[K1 EL] Reflection_Centre Programmes and Initiatives by Soh Charmaine

Charmaine

soh_ya_fen_charmaine — 2025-07-21 01:10:54 UTC

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).

Praba

soh_ya_fen_charmaine — 2025-07-21 02:38:43 UTC

Test

Delia

soh_ya_fen_charmaine — 2025-07-21 02:38:58 UTC

Test

Xu Jia

soh_ya_fen_charmaine — 2025-07-21 02:39:06 UTC

Test

Delia

2025-07-21 02:58:32 UTC

Test

Siti

2025-08-06 05:25:38 UTC

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].

Siti

2025-08-06 05:27:22 UTC

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.

Siti

2025-08-06 05:33:00 UTC

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
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
Use of natural lighting
Maximising natural light in the classroom is highly encouraged.
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.

Siti

2025-08-06 05:36:28 UTC

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.

Siti

2025-08-06 06:04:52 UTC

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.

Sabariah

2025-08-06 07:51:15 UTC

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).

Sabariah

2025-08-06 09:16:37 UTC

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'.

Kam Foong

2025-08-06 09:34:51 UTC

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.

Kam Foong

2025-08-06 09:35:29 UTC

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.

Kam Foong

2025-08-06 09:36:47 UTC

- 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).

Kam Foong

2025-08-06 09:38:45 UTC

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.

Kam Foong

2025-08-06 09:39:24 UTC

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).

Sabariah

2025-08-06 09:43:23 UTC

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.

Sabariah

2025-08-06 09:46:42 UTC

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.

Sabariah

2025-08-06 09:51:42 UTC

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.

Sabariah

2025-08-12 04:29:18 UTC

In our MK, we promote Quality Interactions through:

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.
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.