Communication, Language and Literacy

• • • • • • • • In CEY1, learners actively engage with new words they discover during play. They listen to stories and poems, both individually and in small groups, demonstrating their understanding of the content. Additionally, they start to recognise similarities and differences between the contexts and events in stories and real life.
              • Through enjoyable and interactive activities, learners also identify regular letter-sound correspondences in familiar words, further enhancing their language skills.

Maths

• • • • • • • • The CEY1 Maths Program promotes active participation through number rhymes and songs, while also integrating numbers into hands-on activities. Our learners are encouraged to recite number names in order up to at least ten and to recognise zero as representing 'none.'

Understanding Ordinal Numbers 

• • • • • • • • We introduce ordinal numbers from 1st to at least 3rd in practical contexts, such as lining up toys or people and during running races. At this stage, learners also begin to count abstract concepts, like repeated actions or drumbeats, which cannot be physically touched. We help children recognise small quantities up to five without direct counting, using familiar patterns like dots on a die, finger patterns, and tally marks.

Exploring Shapes and Money

• • • • • • • • In play, children engage with real or pretend money, identifying differences in color, shape, size, and mass. We encourage them to experiment with shapes and use everyday language to discuss these shapes. Learning about shapes includes exploring which shapes roll and using 2D shapes to create pictures, as well as 3D shapes for models. We also discuss shapes found in the environment, utilizing descriptive language when specific shape names are unknown (e.g., "This flower looks like a star").

Awareness of Time and Daily Routines 

• • • • • • • • Throughout our school days, we promote the use of appropriate language to describe times of the day (e.g., morning, evening, lunchtime) and discuss the sequence of daily routines. At this stage, we also help foster awareness of clocks and the passage of time during play activities.

Let’s Explore

• • • • • • • • In CEY1, learners engage in exploring both natural and man-made textures by creating a ‘feely wall’ with various surfaces, such as rough, smooth, and soft. They also experiment with different art and design tools and materials and practice using tools and media with increasing control, such as painting a rainbow with a series of curved lines.
              • This learning strand also includes social Interaction and relationship building focusing on following simple instructions and engaging positively with peers and familiar adults by using appropriate language to start conversations and initiate play. Learners are encouraged to adapt their behaviour to fit the boundaries set in various social situations.
              • In movement and physical skills, learners practice moving freely and confidently in a variety of ways, attempting new large and small movement skills, including running smoothly and skillfully while changing speed. This includes safely adjusting speed and direction to avoid obstacles and respecting others' personal space.
              • Learners also demonstrate ball control skills, including catching, rolling, bouncing, throwing overarm, and kicking a ball.