KG Social Studies Course Description
(Academic Year2020-2021)

“MC Graw Hill Education” challenges the students to explore the world around them. This course follows the Virginia Standards. The standards for kindergarten students focus on the local community and include an introduction to basic history and social science skills. During the course of 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.

Kindergarten Course Description
(Academic year 2020-2021)

This course follows the Common Core State Standards for all grades. It uses all language, phonics & literal concepts to develop proficiency in reading, writing, speaking and listening applying analytical and critical thinking skills.
Kindergarten’s Learning activities includes Listening, comprehension, phonics, and vocabulary instruction with daily exposure to texts and stories; and a combination of hands-on and interactive activities encourages the development of fine motor skills. With prompting and support, children will interact with informational text and literature by asking and answering questions and identifying details and events. Also, with Prompting, children share their ideas through drawing, writing, speaking and listening to other.
Through selected stories and classroom activities, children begin the understanding of the essential skills outlined in Common Core Standards.

Art Course Description
(Academic year 2020-2021)

The Visual Arts Standards of Learning identify the essential knowledge and skills required in the visual arts curriculum for each grade level or course. The Virginia standards outline the minimum criteria for a sequential course of study within a comprehensive visual arts education program. The standards are designed to be cumulative, progressing in complexity by grade level from kindergarten through the sequence of high school courses.
Throughout visual arts education, course content is organized into four specific content strands or topics: Visual Communication and Production; Art History and Cultural Context; Analysis, Evaluation, and Critique; and Aesthetics. Although the strands are presented separately for organizational purposes, in practice they are integrated throughout visual arts instruction, regardless of the particular learning experience. Through the mastery of visual arts concepts and acquisition of visual arts skills, the goals for visual arts education are realized. A comprehensive visual arts program provides students with multiple means of expression as well as analytical skills to evaluate information that is conveyed through images and symbols. Through participation in the visual arts, students develop critical-thinking skills and draw upon core academic areas to solve problems of creation, design, and execution. They develop individual expression and the ability to work collaboratively to achieve common artistic goals, while preparing for a lifetime of engagement with the arts.
The standards are intended neither to encompass the entire curriculum for a given grade level or course nor to prescribe how the content should be taught. Teachers are encouraged to go beyond the standards and select instructional strategies and assessment methods appropriate for their students. Teachers are expected to consistently model appropriate use of copyrighted and royalty-protected materials. .