Reading Language Arts
The kindergarten student will be immersed in a text and language rich environment to develop communication skills, phonological and phonemic awareness, print awareness, vocabulary, comprehension, and an appreciation for reading and writing. The exposure to literary and informational texts will enable students to develop an awareness of reading materials as sources of information and enjoyment. The kindergarten student will expand their listening and speaking vocabularies by listening to texts read aloud, participating in conversations, and learning to collaborate effectively with others. The student will recognize and print letters of the alphabet, apply basic phonetic principles to read and write, identify story elements, and communicate ideas through pictures and writing. The student will be introduced to the research process by asking questions and collaborating in shared research activities. Kindergarten sets the foundation in literacy that students will build on in subsequent grades.
Math
The kindergarten standards focus on developing basic number sense and early mathematical vocabulary. Students are introduced to counting, recognizing numbers, and understanding the concept of quantity. They explore simple addition and subtraction using concrete objects, and they begin to identify basic geometric shapes and understand measurement concepts. Activities are designed to encourage the use of mathematical language and to lay the groundwork for future mathematical learning through hands-on experiences.
Science
In science, kindergarten students use their senses to make observations of the characteristics and interactions of objects in their world. Students study the characteristics of water and the basic needs of living things. They also study the relationship between the sun and Earth through shadows and weather. They determine how their actions can change the motion of objects and learn how they can make a difference in their world. Throughout the elementary years, students will develop scientific skills, supported by mathematics and computational thinking, as they learn science content. In kindergarten, students will develop skills in posing simple questions, conducting simple investigations, observing, classifying, and communicating information about the natural world.
Social Studies
The standards for kindergarten students focus on the local community and include an introduction to basic history and social science skills. During their first year in school, students should learn about their community, including basic concepts related to history, patriotism, national symbols, good citizenship, geographic location, economics, and the importance of following rules and respecting the rights and property of other people.
Music
The Kindergarten General Music curriculum sets the stage for young learners to grasp fundamental musical concepts, skills, and appreciation. Through singing, playing instruments, listening, and moving, students explore the world of music from various angles. They recognize the influence of music in personal and community settings while appreciating collaborative efforts in creative processes.
Art
In kindergarten, students begin their journey in visual arts by exploring creativity through drawing, painting, and basic sculpting. They learn to describe their artwork using simple art vocabulary, discussing colors, shapes, and lines. Students are introduced to the idea that art is a part of every culture and community, discovering that art can express feelings, tell stories, and be made by everyone. They experiment with various materials to build fine motor skills, developing their understanding of patterns, spatial relationships, and foundational techniques for creating art.
Physical Education
In the elementary years, students develop maturity and adaptability in the use of fundamental motor skills and patterns that are then further refined and combined during the middle school years. Elementary students establish basic musculoskeletal vocabulary and use simple concepts as they develop their movements. They become aware of health-related fitness components (aerobic capacity, muscular strength and endurance, flexibility, and body composition), engage in a variety of physical activities, and develop a basic fitness plan. It is expected that elementary students recognize and use rules and procedures, focus on safety, respect similarities and dissimilarities, and cooperate with others. They will also understand the basic nutrition and fitness concepts of energy balance.
Health
The intent of Health Education for elementary school students is to assist students to become health literate, self directed learners with the ability to identify accurate health products and services, and learn how to create and maintain a safe and healthy environment for themselves and their family members.
This is accomplished by demonstrating:
- the knowledge and skills to make healthy decisions that reduce health risks and enhance the health of oneself and others;
- the ability to access, evaluate, and use health information, products, and services that influence health and wellness in a positive manner; and
- the use of appropriate health practices and behaviors to promote a safe and healthy community when alone, with family, at school, and in other group settings.
Family Life Education
The curriculum outlines key developmental goals for first-grade students, focusing on emotional, social, and family-related growth. It emphasizes fostering positive self-esteem, respect for others, and an awareness of how personal behavior affects relationships. The curriculum also covers understanding family structures, the roles of family members, and basic concepts related to human development, including body awareness and appropriate behavior in expressing emotions. Additionally, it addresses safety, privacy, and how to handle inappropriate behavior from others, with an emphasis on learning healthy communication and boundary-setting.
Library
This program of studies outlines key domains and competencies that guide learners in their intellectual, social, and ethical development. The standards are organized into six primary areas: Inquire, Include, Collaborate, Curate, Explore, and Engage.
- Inquire (Domains and Competencies)
Think, Create, Share, Grow: Learners are encouraged to build new knowledge by inquiring, thinking critically, identifying problems, and developing solutions. They engage with new knowledge by investigating questions, creating meaningful products, sharing those products, and responding to feedback. The process involves curiosity, evidence-based inquiry, and continuous growth.
- Include (Diversity and Inclusiveness)
Learners demonstrate awareness and respect for diverse perspectives within the learning community. They consider different viewpoints, engage in informed conversations, and act with empathy towards cultural diversity and global issues. Inclusiveness is central to their learning process, which includes evaluating and incorporating diverse perspectives.
- Collaborate (Working with Others)
Learners work effectively with others to broaden perspectives and achieve common goals. They actively seek collaborative opportunities, use various communication tools, and establish connections to expand their understanding. Collaborative learning is viewed as essential for problem-solving and knowledge creation.
- Curate (Organizing and Sharing Information)
Learners make meaning by collecting, organizing, and sharing personally relevant resources. They recognize when information is needed, assess sources, and make informed choices about which resources to use. This process involves critical thinking and decision-making to build useful and meaningful knowledge.
- Explore (Growth Mindset and Innovation)
Learners are encouraged to develop curiosity and a growth mindset through exploration and reflection. They engage in hands-on activities, solve problems, and innovate, applying new insights and continuing to develop skills through self-reflection and problem-solving cycles.
- Engage (Ethical and Responsible Knowledge Creation)
Learners engage ethically and responsibly in the creation and sharing of knowledge. They adhere to legal and ethical guidelines, reflect on their assumptions, and critically assess the validity and accuracy of information. They share their work with a global audience, ensuring respect for intellectual property and promoting ethical behavior in the learning community.
Each domain emphasizes the importance of curiosity, ethical behavior, collaboration, inclusivity, critical thinking, and continuous reflection as learners engage with knowledge. The program promotes lifelong learning and responsible engagement with information in a global context.
Gun Safety
The kindergarten portion of the FCPS firearm safety program introduces young students to the concept of community helpers who may carry firearms as part of their job. The curriculum uses a discussion-based activity to explore the roles of these individuals. The lessons also provide the related Virginia state code that outlines who is legally allowed to carry a firearm. Students are introduced to three gun safety rules: leave it alone; leave the area; let an adult know.