Curriculum and Teaching pedagogy

The core of the school curriculum focuses on five development objectives for young children, namely “Physical Development,” “Cognitive and Language Development,” “Affective and Social Development,” “Aesthetic Development” and “Moral Development” according to the guidelines issued by the EDB. These objectives need to be achieved through six learning areas, which are "Physical Fitness and Health", "Language", "Early Childhood Mathematics", "Nature and Living", "Self and Society" and "Arts and Creativity". By providing real-life and interesting theme-based learning experiences, children can cultivate positive values and attitudes and build a solid foundation for lifelong learning.


Our kindergarten adopts activity approach with eight themes that are related to our living environment, experiences, and interests of children.  Our curriculum structure is from simple to comprehensive and from concrete concepts to more abstract concepts.  We will organize different explorative activities: games, different kind of art activities; outings and visits for our students to learn through play, so as to develop our students’ whole person development.  Children’s abilities on areas like moral, affective and social, cognitive and language, spiritual, physical and aesthetic development would be enhanced.


Our kindergarten has also adopted Montessori teaching method which emphasizes on understanding the uniqueness of individual children.  Teachers through children observation would identify individual children learning needs.  With enriched learning environment and learning facilities, teachers would motivate children’s curiosity and thirst for knowledge, and encourage interactions and independent thinking. Children can learn actively by themselves.


Our kindergarten also arranges Project Approach for Upper kindergarten level.  Children of K3 would learn through discussion, small experiments, self-exploration, cooperation with others, sharing and exhibition of children’s work.  Children would be able to solve problem themselves during their project work.  These would be valuable experience in helping them to promote to primary one.


Languages are also developed in a relevant and integrated way based on experience. We have English speaking and Putonghua speaking teachers.  Two languages and trilingualism are well received by our parents.  Language teachers would provide good learning languages context with suitable learning materials through games, storytelling, drama, and role play …so that children could experience listening, speaking, reading and writing activities in a meaningful way.

Learning assessment

Children’s development and learning effectiveness are reviewed through continuous observation, theme-based school reports and records. This allows the school to develop different support strategies for children with different needs. Teachers will record their learning performance in the Student Learning Portfolio.