Early Childhood Education

2.1 Introduction to the Key Learning Areas and Competencies

The key learning areas outlined in this curriculum contains competencies, or goals which have been
outlined for children at the pre-primary stages of education. These six areas of learning provide a
foundation for later learning and achievement. It is important to remember that children progress at
different rates, that individual achievement will vary and that ECE teachers must appreciate and
recognise the language and culture of the children.

Children whose achievements exceed the expected outcomes should be provided with opportunities
which extend their knowledge and skills. There may be others who will require continuous support to
achieve all or some of the outcomes at entering Grade I. Care must be taken to ensure that they get the
opportunities of revision and reinforcement. Children with special educational needs may also need
varied kinds of support throughout schooling.

This curriculum for the early years has been divided into the following key learning areas. Each key
learning area has been assigned between three to ten competences of learning goals.

2.1.1 Personal Social and Emotional Development

These outcomes focus on children’ learning how to work, play, cooperate with others and function in
groups beyond the family. They cover important aspects of personal, social, moral and spiritual
development and of personal values agreed upon by the adults in the community, including the parents.

2.1.2 Language and Literacy

These outcomes cover important aspects of language development and provide the foundation for
literacy. At the start, the language used in the programs for all six areas of development, could be in
mother tongue, based on local culture and it can then gradually and progressively be further developed
to acquire competence in English. Children should be helped gradually to acquire competence in Urdu,
making use where appropriate, for developing understanding and skills in languages. The outcomes
focus on children’s developing competence in talking and listening and becoming readers and writers.
It is important to note that the other areas of learning make a vital contribution to the successful
development of communication and literacy.
2.1.3 Basic Mathematical Concepts

These outcomes cover important aspects of understanding mathematics and provide the foundation for
numeracy. They focus on achievement and application through practical activities and on using and
understanding mathematical language.
2.1.4 The World around Us

These outcomes focus on development of children’s knowledge and understanding of their environment,
other people and features of the natural and “human” world. They provide a foundation for historical,
geographical, scientific and technological learning.

2.1.5 Physical Development

These outcomes focus on children’s development, physical control, mobility, awareness of space and
manipulation skills in indoor and outdoor environments. The Children will demonstrate balance and
coordination, to learn and practice motor skills.

2.1.6 Health, Hygiene and Safety

These outcomes focus on developing understanding of personal care, environmental safety and security in
children. These include establishing positive attitudes towards a healthy and active way of life.

2.1.7 Creative Arts

These outcomes focus on the development of children’s imagination and their ability to communicate
and to express ideas, feelings, and observations and experiences in creative ways. They include
encouraging children to think about new and innovative ideas which can be expressed through varied
media.
2.2 Competencies and Expected Learning Outcomes

Children learn at their own individual pace according to their interest and learning styles. At the young
age of 3-5 years children should not be forced to learn beyond their capacity because this will impede
their learning and cognitive development.

The ECE Curriculum charts out learning outcomes that young children are expected to attain. However,
given the diverse learning styles and paces, many children may not achieve all the outcomes in one year
of the pre- primary grade. Therefore, the outcomes for the subject pre-primary grade are termed
“Expected” and educators and supervisors should not be overly concerned about children completing
activities or meeting each and every outcome. It is the process and not the production of the learning
that is more important at this stage!

For all the key Learning Areas, and Competencies there is a list of Expected Learning Outcomes, which
start with, “By the end of the year, children will begin to …”It is important to reiterate that in the early
years, children learn and achieve the expected outcomes by the end of the year. This is why the outcomes
in the National ECE Curriculum are called expected learning outcomes and not student learning
outcomes, as are in the curricula for Grade 1-12. As long as the teacher is providing continuous and
varied opportunities for hands-on learning and children are engaged enthusiastically, teachers and
parents should not be overly concerned.
As the term suggests, these are examples and ideas only, and are not intended as a prescriptive or
exhaustive list of activities for teachers to follow.

It is hoped that teachers will use these suggestions as a starting point, and localize the ideas to
meet the needs of the children’s context and make cross-curricular links for enhanced learning.
In case special needs child necessary adaptations will be made to meaningfully engage the child
in learning.

Personal, Social and Emotional Development

All the following expected learning outcomes require that teachers start the program in
children’s Mother Tongue, based on local culture and gradually add Urdu and English
(wherever applicable). Children need the confidence that their mother tongue is valued.
For all the key Learning Areas there is a list of Expected Learning Outcomes, which children are
expected to achieve by the end of the year.
 Domain A: Personal, Social and Emotional Development

Strand A1: awareness of self

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Recognize themselves and say their Name their parents and siblings and state their
00-A1-01] name and gender. address.

[SLO: ECE- Recognize their emotions (happy, Identify and express themselves verbally;
00-A1-02] scared, angry and sad). when they feel happy, sad, scared, angry and
excited.
[SLO: ECE- Demonstrate an understanding of their Choose and talk about an activity/work that
00-A1-03] emotions. they enjoy doing the most in class.
[SLO: ECE- Recognize and talk about what they enjoy doing (e.g. tracing, colouring, running,
00-A1-04] jumping, hopping etc.)

[SLO: ECE- Identify and name their belongings. Demonstrates the ability to look after own
00-A1-05] hygiene.
 Domain A: Personal, Social and Emotional Development

Strand 2: Awareness of Others (school, home , neighbourhood & living things)

Expected Learning Outcomes

Continuum of Learning

# Approximate Age: 3-4 Years 4-5 Years

[SLO: ECE- Demonstrate an awareness of the feelings Demonstrate an awareness and respect for the
00-A2-01] of others (empathy). feelings of others (empathy).
[SLO: ECE- Recognize and respect similarities and Appreciate and respect similarities and
00-A2-02] differences in others. differences in others.
[SLO: ECE- Recognize and be aware of the needs of the Cooperate with and be aware of the needs of
00-A2-03] peers, elders, and neighbours who may be peers, elders, and neighbours who may be
differently abled. differently abled.
[SLO: ECE- Work cooperatively and share materials and Work in collaboration, in groups/project work
00-A2-04] ideas amicably in groups. to promote leadership skills.
Cooperate with peers and engage in empathetic,
caring behaviour and respond to others
positively.
[SLO: ECE- Use courtesy words (good morning, Assalam o Alaikum, thank you, sorry) as per context and
00-A2-05] language being taught).
[SLO: ECE- Suggest solutions to everyday problems. Develop problem solving skills by identifying
00-A2-06] problems and ways to work collaboratively to
resolve conflict.
 Domain A: Personal, Social and Emotional Development

Strand 3: Awareness of their own heritage, culture and religion.

Expected Learning Outcomes

Continuum of Learning

# Approximate Age: 3-4 years 4-5 years

[SLO: ECE- Talk about their culture i.e. the language they Develop understanding about Pakistani culture.
00-A3-01] speak, the food they eat, clothes they wear (i.e. know about the national game, flag, flower,
and family traditions. food, folk dresses, languages etc.).
[SLO: ECE- Recognise and respect people around them Communicate appropriately and socialise with
00-A3-02] with diverse abilities, backgrounds and people with diverse abilities, backgrounds and
languages. languages.
[SLO: ECE- Muslim children will: Believe that Allah is the Sole Creator and Prophet Muhammad is His last
00-A3-03] and most beloved Prophet ,
Recognise Islam stands for peace and harmony.
Recite the first Kalma & Recite small dua’as and know why they should be recited.

[SLO: ECE- Name and identify key pillars of their own religion.
00-A3-04]

[SLO: ECE- Demonstrate tolerance for all religions.

00-A3-05]

Language and Literacy

Domain B: Language and Literacy

Strand 1: Receptive Language

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Listen to stories and rhymes. Listen and respond to stories, poems, and
00-B1-01] rhymes.

[SLO: ECE- Respond appropriately to questions, signs, stories and rhymes.

00-B1-02]
[SLO: ECE- Respond to verbal and non-verbal gestures, Respond to others in a variety of verbal and non-
00-B1-03] symbols and signs. verbal ways for different purposes for example,
exchanging ideas, expressing feelings, and a
variety of contexts, plan-work-clean-up-review,
group work time.
[SLO: ECE- Wait for their turn to speak and listen Wait for their turn to speak and listen attentively
00-B1-04] attentively to others. to others.

[SLO: ECE- Follow instructions that involve familiar Follow increasingly longer and complex
00-B1-05] experiences and objects. instructions, including sentences with two or
more phrases or ideas.
 Domain B: Language and Literacy
Strand 2: Expressive Language

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Communicate ideas and needs for example, Communicate ideas with clarity and talk about
00-B2-01] I need water, I am hungry or may I go to the pictures, stories, objects, events of interest etc.
washroom etc.

[SLO: ECE- Recall and use new vocabulary (at least 100 Recall and use new vocabulary (at least 150 words)
00-B2-02] new words) in the language being taught. in the language being taught.

[SLO: ECE- Describe pictures, events, objects and Retell and respond to stories, songs and rhymes
00-B2-03] people using appropriate vocabulary and using extensive vocabulary.
simple sentences.
[SLO: ECE- Talk about their experiences and feelings Talk about their experiences and feelings with
00-B2-04] with peers and adults. peers and adults using complete sentences.
[SLO: ECE- Raise and answer simple questions from Raise and answer simple questions from
00-B2-05] stories/text read out to them. stories/text read by them or to them.
 Domain B: Language and Literacy

Strand 3a: Reading

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Explore the physical features of a book Explore the physical features and components
00-B3a-01] of a book (title, cover and back).
[SLO: ECE- Hold, open and turn pages of a book with Recognize specific books by their cover and
00-B3a-02] care. seek out specific pages within familiar books.

[SLO: ECE- Skim and scan through age-appropriate Skim and scan through age-appropriate books,
00-B3a-03] books. read/recognise familiar words (sight words).

[SLO: ECE- Recognise some books and the stories they Differentiate between books that tell stories
00-B3a-04] tell. and those that give information.
[SLO: ECE- Retell a favourite story in their own words. Retell a favourite story in their own words in
00-B3a-05] the correct sequence.
[SLO: ECE- Demonstrate reading-like behaviour, e.g. Indicate the direction in which the language
00-B3a-06] hold book right way up, run finger along being taught is read by running their finger
text in the appropriate direction. under the text in the correct direction i.e. for
Urdu it is from right to left and top to bottom.
[SLO: ECE- Indicate the direction that English is read by
00-B3a-07] running their finger under the text in the
correct direction i.e. from left to right and top
to bottom.

[SLO: ECE- Identify and name the characters in a story. Identify the main events and characters in a
00-B3a-08] story.
[SLO: ECE- Link what they read or hear read to their Link what they read or hear read to their own
00-B3a-09] own real life experiences by sharing real life experiences.
examples

Domain B: Language and Literacy

Strand 3b: Reading (Phonological Awareness)
Expected Learning Outcomes
 Continuum of Learning
# Approximate Age: 3-4 4-5
[SLO: ECE- Recognize the letters and their sounds. Recognise and name letters of the languages
00-B3b-01] being taught (graphemes) and know the most
common sound that each letter represents.
[SLO: ECE- Recognize sounds (phonemes) in the Hear and relate a phoneme (in the initial, middle
00-B3b-02] beginning, middle, and end of a word. and end of a word) with the corresponding letter.

[SLO: ECE- Identify and recognize the sound of digraphs

00-B3b-03] within words.
[SLO: ECE- Identify objects/words which have the same Read consonant-vowel-consonant (CVC) words
00-B3b-04] sound in the beginning, middle and end. using their knowledge of letters and sounds
including onset and rime.
[SLO: ECE- Recognise and generate rhyming words, alliteration patterns.
00-B3b-05]
[SLO: ECE- Make phonetically plausible attempts when Make phonetically plausible attempts when
00-B3b-06] reading. reading. Blend sounds associated with letters
when reading CVC words.
 Domain B: Language and Literacy
Strand 4: Writing
Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3 - 4 Years 4 - 5 Years
[SLO: ECE- Trace lines and shapes with the first two Trace and draw vertical, horizontal and wavy
00-B4-01] fingers of the right hand (sand, salt, lines and simple patterns made up of lines,
textured paper, air etc.). circles, semi circles and other simple shapes
with efficient pencil grip.
[SLO: ECE- Hold writing tools properly to develop a
00-B4-02] comfortable and efficient pencil grip and
begin to draw horizontal and vertical lines.

[SLO: ECE- Colour a picture keeping within the Draw and colour pictures keeping within the
00-B4-03] designated space. designated space.
[SLO: ECE- Trace letters of the language/s being taught. Trace, copy and write the letters of the
00-B4-04] language/s being taught using correct
formation.
[SLO: ECE- Write their full name in the language/s being
00-B4-05] taught.
[SLO: ECE- Draw pictures/make marks to communicate Write CVC words as per the conventions of the
00-B4-06] meaning. language being taught representing sounds with
the appropriate letters. (upper and lower case in
[SLO: ECE- English).
00-B4-07]
[SLO: ECE-
00-B4-08]
 Domain C: Basic Mathematical Concepts
Strand 1: Number Sense and Quantity
Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years

[SLO: ECE- Count, identify and trace numbers up to 20. Count, identify and write numbers up to 50.
00-C1-01]

[SLO: ECE- Order and sequence numbers to 20. Order and sequence numbers 0-50
00-C1-02]

Count objects saying the number names in the standard order, pairing each object with one and
[SLO: ECE- only one number name.
00-C1-03]

[SLO: ECE- Differentiate between ‘less’ and ‘more’. Compare less and more quantities and make them
00-C1-04] equal.
[SLO: ECE- Count backwards from 10-1. Count backwards from 20-1.
00-C1-05]
[SLO: ECE- Identify nothing equates to zero in quantity Take away objects from a set to represent zero.
00-C1-06]
[SLO: ECE- Count and make sets of up to 10 objects. Count and make sets of 5, 10 and 15 objects.
00-C1-07]
[SLO: ECE- Use ordinal numbers ‘1st’, ‘2nd’, and 3rd to Use ordinal numbers 1st to 10th indicating position
00-C1-08] indicate position in a sequence; e.g. I put in a sequence.
the blue ball third.
 Domain C: Basic Mathematical Concepts

Strand 2: Number Relationships and Operations

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years

[SLO: ECE- Compare two or more sets and identify the Count to compare two sets of objects to determine
00-C2-01] set which has more objects. which set has more or less.

[SLO: ECE- Recognise that when two sets combine the Add one or remove one object to change the
00-C2-02] total number increases (more) and when sets number in a group of objects.
are taken apart the total decreases (less).

Solve addition and subtraction problems with

[SLO: ECE- Recognise that an entire set of objects is totals smaller than ten using concrete materials.
00-C2-03] more than its parts.

[SLO: ECE- Add and subtract with sets of objects smaller

00-C2-04] than 3.

[SLO: ECE- Apply counting to their daily life activities. Identify the numeral which represents the number
00-C2-05] of objects in a set.

[SLO: ECE- Count at least ten objects with one-to-one Identify the number that comes before or after a
00-C2-06] correspondence. given number to 20.

[SLO: ECE- Identify the number that comes before or Explain the difference between addition and
00-C2-07] after a given number up to ten. subtraction.

Domain C: Basic Mathematical Concepts

Strand 3: Measurement, Comparison and Ordering

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years

[SLO: ECE- Use words such as ‘more’, ' less’ to indicate Compare quantities (e.g. knowing that two is
00-C3-01] differences in quantity. more than one and use appropriate vocabulary
to describe quantities e.g. more/less/same as.

[SLO: ECE- Use language to compare the sizes of objects Use comparative language (e.g. ‘tall, ‘taller’,
00-C3-02] (e.g. ‘big’, ‘little’, ‘small’). ‘tallest’ and ‘short’, ‘shorter’ and ‘shortest’).

Explore measuring tools (e.g. cup, glass, ruler

[SLO: ECE- Explore measuring tools (e.g. cup, glass, etc.) and use nonstandard units of measure for
00-C3-03] ruler etc.) and use nonstandard units of comparison.
measure for comparison.

[SLO: ECE- Describe and compare objects using length; weight; height; and temperature (hot & cold) as
00-C3-04] measurement attributes

Sequence events in chronological order using

[SLO: ECE- Differentiate between day and night, before language e.g. day and night, before and after,
00-C3-05] and after. next, first, today, yesterday, tomorrow,
morning, afternoon and evening.

[SLO: ECE- Recognise informal time units and know that clocks and calendars mark the passage of time.
00-C3-06]

Respond appropriately to and use the Compare, describe and solve practical problems
[SLO: ECE- comparative and descriptive language of for measuring time e.g. quicker, slower, earlier,
00-C3-07] time of their local community e.g. before, later.
now, after, day, night, summer, winter.

[SLO: ECE- Recognise and use language relating to days of the week, months of the year.
00-C3-08]
 Domain C: Basic Mathematical Concepts

Strand 4: Geometry & Spatial Sense

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Identify and name 2-D or familiar shapes Recognise and name 2-D and 3-D shapes and
00-C4-01] e.g. circle, square, triangle, oval, rectangle objects such as sphere, cube, cuboid, cylinder and
etc. cone using features such as number of faces i.e.
flat or curved.
[SLO: ECE- Compare the shape and size of objects. Combine and take apart shapes to make other
00-C4-02] shapes.
[SLO: ECE- Order shapes from smallest to largest (e.g. orders various circle sizes).
00-C4-03]
[SLO: ECE- Use language related to location (prepositions e.g. ‘above’, below’, ‘under’, ‘over’ etc.).
00-C4-04]
[SLO: ECE- Recognise patterns in the environment. Create patterns using concrete materials.
00-C4-05]
 Domain D: The World Around Us
(Science and Social Studies)
Strand 1: Me, My Family and My Community

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Identify and name the following parts of the Observes similarities and differences in the
00-D1-01] body: head, nose, tongue, shoulders, ears, physical appearance of family members.
eyes, arms, hands, fingers, legs, feet and toes.
[SLO: ECE- Identify themselves as members of a family or Talk about their family members and
00-D1-02] classroom and participate as active members everyone’s role and importance to the well-
of these communities. being of the family.
[SLO: ECE- Identify basic similarities and differences Demonstrate an awareness of and appreciation
00-D1-03] between themselves and others. for family and cultural stories.
[SLO: ECE- Adopt the roles of different family members Demonstrate an understanding about other
00-D1-04] during dramatic play. children having different family compositions
than their own.
[SLO: ECE- Identify people by characteristics other than Recognise others’ capabilities in specific areas
00-D1-05] name. (e.g. ‘That man is good at fixing cars’) etc.
[SLO: ECE- Recognise some community workers and Identify some types of jobs and some of the
00-D1-06] increase awareness of their jobs. tools used to perform those jobs.
[SLO: ECE- Demonstrate awareness of group rules (e.g. Exhibit positive citizenship behaviours i.e.
00-D1-07] waits for turn etc.). sharing, taking turns, following rules and taking
responsibility for classroom jobs.
[SLO: ECE- Exhibit personal responsibility, choice and
00-D1-08] leadership in context of self-help skills and
duties/roles that benefit the family or class.

[SLO: ECE- Identify and name the Describe different Differentiate between smells; bad, good, strong,
00-D1-09] smells; bad and good. light, fruity, flowery and pungent.
[SLO: ECE- Describe different tastes; sweet, salty, sour. Differentiate between different tastes; sweet,
00-D1-10] salty, sour.
[SLO: ECE- Differentiate between different sounds; loud, soft, shrill.
00-D1-11]
[SLO: ECE- Identify and differentiate between temperatures and surfaces when touched such as hot, cold,
00-D1-12] soft, hard, rough, smooth etc.
[SLO: ECE- Identify different means of transport. Identify different modes of transport and the
00-D1-13] vehicles used for each mode.
[SLO: ECE- Name the various parts of a car, bicycle and
00-D1-14] boat.

Domain D: The World Around Us

Strand 2: Living and non-living things
Expected Learning Outcomes

Continuum of Learning
Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Identify and name a few living and non- Classify living and non-living things
00-D2-01] living things.
[SLO: ECE- Differentiate between living and non-living
00-D2-02] things.
[SLO: ECE- Identify living and nonliving things in their
00-D2-03] surroundings.
[SLO: ECE- Recognise that all living things have homes. Recognise that living things have different types
00-D2-04] of homes. Some live on land, some live in water
and some live in nests.

Domain D: The World Around Us

Strand 3: Plants in their environment

Expected Learning Outcomes

Continuum of Learning
Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Observe plants in their locality and talk Describe and differentiate between plants in
00-D3-01] about the ones they like and dislike. their environment.

[SLO: ECE- Identify and name a few different types of Identify and name a few different types of
00-D3-02] local flowers. local flowers and trees.
[SLO: ECE- Observe and record the growth of a plant from a seed.
00-D3-03]
[SLO: ECE- Recognize that plants are living things and know that plants need sunlight, water and food to
00-D3-04] live.
[SLO: ECE- Identify how to take care of plants for Talk about the significance of plants for
00-D3-05] example by growing a small seedling in a human beings.
disposable glass.
 Domain D: World Around Us

Strand 4: Animals in their environment

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Recognize and name pet animals, farm Identify and name a variety of common animals
00-D4-01] animals and sea creatures. including fish, amphibians, reptiles, birds and
mammals.
[SLO: ECE- Recognize and understand that animals are Recognise that living things have different types of
00-D4-02] living things. homes. Some live on land, some live in water and
some live in nests.

[SLO: ECE- Recognise the importance of taking care of Differentiate between living and non-living things.
00-D4-03] animals in their environment.

Domain D: The World Around Us

Strand 5: Weather and Environment

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Observe and explore daily weather Describe daily weather conditions.
00-D5-01] conditions.
[SLO: ECE- Explore and discuss different seasons, Describe key features of different seasons, based
00-D5-02] based on observations and experiences. on observations and experiences.

[SLO: ECE- Explore and discuss how the changing seasons

00-D5-03] affect our food, clothes and lifestyles.
[SLO: ECE- Name various landforms in their locality Describe and differentiate between various
00-D5-04] e.g. mountains, deserts, forests, sea, etc. landforms in their locality e.g. mountains,
deserts, forests, seas, rivers, lakes etc.
[SLO: ECE- Explore and discuss practises that are Examine the causes of air and land pollution and
00-D5-05] harmful to the environment. suggest preventive measures.
[SLO: ECE- Identify the uses of water and how to conserve it.
00-D5-06]
[SLO: ECE- Identify how to prevent/reduce noise pollution.
00-D5-07]
[SLO: ECE- Explore alternate uses of waste material.
00-D5-08]
[SLO: ECE- Identify practises that are useful and harmful to
00-D5-09] the environment and suggest alternatives to
harmful practises.

Domain D: The World Around Us

Strand 6: Technology

Expected Learning Outcomes

Continuum of Learning

# Approximate Age: 3-4 Years 4-5 Years

[SLO: ECE- Name and explore different types of technology like television, computer, mobile phone, tablet
00-D6-01] etc.

[SLO: ECE- Use of different types of technology devices safely.

00-D6-02]

[SLO: ECE- Identify the advantages and disadvantages of using technology.

00-D6-03]
 Domain E: Health, Hygiene, and Safety

Strand 1: Health and hygiene

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3 – 4 Years 4 – 5 Years
[SLO: ECE- Make healthy lifestyle choices independently (healthy foods and unhealthy foods, exercise, clean
00-E1-01] water etc.).

[SLO: ECE- Identify people who take care of health needs.

00-E1-02]
[SLO: ECE- Wash hands at necessary times. Practice healthy hygiene routines independently
00-E1-03] (brushing teeth, washing hands at necessary times,
taking a bath, proper usage of the toilet, etc.)
Strand 2: Safety
Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3 - 4 Years 4 – 5 Years
[SLO: ECE- Hold hands with an adult when walking in Recognise and alert an adult in situations where they
00-E2-01] public places. feel unsafe (they are injured, hurt, bullied, they
dislike something, they are scared)

[SLO: ECE- Recognize and understand that certain parts of the

00-E2-02] body are private and only parents, doctors, can be
allowed to touch them. (‘good touch’, ‘bad touch’)

[SLO: ECE- Say/shout ‘NO’ when someone tries to touch them

00-E2-03] inappropriately
[SLO: ECE- Recognise basic safety rules. Understand they should
00-E2-04] not: talk to, go with or take anything from strangers,
open the house front door to strangers, go out alone,
do not take medicines on their own, crossing a road
safely with an adult etc.

[SLO: ECE- Recognise the danger presented by Recognise the consequences if safety precautions are
00-E2-05] electricity, sharp and hot objects and take not followed especially while handling electrical,
safety precautions when using these. sharp and hot objects.
Recognise traffic lights and their Cross a road carefully with adult assistance.
[SLO: ECE- meanings.
00-E2-06]
Express needs and feelings (hungry, thirsty, need to go to the toilet etc.).
[SLO: ECE-
00-E2-07]
 Domain F: Creative Arts

Strand 1: Drawing, Colouring & Collage Work

Expected Learning Outcomes

Continuum of Learning

# Approximate Age: 3- 4 Years 4-5 Years

[SLO: ECE- Hold drawing tools (crayons, colour, pencils Use various art techniques, such as, drawing,
00-F1-01] and paintbrush) with a safe and effective grip. colouring, collage or printing to create their craft
work.

[SLO: ECE- Use tools to cut and paste various materials. Explore a variety of paper art techniques like
00-F1-02] folding paper to make patterns, collages,
printing.

[SLO: ECE- Communicate favourite colours. Express preferences to different types of art,
00-F1-03] music, and drama.

[SLO: ECE- Use a variety of lines, colours, shapes and Use a variety of lines, colours, shapes and
00-F1-04] textures to express ideas, thoughts, and textures to express ideas and thoughts.
feelings.

[SLO: ECE- Talk about their own works of art e.g. what Describe their artistic process and discuss
00-F1-05] the artworks are about etc. specific elements in their work that hold personal
importance.
Strand 2: Art & Craft

Expected Learning Outcomes

Continuum of Learning

Approximate Age: 3-4 Years 4-5 Years

[SLO: ECE- Reuse discarded paper and plastic to create Identify how to reduce, reuse and recycle paper and
00-F2-01] works of art. plastic.

[SLO: ECE- Create objects of their own choice using a variety

00-F2-02] of waste and indigenous materials collected from
their immediate surroundings

[SLO: ECE- Create shapes and objects using malleable Create various sculptures/models using clay,
00-F2-03] and modelling materials such as play dough Papier-mâché and other available modelling
and clay. materials.

Strand 3 : Music

Expected Learning Outcomes

Continuum of Learning

Approximate Age: 3-4 Years 4-5 Years

[SLO: ECE- Respond with movement or expressions to Perform songs, rhymes, poems with others using
00-F3-01] different poems, songs, rhymes. movements, expressions and actions.

[SLO: ECE- Sing a range of well-known nursery rhymes Recite poems, folk songs, national songs in chorus
00-F3-02] and songs. and solo.

[SLO: ECE- Explore different sounds made by sound Experiment with and differentiate between
00-F3-03] producing objects (like musical different sound producing objects and their sounds.
instruments).
Strand 4 : Drama and Theatre

Expected Learning Outcomes

Continuum of Learning
Approximate Age: 3- 4 Years 4-5 Years

[SLO: ECE- Imitate the actions/movements they Explore and enact a variety of roles around them (in
00-F4-01] observe around them (e.g. people, animals, stories, cartoons, & real life).
various modes of transport).

[SLO: ECE- Re-enact stories, poems and folk tales individually,

00-F4-02] and in groups.
 Domain G: Physical Development

Strand 1: Gross Motor Skills

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years

[SLO: ECE- Throw a ball overhand. Throw a ball overhand at increasing distances.
00-G1-01]

[SLO: ECE- Travel around, under, over, along and through Run, jump and hop to reach the finish line.
00-G1-02] balancing and climbing equipment.

[SLO: ECE- Demonstrate holding themselves in fixed positions for a few seconds.
00-G1-03]

[SLO: ECE- Walk on line and maintain balance. Walk on a line while carrying one or two objects.
00-G1-04] e.g. flag, glass of water or a bean bag etc.
[SLO: ECE- Walk up and down stairs assisted, using Walk up and down stairs unassisted, using
00-G1-05] alternating feet; may jump from bottom step, alternating feet; may jump from bottom step, landing
landing on both feet. on both feet confidently.
[SLO: ECE- Move around, under, over, along and through Run, jump, climb, throw and hop when participating
00-G1-06] balancing and climbing equipment. in games.
[SLO: ECE- Give other children space while playing.
00-G1-07]
 Domain G: Physical Development

Strand 2: Fine Motor Skills

Expected Learning Outcomes

Continuum of Learning
# Approximate Age: 3-4 Years 4-5 Years
[SLO: ECE- Use a range of child-appropriate tools with Use a range of child-appropriate tools with
00-G2-01] increasing control. confidence.

[SLO: ECE- Handle flexible/malleable materials safely Handle flexible/malleable materials safely with
00-G2-02] with increasing control. confidence.

[SLO: ECE- Pick up small objects with fingers and try to Manipulate small objects with ease (string beads,
00-G2-03] manipulate small objects (fit small objects transferring of material by using tong, spoon and fork
into a hole etc.). etc.).

[SLO: ECE- Tear, fold and paste paper of various sizes Tear, fold and paste paper of various sizes and shapes.
00-G2-04] and shapes.