Our Culture

A culture of learning that promotes positive dispositions in all our children

Perseverance

Children with perseverance keep working at a task to complete it. They do not give up even though it is challenging.

  • Our children are constantly encouraged to accomplish/finish their tasks.
  • Manipulatives such as jig-saws and construction toys are available in all classes.
  • Numeracy corners that challenge children to accomplish tasks such as sorting or matching also provide purposeful play that promotes perseverance.

Reflectiveness

Children with the learning disposition of reflectiveness think about what they have done, seen, heard or felt in their daily experiences. They generate alternative ideas and gain new knowledge.

  • When appropriate, children are encouraged to recall what they have done, seen, heard or felt in their daily experiences and share their experiences with the class. Whilst one child is sharing, the others would be encouraged to listen to the sharing and this promotes the disposition of Appreciation.

Appreciation

Children with a sense of appreciation recognise that everyone has personal qualities. They listen to the views of others and show respect for them.

  • Our classroom culture offers children opportunities to share the art works/crafts they have done on their own or with their families. As they speak, they reflect on their experiences and those listening are also able to appreciate the views of the speakers.

Inventiveness

Children with the learning disposition of inventiveness are flexible in their thinking and can do things in different ways. They explore various ideas and possibilities and generate different solutions to challenges.

  • Children in our kindergarten are given opportunities to suggest ways to accomplish a task during lessons. This is especially true of our K1 and K2 classes where the teachers would ask the children to suggest ways to attempt a task.

Sense of wonder and curiosity

Children with a sense of wonder and curiosity are interested in the world around then. They are not afraid to ask questions on how things happen and how things work. They like to explore and discover new things.

  • We offer opportunities for children to have 1st hand or hands-on learning experiences such as walks around the church premises to familiarise them with the fire escape routes or walk abouts at Toa Payoh Central as part of their map reading lessons. Such experiences allow children to be personally engaged in the discovery and constructing of knowledge as they encounter the environment outside the classroom.
  • Within the classrooms we promote hands-on learning experiences to facilitate children to discover and acquire their knowledge.

Engagement

Children with the learning disposition of engagement are immersed in learning and enjoy what they do. They actively seek new opportunities to learn without being asked.

3 of the key principles of our curriculum are Project-based, Inquiry-based and Play-based learning approaches.

  • Project-based Learning is evident in K2 lessons as they are constantly constructing their own knowledge and engaging in individual and group hands-on project work.
  • Inquiry-based Learning is evident in K1 classroom lessons as the children are always asked to suggest or find out ways of doing things or how things work. Open-ended and thought-provoking questions are asked during lessons to encourage children to reflect and think in order to respond to them.
  • Play-based learning is used in Nursery classes as a medium of engaging children to acquire a variety of skills and knowledge. Children learn best through play-based activities hence the Nursery teachers use fun activities that require the children’s participation during lessons as well as age appropriate activities at the learning corners.