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。

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。

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.

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.

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.

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.

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

Add in strategies like brain break during transitions.

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

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。

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).

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.

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.