Our Kindergarten Program

Our Kindergarten program is a child-centred, developmentally appropriate, integrated program of learning for young 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, spiritual and cognitive development of all children.

The primary goals of the Kindergarten curriculum 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 to school;
  • to provide evidence-based systematic and explicit instruction of the foundational language, mathematics, and science and technology knowledge and skills requited for students to continue their learning in Grade 1 and beyond; and
  • to allow students to realize the many proven benefits of learning through social interaction.

Our Kindergarten curriculum is based upon four strands of learning: Foundations of Language and Mathematics, Problem Solving and Innovating, Self-Regulation and Well-Being and Belonging and Contributing. The four strands work together to support your child's thinking, social skills, emotions, and physical development. Through a flexible “flow of the day,” children build skills across all areas through play, exploration, inquiry and everyday learning experiences. 

Adapted from The Kindergarten Curriculum 2026 (Ontario Ministry of Education, 2026, p. 6 - 9).

Four Strands of Learning

The overall and specific expectations connected to this strand focuses on your child’s learning and development with respect to:

  • Oral and non-verbal communication, including their use of sounds, words, gestures, language conventions (e.g., syntax and grammar), physical movements, symbols, and representation to communicate their thoughts and feelings.
  • Foundational language and literacy knowledge and skills, evident in their ability to use their knowledge of words and sentences as they begin to listen to, view, read, and create text.
  • Foundational mathematics knowledge and skills, evident in the ways they demonstrate an understanding of mathematical ideas, relationships, and concepts; apply mathematical processes; and use a variety of tools and strategies to solve problems.

Copied from The Kindergarten Curriculum 2026 (Ontario Ministry of Education, 2026, p. 9).

The overall and specific expectations connected to this strand focuses on your child’s learning and development with respect to:

  • Developing the habit of applying creative, investigative, and critical thinking skills.
  • Using an inquiry process to make meaning of the world by asking questions, researching, experimenting, designing, creating, and solving problems.
  • Their ability to think innovatively as they look at something in a new and interesting way or communicate their ideas to others.

Copied from The Kindergarten Curriculum 2026, (Ontario Ministry of Education, 2026, p. 9)

The overall and specific expectations connected to this strand focuses on your child’s learning and development with respect to:

  • Their ability to self-regulate and identify and manage their own feelings and emotions, or to co-regulate and identify and manage their own feelings and emotions with the support of a caring adult.
  • Their ability to understand and express their own emotions with consideration and respect for others. 
  • Their recognition of and respect for differences in the thinking and feelings of others.
  • Their ability to adapt to distractions and assess the consequences of their actions in a way that enables them to engage in learning.
  • Their well-being.

Copied from The Kindergarten Curriculum 2026, (Ontario Ministry of Education, 2026, p. 10)

The overall and specific expectations connected to this strand focuses on your child’s learning and development with respect to:

  • Their sense of identity and positive self-concept. 
  • Their sense of connectedness and relationships with others. 
  • Their ability to empathize and get along with other living things and their sense of responsibility in caring for the community. 
  • Their understanding of the ways in which people contribute to the world around them. 
  • Their use of the creative process to express their growing sense of self and their understanding of the world through visual arts, dance, music, and drama.

Copied from The Kindergarten Curriculum 2026, (Ontario Ministry of Education, 2026, p. 10)

The Kindergarten Religion Program

At the heart of the DCDSB Kindergarten program is the belief that each child is uniquely created in the image of God. Children are encouraged to be creative, reflecting God's creativity; curious learners who seek to deepen their understanding of God and the world around them; and compassionate individuals who use their God-given gifts and talents in service of others. The program recognizes the essential role of families and faith communities in a child's development. Parents are a child's first and most influential teachers and are supported by the faith community of the Church. Together, home, school, and parish form a vital partnership that nurtures each child's faith formation, learning, and well-being. Adapted from the Ontario Catholic Kindergarten Program 2019 (Institute for Catholic Education, 2019, p. 5)

The Catholic Kindergarten program prepares children for the Religious Education curriculum in Grade 1 by employing the strands of the Ontario Catholic Curriculum Policy Document Grades 1-8: Religious Education (2012). The following are the overall religious education expectations in the Catholic Kindergarten Program, by frame:

  • Believing
  • Celebrating
  • Living a Moral Life
  • Living in Communion
  • Living in Solidarity
  • Praying

Adapted from the Ontario Catholic Kindergarten Program 2019 (Institute for Catholic Education, 2019, p. 13)

Special Education

At the Durham Catholic District School Board, our philosophy of inclusion shapes the delivery of our Special Education Programs and Services. We make every effort to fully include all students, regardless of exceptionality, into regular, age-appropriate classrooms. All educators share in the responsibility of providing an appropriate education for each student in their care. Teachers have access to resource staff within the school and the wider resources of the Student Services department as the need arises.

Fundamental to this process is the collaboration among educators and support staff to deliver a variety of services, programs and strategies to achieve measurable and successful outcomes. One of the first steps in supporting a student with special education needs is a School Team Meeting. The team generally consists of parents, teacher, Program Support teacher, principal and perhaps other Board Student Services staff. This team approach is recognized as a proactive and effective way to understand a student’s needs and determine potential supports. Parents of students who have special needs are encouraged to share this information with the school as soon as possible so that a team meeting can be arranged to ensure a successful transition into the Kindergarten program. Click here for more information on Student Services and Special Education.

Indigenous Education - We Walk the Path Together

Parents and guardians of students with First Nation, Metis and Inuit ancestry (Status, Non-Status) who are under 18 years of age can voluntarily self-identify their Indigenous ancestry. By self-identifying, we are able to offer additional programs, services and supports to assist students in achieving their potential. No proof of ancestral background is required. You can self-identify as part of the online Kindergarten registration or simply complete the online form available on your school’s website, under Students, Indigenous Education. Click here for more information on Indigenous Education. 

For further information or questions please reach out directly to indigenouseducation@dcdsb.ca. 

French Immersion

Our French Immersion program at the Durham Catholic District School Board begins in Grade 1. The program is designed to provide non-francophone students with a high degree of proficiency in the French language. Our goal is to develop students’ level of proficiency, while supporting their growing confidence in communicating effectively in French in their everyday lives. The ability to speak two or more languages increases the capacity for creative thinking and the ability to respect and understand other cultures. Providing a strong, early foundation in literacy at home will help to enhance second language acquisition. Many Durham Catholic elementary schools currently offer this program. Click here to read more about French Immersion.

English Language Learners/Multilingual Language Learners

At the Durham Catholic District School Board, our English language learners are given educational supports that allow them to achieve their potential. English language learners may be newcomers to the country or Canadian-born students who speak another language at home. English as Second Language (ESL)/English Literacy Development (ELD) teachers provide support to a group of elementary schools in our Board. The ESL/ELD teacher works in the classroom and with the classroom teacher to support a student’s English language development. Click here to read more about our English Language Learners programs.

Summer Rays Program

Our Summer Rays Learning program is available to students who have completed Senior Kindergarten and are going into Grade 1 in September. Students are recommended to this program by their current classroom teacher.

Our four-week learning and recreation program focuses on improving students' literacy skills while offering all the benefits of activities such as field trips, arts and games.

Summer Rays is offered for 16 days during the month of July from Mondays to Thursdays. There is no school on Fridays.