Author name: Al Siddiq International

On Wednesday, 17 December 2025, TK B Al Siddiq carried out a life skills development activity at the Al Siddiq Field. The activity was enthusiastically attended by all TK B pupils. This life skills programme was designed as part of daily learning to help children become accustomed to carrying out simple activities independently within the school environment. The activity began as part of the school’s daily routine, with the children lining up in an orderly manner, followed by circle time for prayers and a brief discussion with the teacher. After that, the children performed Dhuha prayer together and enjoyed snack time. This initial sequence aimed to prepare the children physically and mentally before moving on to the main activity. The primary objective of this life skills development activity was to foster independence in students from an early age. In addition, the activity aimed to cultivate a sense of responsibility for personal belongings, develop fine motor coordination, build self-confidence, and accustom children to following instructions in sequence. The children also learned to be patient while waiting for their turn and to respect their peers. Before the sandal-washing activity began, the children prepared themselves by rolling up their sleeves to their elbows to prevent them from getting wet. They did this independently by unbuttoning their sleeves, in accordance with the methods previously taught by the teacher. This simple activity served as an important exercise to help children become accustomed to taking care of themselves without always relying on adult assistance. Next, the children put on their sandals and walked to the washing area in front of the sinks. In turns, they wet their sandals with water and then scrubbed them using used toothbrushes brought from home. The teachers accompanied the children and provided guidance to ensure the activity was carried out safely and correctly, while still giving the children the opportunity to try on their own. After the sandals were cleaned, the children placed them in the designated area to dry for a short time. The activity concluded with tidying up the surrounding area and a brief reflection session with the teacher. Through this life skills activity, it is hoped that the TK B Al Siddiq children will become increasingly independent, responsible, and develop positive habits that are beneficial in their daily lives.By Inka Amalia, S.Pd

This archery extracurricular activity was introduced as a programme to help children develop body coordination, concentration, and the ability to follow instructions calmly. The activities were designed to be simple and safe, in line with the needs of kindergarten-aged children. The main focus was not on shooting accuracy, but on the learning process and new experiences that help build children’s confidence. The participants were students of TK Al Siddiq. At this stage of growth and development, children are full of curiosity, making archery an engaging and exciting experience for them. Each step of the activity was carried out with close supervision so that the children felt safe and remained enthusiastic throughout the session. The activity took place at the Kempo field, a spacious and secure area suitable for archery practice. This location allowed children to move freely, warm up, and try archery without disrupting other school activities. The open field also helped children recognise space and maintain safe distances. This extracurricular activity was held on 9 December 2025. The schedule was arranged to align with learning activities so that children would not feel tired and could participate in the session in good condition. With a well-organised timetable, teachers, coaches, and students were able to prepare themselves before the activity began. The objectives of this activity relate to the six areas of child development. In terms of gross motor skills, children learned to move their bodies while holding the bow, drawing the string, and releasing the arrow. Fine motor skills were also developed as they adjusted finger positions and grip. From a cognitive perspective, children learned to understand sequences of steps and safety rules. Language development was supported as children listened to instructions and responded to questions from teachers or coaches. Social development was evident when children waited for their turn and worked in groups. Emotional development emerged as children learned to manage feelings of tension or pride after succeeding. Moral development was reflected in children’s obedience to rules and respect for their friends’ turns. The activity was carried out with a clear and structured flow. The teacher began by explaining what activities would be undertaken and the rules that the children needed to understand. After that, the teacher and students walked to the field using a guiding rope to keep the line orderly and easy to supervise. Upon arrival, they greeted the coach and carried out warm-up exercises together. The coach then divided the children into groups according to their classes. The children took turns trying archery, guided directly by the coach to ensure safety and proper direction. In this way, the archery activity not only trained physical skills but also fostered discipline, courage, and teamwork. It provided a new, enjoyable, and beneficial experience that supported children’s holistic development.By Inka Amalia, S.Pd

This mathematics assessment was designed to observe children’s basic understanding of numbers, patterns, sizes, and relationships between objects. The activities focused on abilities appropriate to the developmental stage of kindergarten children, particularly early numeracy skills and shape observation. The assessment was conducted in a simple manner so that the children felt comfortable and were able to demonstrate their abilities naturally. The participants in this activity were the students of TK B Al Siddiq. At this age, children are actively exploring their surroundings, so the assessment was made engaging and easy to follow. Each task was adjusted to suit their individual abilities, both for those who were already confident in counting and for those who still required visual support. The activity took place in the classroom, an environment that was already familiar to the children. This familiar setting helped them remain calm and focused. The classroom also allowed teachers to monitor each child closely and provide support whenever needed. The assessment was conducted on 9 December 2025. The choice of this date was aligned with the learning schedule so as not to disrupt other routines. With a clear timetable, teachers were able to prepare the materials, worksheets, and small-group arrangements to ensure the activity ran smoothly. The objectives of this assessment were linked to six areas of child development. First, cognitive development, including the ability to recognise numbers, distinguish sizes, and understand sequences. Second, fine motor development through activities such as writing numbers, drawing circles, and assembling puzzles. Third, language development, as children needed to understand instructions and, in some cases, explain their answers. Fourth, social development, shown when children waited for their turn and worked in small groups. Fifth, emotional development, which emerged as children learned to manage their confidence and patience. Sixth, moral development, reflected in orderly behaviour, taking turns, and completing tasks honestly. The assessment was carried out in stages. Teachers began by demonstrating how to complete the worksheets so that the children had a clear understanding of the tasks. While waiting to be called, the children worked on worksheets that included practising writing numbers from 1 to 20 and drawing circles according to the specified quantities. Every three children were then called to take part in the core assessment, which involved assembling puzzles and arranging objects from the smallest to the largest. This approach enabled teachers to observe each child’s abilities more closely without making them feel rushed. With this approach, the assessment was not merely an evaluation, but also an opportunity for children to learn and demonstrate their abilities in a positive and well-structured environment.By Inka Amalia, S.Pd

This Physical Education lesson was designed to train focus, agility, and the ability to follow instructions. The activities were kept simple yet engaging so that the children could move actively without feeling overwhelmed. These exercises provided opportunities for the children to play while learning to control their body movements. The participants were Kindergarten B pupils of Al Siddiq. Children at this age are energetic and enjoy small physical challenges, making games that involve quick movements and responsive actions highly suitable for them. With the right guidance, activities like these help them develop essential foundational skills. The activity took place at the Al Siddiq International indoor court on 5 December 2025. The spacious and safe area offered plenty of room for the children to move freely, jog, and respond to instructions without the risk of bumping into one another. The indoor setting also made the activities comfortable regardless of weather changes. The objectives of this activity were related to six aspects of child development. From the gross motor aspect, the children learned to run, bend, and move quickly while following instructions. From the fine-motor aspect, they learned to control hand movements when picking up the ball. From the cognitive aspect, they practised sorting instructions, remembering sequences, and responding quickly. From the social aspect, they worked in groups and learned to wait for their turn. Their language skills improved as they listened to and understood the teacher’s commands. From the emotional and moral aspects, the children learned to manage their excitement, respect the rules, and keep the game fair and sportive. The session began with a focus and agility game. The teacher divided the children into two groups and prepared cones with tennis balls placed on top. The teacher gave instructions such as “touch your head”, “touch your shoulders”, “touch your feet”, and “take the ball”. The children had to listen attentively and move according to the cues. This activity trained them to focus on listening, avoid guessing movements, and follow instructions all the way through. With a simple yet structured flow, this Physical Education lesson became an opportunity for the children to stay active while learning focus, discipline, and teamwork. The children not only enjoyed the game, but also developed in various areas essential for their age.By Inka Amalia, S.Pd

This Art & Creativity lesson combined artistic activities with learning about road safety when crossing the street. The children were not only creating artwork, but also understanding real-life situations that are familiar to them. In this way, art becomes a medium for learning important skills for everyday life. The participants of this activity were Kindergarten B pupils from Al Siddiq. At this developmental stage, they are imaginative and quick to absorb new information. Therefore, art activities connected to daily experiences help them link what they see, hear, and do. The activity took place in the classroom on 5 December 2025. The familiar environment made the children feel more comfortable exploring. A safe and well-organised space also made it easier for the teacher to prepare materials, play videos, and guide the children during the process of creating miniatures. The objectives of this activity were related to six developmental aspects. From the cognitive aspect, the children learned to compare safe and unsafe behaviours when crossing, and to identify important components such as zebra crossings and traffic lights. From the language aspect, they expressed their opinions, answered questions, and described differences shown in the videos. From the fine-motor aspect, they practised cutting, sticking, and assembling miniature pedestrian lights. From the social aspect, the children learned to discuss and work together with their friends. From the emotional aspect, they developed confidence when sharing their answers. From the moral aspect, they understood essential safety rules and learned how to apply them. The activity began with a trigger question from the teacher: “How should we cross the road?”. This question helped the children recall their own experiences. After that, the teacher played two videos showing responsible and careless behaviours when crossing the street. The children were asked to mention the differences. The teacher then invited them to name the components that must be considered when crossing, such as zebra crossings and pedestrian lights. To conclude, the teacher and children created 3D miniature pedestrian lights. This activity allowed the children to express their understanding through an art project. With this approach, the Art & Creativity lesson became a fun and meaningful experience. The children not only created something interesting, but also learned to understand their environment and how to keep themselves safe.By Inka Amalia, S.Pd