The BMC 2025 Project commenced with the Realistic Stage, a foundational phase designed to immerse Toddler students in authentic, real-life contexts that nurture early empathy and social awareness. Through videos and story sessions, students observed the daily lives of residents in several care institutions and identified their basic needs. This initial exposure provided a meaningful starting point for
Continuing the progression of the BMC 2025 Project, the Challenge Card Stage invited students to deepen their understanding through a series of missions designed to enhance observation, reasoning, and purposeful decision-making. In Mission 1, students revisited items found in care homes using storybooks and video clips, responding to guiding questions such as “What do you see?” and
As the BMC 2025 Project advanced, the Modelling Stage provided toddler students with the opportunity to translate their developing ideas into tangible creations. Students began by recalling the items they wished to donate: pencils, books, milk, and fruits, before engaging in a role-play shopping experience at the Mini Supermarket. Here, students practiced following simple procedures such as
During practical life activity, students reviewed the importance of sitting down while drinking, to be able to drink safely and to avoid spilling the water. However, when the water spill, they can wipe the table using a napkin. Students were also exposed to activities that awake their awareness of cleanliness, wiping wet table using napkin.
Students in toddler level were taken to explore mini beach and finding shells with numbers 0-5. By pointing and repeating after the teacher in mentioning the numbers, students begun to develop early math skills by recognizing the numbers. Next, through simple games of helping the shells to line up, students also learned how to order
Toddler students learning through play and direct exploration best. During science, they were taken to watch as some sea creatures realia and rubbish put into the water. They were also encouraged to observe and differ as the objects sink to the bottom or float on the water surface. Observing floating and sinking objects helped toddlers
The toddler engaged in practical life activities that support independence, coordination, and a sense of responsibility. At home, through home-link learning activity, they wiped the table and swept the floor to strengthen fine and gross motor skills while learning self-help and care-of-environment routines. At school, as the continuation activity, the toddler students participated in sweeping
Toddler students participated in a learning activity focused on reading couplets that consist of colour words (red and yellow) and thematic vocabularies. Through the visual media such as pictures and flash cards, they learned to understand in reading the sight words as a symbol. Further, they also enriched the vocabularies based on the theme. During
Toddler students joined in a learning activity focused on reviewing thematic vocabularies using the pictures followed with the sight words. Through these visual medias helped students to understand in recognising the sea animal pictures. Students were also introduced to a new story entitled “The Rainbow Fish” to know the visual of a fish and learn
Siswa toddler diajak bermain peran ke pantai dan dikenalkan pada hewan laut. Mereka juga mendengarkan cerita “Hiu” untuk mengenal jenis-jenis hiu di lautan. Dengan media cerita dapat membantu meningkatkan pemahaman siswa terhadap aspek kebahasaan yakni mengenal kosakata baru. Siswa dikenalkan pada kosakata baru yang terdiri dari ikan, ubur-ubur, dan kelomang dengan kartu baca. Mereka juga
Toddler students participated to recognise the shapes introduced by teachers through singing and dancing activity. They also learned about shapes using the flash cards. They showed their enthusiasm by pointing and repeating after teacher. Toddlers were introduced to circle, square, star, and triangle. In the classroom, they were invited to find objects that have the
Nursery students learned a new story, The Three Billy Goats Gruff, through engaging video. They were introduced to new vocabulary such as goat, troll, big, medium, and small. Throughout the lesson, students showed high engagement by actively answering questions related to the story and sharing their ideas with the teacher. To deepen their understanding, students were
During this activity, Nursery students revisited the story Three Billy Goats Gruff. Using the story as a guide, students learned about two different environments: dry land and grassland. Through simple discussions and pictures, they talked about what makes each area different. To help them understand better, the students worked together in a fun hands-on activity. They
During the Practical Life lesson, the students were asked to take off their socks and walk barefoot to explore different textures. They started by walking on a smooth floor, then moved to synthetic grass, stones, and small pebbles. As they walked, they felt the different sensations under their feet: the smooth surface of the floor,
Nursery students joined the gross motor activity with lots of excitement. They were happy and ready to move as they started with simple warm-up movements to prepare their bodies. After warming up, the students enjoyed doing a short group exercise together, moving their arms, legs, and bodies while following the teacher. Next, the students had
Nursery students learnt about water pollution and how litter affects our rivers, lakes, and oceans. To explore this further, they conducted a simple experiment on sinking and floating. Using tubs of water and various items such as plastic bags, bottles, leaves, coins, sponge, plastic ball, and paperclips, they observed which types of litter floated and
The BMC activity series continues to progress meaningfully, beginning with the students searching for and understanding data by teachers guidance, and leading up to this week’s milestone where our Nursery students started planning what they could contribute to support friends in orphanages and grandmothers in nursing homes. Using the information they gathered from their teacher’s
Nursery students celebrating their meaningful journey of learning to care for others while developing their cognitive skills. Using data gathered from the teacher’s storytelling and videos about three places in need, they built a deeper understanding of real community needs. At this generalization stage, the young learners began presenting the solutions they had thoughtfully designed
The learning journey of Semester 1 has come to a joyful close, marked by a meaningful Learning Celebration for our Nursery students. Throughout the semester, the students explored the theme of healthy habits, especially the importance of eating nutritious food, through stories, songs, hands-on activities, and daily routines. These experiences helped them recognize different kinds
At the entry point of the new theme, “Learning Through Stories,” Nursery students were introduced to Kakek Semar, one of the Punokawan characters who loves telling stories and giving advice. The students enthusiastically listened to the story of Malin Kundang delivered by Kakek Semar. They listened attentively and showed strong focus on the storybook being presented. Moreover,
