Health and Wellness, kindergarten, grade one, and grade two provides the foundation for a lifelong journey of developing knowledge, concepts, skills, behaviors, and attitudes related to student health and well-being and is part of a planned, sequential, comprehensive health education curriculum that uses the Indiana Academic Standards for Health and Wellness to support student development of essential health skills within the ten health content areas. In kindergarten, students begin to identify the role health plays in their life, with a focus on what students can do to promote good health and well-being, making clear connections to their immediate environment and health information, concepts, skills, and behaviors.

Language Arts kindergarten, based on Indiana Academic Standards for English/Language Arts, is integrated instruction emphasizing writing, speaking and listening in interest and age-appropriate content. Students experience using language to interact with others. Using art, music, movement, drama, oral language, beginning reading, and beginning writing, students respond to classic and contemporary literature. Students discuss ideas and tell stories for someone to write down, and they begin to write for other readers. Students begin to learn the rules of Standard English and more about communicating with others. Students listen to stories read aloud and draw or write independently for meaning.

Mathematics, kindergarten standards are made up of five strands: Number Sense; Computation and Algebraic Thinking; Geometry; Measurement; and Data Analysis. The skills listed in each strand indicate what students in kindergarten should know and be able to do in mathematics. Kindergarten students represent and compare whole numbers, initially with sets of objects. Students also describe their physical world by working with 2 and 3 dimensional shapes and spatial reasoning. Students will also solve real-world problems involving addition and subtraction with numbers up to 10. Using the Process Standards for Mathematics in a planned and deliberate method to present the mathematics content standards will prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of mathematics.

Reading and Literature, kindergarten, based Indiana Academic Standards for English/Language Arts, is integrated instruction emphasizing reading in interest and age-appropriate content. Students develop reading competencies as they receive instruction founded on scientifically-based reading research with a focus on phonemic awareness, phonics, and developmentally appropriate strategies for fluency, vocabulary, and comprehension. Students show an interest in books and experience the enjoyment of reading through stories read aloud. Students retell familiar stories and talk about stories that someone read to them. Students learn about the alphabet, sounds, words, and how to apply what they have learned by matching words to beginning and ending sounds, blending sounds into words, rhyming words, and reading simple sentences. Students listen and respond to picture books and general fiction, nursery rhymes or songs, folktales, plays, alphabet books, nonfiction picture books (science, social studies, mathematics, and other subjects), beginner's dictionaries, and online information.

Incorporating the crosscutting concepts, disciplinary core ideas, and science and engineering practices, students in kindergarten will plan and conduct an investigation to study the motion of objects, make observations to determine the effect of sunlight on the Earth's surface, use observations to describe patterns of what plants and animals need to survive, and construct an argument supported by evidence for how plants and animals change the environment to meet their needs. Students will ask questions about the purpose of weather forecasting to prepare and respond to severe weather, as well as communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

The goal of social studies education is for children to develop thinking and decision-making skills that prepare them for responsible citizenship in a democratic society. Children begin to acquire these skills at the kindergarten level through learning experiences that allow them to explore their relationships with the immediate environment. This is the time when children begin to develop an understanding of time and space relationships. Kindergarten students are introduced to examples of differences and changes in their surroundings. Students will learn to describe a sequence of events in a day. Students also become familiar with geographic relationships, such as location (here, there, over, under) direction (up, down) size (big, little) and shape. Children are given opportunities to discover how people are similar and different and how people live and work together in families around the world. Kindergarten students should begin to accept responsibility for their behavior in school and to explain why rules are needed in families and at school. Children in kindergarten have the opportunity to use a variety of resources, including technology, and print media, as a means of gathering, organizing, analyzing information, and answering questions. Students should have the opportunity to learn through independent learning, peer interaction, and group instruction.