At this year’s L-Fest, Primary 1 students embarked on an exciting journey to explore emotions and learning through Science and IPC (International Primary Curriculum). With Materials and Emotions as the central themes, the Learning Project encouraged students to connect deeply with their feelings while developing essential skills in self-regulation and problem-solving.
The activities were designed to engage students across different levels of thinking, following a structured process that built on their knowledge step by step. Here’s a look at how their journey unfolded:
To begin, students were tasked with recalling and identifying different emotions they had experienced, such as worry, sadness, anger, and happiness. This activity helped them build foundational knowledge about emotions by tapping into their personal experiences.
Using simple reflection, the students explored their emotional responses and listed these feelings on their worksheets. By recognizing familiar emotions, they began developing a vocabulary to describe and understand their inner experiences.
The next step challenged students to apply what they knew about emotions in real-world contexts. On Tuesday, December 4th, 2024, they conducted interviews with classmates, teachers, and members of the S-Team. Using structured questions, they collected data about how others experience and manage emotions.
As they gathered this information, students recorded notes and identified patterns that could help them in the next phase of their project. This hands-on activity required them to connect prior knowledge with new information, enhancing their ability to observe and organize data.
On Wednesday, December 5th, 2024, the students engaged in deeper reflection through storytelling. Storytellers acted out relatable scenarios where characters experienced key emotions—worry, sadness, anger, and happiness. Through these stories, the students explored the causes of these emotions, how they might be expressed, and strategies for managing them effectively.
Listening to the stories encouraged students to analyze and validate their feelings. They compared their personal experiences with the characters’ situations, building empathy and a deeper understanding of emotional responses.
The overarching goal of this Learning Project was to encourage students to use their growing understanding of emotions to develop self-regulation strategies. By synthesizing what they learned from interviews, personal reflection, and storytelling, they began to consider how these insights could apply to their daily lives.
Students were encouraged to think critically about how they might handle future emotional challenges, particularly in the context of their learning processes. They started planning how to use this knowledge to solve real-life problems—whether managing frustration during a difficult task or practicing patience with peers. ***
