively Influences
Learners Wellbeing?
Safety:
Have a Voice:
Environments that are safe and supportive
Being heard, understood and having one’s
optimize learning experiences. needs met.
Positive Relationships: Choice:
Positive relationships foster Have choice to engage in
connections and feelings of activities that are of interest and
belonging. They help us to value to them.
build social and emotional
skills.
Enjoyment: Achievement:
Enjoyment broadens a student’s ability to Experiencing a sense of achievement fosters
think creatively, be innovative; to problem positive emotions which can build further
solve more effectively and to engage. engagement and effort.Wellbeing
Concept
Behavior
Positive Strategies.
❑ Every school will implement a comprehensive, inclusive strategy to create a positive environment with clearly defined and
developmentally appropriate behavioral expectations – in accord with MOE policy.
❑ All members of the school community should consistently implement strategies to create a positive teaching and learning
environment
Schools will provide opportunities for:
❑ The voice of learners to be heard.
❑ Developing and shaping the character of each individual
❑ Maximizing opportunities for learners’ personal growth.
❑ Leadership attributes to be develops across a board range of learners and in a board range of contexts.
Teachers are responsible for creating and maintaining a positive, engaging, differentiated and caring environment for learning that
attends to development of a positive sense of wellbeing.
Students have a responsibility to:
❑ Be active learners who exercise self-regulation appropriate to their age and level of understanding.
❑ Contribute to creation and maintenance of a positive learning environment- where acceptable behavior is consistently
displayed.
Parents and caregivers :are to be encouraged and supported to play an important role in working with the school to develop their
child’s understandings, skills, and character.Cultural Activities and
Competitions.
Virtual Field Trips
❑ Virtual field trips
❑ Extracurricular activities and competitions
❑ Religious, national, cultural celebrations and events
❑ Celebrating students learning.
❑ Exhibitions of students projects
❑ GraduationContacting Parents
Procedure
❑ Sharing the child’s account that was received via SMS by the parents so
that the school administration can activate the child’s account and link
it to the online platforms (Teams and LMS)
❑ Filling Child's information and health surveys accurately.
❑ Weekly newsletter.
❑ Monthly newsletters and announcements.
❑ School announcements and circulations about the approvals of
activities and events.
❑ Regular surveys for updating student’s residence and contacts
information.
❑ Regular meetings (in school and virtual meetings)
❑ Online channels of communication.
❑ Regular meeting to follow up with the child’s performance (academic,
behavioral, and social)Information has been collected by Schools Administration with Mandarin Language
( Yas KG , Hamdan Bin Zayed KG, Atfal Abu Dhabi KG)
Supervised by Cluster Manager: Fatima Al-Bastaki
Council 4 – Cluster 3
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