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Curriculum

Overview

We provide a child-based curriculum designed to help children attain knowledge, skills, values and attitudes that are a base for future learning. Children learn best through doing, with the integration of six learning areas, it enables children to progress through hands-on experiences. We set a focus on the development of children in all-rounded,balanced and appropriate ways. We strive to create a balance among Moral, Cognitive and Language, Physical, Affective and Social, as well as Aesthetic development, to meet children's development on growth, ability, interest and experience. We recognize and respect the individuality of each child, our curriculum allows flexibility for adaptation to cope with the varied needs of students. We support and encourage children to explore the environment, help them construct knowledge.

Features

Whole Language Activities

A love of storytelling is in the nature of children. Our teachers have specifically chosen a series of "whole language" stories including topics about children's life experiences and moral education elements. Through creating a meaningful reading and writing environment, teachers accompany children in reading with fun. This is to cultivate children in the exploration of text, and enhance their interest and confidence in reading and writing, so as to lay the foundation for language learning.

English Activities

We have integrated Synthetic Phonics into our English curriculum and more than 40 pure sounds of the English language are taught by our native English teachers. We have a wealth of fun activities and exercises to help children build up blending and segmenting skills. We have also chosen different sets of interesting English story books for each grade. By practicing an integrated English curriculum, we foster children's interest in the four language skills - listening, speaking, reading and writing.

Putonghua Activities

In the Putonghua curriculum, teaching materials are designed by school based professional Putonghua teachers. Through interactive games and daily speech, children learn initials, vowels and tones in a relaxed and pleasurable atmosphere.

Teaching strategies and learning models

  • Enhancing children’s biliteracy and trilingualism is our language development strategy. Our native English and Putonghua teachers designed daily listening, speaking, reading, writing activities and increase interaction with children.
  • In the practice of an integrated curriculum, we include different learning subjects into the content of learning and teaching. This enhances the comprehensiveness, flexibility and diversity of children’s learning. We use child-centered methods in teaching, and we arrange diversified learning activities, including program extension, projects and whole language activities, to enhance children’s learning experience.
  • We set daily-life orientated topics,together with interesting stories,to arouse children’s curiosity about things around them.This enhances their eagerness to learn and helps develop problem solving skills,encourage children’s creativity and nurtures different levels of thinking.
  • Adopting a high scope approach, teachers create meaningful learning areas for children to learn through practicing “plan”, “do” and “review”. We respect children as active learners, where they take the initiative to arrange their own learning activities. After the activities, children will review with teachers and other children on what they have done and learned which helps to develop self-learning.
  • We encourage children to explore freely through games. They learn about nature and their environment through languages, mathematics, feelings and physical fitness. Through games, children build up knowledge and foster communication, creativity, problem solving skills and adaptability.
  • To carry out multi-sensory teaching, together with flexible operational teaching materials and activities, children take the initiative to explore the world with their five senses – sight, hearing, touch, taste, and smell, where they process discover and learning by doing.

Assessments

Formative and summative assessments are used. The assessed areas cover knowledge, skills, values and attitudes. After daily observation and theme-based continuous assessment, teachers will issue children's progress assessment sheets, observational reports, project learning reports, and artwork analysis, etc. The summative assessment reports will be distributed twice a year summarizing children’s overall learning development.They will be systematically documented in “Learning Portfolio” - a wonderful record of their learning development.

Support to students

Through regular observation, teachers can assist children’s development wherever necessary and provide appropriate caring services. Parents are welcome to accompany children to classes at the beginning. We arrange visits to local primary schools for the Lower Kindergarten and Upper Kindergarten students, and organize pre-primary activities for the Upper Kindergarten students, to help them adapt more easily to primary school life.

Parents’ activities/communication

Through parents meetings, lesson observation and volunteer work, parents can get involved in school activities and have a better understanding of our school’s vision and objectives, as well as their children’s learning and growth. Parents can communicate with teachers regularly via telephone, at pick-up time or in arranged meetings. After school activities, we hand out questionnaires and collect parents’ feedback systematically. During the school year, we also have Festive events, parent-child activities and parents’ seminars. We also invite graduates and parents to share experiences, to facilitate home-school cooperation.

Overview

We provide a child-based curriculum designed to help children attain knowledge, skills, values and attitudes that are a base for future learning. Children learn best through doing,with the integration of six learning areas, it enables children to progress through hands-on experiences. We set a focus on the development of children in all-rounded,balanced and appropriate ways. We strive to create a balance among Moral, Cognitive and Language, Physical, Affective and Social, as well as Aesthetic development, to meet children’s development on growth, ability, interest and experience. We recognize and respect the individuality of each child, our curriculum allows flexibility for adaptation to cope with the varied needs of students. We support and encourage children to explore the environment,help them construct knowledge.

Features

Fine motor and sensory training

According  to the development of 2 to 3 years old children, we provide systematic fine motor and sensory training.Fine Motor Activities provide an opportunity for children to feel the form and shape of objects with their 5 senses , thereby fostering their concentration , eye-hand coordination and self - care  ability ,  and  to  stimulate children  to take the initiative  to  explore and discover the environment around them.

Parent-child oral motor and voice training

Parent - child oral motor and voice training activities at  an early age can make  a difference in improving the flexibility and coordination of toddlers’ oral muscles, foster children’s chewing ability and speech development . Voice training mainly works with oral  motor activities , to cultivate the sensitivity of oral muscles , and improve pronunciation , so as to lay the foundation for future speech development and communication.

Teaching methods and activities

We believe in child - centered learning and so we place the focus on the children and inspire them to learn by exploring their natural interests and curiosities. The learning content is incorporated into various learning themes. Under  the situation brought about by the theme, children can learn through storytelling and learning activities. They are exposed to different learning experiences that allow them to explore and to participate in group problem solving. It helps their young minds grow and bloom. There are different learning activities which require children to move around or sit quietly at tables. Besides individual works , students will work in small groups, whole class, whole grade, or even whole school, to accomplish a learning activity. We set up different learning corners in the classrooms, respecting children as active learners, and children are free to make choices to form their own learning groups.

Assessments

Formative assessment is used. The assessed areas cover knowledg, skills, values and attitudes. After daily observation and theme-based continuous assessment, teachers will issue progress assessment sheets, children performance records, observational reports, and artwork analysis, etc. The mid-term and summative assessment reports will be distributed twice a year summarizing children’s overall learning development. The above-mentioned records and analysis including children’s learning progress are systematically documented in “My Portfolio” - a wonderful record of their learning development.

Support to students

Through regular observation , teachers can assist children’s development wherever necessary and provide appropriate caring services . Parents are welcome to accompany children to classes at the beginning.

Parents’ activities/communication

Through parents meetings, lesson observation and volunteer work, parents can get involved in school activities and have a better understanding of our school’s vision and objectives, as well as their children’s learning and growth . Parents can communicate with teachers regularly via telephone, at pick-up time or in arranged meetings.After school activities, we hand out questionnaires and collect parents’ feedback systematically . During the school year, we also have Festive events , parent-child activities and parents’ seminars, to facilitate home-school cooperation.