| The curriculum of the preschool merges
education and developmental theories. To develop the multiple and
individual intelligence of children we offer an integrative curriculum
based on developmentally appropriate practices which are pertinent
to children's characteristic stages. Thematic story telling is backbone
to the curriculum framework of the preschool. Themes focus children
for project-based learning and literacy development, which are supported
by technology. |
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| The design philosophy : |
- Multiple and individual intelligence.
Howard Gardner's Multiple Intelligence theory has fascinated many
practitioners and requires no introduction here. We believe that
in order to come to a conclusion through contemplation and hence
develop alternatives whereby appropriate decisions can be made,
one has to be able to conduct lateral thinking in addition to
logical linear reasoning. Able to think laterally is the result
of optimal development of multiple intelligence.
- Two literacies, three languages
The world is fast becoming a global village. With increasing inter-nation, inter-racial, inter-culture activities the need for bi-, tri-, even multi-lingual personnel is inevitable, and the monoligual world is fast disappearing. The Government has aptly tabled a policy of ‘Two literacies, three languages’. The Preschool endeavours to develop our children to be proficient in the two literacies of Chinese and English, and be fluent in the three spoken languages of Cantonese, Putonghua, and English. The Preschool employs English phonics through stories to prepare children for the active learning of English, taking away their fear of an almost unknown language and giving them the satisfaction of succeeding in recognizing a foreign language. Combining with the aforesaid teaching through thematic story-telling the effect of such an approach speaks for itself at our sister school, and has won recognition from both parents and language teaching experts.
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| A culture of reading |
- The important 'Thematic story teaching'
and 'English Phonics through thematic stories' are crucial in instilling a love for reading in children. Reading has been referred to as one of the most important skills for sustainable learning, especially for self-access, or independent learning. A reading culture can greatly enhance the acquisition of reading skills and develop a reading habit.
- PASS IT ON
Welcome to the 'Pass It On' Scheme. Reading is an important skill
in society, and helps lay a strong foundation to future reading
success. Parents can help their children instill the love of reading
at an early stage by reading together with them. The preschool
strongly encourages our children to share their love of reading
by passing on a book that they enjoy reading to one of their friends.
This way, we hope to pioneer a culture of reading by starting
the “Pass-It-On” scheme from the Preschool to the community.
We cordially appeal to all parents and friends and whoever is reading this page to donate books to this scheme, and help PASS IT ON.
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| Learning Areas |
| Verbal linguistic
intelligence |
|
Chinese
: |
Children extend their Chinese language skills through
project learning initiated by thematic story telling. Children's expressive
skills are developed through presentation of their projects orally
and through artifacts. Their receptive skills are built up through
collecting and sorting out data and putting together a portfolio. |
English
: |
English is introduced to our children by exposing
them to letter phonics through story telling. Each story helps children
learn one sound of the letter. Early phonics experiences lay a firm
foundation for English literacy. Children are exposed to English authentically
by communicating with their English teachers, singing songs, story
reading as well as rhymes and games. |
|
| Logical and Scientific
intelligence |
| Maths & Science - Children learn
mathematics and science concepts through interacting with Montessori
learning material. Children have ample opportunity in applying their
mathematics and science skills through projects and integrated activities. |
|
| Musical Intelligence |
The Preschool believes that rhythm
is essential in music, and rhythm is embedded in the body. Our music
curriculum begins at the nursery level, developing the musical sense
in younger children by allowing them to move and sing along with
music.
At K1, accompanying body movement and singing, children begin to
demonstrate and explore their rhythm by putting their hands on percussion
instruments such as African drums, the bongo, maracas, castanets,
etc. A Percussion Instruments Ensemble will be formed and the Preschool
will create performance opportunities.
At K2 & 3, with an enriched music and rhythm sense, children
will be able to begin to learn to play musical instruments, the
violin being one of them. |
|
| Spatial Intelligence |
| Children acquire the concept of space through visuals and touches, and the Preschool allows children to engage in various creative visual arts and craft activities to develop their Spatial Intelligence. Children will learn to appreciate different forms of art and graphics of various artists through different angles, and visits to exhibitions and museums will enhance and extend their intelligence in this respect. |
|
| Bodily-kinesthetic Intelligence |
| The Preschool designs physical activities which develop the large and small muscles of children. Professional advice and help from ‘Chi Lok’ Children Playground Association were sought. Children will be able to create objects and engage in various problem-solving activities utilizing respective parts of the body. |
|
| Interpersonal Intelligence |
| When children engage in activities in the Preschool such as collective games, group discussion, peer learning, and group project report etc., they are experiencing cooperation with other children. Thus they develop their intelligence in observing and understanding the emotions of their peers and making appropriate responses. |
|
| Intrapersonal Intelligence |
| When engaging in inter-active activities children not only learn to observe others but also reflect on themselves. The Preschool helps children in their reflection, enhancing their intrapersonal intelligence thereby understanding their own emotions and building a positive self image. |
|
| Naturalist Intelligence |
| The Preschool has a large open space with various plants and a butterfly farm. Children are able to contact nature and categorize its various objects and how life transforms and becomes free. This develops their naturalist intelligence, preparing them to observe the wider world. |
|
| Assessment |
| The purpose of assessment is to gain better information about each child, such as what s/he has learned, and how s/he uses what s/he has learned. Authentic assessment is used to measure
children's understanding, skills and motivation in project-based activities.
On-going assessment through portfolio, checklist and observation to
document the process of children's learning and development. |
|
| Playgroup |
| Interview Assessment |
| Students' language, cognitive, physical, social and motor skills will be assessed through on-going interviews. This will show the true level of understanding. |
|
| Nursery, Lower and Upper classes |
| Students will be formally assessed twice a year. A progress report will be sent to parents at the end of each term. |
|
| The progress report will include three aspects of student's achievement: |
- Performance Assessment - to evaluate students as they perform a task.
- Self – assessment – give students an opportunity to regularly evaluate their efforts such as fill out a questionnaire after a cooperative group activity.
- Using portfolios – to show students' development and achievement. Items include children's drawings and craft works, role-played roles, 3-D works, informal activity records, audio/video tapes, study lists, etc. with teacher evaluation.
- Informal observations – to assess students on an ongoing basis.
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| Parents' meeting will be held periodically where teachers discuss with parents on student's assessment. Progress reports are only one way of informing parents of the child's progress. Teachers are available for parent-teacher conferences upon request. |
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| Extracurricular activities |
| Extra Curricular Activities: After class
activities are specially selected to complement and enhance our in-school
curriculum. There are both weekday and weekend arrangements, to name
a few: |
- Stretching Interpersonal and Intrapersonal
Intelligence sessions
- Choir and Musical instruments sessions
- Dance and Gymnastic, Chinese martial art
sessions
- Drawing, Pottery, Art and Craft Summer
programme
|
| Staff Development |
| The Preschool offers the most comprehensive teacher training programme. Each year workshops and other programmes are developed by the staff of School Development Unit. The selection of workshop topics reflect the interests and concerns of teachers and includes structured training to develop, maintain and improve employment related skills. |
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