The Foundation children were able to take virtual field trips to learn about living things that coexist in the garden with the help of technology. This interactive experience enhanced their visual understanding of the subject matter as well as their knowledge of living things. 

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The Kindergarten 1 students were given the opportunity to utilise iPads to create advocacy projects, which empowered them to take an active role in promoting sustainable practices and making a positive impact on the environment.

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The Kindergarten 2 children have been actively reinforcing their learning of short sounds through the IXL English programme and exploring the moving Earth using Google Earth. Technology-integrated educational tools in our classroom are aimed to enhance the learning experience and deepen children's understanding of language and geography.

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The Kindergarten 3 students have been working very hard this week to learn their two times tables so as to prepare for their upcoming competition on TTRockstars. The children were able to go and use the iPads in the library to practise and had great fun testing their knowledge! 

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The Foundation students have been focussing on the role of water in our bodies. In Music class, they experienced the magical sounds that water makes when it is poured into a glass or when it is drunk.

The Kindergarten 1 students were taught about the relationship between music and caring for our planet. They first concentrated on their practice of the song ‘I Love My Beautiful Planet.’ Afterwards, they investigated the sounds produced by musical instruments crafted from everyday bottles filled with water to create different pitches. 

The Kindergarten 2 students have been inquiring about the life cycle of living things. As part of their music lessons, they sang a song called ‘This Way, That Way.’ The song helped the children understand the different stages of human growth, starting from a baby learning to crawl, then becoming a toddler learning to walk, and progressing to a school child learning to run.

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