Our Curriculum

Philosophy

Our teaching objectives and strategies were mapped out in line with “Kindergarten Education Curriculum Guide 2017”, our visions and missions, subjects of our concern, and the developmental needs and interest of children as well as different areas of study.

Quality Early Childhood Education

With featured courses based on “GAMES” and diverse activities, we help children develop their potential and creativity as well as encourage their motivation to learn which ultimately leads to whole-person development.

GAMES

By engaging in specially created school-based courses and diverse activities, our children are able to enjoy the process of “learning by playing”. Their potential and creativity can also be exerted as well as their motivation to learn which will lead to whole-person development.

Artistic development

We have been promoting artistic development and creativity including “Visual Arts”, “Music”, and “Dance”. We also began offering Drama Education this year as one of the many approaches to arts education.

Drama Education

We have joined the “Playful Learning Program” (the Program) co-organized by Hong Kong Repertory Theatre and the Education University of Hong Kong. While teachers lead children to dress up and show off in class however they are not having a masquerade but drama education. The 16-week Program aroused children’s interest and motivation to learn; draws and sustains their attention; elevates and stimulates their thinking and memory through role play, space creation, and plot design. We have even incorporated the Program into our school-based courses as to excite children’s creativity.

Visual Arts

We firmly believe that artistic activities can enable children to express themselves, build self-confidence, and enjoy the beauty of the world. That is why we have promoted all kinds of artistic activities continuously, including art jamming, arts workshops for small groups, and drawing competitions. This year has even found us leading children out of school to take part in “Hong Kong Visual Arts Education Festival” at Hong Kong City Hall, School Culture Day Scheme: “A Comprehensive Guide to Cantonese Opera”, “Percussion for Joy Interactive Workshop”, “Sensory Childcare Theatre – Start from a Dot”, etc., with a view of broadening children’s perspectives in arts and enabling them to be aware of the beauty in their surroundings.

Dance and Movement

In order to help our children tune in to music beats with their body movement in sync, we have hired professional teacher to give lessons on dance and movement every Monday. The body movement is expected to elevate children’s ability and interest in dance and music. It also stimulates children’s imagination and creativity which will in turn enlighten their temperament.

Moral education

By hosting various religious activities, we disseminate teachings from the Bible alongside moral education. We have a morning / afternoon assembly once a month where the chaplain preach and say prayers along with singing hymns; We also have holiday Worship on particular occasions, such as Christmas Worship and party and Easter workshop; Religious teachers give religious lessons to each class regularly where biblical stories are told. Religious Week takes place at the end of each school year from which children can learn positive values and practice them in daily life.

Active Exploration

By creating a stimulating learning environment for children to explore and make decisions, teachers do not only whet children’s curiosity but also motivate them to pursue self-learning and cultivate positive learning attitude and habits which will drive children to learn on their own and pursue life-long learning.

Self-Learning

“Self-learning” is being “self-aware, self-motivated, active in learning”. It is a mutual learning process between teachers and students. Teachers no longer play a single role of knowledge bearer but a facilitator, a guide, and an organizer while children become self-learners who should be aware of what they know and what they don’t so that they can make adjustments and find their own pace of learning accordingly. They are expected to accrue knowledge by asking “When”, “Where”, “How”, and “Why”.

Spiral Curriculum

To highlight features of our school-based courses and a whole spectrum of each subject area, each topic of study that is closely related to children’s experience begins at the same time across all grades and is taught in Spiral Teaching Approach.

Story Approach

We employ “stories” in different themes to introduce activities that resonate with children’s experience, capability, and interest in order to nurture children’s character, ethics, intellect, physique, social skills, aesthetic, and spirituality.

Project Approach

There are two thematic study projects each year for children to acquire experience in self-learning. There is also an “extension week” after each module that allows teachers and children to explore further on subjects that fit their profile and interest. It has garnered positive feedback.

English Activities

We have two native English teachers. English Time is held every day, totally 4 sessions of English classroom activities every week. Our English activities have various components, including Phonics courses, PLAYTIME ENGLISH, English kids’ songs, storytelling, games, etc., all of which are hosted by native English-speaking teachers. They provide children an English-speaking environment and exposure to English in children’s daily life.

Putonghua Activities

We have Putonghua class every week. In the class, teachers communicate with children in Putonghua. By telling stories, singing, and playing games about particular subjects, teachers let children experiment with Putonghua in relaxed and delightful moments. Apart from the Putonghua class, Putonghua teachers often visit different classrooms by following class schedule for conversation as to enhance the communication in Putonghua among the students.

Teaching Strategies and Learning Models

  • Multiple Educational Activities;
  • Promote all-round education, generate knowledge from exploration and experience;
  • Children for K1 learn practical skill training. Children of K2 learn writing simple words and characters. Passion for literacy is nurtured among K3 children.
  • A range of activities differed by degrees of challenge is accessible for accommodating children with different learning needs.
  • Spiral teaching approach for three different grades enables children to link what they have learn together.

Learning Assessment

By making continuous observation, analysis and records, we keep track of each child performance and help them create a profile of their growth.