Title of the Story: Care to Share
Children paired up for an activity where one pretended to be injured, and the other showed care by walking slowly with them to sort recyclables into the correct bins. This promoted emotional awareness, kindness, and environmental responsibility.

IET Tool Used: Visual Instruction Cards
Picture prompts were used to guide children on how to walk with peers and sort items. The visuals helped children understand the task, encouraged empathy, and supported independent learning. Children responded positively and showed increased care and cooperation.

IET Tools Used: Visual Cards
Children were first introduced to the activity using visual cards that demonstrated the correct way to walk along the lines. These cards served as visual cues to help children understand and follow the movement patterns.

Children participated in an outdoor DOW activity with the "float or sink" experiment. This activity fosters cognitive development as they predict and observe outcomes, asking, "Will it float or sink?" It introduces basic science concepts and helps build vocabulary with words like "float," "sink," "heavy," "light," "water," and "object."

IET Tool Used: Visual Cards

Before the activity, we showed visual cards to reinforce the concepts of what floats and sinks. The cards helped children follow or complete tasks even if they could not read. We used the OWL (Observe, Wait, and Listen) approach which was introduced from the learning fiesta, to address their interests, space, and support needs.

In this interactive activity, N2 children actively explored and identified the four basic shapes using familiar and tangible objects. They were encouraged to observe their surroundings in the neighborhood and embark on an exciting shape-hunting adventure with their viewfinders.

IET Tool: Key Word Sign

Before beginning the shape hunt, the children gathered on the mat to sing the ‘Good Morning’ song, incorporating key word signs to enhance their engagement and participation. During the hunting activity, they enthusiastically practiced using the key word signs ‘please’ and ‘thank you’ while collaborating in pairs, fostering social skills and effective communication. As the children were already familiar with these two key word signs, they used them frequently and with great enthusiasm throughout the activity.

IET TOOL: visual cards. They were used to show each actions, helping children understand what to do. The children were reminded to be gentle and aware of others, as the outdoor setting and movement could lead to bumping or falling.

The activity began with a discussion on the steps to plant a seed, followed by a demonstration using keyword signs to support understanding and communication. Children were actively involved in scooping soil, placing seeds carefully into the soil, and watering them gently using squeeze bottles. These practical steps helped reinforce their understanding of the plant life cycle.

Children used their senses to feel the texture of the soil and observe the shape and size of seeds. The children then placed their planted seeds in trays and set them under the sun, excited to monitor their growth over time.

IET Tool – Keyword Word Sign

During the activity, keyword signs from the IET were thoughtfully integrated to support children’s understanding and communication. The session began with the “Good Morning” song, where teachers used the signs for “good” and “morning” to warmly greet the children and set a positive tone. As the planting activity unfolded, key vocabulary such as “plant,” “sun,” “water,” and “seed” were introduced using corresponding keyword signs. Teachers signed these words while speaking them, allowing children to associate the actions with the concepts. For example, while talking about placing the seed into the soil, the sign for “seed” was used to help visual learners grasp the meaning, and the sign for “grow” accompanied explanations of the plant life cycle.

On one of our recent STEMIE lesson, children had the opportunity to explore how wheels are used in everyday life. As part of the activity, the children were taken outdoors to observe and identify real-life objects that have wheels, such as strollers, bicycles, trolleys and cars. They were highly engaged and enthusiastic as they walked around the area, pointing out objects and discussing their purpose. To extend their learning and support future reflection and discussion, we introduced the use of an iPad as a learning tool. Children were guided on how to handle the device carefully and use the camera function to snap photos of objects with wheels. Back in class, we used the photos captured as part of a follow-up activity where they can share their observations, describe the function of wheels.

IET Tools Used: Visual Cards

To support the children’s understanding during the STEMIE lesson on wheels, visual cards were introduced at the start of the activity. These cards featured pictures of common wheeled objects such as bicycles, prams, trolleys, wheelchairs, and cars. The visual cues helped the children better identify and recognise objects with wheels during the outdoor exploration.

IET Tool:
Visual aids were provided to give children a reference for what the completed image should look like. These visuals supported their understanding of the task, enhanced their ability to identify where each puzzle piece fit, and enabled all children, including those who benefit from visual support, to participate meaningfully in the activity.

Observation:

Before entering the shop, children were shown a visual cue card displaying the symbol for “whisper”. This helped to set expectations and remind them to use quieter voices in the store. The visual support promoted self-regulation and reinforced appropriate behaviour in a community setting.

Learning Focus:

Encourages prosocial behaviour and self-regulation

Enhances understanding of environmental norms

Supports visual literacy and language comprehension through cue cards

Promotes community awareness and appropriate conduct in public spaces

Follow-up:

Continue using visual cues for other social expectations (e.g., “wait”, “quiet hands”) during outings and group transitions to strengthen children's ability to interpret and follow non-verbal prompts.

As part of the Active Innovators Project and our centre’s highlight initiative, The Magic of Cardboard, my K2 children and I conceptualised an innovative and environmentally sustainable idea for our Active Navigation Route. Instead of the typical laminated paper markers taped to the floor, we designed and constructed reusable materials such as cardboard hoops for stepping, cardboard bases with transparent plastic covers, and custom visuals created by the children themselves. These visuals, drawn and coloured on recycled paper, are placed under the plastic covers, making them easy to change and refresh. Through this project, children not only demonstrated innovation and creativity, but also practiced environmental responsibility by using upcycled materials and minimising waste. The portable nature of these resources also enables them to bring their play outdoors, extending their engagement beyond the classroom environment.

IET Tool Explaination

I implemented the Task Analysis with the children when we do outdoor activities all the time. Usually, I will get the children to do demonstration of each step one at a time and get them to verbalise their understanding of the demonstration. This is to help them reinforce their understanding and arrange their train of thoughts. While they demonstrate, I will take photos of them. These photos will be used at the end of the activity to recall their learning as well as use it as visual task analysis in the future when we engage in the same activity. With the steps being broken down into parts, children are able to understand the instructions and rules better.

Objectives:

Understand that certain key words cue specific movements

Follow group instructions using visual and verbal cues

Description:

Children participate in the action song “Walking Walking”, using Key Word Sign (KWS) for key action— Walking. The adult models both the sign and the movement, encouraging children to join in at their own pace.

Follow-up Ideas:

Big Group: Use KWS in other action songs, or morning message.

Small Group: Practice key signs in movement games or sensory walks.

Routines: Embed signs during transitions (e.g., walk to the toilet, stop at the line).

Storytelling: Include KWS when reading books that involve movement or familiar routines.

IET tools used:

• visual queue cards and transition songs were used on a daily basis.

IET Tool: Video Aid
The teacher used a video to show the children how to do shadow tracing. The video provided a clear visual example, helping the children understand the steps before trying it themselves. This supported their learning by making the instructions easier to follow and sparking interest in the activity.

The children were curious and interested while watching the video. They were excited and pointed out the animal figurines and shadows they saw. After the video, many were eager to try the activity. Some asked questions, and others talked about their favorite animals and the shadows they could make. The video helped them understand what to do and made them excited to start.

As part of their numeracy learning, the children were brought outdoors for a nature walk. Working in small groups, they explored their surroundings and collected eight natural materials, such as leaves, twigs, pebbles, and flowers.

After gathering the items, the children counted them together and discussed the total number collected. This hands-on activity not only reinforced their counting skills but also encouraged teamwork, observation, and appreciation for nature.

For this session, children were tasked with creating various types of vehicles using cardboard materials provided. This activity encouraged imaginative thinking, collaboration.

IET Tools Used:

• I used visual cue cards to go through outdoor rules with the children before the session.

• Transition songs were used during clean-up time.

• Before the session, I revisited the different types of vehicles with the children using picture cards.

• Visual aids helped the children in my class to understand and remember the outdoor rules such as ‘Safe hands’, ‘listening ears’ etc.

Chicken and eagle game: Children were tasked to follow the leader.

IET tool used: Keyword sign “stop” and “lunchtime”

IET Tool: During outdoor activities, I incorporate Key Word Sign to support children's understanding of instructions and routines. This helps reinforce key words such as "play," “stand,” “walk,” “stop,” and "look" making transitions smoother and more inclusive.

To promote responsibility and peer leadership, I assign a classroom helper as the Outdoor Monitor. This child reminds peers when outdoor time is nearly over, ensures everyone has queued up to return to class, and conducts a headcount. The headcount is then verified by the teacher, reinforcing safety and accountability. With guidance, the Outdoor Monitor also began observing how peers played reminding them to stay within the designated play area or take turns with equipment.

The children responded with engagement and understanding to the use of Key Word Sign. Most of them are now able to sign independently or when prompted. Assigning specific responsibilities also gave the children a sense of ownership and pride. Many children showed increased motivation to complete tasks and looked forward to their turn. Others needed reminders or support at first but gradually took initiative as they became familiar with their duties. Children also began reminding each other of their roles.

Children were then invited to measure various parts of the playground equipment, such as rails, steps, and slides. For each round, the teacher asked them to find something either longer or shorter than the 60cm table.

Through this hands-on experience, the children practiced using measuring tools, compared lengths, and developed their understanding of mathematical language in a fun and active environment.

3. Visual cue cards showing examples of “longer than” and “shorter than” using familiar objects provide visual references for children who are visual learners

IET tool:

One tool used during this activity was visual cues. Cardboard shape cut-outs were introduced to the children during the outdoor walk so that 1) they could recall the shapes and 2) they could make better visual connections between these shape cut-outs and the shapes from the environment.

In this activity, children reinforce their numeracy skills through outdoor learning. The teacher showed some examples of growing patterns. Then, children were invited to collect natural items such as leaves, sticks, or pebbles to create their own growing patterns.

Using authentic items from nature helped children see and understand what they were constructing. It also made the idea of growing patterns easier to understand. Additionally, the outdoor space also gave them room to explore, move around, and work together in a fun way.

IET tool:

Visual cards are used to help children understand the concept of growing patterns. For children who need more support, they were provided with a visual card that shows clear, step-by-step example of a growing pattern that they can copy and recreate using the natural resources.

Children were observed to be more engaged and focused when using the visual card. They showed confidence and were more willing to participate with minimal facilitation from the teacher. Some even began to create their own simple growing patterns after gaining confidence from the guided example.

Use of Visual Cue Cards: Before the activity, the child has been talking about going home at 2:15 for his EIPIC lessons so Teacher had to print a time showing 2:15 to make him more compliant to activities. If not, usually he will repeat the same thing again and again.

Description:

Children explored with mud. They were given paintbrushes and a piece of paper and were encouraged to paint, using mud as their medium.

Use of IET outdoors:

We have mostly used visual cards and portable communication cards during our outdoors to provide children with a visual aid when giving the children instructions.

During the activity, I used the iPad’s camera function to document the children’s puppet shows. I introduced the iPad to the children before the shadow play and explained that we would be recording their shows so they could become storytellers on screen. The children were excited to look at the photos. They were engaged, laughing, and commenting on what they saw.

IET Tools: Visual Aids

Children were shown pictures of different puppets they can make using natural element like twigs or leaves so that they have some ideas to start off with their craft work.

Each card was placed in different spots around the MPH. The children were able to find them, say the words aloud, and listen carefully to the sound they started with. After collecting the cards, they worked together to sort them into two lanes — one for /ch/ words and one for /sh/ words.

ART ACTIVITY

-        Loose Materials Collage

The children collected natural loose materials to make a collage of a scenery.

The children worked in group to make a collage of sceneries made of natural loose materials such as twigs, leaves, flowers, stones, sticks.