Classroom Briefing for Parents

Primary2
Parent Briefing
Agenda
•School’s / Teacher’s Expectations
•Curriculum
•Assessment
•PAL
•AOB
At a glance:
• School’s Expectations
• Pupils’ Roles
School’s Expectations
Discipline
•School rules and consequences
(See Student Planner pg 15 - 23)
•Class Rules
School’s Expectations
Homework / Daily Class Work
• Prompt Submission of Homework
• Neatness of Work
• Acknowledgement of pupil’s work
Reminders
•
Absences from School
- All absences must be accompanied with a Medical
Certificate or a Letter from Parents.
• Maths Remedial Class
- Selected pupils are strongly encouraged to attend
their remedial classes every Thursday
Leadership Roles in the
Classroom
Leaders
Class
Monitors



Group
Leaders




•







Functional Roles
Collect, return and mark (optional) the attendance
register
Keep the class quiet/disciplined when teacher is not
around
Make sure that everyone keeps quiet during
assemblies
Answer the class intercom
Assist all students or teachers where needed
Lock/Unlock the classroom doors
Dissemination of information
Make sure that all group members :
submit their homework or class work
copy their homework into their diaries
keep their work areas clean
work as a team
assign jobs
are well taken care of
have a job assigned during group work




Executive Roles
Lead in class
projects
Lead in class
events
Lead in group
projects
Lead in
presentations
Leadership Roles in the
• Classroom
Leadership Roles
Leaders
PE Leaders




Assistant PE 
Leaders




Functional Roles
Report team attendance
Conduct warm up for the class (on
rotation)
Instruct the team on what is to be
done
Advocate the 8 habits of the highly
effective person



Collect apparatus for the team

Keep the team intact and united

Co-lead with PE leaders
Ensure that team members play fairly
Motivate team members to play well
Executive Roles
Lead the class in warm ups
Explain and demonstrate the
execution of skills
Explain and demonstrate
simple activities
Step up to lead the team
Explain and demonstrate
simple activities
Pupils’ Roles / Duties in the
• Classroom
Leadership Roles
Class roles/duties
Energy Captain
Environment Monitor
Gatekeeper
Functional Roles
Switch on/off lights and fans
Conserve energy
Promote recycling
Clear recycling boxes in the class
Change the day and date cards
Place the sign post when the class leaves the classroom
Ensure that a note is written to inform class movement
Class Librarian
Make sure that the library cupboard is neat
Stock-taking of books
Help teachers with distribution
Keep record of students’ loan and send reminders
White Board Captain
Clean the white board in the class
Take charge of the white board markers and ensures constant supply
Do a thorough clean of the white board once a month
IT Support
Switch on / off the projector
Switch on / off the visualiser
Pull the screen
Pupils’ Roles / Duties in the
Classroom
Class roles/duties
Functional Roles
Staff Room Captain
Assist teachers to carry the books / worksheets to the staffroom
Assist teachers to collect marked books/resources from the staffroom
Materials Helper
Assist teachers to distribute worksheets, books and resources to the various
group leaders
Take good care of all materials and resources
Tidy and clean all materials and resources in the classroom
Notice Board Captain
Ensure that the class notice boards are well-decorated
Ensure that the class notice boards are constantly updated
Cleanliness Captain
Open/Close Classroom windows
Ensure class cleanliness / organisation
Presentation Outline
• P2 English Curriculum
• Programmes to support the English
Curriculum in school
• Assessment
• How you can support your child
English Language and
Literacy Curriculum @ Kellock
Listening
Reading
Literacy
Development
Speaking
Writing
Building 21st century competencies
- Critical thinkers/ listeners/
- Confident speakers/Effective communicator
- Self-directed learners
English Language and
Literacy Curriculum @ Kellock
Reading
Writing
Speaking
STELLAR
Literacy
Programme
Project
Write Right
Show and
Tell
Shared Book
Approach (SBA)
Kellock Reading
Lab Programme
• School-based
Phonics
curriculum
• Levelled Readers
Modified Language
Experience
Apporach (MLEA)
Learning
Centres (LC)
Book Buzz @
Kellock
Reading, Writing, Speaking, Listening
Pick and
Tell
English Language and
Literacy Curriculum @ Kellock
Reading
Writing
Speaking
STELLAR
Literacy
Programme
Project
Write Right
Show and
Tell
Shared Book
Approach (SBA)
Kellock Reading
Lab Programme
• School-based
Phonics
curriculum
• Levelled Readers
Modified Language
Experience
Apporach (MLEA)
Learning
Centres (LC)
Book Buzz @
Kellock
Reading, Writing, Speaking, Listening
Pick and
Tell
English Language and
Literacy Programme @ Kellock
STELLAR
• STrategies
for
• English
• Language
• Learning
• And
• Reading
The Stellar Pedagogic Model
Shared Book
Approach
Modified Language
Experience Approach
Part 1
Part 2
Reading for
understanding
and enjoyment
Explicit teaching of
language items, structures
and skills
• word study & phonics
Shared
experience
followed by
Class
Writing
Group
Writing
Individual
Writing
•grammar and vocabulary
•Media/visual literacy
•Speech and drama
Scaffolding for Success
Follow-up activities e.g.
•Art and craft
•music
Weaving between whole – parts - whole
Differentiated Learning rough Learning Centres:
E.g. Reading Centre, Word Study Centre, Listening Centre
Modified language
experience approach
(MLEA)
English Language and
Literacy Programme @ Kellock
• Scaffolded writing process.
• Extend and expand on the language skills
learned from the Big Books of SBA.
• Leverages on experiences to spark off ideas
and provide schema.
Modified language
experience approach
(MLEA)
Shared experience
English Language and
Literacy Programme @ Kellock
Friendship Day
Class Dictated
Story(CDS)
Group Writing
Individual Writing
Helps to reinforce the word
identification skills, vocab and
language structures.
ProjectWrite Right
(School initiated programme)
Learning Platforms
Thematic Based
Experiential
learning
STELLAR at Lower Primary
English Language and
Literacy Programme @ Kellock
Reading
Writing
Speaking
STELLAR
Programme
Literacy
Programme
Project
Write Right
Speech
and Drama
Shared Book
Approach (SBA)
Kellock Phonics
Programme
• School-based
Phonics
curriculum
Levelled Readers
Modified Language
Experience
Apporach (MLEA)
Learning
Centres (LC)
Show and
Tell
Book Buzz @
Kellock
Reading, Writing, Speaking, Listening
Kellock
Phonics Programme
School-based
Phonics Curriculum
• Phonics initiated to
enhance oracy in our
pupils.
• Teaching is explicit
and systematic.
• Decodable books
used.
English Language and
Literacy Programme @ Kellock
Kellock
Phonics Programme
School-based
Phonics Curriculum
• Phonics initiated to
enhance oracy in our
pupils.
• Teaching is explicit
and systematic.
• Decodable books
used.
English Language and
Literacy Programme @ Kellock
Kellock
Phonics Programme
English Language and
Literacy Programme @ Kellock
School-based
Levelled Readers
Phonics Curriculum • Cater to the different
• Phonics initiated to
reading abilities of
enhance oracy in our pupils.
pupils.
• Teaching is explicit
and systematic.
• Decodable books
used.
Kellock
Phonics Programme
English Language and
Literacy Programme @ Kellock
Levelled Readers
• Cater to the different
reading abilities of
pupils.
Benchmark Assessment :
Levelled Readers
Reading
Decode(Read)
Decode
Encode (Spell)
Fluent
Readers
Book Buzz @ Kellock
Recommended book titles
Title
Author
The Cat in the Hat
Dr. Seuss
Where the Wild Things Are
Maurice Sendak
The Polar Express
Chris Van Allsburg
The Little House
Virginia Lee Burton
Caps for Sale
Esphyr Slobodkina
The Art Lesson
Tomie De Paola
Stellaluna
Janell Cannon
Wilfrid Gordon McDonald Partridge
Mem Fox
Amazing Grace
Mary Hoffman
Arthur series
Marc Tolon Brown
Why Mosquitoes Buzz in People’s Ears (V Aardema)
Leo and Diane Dillon
Swimmy
Leo Lionni
Lilly's Purple Plastic Purse
Kevin Henkes
The Paper Bag Princess
Robert N Munsch
Edward the Emu
Sheena Knowles
Recommended book titles
Title
The Polar Express
Green Eggs and Ham
The Cat in the Hat
Where the Wild Things Are
Love You Forever
Alexander and the Terrible, Horrible, No Good, Very Bad
Day
The Mitten
Stellaluna
Oh, The Places You’ll Go
Strega Nona
The Velveteen Rabbit
How the Grinch Stole Christmas
The True Story of the Three Little Pigs
Chicka Chicka Boom Boom
The Complete Tales of Winnie the Pooh
If You Give a Mouse a Cookie
The Lorax
Amazing Grace
Jumanji
Author
Chris Van Allsburg
Dr Suess
Dr Suess
Maurice Sendak
Robert N.Munsch
Judith Viorst
Jan Brett
Janell Canon
Dr Suess
Tomie De Paola
Margery Williams
Dr Suess
Jon Scieszka
John Archambault
A.A. Milne
Laura Joffe Numeroff
Dr Suess
Mary Hoffman
Chris Van Allsburg
Recommended book titles
Title
Math Curse
Are You My Mother
The Napping House
Sylvester and the Magic Pebble
The Tale of Peter Rabbit
Hortan Hatches the Egg
Basil of Baker Street
The Little Engine That Could
Curious George
Wilfrid Gordon McDonald Partridge
Arthur Series
Lily’s Purple Plastic Purse
The Little House
Amelia Bedelia
The Art Lesson
Caps for Sale
Clifford, the Big Red Dog
The Paperbag Princess
Author
Jon Scieszka
Philip D. Eastman
Audrey Wood
William Steig
Beatrix Potter
Dr Suess
Eve Titus
Watty Piper
Han Augusto Rey
Mem Fox
Tolon Brown
Kevin Henkes
Virginia Lee Burton
Peggy Parish
Tomie De Paola
Esphyr Slobodkina
Norman Bridwell
Robert N. Munsch
English Language and
Literacy Programme @ Kellock
Reading
Writing
Speaking
STELLAR
Programme
Literacy
Programme
Project
Write Right
Speech
and Drama
Shared Book
Approach (SBA)
Kellock Reading
Lab Programme
• School-based
Phonics
curriculum
• Levelled Readers
Modified Language
Experience
Apporach (MLEA)
Learning
Centres (LC)
Show and
Tell
Book Buzz @
Kellock
Reading, Writing, Speaking, Listening
Project Write Right
English Language and
Literacy Programme @ Kellock
• Aims to teach pupils writing skills in narrative
by breaking the skills into bite-sizes for easy
retention, comprehension and practice.
Group Activity
(Opening using time/weather)
English Language and
Literacy Programme @ Kellock
Reading
Writing
Speaking
STELLAR
Programme
Literacy
Programme
Project
Write Right
Poetry
Recitation
Shared Book
Approach (SBA)
Kellock Reading
Lab Programme
• School-based
Phonics
curriculum
• Levelled Readers
Modified Language
Experience
Apporach (MLEA)
Learning
Centres (LC)
Show and
Tell
Book Buzz @
Kellock
Reading, Writing, Speaking, Listening
Poetry RECITATION
English Language and
Literacy Programme @ Kellock
• Aim to develop students into confident and
effective communicators.
• Through this platform, students will develop
and acquire basic drama skills and have the
opportunity to be exposed to poetry.
Show and Tell
English Language and
Literacy Programme @ Kellock
• Aim to develop students into confident and
effective communicators.
• Skills to develop confident speakers will be
taught to pupils.
• Skills include:
– Presentation skills such as posture, voice
projection, eye contact
– Writing a script
What you can do to
support your child?
• Read to and with your child.
• Be open to the different types of children
books.
• Be encouraging and allow them to develop
and learn at their own pace.
Reading Strategies to avoid
• DVD programs with words flashing on the TV
screen will not teach your child to read.
• Memorising phonics rule is not an effective
strategy in teaching reading.
Programmes
 Problem Solving Package
(PSP)
 Speed Challenge
 Math Alive
 Learning Journey 
Supermarket Trail
Problem Solving Programme (PSP)
Intent: To develop P1 – P6 students problem
solving skills through the teaching of
heuristics and thinking skills using the
thinking routine UPER
Step 1 (A) : Understand the What are you asked to find/solve?
Problem
What facts do you have?
What do you know that is not stated in
the problem?
Step 2 (B) : Plan
What strategies do you know?
Try a strategy that seems workable
Step 3 (C) : Execute the Write out the steps
Plan
Think of the big steps first, and then do
the little steps
Step 4 (D) : Review
Re-read the question
Did you answer the questions asked?
Does your answer make sense?
Problem Solving
Package (PSP)
 Draw it Out
 Model Drawing (Addition,
Subtraction, Multiplication & Division)
 Look for a Pattern
 Work Backwards
 Guess & Check
Math Alive
Intent: To engage students
Learning beyond the
classroom
in authentic tasks to explore
mathematics concepts and
ideas at students’ own pace Connect Math to daily
lives
and together with their
Parents.
Collect 12 stars
and exchange for
this nice badge
S/N
1
2
3
No. of
Stars
Tasks
Paste a receipt on a piece of A4 paper. Highlight the receipt
number.

Write down the largest and smallest 3-digit number using
the digits given.
Go to a bus stop. Take a picture of at least 6 different bus
numbers.
Paste it on a piece of paper.

Group these numbers into odd and even numbers.
What do you notice about the digits in the ‘ones’ place of
the even and odd numbers?
Create a card game or board game that requires the use of
the 4 operations (+ , -, ×, ÷) of numbers within 1000
Include the instructions and rules on how to play the game.

(Eg: Monopoly, Snap)
4

5

Create a song / jingle / poem / haiku on multiplication and
division of 2, 3, 4 or 5.
Perform the song / jingle / poem / haiku you have created in
class.
Find labels of 2 products that show units of measurement in
grams (g).
Paste the labels on a piece of paper
Date
completed
Parent’s
Signature
Teacher’s
Signature
Math Alive
Compulsory task 1 :
Paste a receipt on a piece of A4 paper.
Highlight the receipt number.
Write down the largest and smallest 3-digit
number using the digits given.
Greatest Number : 987
Smallest Number : 101
Math Alive
Compulsory task 2 :
Cut out advertisements from the
newspaper or supermarket brochures
showing different brands of similar items.
Paste the picture and price of the item
onto a piece of paper.
Math Alive
Compulsory task 3 :
Take at least 3 pictures of objects that are
made out of the following 3D shapes in
your house / around your neighbourhood.
(Eg: cuboid, cube, cone, cyclinder, etc)
Speed Challenge
To develop speed and
accuracy through
straight forward
computations
Supermarket
Trail
 Make connections between
math and authentic learning
experiences
 Financial Literacy Curriculum
- comparing prices
- budgeting
MOTHER-TONGUE
CURRICULUM
P2 Parents Briefing
23rd Jan 2015
Modular Approach (P2)
Students who
need more
support in
learning CL
Majority of students
Students with
interest and
ability
Bridging
Module
Core
Module
Enrichment
module
Core
Module
Holistic
Assessment
Holistic Assessment
Core
Module
Holistic
Assessment
P2 Cerise Chinese Banding
1 ANNIKA RENAE THIEN
17
2 HAZEL LEE SI TING
18
3 KWON SUN JIN, GRACIE
19
4 MADISON ANN LO
5
MEVIS GAY
6
NATALYN TEO ZI LIN (ZHANG ZILIN)
7
NG JAY EN
8
RACHEL LAU JIE YING
9
SOW YU XIN
10
TESSA TAN QI HUI
11
ZHU LE XUAN
12
ELIZABETH LOO SHI EN
13
JULIA ANNE LEOW HUI XIN
14
RINA SAHTEENE REGNO SUGPATAN
15
VERONICA LIAU JIN WEN
16
ZOE ANNE SLOANE
20
Miss Zhang
Linyue
(张老师）
21
22
23
24
25
26
27
38
29
Mrs Esther Tan
(郭老师）
30
ANG HUI JUN VANESSA HILLARY
CELINA ISABELA MADAMBA ABUEG
CHAN ZENLING
CHNG HUI JIN
CHUA YUE XUAN AMANDA
CLARYSE CHENG YING XIN
FIONA TAN LIN XUAN
JENELL LIM JIA YI
LAUREN NEO NING EN
LEE SHU RUI
LIM LE QING LUCIA
PAIGE LOH WAN SEON
SASHA SANJINI RAVEENTHERAN
SHIRLEEN HO YITING
Ms Xu Jing
(徐老师)
P2 Indigo Chinese Banding
1 CHAI SHEENYEE
14
2 CHAN SZE YIN
15
3 CLAUDIA XUE EN PEERIS
16
4 EMILY SIM LIN XI
5
KEIRA PHUA SYN NING
6
LIM NI
7
NICOLE CHEAH LI JIA
8
PNG SI XUAN, MIKAELA
9
TANG XIN YU
10
ALANNAH NG GAI XUN
11
CADENCE NG
12
NADIA ALISSA KOSDI
13
SOON LE XUAN LESHANE
17
Mdm Liu
Shiwei
(刘老师)
18
19
20
21
22
23
24
Mrs Esther
Tan
(郭老师）
25
26
27
28
29
CHOI MING XIN
CHUA ZI XUAN
EZANN SEPHIRA TAN
JEONG SE RYOUNG
JERLYNE TAN SI TING
KANG XIN YI
KEELEY JAEDE ENRUI BUTLER
KWONG MINGYUN
LEONG YUN JIA
NATALIE TAN HUI EN
NAW ANGELINE THAW
RENAE GAN XI EN
SHANNON LEE-KARIM
SIM HUI YI NEUKO
VICTORIA KWEK
YAP SI QI, ANGEL
Mdm Wong
Foong Li
(黄老师)
P2 Lavender Chinese Banding
1 CHAN CHUN YI, SARAH
15
2 CHONG HUI XUAN
16
3 CHUANG WENG YIN NADYA
17
4 DESTINEE TAY HUI XIN
5
FAITH KIRSTEN TAN
6
KASEY CHUA
7
KOH LU HUI CHARIS
8
LI WENXIN RACHEL
9
PAIGE NG QINYI
10
SHANNON TEO LE XUAN
11 SING ZI QI JADE
12
TAN YI HSUEN
13
YEO LI XIANG
14
LIM SIYU, CELESTE
18
19
Mdm Liu
Shiwei
(刘老师)
20
21
22
23
24
Mrs Esther
Tan
(郭老师）
ALANNAH YEO YUAN LE
CADENCE TOK EN GHEE
CHARLIZE LAM
EMMA LIM YAN MIN
EMMA WAN KAIPIN
GABRIELLE SIM HUI YING
JANAE WOON EN
JERALYN HENG YI TING
LEE LE PARIS
MARISA PATIL
25 NADINE NG
26
NAW EVANGELINE THAW
27
NG PEI LING
28
QUAH YAO YI GRIER
Miss Koh Wee
Mong
(许老师)
P2 Lilac Chinese Banding
1 ALEXIS LOW JIA YING
2 CARINE LEE
3 CHLOE TENG RUI XUAN
4 CHONG ZI ERN RACHAEL
5
CHUNG EN-QI
6
HUANG LEXUAN RACHEL
7
LEE PEI ROU, CERICIA
8
LIN ZIYING
9
MEREDITH AMBER CHUA RONG TING
10
NEO TONG WEI, MAEGAN
11
QUEK CHIEN YEE, SOPHIA
12
THAM YU QING
13
TNG HUI QING
14 JIMIN SONG
15
Mdm Liu
Shiwei
(刘老师)
Mrs Esther
Tan
(郭老师）
15 AMELIA NEO HUI EN
16
ARIEL SOBRIELO
17 DELILAH FOGARTY EL FATTACHI
ESSAKALI
18
EMMANUELLE LAETITIA LIM MING
19
FAITH NG KAIXIN
20
JANE NGUYEN NGOC MINH ANH
21
KIMBERLY LOW SHI XIAN
22
LARA QUAH SHEEN SUN
23
NAOMI GOH EN XUAN
24
NICOLE LIM KAR ENG
25
PEARLSIA NG ZHAO HAN
Ms Xu Jing
(徐老师)
P2 Magenta Chinese Banding
1 CHLOE YEE EN NING
14
2 CHOW XIN YING CLAIRE
15
3 CLAIRE CHEE LI ANN
16
4 FAITH YANG
5
KAYLA HENG E-JEAN
6
KLAUDIA TOH YI JING
7
LEE XUE EN AERIEL
8
NG SUM YEE (WU QINYI)
9
NICOLE SIM RUI SHI
10
OH RACHEL
11
JERNISE TOON ZHIYI
12
KEISHA-ANNE ESPANOL PHILLIPS
13
LAETITIA LIM RUOYUN
17
Miss Zhang
Linyue
(张老师）
18
19
20
21
22
23
24
25
Mrs Esther
Tan
(郭老师）
26
ASHLEY LEONG
ASHLEY-ANNE LEE
CARRIE CHOW
CHAN KAI WEN
ENG CADHLA
GISELLE RUSIANTO KEK
HO YU XUAN ARWEN
JANELLE CHAN WAI YEE
LIEW JING HUI ASHLYN
MEGAN LORELEI LEE MING EN
REGGINA TAY SUN LING
SARAH NG KEE EN
SHAUNA DIYA SIDHU
27 ZARA ALLYXANDRIA CHOO TZE
EANN
Miss Koh Wee
Mong
(许老师)
P2 Violet Chinese Banding
1 ANG YUN YI, SHYANN
15
2 CELESTE TOH WEN SHUEN
16
3 CHLOE YEO LUE GI
17
4 JANESSA LOW SI EN
5
KAYLA YURIE TOH
6
KU JING SHUEN
7
LIM EN QI, CHLOE
8
LOKE KAYEN
9
MEGAN LIM YI XIN
10
NICOLE CHUA YI TONG
11
PEARLE TEO JUE ZI
12
SARAH SAW YI YAN
13
TAN MINZHEN MEAGAN RAE
14
ZHAO JINGHAN
18
19
20
21
Miss Zhang
Linyue
(张老师）
22
23
ASHLYNN CHOO MIN QI
CHUA KIT HAE REBECCA MAE
CLAIRE ELISIA KHO
EVA NICOLE TAN BORROMEO
GOH SHI HUI, TIARA
LAU JIA QI
Mdm Wong
Foong Li
(黄老师)
LEE SI XIAN SHERMIN
NATALIE TEO HNG YEE (ZHANG XINYI)
TEO JIA EN , BERNICE
24
TNG ZI XUAN
25 RAGONTON LOUISE SHANE MISOLA
Mrs Esther
Tan
(郭老师）
CL Learning resources:
 iflashbook Game (游戏乐翻天)
 Mc Online
(华文、冠军王等练习)
 Xuele (学乐)
 Oracy Eland (听说E乐园)
CL Programme: “Let’s Talk”
你一言，我一语
 ICT-enriched oracy programme which leverages on
mobile technology
 Fun and interactive oral lesson packages
 Develop students to be confident speakers in
Chinese Language
MTL Fortnight:
 Chinese Story Telling by Edmund
Chen Zhi Cai
In order to cultivate the interest in
reading, we will invite the famous artist Mr
Edmund Chen Zhi Cai to conduct a mass
story telling (level) with the pupils during
the MTL Fortnight.
TL Learning Resources:
Pazhahutamil – E-learning Portal
Engage your child with a cloud of attention-grabbing
and relevant digital multimedia learning resources,
including games that can be found in Pazhahutamil
website.
TL Enrichment Programme:
P2 “Villupaattu traditional story telling ”
 In line with the school’s vision towards 21st
Century Competency.
 Develop students to be confident speakers
in Tamil Language.
 Villupaathu music creation
Dates: 12th February
Time: During MT lesson
ML Learning Resources

Engage your child with a host of interesting and
relevant digital multimedia learning resources,
including games and grammar practices that can be
found
in
the
TINTA
and
MC online website.
Tinta Tunas
Mekar Dalam Talian

MC Online


ML Enrichment Programme

o
o
o
Dikir Barat Workshop
Enhance the spirit of patriotism and
love for the country among the
younger generation
Inculcate the spirit of united and
strengthen
relationship
among
students
Widen students’ knowledge on the
Malay culture and the use of Malay
language



Date: 5 February 2015
Time: 1.40pm-3.40pm (Thursday)
Venue: School
REPORT CARD OF THE FUTURE, TODAY
HOLISTIC REPORTING MODULE
HOLISTIC ASSESSMENT
TERMLY REPORT
Programme For
Active Learning
(PAL)
Objectives:
 Provide broad exposure to Sports, Dance,
Drama, Visual Arts and Outdoor Skills
through fun and varied activities
 Facilitate the well-rounded development
of pupils in the 5 learning domains
(cognitive, moral, social, aesthetics,
physical)
 Provide varied avenues for pupils to
develop social emotional competencies
Sports
Outdoor
Education
Dance
Term 1
Cerise
Indigo
Lilac
Lavender
Magenta
Violet
Term 2
Magenta
Violet
Cerise
Indigo
Lilac
Lavender
Term 3
Lilac
Lavender
Magenta
Violet
Cerise
Indigo
Performing Arts (Dance)
Experience different cultures
through
Chinese, Malay and Indian dance
Sports
Engage students
through a variety of
sports & games and
extend their
kinesthetic abilities
Explore, create and
improvise activities in Share ideas with one
another
sports & games
Outdoor Education
Buddy aid
Knot-tying
Map reading
Admin
K-Bites  monthly updates
Can be found in CHIJ Kellock
website
Thank You!
We hope to work
in partnership with you
to bring out the best in your girls