Core Reference Library · Ages 3–6

Annual Curriculum Map

A full-year overview of themes, goals, and learning arcs

The Koala Grove Annual Curriculum Map shows the full year of learning at a glance. It is designed for planning, not for rigidity. Use it to understand connections between months, to anticipate material needs, and to see where each skill thread goes. Each month has a central theme and a learning focus across five strands: Literacy, Maths, Science, Social-Emotional Learning (SEL), and Practical Life. The year-at-a-glance table shows the first four strands; the Practical Life arc is described separately below.

Koala Grove uses a curriculum month numbering system — Month 1 through Month 12 — rather than fixed calendar months. This means the curriculum works equally well whether you begin in September, January, or any other month. Use the start-month selector on the home screen to tell the system when your year begins; all monthly guides and this map count forward from there.

Monthly Themes

Each month has a central theme that shapes its experiences, vocabulary, read-alouds, and Practical Life strand. Practical Life — drawn from Montessori tradition — is woven into every month as two experiences per week, designed to be part of daily routines rather than formal sessions. These activities build fine motor control, real-world independence, sequencing, and care of self and environment. They are not separate from academic learning: pouring accurately requires measurement sense; setting a table uses one-to-one correspondence; tending a plant builds scientific observation.

Practical Life experiences come in two types. Themed experiences are tied to the calendar month's seasonal and thematic context — making a celebration centrepiece in December, planting seeds in March, or binding a handmade book in May. Arc experiences follow a progressive skill sequence across the twelve curriculum months, introducing and deepening practical skills in order regardless of when in the calendar year a family begins. The arc sequence is documented in the Practical Life Arc section below. The table here shows only the themed experiences for each calendar month.

Month	Theme	About this month	Practical Life Theme Focus	Themed Practical Life Experiences
January	Fresh Start	New beginnings, calendar literacy, seeds, and goals. The second arc opens with renewed energy — planting seeds, setting intentions, and building ordinal number sense.	Fresh starts, self-expression, and seasonal intention-setting	Making a Fresh Start Display, Making a Morning Routine Chart, Preparing the Seed Station, Watering New Seedlings
February	Hearts & Living Things	Kindness, empathy, symmetry, and colour. Children write for an audience for the first time — a kind message or letter — and explore warmth in both science and relationships.	Acts of care and kindness expressed through practical gestures	Making a Card for Someone, Preparing a Kindness Basket, Setting Up the Reading Nook for a Friend
March	Growing Things	Plant life cycles, gardening, and careful measurement. Science and Practical Life merge as children care for real seeds, document change, and learn the patience of growth.	Gardening, plant care, and the practical work of growing things	Preparing and Planting Seeds, Soil Mixing and Pot Filling, Seedling Care Routine, Cleaning Garden Tools, Measuring and Recording Plant Growth
April	Our Earth	Water cycles, weather, and data literacy. Children build a month-long cumulative weather graph and develop scientific vocabulary for the natural world.	Water work and earth-connected care	Pouring and Transferring Water, Mixing Watercolour Paints, Hanging Items to Dry, Preparing a Nature Observation Tray
May	Stories & Imagination	Authorship, story structure, and independent writing. The literacy arc reaches its peak as children compose, illustrate, and publish their own original books.	Craft of authorship and care of the creative space	Making a Story Basket, Sharpening Pencils, Binding a Handmade Book, Caring for the Author's Corner, End-of-Month Portfolio Sort
June	Exploring & Moving	Maps, local habitats, outdoor independence, and geometry. Children learn to navigate space, name nearby living things, and move through the world with growing confidence.	Outdoor readiness and nature record-keeping	Making a Healthy Summer Drink, Preparing Trail Mix for an Adventure, Tidying and Sorting Outdoor Play Materials, Pressing and Labelling Local Plants
July	Summer Connections	Cultural heritage, folktales, letter writing, and food science. The year zooms out — from personal identity to belonging in the wider world and across cultures.	Hospitality, community care, and cultural connection	Picnic Preparation, Preparing a Drink for a Guest, Writing and Addressing a Letter, Basic First Aid Awareness
August	Open Sky	Consolidation, portfolio review, and transition. A full year of learning celebrated, reflected on, and carried forward into Year Two.	Transition, celebration, and year-end ritual	Coiling and Storing a Rope, Preparing My Learning Portfolio, Celebration and Gratitude, August Ritual
September	Who We Are	Identity, names, feelings, and the five senses. Sets the emotional and academic foundation for the whole year — routines, self-portraits, and the first steps into literacy and maths.	Identity, self-expression, and the senses	Making a Name Placemat, Exploring with a Senses Tray
October	The World Around Me	Curiosity about seasons, animals, and the natural world. Children become observers, building descriptive language through outdoor exploration and a first nature journal.	Seasonal observation, nature collection, and outdoor care	Sweeping Fallen Leaves, Sorting and Putting Away the Nature Collection, Snack Preparation: Washing and Peeling Fruit, Setting Up a Nature Table
November	Thankful Together	Gratitude, community, and belonging. Identity work extends outward to family, friends, and helpers in the world around us — expressed through writing, drawing, and daily ritual.	Hospitality, gift-making, and expressions of gratitude	Preparing a Gratitude Welcome Tray, Laying the Hospitality Table, Making a Simple Thank-You Gift, Preparing and Packing Away a Picnic
December	Light & Celebrations	Light, shadow, measurement, and seasonal celebration. The first learning arc closes with a joyful portfolio review and a pause to mark how far the child has come.	Celebration, light, and seasonal care	Wrapping and Ribbon Tying, Making a Celebration Centrepiece, Setting a Celebration Table, Dismantling and Storing Decorations

By August, a child who has followed the Practical Life strand can prepare a simple meal, care for a living thing independently, organise materials, and take genuine pride in the shared environment.

The arc skills introduced across the twelve curriculum months — handwashing, setting the table, folding, plant care, pouring, sweeping, and their progressions — are documented in the Practical Life Arc section below. Those skills are not calendar-month-specific; they deepen as the curriculum progresses, regardless of when a family begins their year.

The Year at a Glance

Month	Literacy	Maths	Science & Discovery	SEL
1	Name recognition, Letters A–C	Counting to 5, sorting, shapes	Five senses	Identity, feelings, routines
2	Descriptive language, D–F	Patterns, sorting, counting to 10	Seasons, animals, habitats	Curiosity, wonder
3	Gratitude writing, G–I	Sharing equally, counting to 10	Nature observation & life cycles	Gratitude, community, family
4	Holiday vocabulary, J–L	Measurement, more/less, to 15	Light, shadow, seasonal change	Celebration, belonging
5	Calendar reading, M–O, sequencing	Calendar maths, days, ordering to 20	Seeds and growth	Goals, habits, fresh starts
6	Kind messages, P–R, rhyming	Symmetry, making ten	Colour mixing, warmth	Kindness, empathy
7	Plant labels, diagrams, S–U	Measurement, graphing, tallying	Plant life cycle, science process	Patience, care
8	Weather vocabulary, V–X	Data collection, weather graph	Water cycle, cloud types	Wonder, observation
9	Story structure, authorship, Y–Z	Addition & subtraction to 20	Life-cycle science	Voice, expression, confidence
10	Maps, directions, environmental print	Geometry, positional language	Local habitats, insects	Independence, courage
11	Folktales, letter writing	Coins, time to the hour	Food science, cultural geography	Belonging, world view
12	Full alphabet review, reading, writing	Number sense review, all operations	Year-in-review science	Transition, reflection

Literacy Arc

The literacy programme follows a complete phonics and early reading sequence across the year:

Phase 1 (Months 1–4): Letters A–L, name recognition, early print awareness, phonemic awareness, descriptive language, read-aloud fluency.

Phase 2 (Months 5–8): Letters M–X, calendar literacy, sequencing vocabulary, label writing, non-fiction reading, weather vocabulary.

Phase 3 (Months 9–12): Letters Y–Z, story structure and authorship, independent writing, folktales, letter writing, full alphabet consolidation, emerging reading fluency.

By Month 12, children in the developing range should be able to: identify all 26 letters by sight and sound; write their name, simple sight words, and short sentences; read emergent reader books; and author a simple original story. Each month includes a curated book list — aim for daily reading aloud regardless of what else is happening. It is the single highest-leverage activity in early literacy, and the cumulative year-long list spans narrative fiction, informational text, folktales, poetry, environmental print, and non-fiction science books.

Phonics and Early Literacy Scope and Sequence

This table makes the implicit literacy progression explicit so you can see at a glance what's being introduced when, and how phonological awareness, letters, and sight words build across the year.

Month	Letters	Phonological Awareness Focus	Sight Words	Literacy Skill Focus
1	A, B, C	Name segmentation; hearing initial sounds in names	I, my, the, is	Name recognition; print awareness; letter–sound introduction
2	D, E, F	Rhyme recognition; initial sound matching	a, see, look, at	Descriptive language; environmental print; letter tracing
3	G, H, I	Syllable clapping; hearing end sounds	we, like, go, can	Gratitude writing; retelling; read-aloud comprehension
4	J, K, L	Onset–rime blending (e.g. /d/-/og/); alliteration	big, little, up, on	Holiday vocabulary; label writing; ABC review A–L
5	M, N, O	Blending two to three phonemes; initial/final sounds	he, she, in, to	Calendar and sequencing language; predictive reading
6	P, Q, R	Blending CVC words (cat, sit, hop); phoneme isolation	and, for, you, with	Message writing; kind letter; emergent writing for audience
7	S, T, U	Segmenting CVC words; substituting initial sounds	said, have, this, was	Plant labelling; science observation sentences
8	V, W, X	Segmenting and blending; phoneme manipulation	from, they, what, do	Weather vocabulary; data language; non-fiction reading
9	Y, Z	Full phonemic awareness — segment, blend, manipulate	here, there, some, come	Story structure; authorship; independent sentence writing
10	Review A–Z	Reading for meaning; environmental print	all, out, are, were	Map labels; directional language; independent reading
11	Review A–Z	Reading aloud with expression and fluency	our, your, which, how	Letter writing; folktale comprehension; cultural texts
12	Consolidation	Full alphabet review; self-correction while reading	Consolidation of all above	Portfolio review; emergent reading; self-authored book

Three layers of letter learning appear in each month's Skill Builders: introducing the letter sound, practising recognition and tracing, and embedding the letter in words and books. Children aged 3–4 focus on recognition and initial sounds. Children aged 4–5 add tracing and initial blending. Children aged 5–6 work toward segmenting and writing in context.

Sight words are introduced informally through read-alouds and environmental print rather than flashcard drilling. A child who encounters a word dozens of times in meaningful context will retain it more reliably than one who drills it in isolation.

If joining mid-year: use the table above to identify which letter ranges and phonological skills were covered in months you joined late, then run through those Skill Builders over one to two weeks before joining the current month's full programme.

Mathematics Arc

The mathematics programme builds number sense progressively:

Phase 1 (Months 1–4): Counting to 15, one-to-one correspondence, sorting, simple patterns, measurement foundations, more/less comparison.

Phase 2 (Months 5–8): Counting to 20, ordinal numbers, calendar maths, making ten (number bonds), non-standard measurement, graphing, data literacy.

Phase 3 (Months 9–12): Addition and subtraction to 20, word problems, time to the hour, coin recognition, geometry review, full number sense consolidation.

By Month 12, children in the developing range should be able to: count reliably to 30; add and subtract within 10 fluently; understand measurement and data; and solve simple story problems.

Science Arc

The science programme is project-based and observation-driven. Every month includes at least one science experience; in months where science is not the primary strand, a supplementary science experience is included to maintain continuity.

Phase 1 (Months 1–4): Five senses (Month 1), nature observation and seasons (Month 2), supplementary nature observation and life cycles (Month 3), light and shadow (Month 4).

Phase 2 (Months 5–8): Seeds and plant growth — a longitudinal project spanning Months 5 and 7; water cycle and weather science (Month 8).

Phase 3 (Months 9–12): Supplementary life-cycle science (Month 9), local habitats and mini-beast ecology (Month 10), food science and cultural geography (Month 11), supplementary year-in-review science (Month 12).

Science skills practised throughout the year: observing, predicting, recording, comparing, testing, and concluding. The science process matters as much as the content.

Practical Life Arc

The Practical Life arc is a progressive skill sequence that runs across all twelve curriculum months. Unlike themed experiences — which are tied to the calendar month's seasonal context — arc experiences introduce and deepen practical skills in order, starting from Month 1 regardless of when in the calendar year a family begins. A family starting in April is on curriculum Month 1, so they begin the arc at its foundation even though they are in their local spring.

The arc follows a coherent developmental path: the first months establish foundational care-of-self and care-of-environment routines; the middle months introduce food preparation, laundry, plant work, and outdoor skills; the final months consolidate toward full independence in daily routines. Skills introduced early in the arc are never dropped — they are practised, refined, and eventually done independently without prompting.

Each month's guide shows the arc experiences appropriate for that curriculum position, regardless of which calendar month the guide belongs to.

Arc Month	Practical Life Focus	Skills Introduced
1	Foundational care-of-self and care-of-environment routines	Setting the Table · Washing Hands Properly · Caring for Books and Materials · Hanging Up Belongings · Folding Small Cloths · Preparing a Snack Independently
2	Environment and nature care; first plant responsibility	Watering Plants · Sweeping and Collecting · Carrying and Serving a Tray · Snack Preparation: Washing and Peeling Fruit
3	Hospitality, serving, and care of shared spaces	Pouring and Serving Drinks · Folding Napkins for the Table · Watering the Classroom Plants · Caring for the Learning Environment
4	Order, cleanliness, and care after celebration	Tidying and Resetting a Space · Wiping and Polishing Surfaces · Pouring a Warm Drink · Washing and Drying Dishes
5	Morning independence and self-organisation	Dressing Independently · Preparing Simple Breakfast · Sorting and Organising a Shelf · End-of-Month Learning Space Tidy
6	Food preparation and textile care	Folding and Sorting Laundry · Making a Simple Sandwich · Watering the Learning Space Plants · Sweeping and Tidying the Learning Space · Caring for a Plant
7	Purposeful water work, floor care, and deepened plant responsibility	Sweeping the Floor · Pouring from a Jug · Watering Plants Responsibly
8	Water work, laundry, and care of shared indoor space	Pouring and Transferring Water · Caring for Indoor Plants · Folding and Putting Away Laundry · Preparing a Simple Drink · Tidying a Shared Space
9	Independent food and space management	Preparing a Simple Snack Independently · Caring for a Classroom Plant or Pet · Organising a Personal Space · End-of-Month Portfolio Sort
10	Outdoor readiness and practical independence	Tying a Simple Knot · Packing a Bag Independently · Dressing Independently (extended) · Cleaning Up Spills
11	Hosting, community, and transition preparation	Setting the Table for a Full Meal · Watering the Garden · Writing and Addressing a Letter · Organising Personal Belongings for a New Year · Year-End Celebration Tidy
12	Full daily independence and year-end consolidation	Independent Dressing and Packing Practice · Packing a School or Learning Bag · Preparing for the Next Day Independently · Independent Morning Routine · Final Tidy: Caring for Shared Materials · Preparing My Learning Portfolio

By Month 12, a child who has followed the arc can prepare a simple meal, care for a living thing without reminders, pack a bag and tie a knot independently, and move through a full morning routine — dressing, eating, and tidying — without adult prompting. These are not separate lessons; they are the accumulated result of two arc experiences each week, woven into daily life across the year.

Materials Planning

Always Available

Counting bears or substitutes (used Months 1–7)
Blank journals (one per phase)
Washable paints and paper
Large letter cards A–Z (build as you go)

Materials to Gather as You Progress

Natural objects for nature study: leaves, stones, seed pods (for Month 2)
Flashlight or torch; seeds for planting (ready by Month 3, needed from Month 5)
Pots, potting soil, fast-growing seeds (needed Months 5–7)
Outdoor measuring tools, bug catcher, chalk (needed Months 10–11)

Reusable Tools

Analogue teaching clock (introduced Month 11, used into Year Two)
Ten-frame (introduced Month 6, used all year)
Feelings chart (available from Month 1, used daily through Month 12)
Weather chart (introduced Month 2, expanded Month 8)

Assessment Philosophy

Koala Grove does not use tests. It uses observation, portfolio review, and the built-in Progress Tracker & Reflection inside each monthly guide.

Each monthly guide includes a Progress Tracker & Reflection section near the end. For each milestone, you select one of three levels based on what you genuinely observe in your child:

Exploring — just beginning to engage with the skill or idea
Growing — doing it with some support or prompting
Flying — doing it confidently and independently

These terms are consistent across all twelve months. They replace deficit language while still allowing honest, useful tracking. There is no pass or fail. A child spending several months at Exploring in a given area is learning exactly as they should.

Progress is saved on your device and summarised on the home screen, so you can see at a glance where you are in the year. A brief notes field in each tracker lets you capture specific observations, questions, or moments you want to remember.

The most powerful reflection tool is the portfolio review at Month 12: comparing Month 1's work to Month 12's work. Growth is always visible, always meaningful, and always worth celebrating.

Starting Mid-Year

If you are joining Koala Grove part-way through the curriculum year, start with the Welcome Guide and the Child Development Guide, then jump into the month that matches where you are. Use the start-month selector on the home screen to set the month your year began — this personalises each monthly guide's literacy and maths content to show exactly where you are in the progression.

You can cycle back through skipped months in Year Two. The monthly guides are designed to be standalone as well as cumulative. A child joining at Month 5 will not be lost — they will simply have a richer context once they return to earlier months later.

Letter instruction and mid-year entry: The alphabet is introduced in sequence from Month 1 (A–C) through Month 9 (Y–Z). If your child joins mid-year, a brief catch-up pass through the missed letter ranges takes one to two weeks and can run alongside your current month's content. Use the Skill Builders from the months you skipped — the letter activities are self-contained and can be completed independently of the month's theme. For example, a child starting at Month 6 can run through A–L (the Months 1–4 letter ranges) in two focused weeks before settling into the regular Month 6 pace.

Rest Weeks

Rest Weeks are a built-in feature of the Koala Grove year. Every 6–8 weeks, take a full week away from scheduled learning — no experiences, no skill builders, no tracker. Rest is not falling behind. It is part of the system.

Research on learning consolidation shows that rest and unstructured time allow the brain to integrate recent experiences. Young children (and their Learning Guides) benefit significantly from predictable pauses. Rest Weeks reduce the burnout risk that is the most common reason families step back from home learning.

Suggested Rest Weeks across the year:

After Month	Notes
2	After two months of consistent learning — a natural pause before Phase 1 deepens
4	End of Phase 1; a good point to reflect on the first arc before moving into Phase 2
6	Midpoint of the year; re-entry after a rest sharpens focus for the second half
9	End of Phase 3's opening stretch; before the final three-month push
11	Before the final month; rest prepares both child and guide for a strong finish

What to do during a Rest Week:

A Rest Week is not a structured activity. It is permission to stop. Some families choose to read more books. Some go on day trips. Some do nothing in particular. All of these are right. The only thing to avoid is trying to use a Rest Week as catch-up time — that defeats the purpose.

If your child asks to do something from Koala Grove during a Rest Week, follow their lead. Child-initiated learning during rest is always welcome. Caregiver-directed learning during rest is what the Rest Week protects against.

Flexible pacing: If 6–8 weeks feels too frequent or not frequent enough for your family, adjust. Some families prefer a Rest Day each week rather than a full Rest Week each phase. Some prefer a longer rest at the midpoint of the year. The principle is the same: make rest official, make it guilt-free, and make it part of the plan.