The Kindergarten Program
The Upper Grand District School Board provides programming as outlined in the Ontario Kindergarten Program Document. As of September 2016, all kindergarten programs in the province of Ontario are expected to reflect the expectations and teaching practices outlined in this document.
This research-based program provides a framework for the learning environment, teaching practices, and learning expectations that support young children’s well-being and learning across four frames: belonging and contributing, self-regulation and well-being, literacy and mathematics behaviours, and problem solving and innovating. These four frames are also aligned with the four foundations of early learning used in Ontario childcare centres: belonging, engagement, expression and well-being.
The program outlined in the 2026 Kindergarten Program Document is a child-centred, developmentally appropriate, integrated program of learning for four- and five-year-old children. The purpose of the program is to establish a strong foundation for learning in the early years, and to do so in a safe and caring, play-based environment that promotes the physical, social, emotional and cognitive development of all children.
The primary goals of the Kindergarten program are:
To establish a strong foundation for learning in the early years
To help children make a smooth transition from home, child care, or preschool settings to school settings
To allow children to reap the many proven benefits of learning through relationships, and through play and inquiry
To set children on a path of lifelong learning and nurture competencies that they will need to thrive in the world of today and tomorrow
For more information on programming please see the following resources:
The Kindergarten Communication of Learning
Beginning in 2016-17, parents of kindergarten students will receive the new Kindergarten “Communication of Learning,” which replaces the kindergarten report card used in the past. The “Communication of Learning” gives parents information on their child’s key significant learning, growth in learning and next steps within the four frames mentioned above. This format is different from the report cards that parents may be familiar with.
For more information on the Kindergarten Communication of Learning, follow this link to the Growing Success Kindergarten Addendum
How will my child learn and who will teach my child?
Kindergarten classrooms usually have two educators, a Teacher and an Early Childhood Educator (ECE), who work as a team. Kindergarten is a two year program, with Junior and Senior kindergarten children in the same class. Programs are focused on ‘learning through play’, which means that children are given large periods of time to play, explore and discover. The Teacher and the ECE provide intentional materials and opportunities to further the learning and talk with children as they are exploring and discovering. In most classrooms children will spend time learning outdoors every day.
Children start school with different strengths and needs. Programming in kindergarten is based on the needs and interests of children, and can meet the needs of a variety of learners. Kindergarten teams plan instruction for the whole class, small groups, and individual children. Children work towards curriculum expectations at their own pace and with support. Educators also work with community agencies to support children with special education needs.
The classroom may include:
Space for all children to move freely
A quiet space
Soft lighting and natural colours to calm the space
Materials and toys that support thinking and learning
Natural items that are brought in from the outdoors
Art and painting supplies
Kindergarten Curriculum Structure
The Ontario Curriculum: Kindergarten (2026) is organized into four strands. Together, these strands support children's academic learning, well-being, identity development, and understanding of the world around them. Learning is interconnected, meaning children often develop knowledge and skills from several strands at the same time through play, inquiry, exploration, and intentional teaching.
Strand A: Foundations of Language and Mathematics
Children develop the foundational skills they need for future success in reading, writing, speaking, listening, and mathematics. Through engaging learning experiences, children build oral language, early literacy, phonological awareness, letter and sound knowledge, number sense, counting, problem solving, and mathematical thinking. Educators provide explicit instruction alongside hands-on opportunities to practise and apply these skills.
Strand B: Sense of Self, Relationships, and Well-Being
Children develop a positive sense of identity, learn how to build healthy relationships, and strengthen their social-emotional skills. They learn to recognize and express emotions, develop self-regulation skills, make responsible choices, and contribute positively to their classroom community. This strand supports children's overall well-being and sense of belonging.
Strand C: STEM and Inquiry
Children explore and investigate the world around them through science, technology, engineering, and mathematics (STEM). They ask questions, test ideas, solve problems, create, design, build, and communicate their thinking. This strand encourages curiosity, innovation, critical thinking, and the development of inquiry skills.
Strand D: Social Studies and Community Connections
Children learn about themselves, their families, their communities, and their relationships with others. They develop an understanding of diversity, inclusion, citizenship, and the environment while learning to appreciate different perspectives and experiences. This strand helps children understand their place within local and global communities.
How the Strands Work Together
While the curriculum is organized into four strands, children do not learn these areas separately. For example, a child building a structure outdoors may use mathematical thinking (Strand A), collaborate with peers (Strand B), investigate materials and solve problems (Strand C), and make connections to the community or environment (Strand D). This integrated approach helps children develop the knowledge, skills, and attitudes they need for lifelong learning.
The primary goals of the Kindergarten program are:
To establish a strong foundation for learning in the early years
To help children make a smooth transition from home, child care, or preschool settings to school settings
To allow children to reap the many proven benefits of learning through relationships, and through play and inquiry
To set children on a path of lifelong learning and nurture competencies that they will need to thrive in the world of today and tomorrow
For more information on programming please see the following resources:
The Kindergarten Communication of Learning
Initial Observations Report
Between late October and November, families receive an Initial Observations Report that summarizes their child’s learning and growth since the start of the school year. Based on observations connected to Ontario’s Kindergarten curriculum, the report highlights early strengths, learning progress, and next steps to support continued growth at school and at home. It also helps strengthen the home-school partnership in supporting each child’s success.
Communication of Learning reports
Schools provide two additional Communication of Learning reports during the year. Organized around four areas of learning, these reports include personalized comments that highlight your child’s growth, provide examples of their learning, and identify next steps for continued success at school and at home.
Where applicable, educators will indicate if expectations have been modified through an English as a Second Language (ESL) program or an Individual Education Plan (IEP).