• Day 4: Fun Activity
  Added a game where children search for different body parts and draw missing facial features.

• Day 10: Sensory Garden Exploration
  Took children to the garden to use their five senses and record what they saw, heard, and smelled on an activity sheet.

K1 T1.2 《我想长大了》

• Day 8: New Year Flowers
  Using red packets and lightweight clay, children designed their own New Year flower crafts.

• Day 10: New Year Greetings
  Took children to the office to greet teachers and receive red packets.

K1 T1.3 《我上幼儿园了》

• Day 5: Friendship Bracelets
  After learning the word "friend," children made friendship bracelets and gave them to their friends.

• Day 10: Playground Role-Playing
  Played the "Cat and Mouse" game from the big book.

  • Set different scenarios (e.g., going to and leaving school) to practice greetings.

K1 T1.4 《我的牙齿怎么了？》

• Day 6: Brushing Teeth Activity
  After learning the words "brush teeth" and "toothbrush," children brushed a model of teeth.

• Day 7: Tooth Extraction Simulation
  Used a computer projection to simulate "pulling out" Xiao Zhi’s tooth.

• Day 10: Visit to Primary School Dental Clinic

• Day 5: Cardboard Robot
  Children used recycled cardboard and toy wheels to create their own robot puzzles.

• Day 10: Fire Drill & Firefighting Game
  A classroom fire drill was conducted, where the teacher led the children to the playground for a headcount.

  • Firefighting Game: Boys acted as firefighters, and the teacher acted as the fire. The teacher chased the girls, and when caught, the girls squatted down while the boys "extinguished the fire" by patting them.

K2 T1.2 《我长大了》

• Day 5: Handmade Blue and White Porcelain
  Using paper plates and blue markers, children designed their own blue and white porcelain.

• Day 10: Fishing Game
  Ocean balls were used as ingredients for "Lo Hei" (a traditional tossing salad), and a rainbow parachute represented the plate.

K2 T1.3 《我要学》

• Day 5: Panda Ink Painting

• Day 10: Outdoor Activities – Lion Dance, Basketball, Martial Arts

K2 WoW Project

• Zhang laoshi: This 10-day cake-themed activity was filled with exploration, creativity, and teamwork, bringing children both joy and growth. Their creativity, hands-on skills, teamwork, and expression abilities were well-exercised, especially in DIY cake-making, science experiments, and role-playing. The classroom atmosphere was relaxed and enjoyable. However, some activities required more flexible time arrangements, and some children still needed more encouragement in expressing themselves. Overall, this activity not only sparked the children’s enthusiasm for learning but also gave me more insights into lesson planning.

• Wu laoshi: The 10-day martial arts activities helped children exercise both their minds and bodies while boosting their confidence and teamwork. Through diverse activities, they found enjoyment and developed an interest in martial arts. Parental participation also strengthened family bonds and provided positive support for children's growth. In the future, incorporating more cultural background knowledge could help children gain a deeper understanding of martial arts.

• Liang laoshi: During the 10-day mung bean exploration, children deepened their understanding of mung bean growth, transformation, and consumption through observation, questioning, and experimentation. From initial curiosity to planting, recording changes, and finally cooking, they developed a spirit of scientific inquiry while relating their learning to daily life. Children showed great interest in questions like "Why do mung beans soften?" and "What food can be made from mung beans?"—highlighting their natural connection to food. For future similar topics, incorporating more sensory experiences, such as tasting different mung bean dishes or exploring other types of beans, could make learning more engaging and comprehensive.

• Day 5: Family Craft: Children use their family photos to create a craft and share who is in the photo.

• Day 9: To support oral language development, I extended the use of the “这是……” ("This is...") sentence pattern through activities like the “Little Tour Guide,” where children introduced people or objects around the school. I also adapted the “Mystery Box” game to include personalized prompts using “这是我的……” (“This is my...”), reinforcing vocabulary and sentence structure in a fun, meaningful way.

K1 T2.2 《弟弟在哪里？》

• We adapted the “弟弟在哪里” theme into an interactive classroom scavenger hunt, where children searched for a hidden toy “弟弟” and described where he was found using complete sentences.

• For words like “上,” “下,” “在,” and “哪里,” we incorporated physical movement games (e.g., “Hop to the right place”) where children had to respond by physically moving to the correct area (e.g., jump under the “桌子” image when hearing “书在桌子下”).

K1 T2.3 《欢迎、欢迎》

• Instead of only using images, we brought in real items like zongzi (粽子) and banana leaves for children to see, touch, smell and taste during the Duan Wu Festival (端午节) introduction. This made the cultural learning more hands-on and engaging.

• To reinforce the vocabulary “组屋、电梯、巴刹、超市”, we created a photo-matching activity using actual neighborhood photos around the school. This helped children make real-life connections beyond the book illustrations.

WoW Project

Yu Laoshi

Theme: Picnic

1. Children’s Engagement Was High
   The topic of picnic was meaningful and exciting for the children. They asked thoughtful questions like "Why do we need to take off our shoes?" and "Can we picnic anywhere?" showing genuine curiosity.

2. Language Learning Was Purposeful
   Through activities like planning, role-play, and group discussions, children used Chinese meaningfully in context—learning words like “野餐垫”, “三明治”, and sentence structures like “我想去…因为…”

3. Collaboration and Role-Taking
   Children worked in groups to take on responsibilities (food, games, music, mat), and the role-play approach helped them feel ownership of the event.

4. Creative Integration of Multiple Modes
   The use of drawing, tablets, hands-on crafts, games, and videos supported different learning styles and kept lessons interactive.

Areas for Improvement

1. More Independent Use of Tech Tools
   Some children needed a lot of support using the iPad to look up weather forecasts or search for picnic ideas. I can provide more structured guidance or simplified tools next time.

2. Documentation Could Be More Child-Voiced
   The final timeline and display could include more of the children's own words, drawings, and audio recordings to better showcase their thinking.

3. Time Management on Picnic Day
   The actual picnic was very exciting, but transitions between activities (food, games, music) were slightly chaotic. Next time, clearer signals or visual schedules could help.

   
   

   陈老师

   Theme: Ice-cream

   Strengths:

   1. Comprehensive Learning Experience

   - Students actively engaged in multiple learning aspects:

   * Hands-on ice cream making experiment sparked scientific curiosity

   * Tasting activities developed sensory awareness

   * Parent-child activities enhanced home learning

   * Clay modelling and ice cream shop creation fostered creativity

   * Vocabulary enrichment through real-life contexts (supermarket, ice cream parlour)

   * Language development through discussion and sharing sessions

   2. Parent-Child Collaboration

   - Strong parental involvement in completing activity surveys

   - Active participation in photo documentation of home activities

   - Positive feedback on ice cream tasting permission forms

   - Supported children's learning through home discussions

   - Enhanced home-school connection through shared activities

   Areas for Improvement:

   Time Management & Activity Design

   - Two sessions were affected by centre-based programme scheduling, which impacted the craft activities

   - Consider more flexible activity design to adapt to schedule changes while maintaining learning objectives

   The ice cream experiment was successfully conducted as planned, with the time constraints mainly affecting the subsequent craft activities. Despite these challenges, the programme effectively achieved its core objectives in promoting holistic learning through hands-on experiences.

   
   

《好朋友》

Sharing Wheel Activity
Children took turns to talk about their good friends and how they help them. This improved speaking confidence and peer bonding.

Differentiated Writing Task
Weaker students used tracing and pinyin prompts. Stronger students were challenged to form words or make simple sentences.

Pair-Based Collaboration
Cut-and-paste tasks were modified into partner work to build teamwork and fine motor skills.

Storybook and Roleplay Integration
A friendship-themed picture book was used to introduce the topic. Then, children acted out scenarios like helping a friend carry their bag.

Parent-Child Extension Activity
Parents were encouraged to take photos or help draw scenes of their child with friends. This enhanced home-school communication and reflection.

《我的同学王大年》

Day 3 – Vocabulary Expansion & Writing “木”
Children related the story to real-life settings like using 积木 and 玩跷跷板. Most were able to say and recognize the word 积木. Writing the character 木 was introduced through stroke-by-stroke demonstration, with good participation from most children.

K2 T2.3

《聪明的皮皮》

Day 10 – Outdoor Activity: “Catch the Tail”

Children played “Catch the Tail” at the primary school field, applying vocabulary like 跑 and 追 in context. Many used the words naturally during play, reinforcing their understanding through movement and real-life use.

T2.4

D5:
We guided the children to use toilet paper rolls to create the Supertrees from Gardens by the Bay in Singapore.

D10:
We brought the children to the canteen to wipe the tables and learn about returning their bowls and plates and cleaning up after meals.

《世界真大》

During my lessons, in order to help children understand the concepts of “world” and “country” more intuitively, I incorporated the use of Google Earth. This interactive tool allowed the children to not only visually locate different countries, but also experience the vastness and diversity of the world through virtual exploration.

In one lesson (D5), the children created a blue whale craft using recycled plastic bottles. This hands-on activity reinforced their memory and impression of the animal in a fun and meaningful way.

In another lesson (D8), when introducing the colors red and yellow, I invited the children to find objects of matching colors around the classroom. This encouraged them to move around, increased their engagement, and helped them better internalize the concept of color through active participation.

T3.2《客人来了》

Were any adjustments made to the lessons to better meet the learning needs of the children?

D3:
To help the children better understand the meaning of the word "tea" (茶), I incorporated real objects into the lesson. In addition to introducing the concept of "tea," I further explained tea utensils. Through hands-on experiences and observation, the children were able to deepen their understanding of tea culture.

D5:
The children used cardboard rolls to create illustrated vases. They decorated the vases and made paper flowers to place inside them.

D10:
Outdoor activity: The children explored different types of leaves in the garden. They discovered curry leaves, pandan leaves, banana leaves, and more.

T3.3《我们是朋友》

Day 5: On Day 5, we carried out a butterfly craft activity. This hands-on experience not only deepened the children’s understanding of butterflies but also helped develop their fine motor skills and creativity. By combining different colors and shapes, they were able to visualize and express the image of a butterfly in a vivid and engaging way.

Day 10: On Day 10, we brought the children to an open field for a “Catch the Tail” game. This activity reinforced their understanding of the word “tail” while also promoting teamwork and collaboration through active play.

DAY 4 Designed a birthday scene and projected it onto the whiteboard. The children collectively celebrated July birthdays. During play, they actively expressed themselves in Chinese.

DAY 5 Provided children with light clay, bottle caps, and cotton swabs. Using bottle caps as flower pots, they created clay flowers. The children expressed their creativity and had a wonderful time.

DAY 6 Took K1 children to the parade square to observe clouds - their changes and shapes. In groups, they used Chinese brushes dipped in water to draw cloud shapes on the ground and shared their work with peers.

DAY 10 Led the children on a hunt around the primary school campus to find Singapore flags and orchids. Children were encouraged to draw their National Day wishes and blessings for Singapore. During the flag hunt, the children discovered flags hanging on HDB flats and the primary school building. They were especially excited to find flags arranged to form the number '60', representing Singapore's 60th birthday. They were very happy with their discoveries.

DAY 9 Introduced "Word Bomb" game while practicing unit vocabulary with picture and word cards. The highly interactive game not only strengthened children's vocabulary retention but also boosted their confidence and social skills through engaging peer interaction.

DAY 10 Took children to the garden for an insect hunt and documentation on the tenth day of our Big Book unit. This outdoor learning experience connected classroom knowledge with real-world observations, nurturing children's scientific curiosity and improving their ability to describe what they discover.