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Primary 1 Programmes


The domain on I Can! Programme is designed to develop students’ competence in self-management, social interaction and independence in navigating beyond their classrooms. It consists of 3 modules and each module spans over 3 lessons. I Can is divided into 2 modules.

Module 1 is part of a transition programme for the Primary 1 students. In this module, the students will learn to navigate their new school environment, how to take care of themselves, their friends as well as their environment in a primary school setting.

Module 2 on Information & Communication Technology (ICT) seeks to develop students’ competence in handling technology devices such as a laptop. In this module, they also learn the basic typing skills to enable them to be prepared for ICT-based lessons.


Outdoor Education  provides a platform for students to experience the outdoors and equip them with the necessary intrapersonal and interpersonal skills as they go about working in their teams. Students will learn about acceptable behaviours and safety at public places, packing right for activities, gardening, etc. They will also be given opportunities to use explore their surroundings using the different senses. Being able to observe animals and plants in their natural settings also allows them to experience life beyond textbooks and appreciate nature for what it is. Through constant exposure to the outdoors, students become more confident to work in natural settings.


Visual Arts domain focuses on students exploring with various art medium to express themselves creatively. Primary 1 students learn to express their feelings and emotions using colours. They learn how different colours are associated with different moods and emotions. From this, students are led to understand how they can manage their emotions and feelings better, reinforcing the SE competency of self-awareness. The lesson on Body Talk serves to inform students that different body postures convey different moods. Students are led to understand how certain behaviour and postures denote their emotions and how they respond to certain situations, leading them to discover how they can better handle themselves positively.


In Performing Arts: Drama domain, role-play is used as a strategy to allow students to safely explore options of behaviour and the consequences in the fictional world. The collaborative learning environment builds the students’ self- and social-awareness as they learn how to manage their emotions and reactions in social settings. Students also practice responsible decision-making when they have to discuss the choices the fictional characters have to make.