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Primary 2 Programmes

TERM 1 - SPORTS and GAMES


Sports & Games provides opportunities for students to learn more about working with one another through games. One interesting game is Mosquitoes, Bears and Salmon, an activity similar to our Singaporean favourite, Scissors, Paper and Stone. Students are required to come up with strategies to win as a team. They also have opportunities to develop interpersonal skills such as turn-taking and listening to others in order to build positive relationships. In addition, students also learn to look out for their own and others’ safety while following instructions to perform the tasks effectively.

TERM 2 - YOUNG T(H)INKERS and ICT

The P2 Young T(h)inkers Programme aims to develop in students the flexible & generative mindsets for creative problem-solving. This programme is anchored on the school’s belief that every student can be an effective problem solver and is part of the School’s ALP Programme in nurturing empathetic change makers. This programme allows students to apply the use of Springdale’s ABC Innovation protocol which was taught through Springdale’s ALP Signature Programme:

  • Assess the problem
  • Brainstorm for solutions
  • Check viability of solutions or Create a prototype 

Building on (1) constructivism & (2) constructionism, the school believes that students learn best when they construct their understanding through exploring ideas, making things & collaborating with others. Together with the skills learnt in the ABC Innovation Protocol, every student can solve real-life problems around them through problem identification, ideation & iteration.


The Information & Communication Technology (ICT) module seeks to deepen students’ competence in handling technology devices such as a laptop or a tablet device. In this module, students will revisit some basic typing skills and explore the use of Moo-O application to enhance their oracy skill in a fun manner.

(1) Constructivism – A learning theory that believes that people are active meaning seekers and construct their own understanding and knowledge of the world though experiences and reflecting on those experiences.

(2) Constructionism – A learning theory that believes people construct mental models to understand the world around them. Also believes that learning can happen most effectively when people are active in making tangible objects in the real world. Constructionism is closely associated with experiential learning and builds on ideas of constructivism

TERM 3 - PERFORMING ARTS: MUSIC



In Performing Arts: Music, students conduct exploration of musical elements and concepts such as metre, dynamics and tempo, with certain focused SEL skills and competencies in mind. Students acquire the musical concepts through listening, singing, dancing, performing and most importantly, music-making. Through these activities, students will be able to enhance their musicianship through music composition, percussive & instrumental playing experiences and group discussion and collaboration. At the same time, the knowledge and skills acquired and developed are underpinned by values that will shape and define the students’ characters, attitudes and beliefs.

TERM 4 - PERFORMING ARTS: DANCE 

Varied dance activities set a context for structured learning experiences for socio-emotional learning (SEL) to take place. Fun and enjoyable activities are planned to provide experiences that will engage students physically, cognitively and emotionally. To ensure that students are kept engaged throughout the lesson, multiple age-appropriate activities move swiftly from one episode to the next. Through creating, performing and appreciating movements, students express themselves in a safe environment with the teacher.