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老师提供并创造机会，让幼儿参与课室管理和维护课室秩序，每周轮流邀请不同的幼儿执行不同的任务，挖掘幼儿潜能的同时促进其执行功能和生活必要技能。

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每个星期至少有3次户外时间，至少有2次MSD。

除了户外时间，我们会将MSD融入在课程中，通过游戏或体能活动达到教学目标。

今年整个6月假期每班都有进行至少2小时的MSD课程，分早上和下午英文老师和华文老师在不同时段进行体能活动，锻炼为幼儿的健康、安全与动作技能发展等综合能力。

中心有多样化的、适合各年龄层的体育和运动器材供老师和幼儿使用。

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I had linked the lessons to the ECLP activities to bring in a more meaningful and fun experience. I asked questions like “What’s your favourite food?”, “What colour is that?” and “Why do you like it?” to encourage children to express their ideas and build meaningful conversations.

Main Lesson: Children explored hard-boiled eggs using their senses (peeling, touching, tasting). They also went on a picnic to identify colours of fruits and vegetables.

ECLP: Young Chef – Children mashed the eggs and spread them on bread to eat.
Let’s Get Creative – Children used colours from the picnic to design picnic mats using textured rollers.

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For EY, we have outdoors everyday for at least an hour with 3 days of gross motor activities and 2 days of environmental walk.

In some of the lesson plans, there are activities catered to the gross motor section where children were tasked to swing the parachute, jump into hoops etc.

In the centre, there are equipments readily to be used.

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1.教学过程中除了MSD，还融入了数学、拼音等领域。

2.中心提供了丰富多样的器材，适合各个年龄段开展MSD活动。

3.在户外活动时间，我们会有跑、跳、爬等活动，会用有吸引力的方式吸引幼儿兴趣。

4.本学期体能活动通过多元化的形式，有效促进了幼儿体能发展和性格养成，为幼儿打造更科学、快乐的运动环境。

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In our K2 classroom, I start each day by guiding the children through the planned activities. This routine helps establish clear expectations and encourages the children to remember and look forward to what's coming, creating a feeling of safety and preparedness.

﻿﻿During every transition and daily routine, we assign class leaders to take charge of specific responsibilities.

﻿﻿Since the children have been exploring the 5Ws in class discussions, I use their understanding of these concepts to address incidents in the classroom, such as resolving minor disagreements among them.

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﻿﻿MSD is integrated across all learning domains. Some activities are connected to physical development, focusing on both gross and fine motor skills.

﻿﻿Our centre offers a range of equipment that supports children's growth in their gross and tine motor abilities.

﻿﻿The MSD activities are structured in a progressive sequence.

﻿﻿The K1 & K2 curriculum also include the
'Nurture Kids' Programme, which provides additional benefits for the children.

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We reestablish and reemphasised to the children the roles and responsibility of the different roles of the leaders. We have reminded them the consequences of not doing their responsibilities - other people will do it in their stead instead.

Other than roles in the classroom, we also extended their roles to lead during warm up times for MSD, and leaders to watch after their friends when lining up for the toilet.

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本中心非常重视幼儿的体能发展，每周安排至少两次室内或户外的体能活动。活动开始前，教师会带领幼儿进行热身运动，以唤醒身体状态，预防运动伤害。随后，教师会有系统地指导幼儿进行上肢和下肢的体能练习，如下手投掷、上手投掷及单脚跳等，提升他们的动作协调与肌肉控制能力。

此外，为了更系统地促进幼儿的体能发展，本中心的英语与华文教师于六月假期期间共同制定了一份目标一致的体能训练计划表。该计划通过有目的、阶段性的发展活动，进一步强化幼儿的体质与基本动作技能，全面支持他们在认知、社交与情感等方面的综合发展。

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We reminded the children of their roles as the class leaders and added on a few more responsibilities so that children can be more independent

Xu laoshi and I discussed how to improve the use of our leaders and we decided to invite our leaders to check the classroom environment and make sure that everything is neat and tidy at the end of the day

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在k2的课室，有值日表，每周都有不同的人负责不同的事项。负责人需要维持课室的纪律、卫生习惯、和个人的责任心。通过这些活动，让有自身感觉到自己的价值和重要性。

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1.每周都会有户外时间，但是由于K2的幼儿要参加PCF家庭日的表演暂时用户外时间练习舞蹈。但是，练习舞蹈也是变相行的在进行室内运动。如：身体平衡能力、身体协调性、跟着音乐节奏舞动等等。

2.以今年6月假期为准，我们进行一个月的体育活动，老师专门为该幼儿年龄所设计并添加了多元素的教学模式。

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1.根据目前的基础上，老师在设计活动时，尽量选择集体活动，缩短等待时间。

2.根据幼儿的兴趣和身体的素质能力，掌握幼儿需要锻炼的方面。

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1.仔细审核后面的体育课程，如有需要及时更改。

2.在今后的计划活动要考虑集体参与、幼儿参与性和实践。

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1. Add in strategies like brain break during transitions.

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1. Make use of different strategies and put into consideration the 5Es when modifying lessons or getting children's attention.

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动物模仿秀

方式：教师说动物名，孩子模仿它的动作和声音（如小鸭子、小象、小猫咪）。

效果：激发想象力和身体参与感，重启注意力系统。

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1. 幼儿在等候上厕所、喝水、课前或课后等过渡时间，与幼儿进行“请你跟我这样做”或“木头人”的游戏，让幼儿听指令做动作与她们进行有意义的互动。

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休假，缺席

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1. Use brain breaks during transition, before & after lessons such as Opposite Game “When I say ‘up,’ you crouch down. When I say ‘go,’ you freeze!”, call and repeat clap, and fireworks clap (for incentive purposes).

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Wide Range of Activities: was able to offer many ways for children to develop both big muscle skills (like running and jumping) and small muscle skills (like grasping).

We have all the necessary equipment for these activities, ensuring every child can participate safely and effectively.

Hands-On Learning: Activities like making cookies are fantastic for building fine motor skills through fun tasks like pinching, rolling, and decorating.

Holistic Development: MSD program helps children build strength and coordination.

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This includes brain breaks as a valuable practice for EY students. Since their attention spans are still developing, and short, focused bursts of activity can help them reset, re-engage, and process information more effectively.

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Use some brain breaks such as:

Action song breaks- "if you're happy and you know it"

Gentle stretches

Deep Breathing

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Brain Break

Yoga Story Adventure

How to Play:

The teacher creates and dramatizes a simple, imaginative story like going on a jungle adventure.

Throughout the story, the teacher introduces yoga poses that match the adventure (e.g., tree pose for the forest)

Children follow the teacher’s movements, then take turns inventing their own yoga poses for everyone to try.

Museum Statue Freeze

How to Play:

Tell the children they are statues in a museum! When music plays, they can move and dance.

When the music stops, they must freeze completely because the museum’s “security guard” (the teacher) is coming to check!

The teacher walks around playfully checking if the statues are still.

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在转换和等待时间引导幼儿玩呼和吸的不同方位吹“气球🎈”（两手距离逐渐变宽），再到“气球”爆破的拍掌游戏。在呼和吸之间让幼儿安静和吸引幼儿注意力。

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When walking from one place to another, we can invite children to move lime different animals (hop like a frog, waddle like a ducks, crawl like a bear)

Follow the tempo by marching, tiptoeing or stomping to match the beat.