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Shannon is able to use complete sentences to communicate information and ideas. When her peer asked "Shouldn't the cloud be blue?", Shannon responded with "Yeah, but we don't have blue."

Moving forward, Shannon will be encouraged to continue speaking in complete sentences to express her needs and feelings.

Shannon is able to share resources with her peers voluntarily. When she was done with using the coloured paint, she brought the box over to her peers side to share the resources.

Moving forward, Shannon will be tasked with various different roles in different situations to continue to practice the act of sharing with her peers.

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Learning areas: Social and Character Development & Physical (FMS)

Raika demonstrated the ability to share materials or resources with her during the painting activity. She offered to trade her paint, and waited patiently for her peer to use her own paint.

She also has the ability to observe and share ideas with her peers, suggesting her peer to use blue for the cloud/sky.

Raika also shows good grasping and coordination as she lifts the paint pot up, bringing it to her peer.

Moving forward, she can engage in more turn taking activities such as board games, hopscotch, etc.

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1. Shannon understands that clouds are typically blue, but because she did not have blue paint, she used red instead. (A3.3.2)

2. Shannon could use her words to let her friends know that she wasn’t ready to share the red paint yet as she wasn’t done. (SCD 2.6.2)

3. Shannon was able to speak in full sentences to communicate her idea such that her friend understood her.(L2.1.2)

4. Shannon was able to use functional grasp to manipulate the paint brush to create an artwork. (P4.2.8)

Moving forward, we could provide opportunities to improve Shannon’s grasp so that she can hold a paintbrush with tripod grasp steadily.

Using twigs to draw on sand

Cutting exercises with scissors

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Raika says “I don’t have blue!”

She asked Shannon “Can I trade you for brown?” as was holding a brown paint pot.

She walked to Shannon’s side of the easel board while holding the brown paint pot and pointed to the red paint on Shannon’s side.

Raika asked Shannon “Use it quickly”.

She looked at Shannon’s painting and commented “You know this could be blue?”

She placed the brown paint pot on Shannon’s side of the easel board.

Raika lifted the red paint pot, which was stuck.

Shannon lifted the red paint pot and placed it on Raika’s side of the easel board.

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Shannon was painting with the paintbrush

When Raika asked if she has blue Shannon said "We don't have blue"

When Raika asked to exchange the colour, Shannon asked "What colour?" and Raika said "Blue"

Shannon asked what colour she wanted to trade with and Raika said "Brown"

Raika asked "Shouldn't the cloud be blue?" and Shannon said "Yeah but we don't have blue"

And when Shannon was done with using the paint, she brought the box over to Raika's side.

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1. Shannon painted the cloud red.

2. Shannon verbalised that she does not have blue.

3. Shannon told Raika that she was still using the paint when Raika asked to have it.

4. Shannon traded the red paint for the brown paint with Raika.

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Children will have opportunities to explore dynamics such loud and soft sounds using musical instruments such as cymbals and drums.

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Children will have opportunities to describe the lines and colours using one or two sentences.

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Values:

Responsibility – Children take ownership of creating their own story by making thoughtful choices about the characters, events, and ending. They are responsible for expressing their own ideas and completing their story independently.

SECs (Social & Emotional Competencies):

Self-awareness – Invite children to express the duck's feelings and connect them to their own experiences (e.g., "When was a time you felt happy, scared or excited like the duck?").

Responsible Decision-Making – Children make decisions about what to include in their story, such as the setting, characters, sequence of events, and resolution. They consider how each choice contributes to a meaningful and logical story.

LDs (Learning Dispositions):

Inventiveness – Children generate original ideas, imagine creative scenarios, and explore different possibilities to create a unique story about the yellow duck. They think beyond the given picture and develop their own imaginative storyline.

Engagement – Children remain actively involved throughout the story-writing process by contributing ideas, sustaining attention, and showing curiosity and enthusiasm as they develop and share their stories. They stay focused on expressing their thoughts from beginning to end.

EF Skills (Executive Function Skills):

Working Memory – Children remember and organise their ideas, characters, and sequence of events while writing, ensuring their story flows from beginning to end.

Cognitive Flexibility – Children adapt and modify their ideas as they write, exploring different possibilities, changing events when needed, and thinking from the duck's perspective to create an engaging story.

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V - Respect, they have to listen to their peers views on how to build

SEC- Self management, how they can regulate their emothions when their peers accidentally topple it

LD - Perseverance & Inventiveness, how many tissue boxes can they use/how high can it go. They may brainstorm different ways of how to build the wall

EF - Turn taking, children have to remind each other to take turns while building or even control themselves from wanting to topple over the built structure

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Values:

Responsibily in completing their AB patterns

SECs:

Relationship Management if its a pair or a group work

LDs:

Perserverance in terms of completing the pattern even if they got it wrong at the start

EF:

Inhibitory Control in terms of taking turns.

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Write in point form.

xx

xx

xx

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Learning Areas (at least 2):

1. xx

2. xx

Interpretation: Include the learning Goals( with reference to the PLG)

Raika / Shannon displayed...

What other opportunities could be given to enhance or build on these skills and/or knowledge?

Moving forward...

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Write in point form.

xx

xx

xx

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Write in point form.

xx

xx

xx

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Write in point form.

xx

xx

xx

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Write in complete sentences, with reference to the PLG.

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Write in point form.

xx

xx

xx

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Write in complete sentences, with reference to the PLG.

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Learning Areas (at least 2):

1. xx

2. xx

Interpretation: Include the learning Goals( with reference to the PLG)

Raika / Shannon displayed...

What other opportunities could be given to enhance or build on these skills and/or knowledge?

Moving forward...

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Learning Areas (at least 2):

1. xx

2. xx

Interpretation: Include the learning Goals( with reference to the PLG)

Raika / Shannon displayed...

What other opportunities could be given to enhance or build on these skills and/or knowledge?

Moving forward...

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MY World Curriculum Framework 4-6- Training Handouts_January 2026

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Group 2 (Identify at least 1 V, SEC, LD and EF skill that you can intentionally nurture in this activity and briefly describe how you would do it)

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Group 2 (Identify at least 1 V, SEC, LD and EF skill that you can intentionally nurture in this activity and briefly describe how you would do it)

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Values:

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SECs:

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LDs:

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EF Skills:

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Based on the activity assigned to your group:

1. Identity at least 1 Value, SEC, Learning Disposition and EF skill that can be intentionally nurtured through the activity.

2.Briefly describe how you would do it

Appoint a presenter to share.

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Group 1 (Identify at least 1 V, SEC, LD and EF skill that you can intentionally nurture in this activity and briefly describe how you would do it)

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Group 1 (Identify at least 1 V, SEC, LD and EF skill that you can intentionally nurture in this activity and briefly describe how you would do it)

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Values:

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SECs:

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LDs:

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EF Skills:

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OBSERVATIONS (in point form)

E.g.

She verbalised her views

She asked and answered questions

She spoke in complete sentences

She held the paintbrush and painted straight lines using up-down strokes & left to right

She shared materials with her peers

INTERPRETATIONS (in paragraphs)

Shannon demonstrated her ability to express her views and opinions in complete sentences. She also exhibited....

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Children will have opportunities to talk about their artwork

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Children will have opportunities to explore dynamics and create sounds

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Children will have opportunities to refine their skills in a team relay

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Children will demonstrate teamwork by taking turns, passing the bean bag and completing one round of the team relay.

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Children will have opportunities to learn about counting

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Children will learn to play well together

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Group 3 (Identify at least 1 V, SEC, LD and EF skill that you can intentionally nurture in this activity and briefly describe how you would do it)

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Group 3 (Identify at least 1 V, SEC, LD and EF skill that you can intentionally nurture in this activity and briefly describe how you would do it)

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Values:

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SECs:

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LDs:

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EF Skills:

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Group 5 (Identify at least 1 V, SEC, LD and EF skill that you can intentionally nurture in this activity and briefly describe how you would do it)

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Group 5 (Identify at least 1 V, SEC, LD and EF skill that you can intentionally nurture in this activity and briefly describe how you would do it)

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Values:

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SECs:

-

LDs:

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EF Skills:

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Group 4 (Identify at least 1 V, SEC, LD and EF skill that you can intentionally nurture in this activity and briefly describe how you would do it)

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Group 4 (Identify at least 1 V, SEC, LD and EF skill that you can intentionally nurture in this activity and briefly describe how you would do it)

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Values:

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SECs:

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LDs:

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EF Skills:

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