Whole Earth Curriculum WEC

Kindergarten

Kindergarten establishes the emotional, social, physical, and intellectual foundations on which all later learning rests. The year opens with Self & Identity and Body & Wellness, grows through Relationships & Community and the many voices of Language, then meets Mathematics, Science, and the Arts as ways of wondering and making sense, and finally steps outward into history, fairness, and the living Earth — all through play, story, and the whole moving body of a five-year-old.

180 school days Draft

Year timeline

  1. 1–15 Who Am I? 10 lessons
  2. 16–30 My Body, My Home 10 lessons
  3. 31–40 Where Did Everything Come From? 5 lessons
  4. 41–60 We Are Friends 14 lessons
  5. 61–80 Words, Sounds & Stories 14 lessons
  6. 81–95 Counting, Shapes & Patterns 10 lessons
  7. 96–110 Making & Imagining 10 lessons
  8. 111–125 Moving & Growing 10 lessons
  9. 126–140 The Living World Around Us 10 lessons
  10. 141–155 Then & Now: Stories of People 10 lessons
  11. 156–165 Fairness & Caring for Others 8 lessons
  12. 166–175 Tools, Media & Our Earth Home 8 lessons
  13. 176–180 All of Me, All of Us 4 lessons

Domain weighting

Kindergarten Scope

How to read this scope

Each unit_id in the frontmatter resolves to a unit file under units/. start_day/end_day map the unit onto the 180-day school year; the list is a continuous sequence from day 1 to day 180 with no gaps or overlaps. domain and pillar name the primary domain(s) and pillar(s) each unit serves. domain_weighting expresses the intended balance of instructional time across the ten domains, in percent of the year. assessment_plan describes how a child’s growth is seen and recorded at this level.

Year at a glance

The Kindergarten year is a spiral from the self outward, and it begins inward. Who Am I? (U.00.001, D01) opens with feelings and identity — naming what a child feels and who they are — and My Body, My Home (U.00.002, D03) treats the body as a home to sense, move, and care for. Where Did Everything Come From? (U.00.003, D06) then asks the oldest human question, held as wonder and story rather than creed. From there the child moves outward. We Are Friends (U.00.004, D02) turns to relationships — sharing, taking turns, and repairing a hurt — and the shared tools of school arrive through Words, Sounds & Stories (U.00.005, D04) and Counting, Shapes & Patterns (U.00.006, D05): marks that can carry meaning, and a world full of patterns to notice and name.

The middle of the year is given to the whole body and the imagination. Making & Imagining (U.00.007, D07) makes, sings, and moves; Moving & Growing (U.00.008, D03) builds new strength, balance, and control; and The Living World Around Us (U.00.009, D06) looks closely at plants, animals, weather, and the changing seasons. The final third steps into the wider human story. Then & Now: Stories of People (U.00.010, D08) asks how people have lived across time and place; Fairness & Caring for Others (U.00.011, D09) asks what it means to be fair, to share, and to care for someone else; and Tools, Media & Our Earth Home (U.00.012, D10) looks at the tools we use and the living Earth we are stewards of. The year closes in All of Me, All of Us (U.00.013, D01 + D02), a celebration of self and belonging, looking ahead to Grade 1.

Throughout, the four pillars are interwoven. Emotional and social awareness (P1) and physical and somatic awareness (P2) carry the most weight in this first year, because a safe, known, and cared-for body-and-self is the ground all later learning stands on. Intellectual awareness (P3) arrives through play, story, song, and the direct handling of real things. Contextual and ecological awareness (P4) is introduced gently — history as “then and now,” fairness as sharing and taking turns, and the Earth as a home to care for. No high-stakes tests anywhere: a child’s growth is seen through observation and a portfolio of what they make, say, sing, and do.