NURSERY 1 (born in 2016)

​Young children can differentiate front and back through distinct features of objects. ​​

When they are asked to express the position of an object based on other’s perspective, they often would name the position based on their own perspective. This is attributed to ‘ego centrism’ which prevents them from understanding relations or from grasping relativity of notions or ideas.

This lesson, we look at strengthening positional vocabulary by encouraging and reinforcing the use of positional words and also introducing the use of ordinal numbers. With the use of 'animal train', your child will be able to point out the positions of the animals while interacting and having fun with their peers at the same time. 
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This will help further develop children’s number sense as they learn how numbers can be used to represent positions and the vocabulary for ordinal numbers. Concrete activities will help children better understand the use of ordinal numbers.

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NURSERY 2 (born in 2015)

Ordinal numbers (or number words like first 1st, second 2nd, third 3rd) are typically used as a number sequence to describe positions of objects in a list.

​In this lesson on spatial abilities, your child apply this number sequence concept as directional words to describe the position of an object in relation to fixed perspectives – front and back. Your child then moves on to learn to identify the perspective of another person's view, which is more challenging than the generic front/back.

​​As your child becomes more physically competent, a good grasp of directional words enhances his/her ability to give and follow directions and to articulate abstract spatial concepts with ease. These activities train your child’s spatial orientation ability to see from another perspective, which is essential for self-awareness.
 

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KINDERGARTEN 1 (born in 2014)

The ability to organise locations within some kind of spatial structure is fundamental to the process of learning and remembering spatial relations. 

​In this lesson, the focus is on understanding of how plane mirrors work.

Through this activity, your child discovers the correlation between the object(s) used and the resultant mirror images, namely:

• How the positioning of multiple objects can affect the appearance of mirror images
• How mirror images are actually a reversed “up-side-down” copy of the object, rotated 180 degrees perpendicular to the mirror’s surface ( as a recap to the concepts of symmetry and axial rotation )

After that, your child will be  guided to orientate himself or herself to that of a third-party, - be it in the same, opposite or perpendicular - directional viewpoint and apply this skill onto map navigation. 
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Ultimately, both components seek to nurture spatial skills; particularly in the capacity to carry out mental rotations – involving the visualisation and rotation of 2-D & 3-D images; perceiving these objects from various angles without the aid of a physical reference. This will also help your child in seeing the environment in a different way.

 

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KINDERGARTEN 2 (born in 2013)

Reverse thinking is the problem-solving method of working backwards systematically. This method is typically introduced in Primary 3 mathematics. 

This lesson reinforces the idea of multi-directional (left, right, up, down) movement across two-dimensional planes (line, grid).

​Your child will start off with moving on stepping stones and then on grids. After which, they will solve problems by interpreting, deducing meeting points along with reverse thinking;

1. Grouping

Our children are exposed to an alternate method of tackling the same set of multi-directional problems – as an introduction to the fundamentals of the “division” arithmetic operator.
     
     2, Reverse thinking
​Problems that require a bottom-up approach to solving are introduced into the curriculum. Our children are taught how to identify and understand past events leading up to the present state, working backwards systematically and in chronological sequence to tackle the questions posed.
Here, our children will also discover the importance of reading questions thoroughly, before attempting to tackle them head on.


​This will help your child to have a strong grasp of cause-and-effect, identify past events in chronological sequence and understand that the need to move in the opposite direction/backwards in the reverse chronological sequence. 
​By being able to apply the skill of reverse thinking, your child will be able to solve the same problem from bottom-up with a new perspective which helps in producing more creative ideas as well as solutions.


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Next LESSON'S focus:
THINKING WITH numbers