Curriculum Features

We adopt an integrated teaching approach. Through making connections among different subjects and integrating children’s skills, knowledge, learning attitudes they have gained from different experiences, we are able to offer a more coherent and more meaningful learning experience. We actively promote the following modes of learning:

Thematic Approach:
Questions are used to engage children in themed-based discussions. Children are also involved in self-exploration process that covers various themes to gain new knowledge. During the process, children are not just a recipient of knowledge but an active explorer.

Project Approach:
Carry out in-depth and continuous researches based on children’s interests and abilities in order to develop in them an interest of self-exploration.

Whole Language Approach:
Our teachers strive to create a whole language classroom and adopt the storytelling approach to engage children in real-life situations where they are given opportunities to use, read and write words. The purpose of it is to provide children with integrated language learning experiences which enable them to put their “listening, speaking, reading and writing” skills to use naturally in their everyday life.

“Show and Tell” Public Speaking:
Public speaking activities are carried out in class to equip children with Chinese and English public speaking skills, as well as to nurture them to be proactive, confident and be brave to express themselves.

In order to lay a solid foundation for students’ biliterate and trilingual abilities, our English lessons are conducted only in English by a native-speaking English teacher and specialist teachers. We also use storytelling to enhance children’s English language skills, such as speaking, phonics, reading, writing and the ability to use English in their daily life.

Our Putonghua lessons are taught by specialist teachers who are awarded an excellent grade in the National Putonghua Proficiency Test. Interactive teaching methods are used in the lessons, getting children to practise the language in meaningful real-life situations, so as to develop children’s interests in learning the language and enhance their Putonghua language skills, including pronunciation, semantics, grammar and pragmatics.

In order to promote children’s multiple intelligences, a particular Friday in the school year is chosen as the “Multiple Intelligences Development Day”: A curriculum is created based on eight different types of intelligence and is delivered in different groups created accordingly. Examples of the groups created in the past include “Craft Group”, “Dance Group”, “Thinking Group”, “Fun English Group” and “Cooking Group” etc.

The groups are led by our professional teachers, while the “English Drama Group” is led by a professional English drama teacher, the “Chinese Flower Drum Group” by a professional instructor and the “Creative Arts Group” by an art instructor.

Most of our music and art teachers have obtained a teaching qualification from “Mei Yu Orff Schulwerk” and “Peekaboo Kids Music”. The Orff Schulwerk approach guides children to express their inner feelings and thinking through singing, music instruments and body movements, thus developing their musicality, creativity, leadership, confidence and the skill of cooperation. Through taking part in different art appreciation and art creation programmes, such as ceramics, drawing and oil painting, children will be able to develop their imagination and creative thinking.

In order to help children build a good physique and develop sensory-motor skills, gross and fine motor activities designed to meet children’s motor development and interests with specific learning outcomes are carried out in the outdoor play area in the campus. The activities are set to enhance their Locomotors Movement Skills, Stability Movement Skills, Object Manipulative Movement Skills and more. Also, a free play session is arranged before class to allow children to manipulate different kinds of motor tools freely. This helps develop their motor skills and promotes the development of their large and small muscles. Children will also be able to brush up their social skills through working and interacting with their peers.

We pay a lot of attention to life education. Through teaching children about Jesus in morning assembly, afternoon assembly and bible lessons, children will be able to come to faith in Jesus at a young age, learn to apply God’s words in their everyday life and to be a good child that loves God and others.


Other than that, we also provide “Emotion and Moral Education” that is drawn upon children’s living experience. Through role-plays, scenario discussions and group activities, children will learn to appreciate their uniqueness, the appropriate ways to express their emotions and learn to be a child with good characters.


Life Skills Lessons:

Our life skills lessons are created to encourage children’s independence and autonomy, teaching them the know-how to do things for themselves. A series of activities that cover different aspects and meet children’s development, including “self-feeding”, “potty training”, “self-dressing”, “personal hygiene”, “daily living skills” and “cooking skills”, are designed to develop children’s self-care skills and hence increase their sense of responsibility. “Woodworking lessons” are also available to enhance children’s problem-solving skills and to develop their perseverance and confidence.

We adopt a diverse assessment strategy that integrates continuous assessments and summative assessments. Through daily observations, recording and analysis, each child’s learning progress is objectively recorded in a learning assessment portfolio. Other than distributing the “unit assessment sheet” upon the completion of each unit theme, we also distribute the “growth record booklet” in each semester to enable the school and the parents to have a better understanding of children’s learning progress, hence enhancing children’s skills and potentials in different aspects.