steppingstones10Curriculum for 3 - 5 year olds


The Foundation Stage curriculum is divided into six areas of learning.
Careful planning ensures that all aspects of these areas are covered and
that our curriculum is broad and balanced.



*  Mathematical Development


*  Communication, Language & Literacy

Relates to using ideas about number,
quantity, measurement, pattern, shape and space.



Covers communication with one another and developing
skills in talking, listening, writing and reading.



*  Knowledge & Understanding of The World



*  Personal, Social & Emotional Development

Covers investigating and beginning to understand
the things, places and people around them.



In which the goals relate to developing confidence
and independence while learning to concentrate and
to enjoy sharing as part of a group.

*  Creative Development


*  Physical Development

Covers finding ways to communicate by using
colour, shape, sound, texture, movement and stories.


Relates to improving control and coordination of their
bodies while learning to move and handle equipment.



The Primary Years Programme

The Primary Years Programme is an international curriculum framework using an inquiry based approach
to teaching and learning. The children explore between 4 to 6 units of inquiry a year.


The curriculum addresses three inter-related questions : 


*  What do we want to learn ?
*  How best will we learn?
*  How will we know what we have learnt?


Each unit focusses on one main question that we want children to investigate.
It is based on the belief that children come to all learning situations with some prior knowledge,
which can be built on. This is the starting point for learning. 



Early Learning Goals



07.30 - 17.30


" Stepping Stones "
International Preschool

Bernstorffsvej 230
2920 Charlottenlund


Ehlersvej 9
2900 Hellerup


( +45 ) 23 69 50 00


Personal, Social and Emotional Development
steppingstones6By the end of the 3-5's programme, most children should :
•   Continue to be interested, excited and motivated to learn
•   Be confident to try new activities, initiate ideas and speak in a familiar group
•   Maintain attention, concentrate, and sit quietly when appropriate
•   Respond to significant experiences, showing a range of feelings when appropriate
•   Have a developing awareness of their own needs, views and feelings, and be sensitive to the needs,
    views and feelings of others

•   Have a developing respect for their own cultures and beliefs and those of other people
•   Form good relationships with adults and peers
•   Work as part of a group or class, taking turns and sharing fairly, understanding that there needs
    to be agreed values and codes of behaviour for groups of people, including adults and children,
    to work together harmoniously

•   Understand what is right, what is wrong and why
•   Consider the consequences of their words and actions for themselves and others
•   Dress and undress independently and manage their own personal hygiene
•   Select and use activities and resources independently
•   Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect
•   Understand that they can expect others to treat their needs, views, cultures and beliefs with respect

Communication, Language and Literacy
steppingstones7By the end of the 3-5 's programme, most children should :
•   Interact with others, negotiating plans and activities and taking turns in conversation
•   Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning
•   Sustain attentive listening, responding to what they have heard with relevant comments, questions or actions
•   Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and
    make up their own stories, songs, rhymes and poems

•   Extend their vocabulary, exploring the meanings and sounds of new words
•   Speak clearly and audibly with confidence and control and show awareness of the listener
•   Use language to imagine and recreate roles and experiences
•   Use talk to organise, sequence and clarify thinking, ideas, feelings and events
•   Hear and say sounds in words
•   Link sounds to letters, naming and sounding some of the letters of the alphabet
•   Explore and experiment with sounds, words and texts
•   Retell narratives in the correct sequence, drawing on language patterns of stories
•   Know that print carries meaning and, in English, is read from left to right and top to bottom
•   Show an understanding of the elements of stories, such as main character, sequence of events and openings,
    and how information can be found in non- fiction texts to answer questions about where, who, why and how

•   Attempt writing for different purposes, using features of different forms such as lists, stories and instructions
•   Write their own names and other things such as labels and captions
•   Use a pencil and hold it effectively to form some recognisable letters
Problem Solving, Reasoning and Numeracy
steppingstones8By the end of the 3-5's programm, most children should :

•   Say and use number names in order in familiar contexts
•   Count reliably up to ten everyday objects
•   Recognise numerals 1 to 9
•   Use developing mathematical ideas and methods to solve practical problems
•   In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting
•   Use language such as 'more' or 'less' to compare two numbers
•   Find one more or one less than a number from one to ten
•   Begin to relate addition to combining two groups of objects and subtraction to 'taking away'
•   Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities
•   Talk about, recognise and recreate simple patterns
•   Use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes
•   Use everyday words to describe position
Knowledge and Understanding of the World
steppingstones9By the end of the 3-5's programme, children should :

•   Investigate objects and materials by using all of their senses as appropriate
•   Find out about, and identify, some features of living things, objects and events they observe
•   Look closely at similarities, differences, patterns and change
•   Ask questions about why things happen and how things work
•   Build and construct with a wide range of objects, selecting appropriate resources and adapting
    their work where necessary

•   Select the tools and techniques they need to shape, assemble and join materials they are using
•   Find out about and identify the uses of everyday technology and use information and communication
    technology and programmable toys to support their learning

•   Find out about past and present events in their own lives, and in those of their families and other
    people they know

•   Observe, find out about and identify features in the place they live and the natural world
•   Find out about their environment, and talk about those features they like and dislike
•   Begin to know about their own cultures and beliefs and those of other people
Physical Development
steppingstones10By the end of the 3-5's programme, most children should :
•   Move with confidence, imagination and in safety
•   Move with control and coordination
•   Travel around, under, over and through balancing and climbing equipment
•   Show awareness of space, of themselves and of others
•   Recognise the importance of keeping healthy, and those things which contribute to this
•   Recognise the changes that happen to their bodies when they are active
•   Use a range of small and large equipment
•   Handle tools, objects, construction and malleable materials safely and with increasing control
Creative Development

steppingstones11By the end of the 3-5's programme, most children should :

•   Respond in a variety of ways to what they see, hear, smell, touch and feel
•   Express and communicate their ideas, thoughts and feelings by using a widening range of materials,
    suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs
    and musical instruments

•   Explore colour, texture, shape, form and space in two or three dimensions
•   Recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated
    sounds and sound patterns and match movements to music

•   Use their imagination in art and design, music, dance, imaginative and role-play and stories

curriculum 1



curriculum 2





Classroom Daily Schedule



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Rikke (Dir.)

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... and activities



Marta B.



    Life at Stepping Stones




Marta D.




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