K1 Announcement

This K1 Announcement page will be used to share curriculum updates, giving you an overview of what the children will be learning over the course of the year.  Your child's class teacher will let you know when to look out for these announcements through a message on Seesaw. 

K1 Curriculum Information Update

April - June 2024

UWCSEA Profile focus

Through all areas of the Learning Programme, K1 will be focusing on developing the skills and qualities of:

Collaboration: We can be Collaborative by being team players.

Critical Thinker: We can be Critical Thinkers. We can do our own thinking to solve problems through discovery and can ask interesting questions.

Communicator: We can be Communicators through speaking, writing and body language to communicate with others.

Principled: We can be Principled by showing fairness, respect and responsibility for the things and people around us.

Wondering Projects

In this unit, K1s will inquire into areas of wonderings, working collaboratively with those who have similar conceptual questions and thinking. Throughout the unit they will think like inquirers (researchers, scientists, individuals), learning how to ask related questions and exploring some elements from the Inquiry and Scientific processes to build understandings.

Inquiry Process - Engage, Question, Find Out, Make Meaning, Share

Scientific Process - Observation, Questions, Predict, Experiment, Record, Analyse, Conclude

The K1s will build upon their previous experiences as agentic learners, actively engaging in intentional provocations whilst building their skills of observation. 

The children will explore ways of sharing what they have learned through ‘the hundred languages’ such as through art, digital formats, bookmaking, creating their own non-fiction books and communication.

The K1s will continue to see themselves as readers and writers and begin to identify their specific strengths and areas for growth. The children will begin to make connections between reading, writing, speaking and listening as they express their wonderings and discoveries. 

As a parallel mathematical inquiry, the K1s will be exploring measurement, focusing on the following guiding questions:

• Why do people measure things?

• What attributes of an object can be measured?

• How can units help us to measure?

• How can we compare objects? (language of measurement)

Ways to help at home:

If you haven’t already you might like to visit the following spaces in Singapore to spark your child’s curiosity and thinking:

• Science Centre

• Art Science Museum

Questions to support learning:

• What are you noticing?

• What wonderings / questions do you have about …?

• What can you see / feel / touch - how would you describe it? (smooth, rough, bumpy)

• How could this help us / our community / the world?

• What is a question?

• Why do people ask questions?

Ways to help at home:

• Please continue to enjoy reading at home and encourage your child to retell parts of or all of the book. 

• Please share a range of non-fiction books as well as fiction books with your child

• You can log onto PebbleGo for more non-fiction resources - username and password - uwc

Ways to help at school:

Thank you to all the parents who have volunteered to be Mystery Readers. The children have loved hearing your favourite stories and sharing in the excitement and intrigue of whose family member will join us each week. We will continue our Mystery Reader sessions this term so please contact your child's teacher if you would like to volunteer either in class or by sending a video for us to share.

Mathematics - Adding and Subtracting to Solve Real-life Problems

As well as counting strategies, students will explore ‘combine and remove’ - addition and subtraction (within 10). These opportunities will be play based and relevant to the real world. Students at this stage will focus on using concrete materials and begin subitizing small amounts (ability to recognise a small group of objects without counting). Students will be developing a range of strategies such as counting-all, counting on and back and part-whole thinking. They will communicate and represent their thinking in a variety of ways. 

Some key ideas we will be exploring include;

• What happens when we add objects together and take objects away? (more or less)

• Why do we add objects together and take objects away?

• How do people combine and remove objects to make a total or a difference?

• How do we know which group has more or less?

Ways to help at home:

• Use number and mathematical problems in everyday situations to demonstrate the importance of maths in real-life situations.

• Use a range of mathematical language and non-mathematical terms to describe the actions of adding and subtracting: words like altogether, total, in all, minus and how many left? 

• Ask questions such as ‘How many oranges are there left in the fruit bowl?’ ‘How many would there be if there was one more/less?’

Music

During Term 3, students will explore storytelling through music.  Following up from the K1 Arts Festival, learning will be focused around setting music to familiar stories and exploring how to compose music of their own using instruments. Students will also continue to sing this term, differentiating between their singing and speaking voices to develop healthy singing habits.

Chinese

In Term 3, the children will build on their Chinese speaking and listening skills, as well as gaining an understanding of the Dragon Boat Festival. Through rhymes and stories, the children will be learning about Farm Animals and also make crafts to support them in presenting the ideas and information in Chinese. 

Spanish

In Term 3, students will learn within the contexts of places in the city, transports, weather and seasons. They will practise their listening and speaking skills through Spanish stories, traditional songs and rhymes. The children will demonstrate their learning through a series of activities such as arts and crafts and mini projects.

PE

The students have started their Swimming Unit where they will grow their confidence in the pool. The other unit that is being taught alongside swimming is Yoga. In Yoga the students will be exploring; body tension, flexibility and mindfulness and how it can be used in daily life. Towards the end of term, there will be a large focus on being collaborative and developing communication skills through working with a partner or in a small group setting. 

Swimming

K1 will be having one swimming lesson a week for the next eight weeks. Please check on your child’s Seesaw with more information from the PE department about these swimming lessons.

Your child will need to bring:

• Swimsuit (one piece for girls and fitted shorts for boys)

• Swimming goggles, this allows them to see in the water and helps with confidence 

• Swimming caps, these can be material or rubber. This is to keep the pool hygienic for all swimmers.

• Rash vest is optional (please make sure it is tight fitting for safety)

• Towel to dry with after

Dates to Remember

• Monday 29th April - Season 4 Activities Start

• Wednesday 1st May - Public Holiday for Labour Day (school closed)

• Wednesday 22nd May - Public Holiday for Vesak Day (School closed)

• Tuesday 30th May or Thursday 1st June - K1 Learning Share with Music (parents welcome, more information to follow)

• Friday 21st June - Last day of Term - 11am Finish for Infant school

Dear Parent/s,

I am writing to inform you of our upcoming units that are part of our Safe Behaviours programme, which is taught as part of Personal and Social Education. 

In the first term we have focussed on the two units:

1. The Right to Be Safe - feelings, being safe and warning signs

2. Relationships - rights and responsibilities, identity and relationships, and trust and networks

The following two units will be taught from now until the end of Term 3.

3. Recognising When I’m Not Safe - privacy and the body, touching, recognising abuse, secrets

4. Keeping Myself Safe - strategies for keeping safe

We cover these units at similar times within the different grades within the Infant School so that you can encourage or help support with conversations at home that may happen when you have Infant School siblings. 

Why Is Child Protection Important?

Protecting the safety and well being of children and young people is a fundamental responsibility that cannot be compromised by other considerations.

All children and young people have the right to:

• Be treated with respect and be protected from harm

• Be asked to express their views and wishes about matters affecting their lives and to have those views appropriately considered by adults

• Feel and be safe in their interactions with adults and other young people

• Understand, as early as possible, what is meant by ‘feeling and being safe’

• The support of staff in their education or care environment whose role includes being an advocate for their safety and well being

The following page includes information about what is covered in each unit. Please note that as recommended by our international safe behaviours curriculum, teachers will be using correct names for body parts under the recognising and reporting abuse unit (see - http://tiny.cc/CallBodyPartsWhatTheyAre for more information). We will only be naming some of the body parts named in the article and they will include penis and vagina.

How Can I Support My Child?

The best way that you can support your child is to be open to having conversations about these topics. E.g. You may wish to ask them what they have learnt at school about keeping themselves safe? The following information is an outline of what is covered at school and may help to guide your conversations at home.

If you have any further questions, please feel free to contact your child’s class teacher or myself.

Kind regards,

Tracy Jochmann

K1 students are supported to:

Focus Area 1: Right to be safe

• understand different feelings and emotions, e.g. happy, sad, scared, angry, surprised

• know what to say if they feel unsafe such as ‘Stop it’ or ‘I don’t like it when…’

• recognise safe and unsafe situations in different places 

• know what they can do if they feel unsafe and how important it is to talk to a trusted adult

• give examples of who they believe is a trusted adult

• understand what an emergency looks like and know what they can do if one occurs.

• know what a warning sign might look and feel like, e.g. seeing someone suddenly get angry, butterflies in tummy, heart beating fast, shivering, can’t move

• understand what they can do if they have warning signs, e.g. tell a trusted adult

Focus Area 2: Relationships

• understand that we all have rights, e.g. the right to be safe, the right to be cared for, the right to be listened to

• know the difference between things they may want such as chocolates, toys, and things they need such as food, a bed, and a safe place to live

• recognise fair and unfair situations, e.g. sharing their toys, playing with others in the sandpit, taking someone’s food, hurting someone

• practice assertive language particularly when they feel unsafe (e.g. threatened, in danger, scared, harassed or worried) such as holding a hand up and saying ‘No’ or ‘Stop, I don’t like it when you..’

• understand different types of relationships they have with people such as family, friends, neighbours, teacher, police officer

• draw (write/scribe) people they feel they can trust including people they know and people they don’t (e.g. when they are lost or unsafe they could talk to a police officer or shopkeeper)

• practice talking to the people on their trusted network

• know how to get help if they need it, talk to parents/carer, teacher or other trusted people

Focus Area 3: Recognising and reporting abuse

• know and use correct names for private body parts 

• understand that their whole body is private and no one has the right to touch them without their permission

• know the difference between safe and unsafe - if two friends agreed to hold hands or hug; unsafe - touching private body parts unless receiving medical treatment by a trusted adult, doctor or nurse 

• practicing saying ‘No’ and ‘Stop it’ if they feel unsafe, or being touched in a way that's makes them feel uncomfortable 

• understand the importance of telling a trusted adult if they feel unsafe, uncomfortable or scared

• know what are unsafe situations or behaviours (different forms of abuse), e.g. being hurt, being touched inappropriately, seeing others being abused 

• understand who can they can seek help from in the community, e.g. police, shopkeeper, bus driver

• know the difference between safe and unsafe secrets, e.g. safe secret  - a birthday present; unsafe secret - someone tried to touch their private body parts. If they are not sure about a secret then they must talk to a trusted adult

• know what a threat is and what to do if someone threatens them. Practice being assertive and ways to tell a trusted adult

Focus Area 4: Protective strategies

• practice solving problem in a range of safe environment, e.g. use of puppet play to demonstrate safe and unsafe scenarios and resolutions for how they can keep themselves safe

• practice assertive language such as ‘No’ or ‘Stop, I don’t like it when you…’

• regularly review their trusted networks to ensure they include people that they know will listed to them and help them

• include people on their network from a range of environments, e.g. family, school, emergency contacts 

• be persistent, especially when seeking help (to keep asking for help until a trusted adult helps them).

K1 Curriculum Information

October - December 2023

UWCSEA Profile Focus

Critical Thinker - Sharing our own thinking to solve problems through discovery and asking interesting questions.

Communicator - Communicating effectively -  speaking, writing and body language are some ways we can communicate with others.

Commitment to Care - Showing a ‘Commitment to Care’ through service to others, taking action and by caring for places and living things.

Caring for our Outdoor Environment

This unit focuses on understanding how our actions can impact our own lives and the environment in which we live, particularly of our outdoor learning spaces. We will observe and take inspiration from our environment to influence our artistic creations. We will continue emphasising the importance of slowing down, noticing our surroundings and making connections between nature and classroom learning, such as identifying patterns in nature and creating our own patterns.

We will also focus on the concept of living things; being aware of how things grow, and change and develop over time. We will develop an awareness of the basic needs of living 

things and how to provide for these. We will be exposed to non-fiction books and explore how we can share factual information related to our interests.

This unit is interdisciplinary, encompassing the following areas of our curriculum; Personal and Social Education, Service, Literacy, The Arts: Visual Arts, Humanities and Outdoor Education, Maths: Pattern.

Conceptual Understandings:

• Actions people take in outdoor environments can protect or harm living things and their habitat.

• By understanding the needs of living things, people can make informed choices to help them grow and stay healthy

• Artists often use their surroundings and personal experiences as inspiration for their work.

• We can share what we know

• Patterns exist when repeated elements form an identifiable sequence

Guiding Questions:

• How do our actions protect or harm living things in our environment?

• How can my environment inspire me to be creative?

• Why is it important to share information?

• How can I share what I know?

• What is a pattern? 

Possible ways to help at home:

• Spend time in nature and encourage detailed observation of elements in our natural world as well as any changes noticed over time.

• Continue to value the importance of reading to your child at home, sharing a range of genres including fiction and non-fiction books.

• Looking for specific ‘facts’ your child has inquired about in an information book.

• Identifying repeating patterns in and around your home and local area.

Number Confidence

August - December 2023

During this half-term, we will continue to focus on ‘counting and number.’ This will involve the children exploring forwards and backwards counting; counting rationally with one-to-one correspondence: identifying and ordering numbers; comparing numbers and quantities. The concept of number will improve by making connections between numbers, their purpose, and how we use them in the real world.  

Simultaneously, explorations involving shape, pattern and measurement are also occurring in different K1 classrooms. 

Conceptual Understandings:

• Number sense develops through the ability to recognise the value of numbers, their magnitude and relationships to each other

• People can sort, compare and represent objects as data

Guiding Questions:

• How does counting help people know how big numbers are?

• How do people use numbers to show the difference between amounts?

• How can I identify and order these numbers?

• Which quantities do these numbers represent?

Possible ways to help at home:

• Incorporate maths and number into everyday practical situations to make number problems meaningful for your child e.g. how many apples are left in the fruit bowl? How many red cars are in the car park? 

• Identify and recognise numerals in and around your home and local area.

• Use familiar objects such as toy cars and characters to count and compare.

Chinese

The K1s will continue to learn their Chinese class routines and be able to comprehend and tell the basic instructions in Chinese. At the same time, they will begin to explore the Chinese language by rhymes, stories, and making crafts. 

Spanish

This term, students will practise their listening and speaking skills by using greetings, giving personal information and talking about their families. Students will also continue practising their class routines and how to respond to basic instructions and questions. They will learn about the needs of plants and the life cycle of living things in the garden. Students will also explore the culture of different Spanish speaking countries by learning about some famous celebrations such as Christmas. In addition, students will develop their communication skills by expressing their needs with simple words and understanding teacher instructions and questions.

Music

For the second part of Term 1, the students will continue developing their sense of steady beat. We will learn about musical elements such as tempo and dynamics, through rhymes, instruments, listening, and movement. We will focus on conceptual understandings around the elements of music, and developing skills and techniques for making music together as a group. Students will also explore the role that music plays in different cultural celebrations.

PE

This term the students will have an introduction of manipulatives. The students will be learning how to throw underarm and overarm towards a large target and also working on their catching skills. The students will continue to learn how to expand their skills using large balls. They will be using both their hands and feet exploring dribbling, passing and shooting towards large targets.

Key Dates:

• Season 2 Activities - Start on Monday 6th November

• Whole School Deepavali Celebration - Friday 10th November - students are invited to wear traditional South Asian/Indian clothes (students are not expected to dress up but are welcome to if they wish)

• Deepavali Public Holiday- Monday 13th November (no school)

• K1 Parent Coffee Morning - How we learn in K1 - Wednesday 15th November 8.15 - 9.15am

• Parent Teacher Conferences - Wednesday 22nd November (no school day for students)

• RU Ok? Day - Thursday 23rd November

• Parent Curriculum Meeting - Infant School Parents - Friday 1st December 8 - 10am (The sign up form will follow in the coming weeks)

• Uniting Nations Day - Friday 8th December (parents welcome to attend, more information will follow)

• Last day of Term - Friday 22nd December (school finishes at 11am)

K1 Curriculum Information

August - October 2023

UWCSEA Profile Focus

Self - Manager - Developing independence in our morning jobs, daily routines and learning.

Self-Aware - Being mindful of ourselves and all the things we can do. 

Principled - Emphasising the importance of showing fairness, respect and responsibility for things and people around us.

Possible ways to help at home:

• Use the same terms at home to support the home-school partnership and help foster a growth mindset in the children.

• Encourage independence in daily routines and activities at home such as putting their own socks and shoes on or helping lay the table for dinner

Making Connections

Our first interdisciplinary unit will encompass the following areas of our curriculum; Personal and Social Education, Service, Literacy, The Arts: Visual Arts, Digital Literacy and Outdoor Education. 

As the K1s join their new learning environment they will explore how to be connected to self, connected to others and connected to the environment in different ways throughout the term. The students will make a plan to focus, guide and support their learning and to develop a greater understanding of their own identity as a learner. The students will develop and reflect on their own goals linked to each of the areas below. These goals could look like; unpacking my bag, sharing my ideas with others, exploring a new space, playing with a new friend, helping our classmates, being respectful and helping to tidy up, writing my name.

Connected to Self (body - fine motor, gross motor and emotions, identity, feelings) 

A sense of identity will help the children feel more positive about themselves and more open-minded to those different, new environments and new experiences. When exploring literature we will focus on Illustrations and notice the details of a story and the way the author uses illustrations to express feelings and identity. We will recognise and identify our individual feelings, interests and preferences.The children will be developing their fine and gross motor skills through a range of sensory experiences, such as nature visits, water exploration, swinging and climbing in the playground, and using materials and tools in different ways - e.g. playdough, clay, fabrics. 

Connection to Others (Friends, Family, K1 Community and wider School Community)

Children will explore how their interactions with others make them feel and by understanding the feelings of others, this can support their growing relationships and positive identity of self. Oral language development will be a focus throughout as the children develop confidence to elaborate upon their ideas when sharing observations and thoughts. As children connect with their classmates and develop friendships in our community we will focus on fairness, kindness, respect.

Connected to Environment (indoors and outdoors, resources and tools)

This unit will encourage the children to use their senses to explore their new learning environments and routines, both indoors and out. We will be focusing on slowing down, to enhance our ability to notice and observe what we see, hear, touch and smell. They will be using a variety of materials,tools and techniques to connect with their environment and develop motor skills.

Whilst slowing down, listening to and being responsive to the learners, the different connections will be interwoven and taught dependent on the needs and interests of the students. As we discover about ourselves as learners we will begin a journey to explore mindful practices to help us focus, slow down, and be present in the moment. The children will navigate and observe our environment to gain an understanding of the impact we have upon it and learn how to take care of their learning spaces, laying the foundation for creating socially responsible citizens.

Conceptual Understandings:

• An individual's interests and preferences contribute to their sense of identity

• By recognising emotions in oneself and others, individuals can engage in behaviours that support personal and community well-being.

• Artistic experimentation with materials, tools and techniques enables artists to investigate media using their senses.

• Discussions require appropriate listening and speaking strategies and behaviours to create the conditions for shared meaning 

• Individuals can use their senses mindfully to experience and form connections to outdoor environments.

• By thinking about others in their community, individuals can develop skills and qualities that build a sense of fairness, kindness and respect

Guiding Questions:

• What makes you, you?

• What do you like … what do you not like?

• How can you slow down and observe?

• How can you use tools and materials to share my ideas?

• How do you use materials responsibly?

• What are feelings?

• What can you do when you feel….?

• What does listening look like?

• How can you start communicating with others?

• How can we take care of our learning spaces?

Possible ways to help at home:

• When sharing stories at home, value the illustrations in a book and encourage your child to read from the illustrations to develop rich vocabulary. Children need to be able to verbalise a sentence before they can write it down.

• Acknowledge your child’s emotions, for example when they are feeling upset, angry or tired. Help your child to talk about and understand how they are feeling and discuss strategies to work through these feelings.

• Visit parks and green spaces and enjoy taking time observing your surroundings - what do you notice about plants / trees / wildlife? What can you see? What can you feel? What can you hear? What can you smell? What colours can you identify? What shapes can you spot? How is wildlife moving? What do you already know about them and what do you want to find out? 

• Thank you to everyone who has already sent in a family photo. It’s not too late if you haven’t, please send one to your child’s class teacher so your family can be represented in our class environment. The family photos create a lovely platform for the children to share their home community with their new friends and provide a sense of belonging in our learning space.

Love of Literacy

August 2023 - June 2024

Throughout the year we will be fostering a love of all things literacy in K1. 

Fostering a love of language - ‘Playing’ with language and developing the children’s phonological awareness (rhyme, words, syllables, sounds within words). Providing  intentional opportunities for the children to share their personal experiences through oral language. 

Fostering a love of reading - Developing a passion and a love of reading through exposure to ‘read aloud’ sessions with the whole class, in groups and individually. Class books, Library Books and when your child is ready ‘just right’ books will be sent home.

Fostering a love of writing - Emergent mark-making and writing may take many forms; drawing, squiggles or mark making, a random string of letters or an attempt at recording the letter sounds they hear in words. All of these are legitimate forms of writing that should be valued.  Over time, we will also be modelling and encouraging children to try new things in their writing. The development of phonemic awareness and letter formation will follow; however, until they see themselves as writers, it is often difficult for children to take that first step and try something new. 

Phonemic Awareness

Meaningful and purposeful provocations will be set up to encourage the development of phonics (the direct relationship between sound and symbol). Throughout the term in K1, we will enjoy ‘playing’ with oral and written language, such as in rhyme (cat, sat, mat), alliteration (Sam sips soda) and hearing sounds in words (e.g. by clapping the syllables in their own and others’ names). Teachers will build upon children’s knowledge, skills and understanding of phonics based on their existing understanding and the ongoing inquiry in the classroom. 

Possible ways you can help at home:

• Please continue to value the importance of reading to your child at home. In order to support and encourage this, children will be able to select books from our class library as well as the school library to take home each week

• Please focus on reading for enjoyment and purpose e.g. identifying the rhyming words in a Julia Donaldson or Dr Seuss book

• Looking for specific ‘facts’ your child has inquired about in an information book

• Playing ‘I spy with my little eye’ focusing on initial sounds in words

How you can help at school:

We would like to invite parents to come and be a Mystery Reader throughout the year. You are also welcome to send in a video of you or a family member reading a story and then we can share it with the class at a suitable time.

Number Confidence

August - December 2023

This term the K1 children will be involved in various explorations involving counting - both verbally and matching the count to objects.  Through daily routines such as self-registration, children will learn to use mathematical language when noticing if our five or ten frames are full or not full to determine how many friends are at school and to start to notice and understand the beginnings of the base ten system. 

We will also be exploring numeral identification and begin to develop an understanding that the last number counted states how many in all. These explorations will be encountered through play-based games, rhymes, stories, songs and inquiry projects. Teachers will work with students to ascertain their current understanding and move them on from this point. 

Conceptual Understandings:

• Number sense develops through the ability to recognise the value of numbers, their magnitude and relationships to each other

• Quantities can be compared concretely, pictorially and numerically.

Guiding Questions:

• What do you see? How do you see it?

• How does counting help people know how big numbers are?

• What is a number?

• Why do we need numbers? Why are numbers important?

• How do I show how many? How do I know how many?

• How do numbers help me to count?

• What are the different ways I can count?

• How can I record numbers? (eg taking a photo of a group of objects)

• How are objects alike?

• How are objects different?

• How can I put objects into size order?

Possible ways to help at home:

• Incorporate maths and number into everyday practical situations to make number problems meaningful for your child e.g. how many apples are left in the fruit bowl? How many red cars are in the car park? 

• Identify and recognise numerals in and around your home and local area

Chinese

The first unit of Chinese learning will be focusing on “Welcome to UWCSEA”. The K1s will learn their Chinese class routines and be able to comprehend and tell the basic instructions in Chinese. At the same time, they will begin to explore the Chinese language by rhymes, stories, and making crafts. The children will experience and understand the culture and traditions of the Mid-Autumn Festival.

Spanish

In this first year of Spanish students will learn Spanish through songs, videos, games, role-plays, storybooks and rhymes. This term, students will practise their listening and speaking skills by using greetings, giving personal information and talking about their families. They will learn about the needs of plants and the life cycle of living things in the garden. In addition, students will develop their communication skills by expressing their needs with simple words and understanding teacher instructions and questions.

Music

In Music, the children will begin their year by getting to know some of the ways we can connect with music. The students will learn about steady beat, a concept they will practice every time they come to Music. We will explore music through listening, moving, discussing, chanting, and playing instruments. We will begin introducing foundational musical concepts like tempo (speed) and dynamics (volume). We are looking forward to sharing the joy of music with your child!

PE

Welcome to K1 PE! Our focus at the start of the year is locomotion and spatial awareness. Through stories and adventures the students discover how to move in a variety of ways, such as hopping, jumping, skipping, galloping and moving side-ways. They also learn how to travel safely in our learning environment through beginning to recognise general and self space. 

Key Dates:

• Wednesday 6th OR Thursday 7th September - Settling in Conferences 

• Tuesday 26th September OR Thursday 28th September - K1 Learning Share with PE 

• Friday 13th October - Last Day of Half Term 

• Saturday 14th October to Sunday 29th October - School Holidays

• Monday 30th October - Return to school

• Wednesday 22nd November - Parent Teacher Conferences (no school day for students)

• Friday 22nd December - Last Day of Term

From left to right: Ms Rose, Ms Masyitah, Ms Sheikha, Ms Merrilyn, Ms Laura, Ms Rebecca, Mrs Udaiyar, Ms Jeanie, Ms Robinson, Mrs Rhodes, Ms Dewi, Ms Tiara and Ms Grace

First Week in K1

Meet the Teacher

Thank you so much to all the parents who joined us for the Meet the Teacher evening last week. It was a welcomed opportunity to share more detailed information specific to K1 and for you to meet some of the other parents from your child's class. In K1, we work very much as a team and we encourage you to play an active role in your child’s inquiries, curiosities and wonderings throughout the year.

Physical Education (PE) Days

All K1 Classes will have PE on a Tuesday and Thursday. Please send your child to school in their PE uniform on these days. The children will remain in their PE uniform for the duration of their PE days; no change of clothing is needed.

Water Bottles

Children require a named drink bottle which is leakproof. We ask that it is only filled with water. The children can refill this at school when needed.

School Shoes

Please ensure that your child is wearing closed toe shoes to school for safety reasons when playing in the playground. The children will keep their shoes on for the whole school day.

Sun Hats/Sunscreen

Please send in your child's hat in their bag on Monday. We will return hats every Friday so that they can be washed.  Please feel free to decorate your child’s white sun hat with washable paints, markers or beads… and your child's name and class.  If your child does not have a hat, they will only be allowed to play in shaded outdoor areas. 

Sunscreen should be applied before your child comes to school in the morning. 

Communication

Information will be sent to you from the class teacher or the school via email, so please check your inbox regularly. Please use the following email addresses to contact us:

Rachel Rhodes: rrh@uwcsea.edu.sg 

Laura Dias: ldi@uwcsea.edu.sg 

Naomi Udaiyar: nau@uwcsea.edu.sg 

Belinda Robinson: bro@uwcsea.edu.sg

Rebecca Clapp: rcl@uwcsea.edu.sg 

Please be reminded that if there are any last minute changes to your child’s travel arrangements at hometime, please call Cheryll at the Infant School Office before 1.30pm (tel. No: 6305 5344 Ext: 2101). Thank you for your understanding.

Dates to Remember

Wednesday 6th September and Thursday 7th September

Parent-Teacher ‘Settling In Conferences’ - More details on how to sign up for these will be sent via the school.

Tuesday 26th September or Thursday 28th September

K1 Learning Share - an opportunity for you to join your child and share their learning - more details to follow soon.

The K1 Team