Educational General Objectives

It is the aim of the management to have a Kindergarten where children can realize their full potential regardless of race, colour, religion or gender. To achieve this TEK works to ensure that:

  • Children recognize and appreciate the diversity of cultures within Qatar by providing access to information about the diverse cultures and to celebrate various events of our diverse nationalities.
  • To plan programs that will actively attempt to counter much of the misinformation that can lead to racism or discrimination
  • To provide our learners with a range opportunity to learn and practice the essential social, emotional, problem-solving, and study skills that they will use throughout their schooling.
  • To encourage them to develop their self-esteem and confidence towards all the learning areas.

EYFS Objectives

  1. Introduction
    At TEK, we believe that all children should have access to a broad and balanced curriculum which enables them to acquire the appropriate skills to develop fully their academic potential, as well as developing their personal and social values in preparation for adult life. The kindergarten follows its own wide-ranging academic curriculum tailored to the needs of its children. The kindergarten uses the EYFS Frameworks for Literacy and Mathematics and includes a wide range of learning experiences appropriate for the ages, abilities and needs of the children. The kindergarten will take all reasonably practicable measures to fulfill the requirements of mild special educational needs and/or disabilities.

    The curriculum is balanced and broadly based, and promotes the moral, cultural, mental and physical development of our children and of society, and prepares our children for the opportunities, responsibilities and experiences of adult life. All children are expected to acquire skills in speaking and listening, reading, writing, numeracy and information. In the event where children have English as an additional language and needs specialist teaching to develop appropriate fluency, parents will be guided and supported in finding such support outside school, as well as being advised to the support the school can provide.
    TEK provides full time supervised education for children between the ages of 3 years-5 years and each level, prepares children for the opportunities, responsibilities and experiences of the next stage of their education and lives.

  2. Aims
    It is our aim to furnish each child with the appropriate skills to develop fully their academic potential, as well as developing their personal and social values in preparation for adult life.
  3. Objectives

    At TEK, we aim to provide an engaging and meaningful curriculum that focuses on children learning through real life experiences and exciting activities. The curriculum follows a topic overview plan, where planning is based around a main theme, inspired by children’s interests. Outdoor learning is pivotal to our curriculum and is incorporated into topic weather permitting.

    The objectives of our curriculum are:

    • to provide a broad, balanced and relevant curriculum which encourages children to explore a breadth of academic, cultural, aesthetic, creative and sporting interests.
    • to provide a well-planned and regularly monitored curriculum which ensures that learning is continuous and that children make good progress.
    • to ensure that children acquire and develop the key skills of literacy, speaking and listening, and numeracy
    • to enable and encourage all children to develop their strengths and interests in order to achieve to the best of their ability.
    • to actively involve children in their own learning in order to ensure challenge and progress and encourage independent learning.
    • to promote positive attitudes and interest towards learning so that children acquire solid foundations for lifelong learning.
    • to provide rich and varied learning experiences, encompassing a range of learning styles.
    • to prepare all children for the next stage in their learning.
    •  facilitate children’s personal, moral, social and cultural development.

Strategies for assessment, progression and continuity

Planning is responsive to individual pupil progress in the EYFS. Regular formative assessments, based on observations, photographs and examples of work, inform everyday planning as well as providing ‘learning priorities’ for each pupil, ensuring that children move to the next step in their learning. An individual profile is completed throughout the year and observational assessments are matched against the scales on the EYFS profile.

On entry to EYFS, all children are carefully assessed through the Early Excellence Baseline and careful observation, in order to ascertain stages of development, strengths and needs. Detailed and flexible planning between all teachers in the Foundation Stage ensures the delivery of a wide, varied and effective curriculum to facilitate the progress of all children.


All assessment and cohort information is stored electronically on software as well as photo portfolios

Differentiation and Special Needs

At The English Kindergarten, we believe that each child is a valued individual, and has the right to a balanced curriculum.


Unfortunately, we are not equipped to receive children with special needs. However, if the child is facing minor learning difficulties such as light dyslexia, light speech delay, he/she will be accepted. In this case, the parents will be asked present all the needed support to help their child and offer for him/her all the needed extra assistance from specialists. (Speech therapy, Occupational or behavioral therapy…).