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E.g. Promoting responsibility in children by assigning classroom roles and duties e.g. Stationery Manager. E.g. Recognising that children are curious learners by facilitating self-discovery through WoW projects (our belief/providing quality pre-school education).

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Activities are planned to be in line with what the children already know, and each activity in our learning centres has specific objectives. For instance, in our 'Let’s Pretend' corner, children are not only playing with the materials provided; they are actually given tasks they need to complete to encourage specific skills and learning. (e.g. supermarket - customers are given shopping list [l&l] for them to find the items, they need to also pay for it [numeracy].

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We use differentiated activity sheets to ensure that children are motivated in their work. This is in addition to other initiatives, such as our WOW Project, where we explore topics based on the children's interests.

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1. Clear Demarcation of Spaces

The classroom layout should be thoughtfully planned with clear boundaries for different learning centres. Noisy and active play areas (like the block or dramatic play corners) should be physically separated from quiet zones

2. Displays

All displays, especially children's artwork and learning resources, should be placed at the children's eye level. This validates their work, makes them feel a sense of ownership

3. Use of natural lighting

Maximising natural light in the classroom is highly encouraged.

4. Colours

The environment should use a calm, neutral colour palette on walls and furniture, with selective use of vibrant colours in learning materials and displays. An environment that is uncluttered and not visually overwhelming helps children focus better and reduces the risk of over-stimulation.

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It is integrated in our curriculum (SL & HL) take for instance in the SL book, 'Uncle Wong’s taxi' where the value of care and honesty was showed as Uncle Wong returned the nurse's phone.

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During our celebrations such as Chinese New Year, Hari Raya Puasa, Deepavali and national day. It teaches them values such as

Respect

Through cultural and festive celebrations, children learn about the different traditions, foods, and music of their friends. This helps them develop a real appreciation for Singapore's diverse community. They come to understand that every family has its own unique way of celebrating, and that each one is just as special as the next.

Responsibility

During events like K2 Celebrates, children take on genuine responsibilities. They can help with event preparation by making decorations, and they also take ownership of their performances by deciding what songs or dances they want to present to their families.

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An activity under MK Reads: While children were given the chance to borrow books from our centre, at the same time, we introduced the values through story telling and sharing of slides with content such as 'how to show respect towards other library users', 'being a responsible library user' and also to be honest when you did something wrong (e.g. accidentally tore a page in a book).

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In some of our HSM lessons, children are required to work together with their peers (e.g. in groups or in pairs) to complete a task/ skill/ obstacle race. For example, in a lesson to introduce the sliding skill, children worked in pairs and are tasked to transfer a ball using a towel to another towel. They will need to move sideways to be able to transfer the ball to the next towel until the ball ends up in the 'Collection Box'.

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The activities in our LCs provide children opportunities to engage in various activities which cater to different needs and interests. Through the activities, they gradually develop an awareness that everyone is unique in terms of their abilities, choices and/or opinions and these differences should be respected in the community.

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The teachers would discuss and remind children the meaning of their classes’ names (Kindness, Love, Harmony, Respect, Empathy, Trust), and how it is linked to VSLDs of the school.

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-  To provide a safe, welcoming and inclusive environment for children to be willing to explore and try out new things, discovering and developing potentials, building self-confidence.

-  Materials and resources should be developmentally appropriate, inviting exploration (open-ended and easily accessible) and independence (encouraging decision-making and self-directed learning).

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We go through the lessons (mainly HL) together as a level to discuss on the lesson flow and make modifications to cater to children’s needs and interests.

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When planning our learning journey on neighbourhood walk, we expanded children’s experience by including a supermarket trip and a follow-up snack-making activity as this not only aligned with our HL curriculum, it also allowed children to connect the various experiences and deepen their learning. As many showed interest in cooking during pretend play, each class was given the opportunity to vote for the snack (make good decisions) they wanted and prepare (hands-on experience) simple, healthy snacks like fruit parfait and pizza using bread with healthy toppings (choice of ingredients).

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In designing our learning environment, we will discuss and ensure that for each class will be a different design each. Colours are subtle and not too overwhelming. Classroom layout will have sufficient spaces table, chairs, shelves and for moving around.

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For SL, we have differentiated activity sheets based each child's ability to ensure that children are confident in completing the activities independently. WoW Project is also a good example on how children's interests are addressed and they can learn more about the topics that they had chosen.

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Children are aware on what activities to complete in specific LC's. For example, Let's Create (Artist Study), children were able to learn more about an artist and have the opportunities to recreate the artist's artwork by creating their own designs (but still in line with the artist's specialty).

For Let's Pretend (flower shop), children have the opportunities to decide what type of flowers they want to purchase and will then write in the order form. They are also able to choose the type of flower arrangement that appeals to them too.

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In our MK, we promote Quality Interactions through:

1. Classroom Environment: we design our classroom layout to ensure that there are ample spaces for children to sit with their peers and learn together during big, small and table activities.

2. Learning Centre Materials: most of the LC materials are open-ended and allows the children to interact and communicate with their peers and teachers as well.