Lower Primary Block: Primary 1 and Primary 2

The lower primary curriculum focusses on developing joy in learning in our students. Research has shown that when students experience joy in learning, they will naturally develop their physical, intellectual and social skills. Cognitively, they engage at a deeper level. These positive learning experiences are vital in encouraging our students to be life-long learners. Motivated to learn, they also learn to become more resilient in life.

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Catering to Different Abilities through Differentiated Instruction

Differentiated Instruction
is a key pedagogical approach used to cater to learners of different progress where learning is pegged to the student’s ability. Experiencing success is important for students to build confidence and a love for learning. At all levels, especially at Primary 1 and 2, formative assessments are used prevalently to understand the needs of students in a timely manner. Building on the understanding of each child, Differentiated Instruction provides customised learning experiences where each child has the best opportunity for success.

PERI–HA (Holistic Assessment) @ P1 P2
There are also various programmes that cater to students of different learning abilities:

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Experiential Learning is adopted in CCPS to build the joy in learning in our students. These experiences engage all senses and provide them with opportunities to make meaning and connections. 

The following are some of our key programmes that incorporate experiential learning.

Learning journeys provide learning beyond the classroom, allowing students to pick up skills and concepts in an authentic contexts. This allows students to deepen their learning.

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The school adopts the STELLAR (Strategies for English Language Learning and Reading approach) which uses story books to engage students. By reading together during the shared book reading at the lower primary level, students pick up language items, structures and skills through the oral interaction with their teachers and peers. After reading and discussing these stories, students will write their own stories during MLEA (Modified Language Experience Approach) lessons. Some MLEA lessons are accompanied by concrete experiences such as ice cream making, and the tasting of Malay kuehs.
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Experience-Concept-Application-Recap (E-C-A-R) in CCPS Music Curriculum
All music lessons are planned using the ECAR approach. The programme culminates in an authentic performance during the Teachers’ Day celebration when all students have the opportunity to perform on stage.
Phase Description
Experience Students experience and understand new cpncepts through singing and accompanying kinaesthetic, aural and visual activities.
Concept Students relate the activities in the Experience phase to formal learning.
Application Students are involved in various forms of practice such as recognition, notation, reproduction, improvisation, creating, performing and listening.
Recap Students recall the music concepts learnt.

Integrating English STELLAR with Music and Authentic Platform
By integrating STELLAR into the music curriculum, students are able to draw connections and relevance to all that they are learning.

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Mathematics Learning Experiences using the CPA Approach
At the lower primary, the Math Curriculum uses the CPA (Concrete-Pictorial-Abstract approach) to enhance students’ conceptual understanding. For example, students use manipulatives to help them in model drawing and writing equations.

Activities such as ‘shopping’ help students apply mathematical concepts and skills learnt, in real-world contexts. 

Students also work in pairs or groups to communicate their reasoning and make connections through various mathematical tasks and activities. 

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