Kindergarten Curriculum

Welcome to Kindergarten at the Northampton Public Schools! We provide full-day kindergarten to all children turning 5 by August 31 who live in Northampton, Florence and Leeds.

Kindergarten is a critical year for all children—a year of transition from preschool programs or home to formal schooling. Most children arrive in kindergarten filled with curiosity, wonder, and an enthusiasm to learn about themselves, others, and the world. We see our role and responsibility as nourishing this hunger for knowledge, motivating and challenging the children, while protecting and nurturing them.

The process of learning for children at this age is as important as performance and products. When children see themselves as competent learners, they tackle challenges with confidence, and develop attitudes and dispositions that encourage their curiosity and eagerness to learn. And, as research and common sense tells us, these skills and attitudes lay a solid foundation for future academic success.

In addition to inviting children to learn and grow, we want to invite families to partner with our schools.  Parents are truly their child’s first and most important teachers and we encourage your involvement in your child’s education and school!

Northampton Public School Kindergarten Curriculum

Northampton’s kindergarten curriculum is integrated across learning domains, always keeping the development of the whole child at its core. Children learn to take risks and solve problems, develop relationships, explore new concepts, acquire academic skills and knowledge, and enhance their physical, social, and emotional competence.

To accomplish these tasks, they need sufficient time to become involved in projects and investigations to satisfy their own interests. Therefore, our kindergarten day offers a balance of child-initiated and teacher-selected activities to enhance learning.

Children benefit from our rich, multi-sensory learning environments that support different learning styles and kinds of intelligence. They are able to acquire symbolic thought as they represent their ideas and knowledge through drawing, painting, block constructions, dramatic play, speaking, and writing.

    English Language Arts

Listening, speaking, reading, and writing are the foundations of English Language Arts. Direct instruction through our Readers and Writers Workshop model and authentic teachable moments allow for these skills to be intertwined during the day. Your child will experience ELA development through:

  • Morning meeting and the message
  • Listening to and Reading books
  • Drawing and Writing stories
  • Singing songs
  • Acting out stories
  • Talking together in small groups, during teacher directed activities, during snack time
  • Drawing/painting in the art area
  • Playing in the block, sensory, dramatic play and other centers


    Young children have inquiring minds and are natural scientists. They wonder about how things work and why             things change, and want to experiment, touch, and see what happens. Our science curriculum is integrated             throughout the learning areas (math, literacy, art, music), building on children’s natural curiosity by supporting      their investigation and exploration of the world around them.   Our science curriculum includes:

  • The study of natural and physical sciences as well as technology/engineering
  • Activities that focus on properties of liquids/solids, weather/seasons, plants/animals, and    measurement
  • Outdoor time and walking field trips  provide a natural laboratory for observation and exploration


Children form their first mathematical understandings through concrete experiences with the real world and with common materials. Our Math Investigations curriculum encourages children to explore mathematical concepts and learn to communicate those ideas to others.     

  • Math is integrated throughout the day - during choice time, morning meeting, snack, cooking, art, music and outdoor activities
  • Children work individually and in small and large groups
  • Math concepts include number concepts and relationships, patterns, sorting and classifying, geometry and spatial relationships, measurement, graphing, and data collection
  • Math includes hands-on use of manipulatives, blocks, games, sand, water, and other classroom materials to develop mathematical concepts that lay the foundation for future achievement in math and science

     Creative Arts

Young children are naturally creative, and they eagerly explore new methods through which they may express their ideas, feelings and understanding of the world. Children use the arts to create or recreate imagined or real events. To provide opportunities for children to express themselves artistically, the creative arts are woven through the kindergarten curriculum, in the classroom on a daily basis and with MA licensed art and music teachers on a weekly basis.  Some of the core activities/beliefs that ground our creative arts curriculum are:

Visual Arts:

Children develop an awareness of their surroundings, a sense of color and design, an appreciation the role of artists through observation, abstraction, and invention

Children express themselves through various media: paint, clay, drawing, collage


Music is an integral part of the kindergarten day; children express themselves through songs, chants, creative movement, rhythm instruments, and games.

Children listen, imitate, and improvise sounds, patterns and songs

    History and Social Science

    At the kindergarten level, learning in history and social science is built on children’s experiences in their families,     school, and community. Though the “learning strands” may sound sophisticated, our kindergarten curriculum         allows children to gain an understanding of history, geography, civics, and economics as developmentally                 appropriate concepts in the following ways:

  • History: Understanding of past and present by focusing on time and sequence – what has  happened and what might happen (routines, seasonal changes, life experiences)
  • History/geography: Developing cultural awareness and sensitivity, compassion, recognizing fairness and injustice
  • Geography: Understanding of location  and direction through exploration and mapping of the classroom, school and community; discussions about near and far places children have visited
  • Civics: By creating a classroom community with rules developed by the group, children learn about respect, friendship, personal responsibility, fairness, justice,  leadership and other character traits
  • Economics: Understanding of the various kinds of work people do (outside and inside the home)

 Physical Education

Young children are active learners and our Physical Education (PE) curriculum capitalizes on this by helping them gain skills that will foster their physical, social and cognitive development.  To provide opportunities for children to develop their physical skills, we offer PE classes with a MA licensed PE teacher twice a week. PE classes, recess, and daily classroom activities build and strengthen the link between motor development and learning through:

  • Climbing, running,  jumping, hopping, dancing  and other gross motor activities that promote physical development  
  • Tumbling, balancing, swinging, spinning  that promote sense of directionality and spatial awareness (left/right, up/down, in/out)
  • Cooperative and team games that teach social skills such as turn-taking, following rules, listening, and waiting
  • Throwing/catching balls, beanbags, etc. to promote eye-hand coordination 

Child Development

Young children are forming a sense of themselves as learners and doers. They are growing and developing at their own rate, each with their own strengths and interests. Some may be adept at relationships with children, some may be very interested in learning to read, others may be great explorers of the natural world, while still others may have highly developed physical skills but all are curious, and eager to learn!

At the kindergarten level, children are developing sensory integration which enhances their abilities to stay focused. Routine physical, spatial and manipulative activities stimulate this sensory development. Through physical activity and movement, a sense of directionality (left/right, up down, in, out) and position in space (over, under, behind) is developed. These concepts support children’s understanding of pattern and relationship (vital to mathematical thinking) and to reading and writing skills (seeing how letters are formed and fit together in patterns to create words).

Children’s perceptions of their own skills, abilities, and sometimes their “worth,” are based on relationships and experiences with others. Learning to engage in successful interactions with family, friends, schools, and community builds their sense of self-competence. We support this development by encouraging children to:

  • Take turns and share
  • Negotiate and cooperate
  • Ask for help when appropriate
  • Tolerate frustration
  • Develop self-esteem
  • Appreciate other people
  • Feel connected
  • Develop a sense of humor
  • Use imagination
  • Know right from wrong
  • Learn from mistakes
  • Show feelings appropriately
  • Self-regulation  

Tips for Parents Getting off to a good start

  • Share your child’s excitement about school – talk positively about school and teachers
  • Talk with your child daily about arrangements for going to and from school, and familiarize him/her with the route to school
  • Teach your child his/her full name, address, telephone number and birthday
  • Provide your child with opportunities to play with other children – indoors and out
  • Encourage your child to dress and undress themselves, tie shoes, and zip, button, and snap outer clothing
  • Teach your child to take care of him/her own toilet needs without assistance
  • Send your child to school with a backpack, lunch, snack and other belongings
  • Don’t forget to check the backpack daily for your child’s work and notices from school
  • Label your child’s belongings, e.g. lunch box, coat, backpack, etc.

Throughout the Year

  • Set regular bedtime routines for your child – make sure s/he gets enough sleep
  • Allow enough time in the morning for routines and breakfast to give your child a calm start to the day
  • Ask your child what happened at school today (everyday)
  • Praise your child for his/her efforts
  • Read to your child daily and visit the public library
  • Allow your child to make choices and assume responsibility around the house
  • Make time for outdoor and active play daily
  • Limit television and other screen-time; be aware of TV choices and make sure they are appropriate
  • Dress your child appropriately for the weather and for an active day, which may include painting or other messy activities
  • Keep your child’s teacher updated on any changes that may affect your child (moving, separation, trips, serious illness of any family member, death of a pet, etc)
  • Remember that children’s abilities vary. Your child is an individual with his/her own rate of growth, interests, strengths and talents – celebrate those strengths!

Relax, enjoy and have fun with your child during these early years. They pass all too quickly!

General Information

This is information to help get you started- there is more information in the elementary school handbook and beginning of year handouts.

Orientation and the First Day of School

Buddy Day- children visit a kindergarten room in late May or early June

Playground play dates- meet other kindergarten families at the school playground in August

Kindergarten starts 2 days after the upper grades so Kindergarten children and their families can have a special orientation

Each family will be scheduled to have a half hour “Getting to Know You” visit one of the two days before Kindergarten starts

Parents, children and teachers can share thoughts, questions and information and begin to develop relationships

The first day of Kindergarten is a full day; transportation is available for bus children

Parents are welcome to walk their children into the classroom and get them settled! 

Class Assignments are made over the summer by the principal

Parents can give the school information on their child’s learning style and other factors that will help us to make the best placement for your child (forms available at registration)

If your child is in a preschool program, we will ask your permission to get transition information from their program which will also assist us in class placement

You will receive class placement information (along with other beginning of school year details) the third week of August

School Hours/Drop-off and Pick-up  

School starts at 8:50 AM and ends at 3:00 PM

Playground supervision begins at 8:35 AM; please do not drop off your child earlier

Contact your school or the Early Childhood Office for info on before and after school care

Parents are always welcome to walk their kindergartners into their classroom to ease the transition

Teachers will give you specific info on end of day pick-up routines, keeping in mind that  children are always released only to adults/older children authorized to pick them up

Pick up and drop off can be hectic, so it may not be the best time to have an extended conversation with teachers – let them know if you want to make a time to talk

Lunch and snack

Children can bring or buy lunch and breakfast; free and reduced price lunch and breakfast are available for eligible students

Additional information on school lunches will be sent to you in August

Kindergartners eat in the cafeteria under the supervision of ESPs from their classroom

Kindergartners have recess just before or after lunch

Children should bring a nutritious snack and beverage each day; some classrooms share whole-group snack - check with the teacher

Attendance - Regular attendance helps your child settle in, make friends, and enjoy school

Arriving on time is important - children feel most comfortable and successful at school when they begin the day with their classmates

If your child will be absent, please call your school’s “absence line” by 9:15 AM

School Calendar - A copy of the NPS school calendar will be sent at the beginning of the school year

The calendar includes all school holidays, vacations, and days schools are closed for teacher Professional Development

Elementary schools have a week of half days in late October for parent-teacher conferences

Cancellations due to inclement weather will be posted on our website, TV and radio stations and automated phone call from the school department

The bottom of the school calendar has additional information about snow day make up

School/Parent Communication (or how will I know what is happening in school?)

Each school has a regular newsletter including school activities and news, monthly calendars, and updates

Newsletters are available electronically and in hard copy

Teachers provide classroom news and updates through bulletin boards, newsletters, notices, or websites

Also, you can send a message with your child or call the office to let teachers know a good time to reach you – they will call you back 

Annual conferences are held in late October with all parents

Parents or teachers can request/schedule additional conferences at any time during the year

Don’t hesitate to contact your child’s teacher or the office if you have questions – we want to help! 

Ways to be involved in your Child’s School

Attend school events: Open House, potlucks, performances, workshops

Be part of the PTO (Parent/Teacher Organization

Work on specific tasks/projects: making classroom materials, playground building, gardening, fundraising, collecting materials, whatever you can think of! 

Volunteer in the classrooms, library, playground, office

Participate in special activities with children: cooking, music, art, reading, world languages, sewing, etc.

Dressing for Kindergarten

Since play is the work of young children, kindergartners should be dressed comfortably so they can actively play 

It is best if clothing can be washed easily since children will be painting, glueing, sitting on the floor, etc. and may get dirty 

If children are concerned about their clothing, they may not feel comfortable fully participating in activities

We go outdoors for recess all year (unless it is raining or extremely cold), so please send  your child dressed for outdoor play; hats, mittens, snowpants and boots in winter

Toys at School 

In general, it is best that children not bring toys to school, they are often lost or broken

Your child’s teacher will provide additional info on specific classroom policies