Early Child Education

We seek to incorporate the Montessori learning philosophy in our curriculum for the critical awareness transition ages of the child, typically from nursery to primary school age. This system emphasizes the innate craving each child has for discovery and exploration of his/her environment during the stage where perception develops from chaos to orderliness.

The teacher’s role is to ensure that independence is created around them in a controlled setting as their curiosity develops, providing guidance together with older children with whom they interact.

There is no prepared curriculum at this stage; mainly observation. Mutual respect of the child and teacher is a crucial enabler. The five main subject areas are recognised in a Montessori setting. We seek to provide or improvise to achieve desired effect.

These are Language, Practical Life, Sensorial, Mathematical and Cultural. Cultural subjects are covered through History, Geography, Science, Art and Music. Some aspects of these subject areas as currently adapted by us are outlined below:

• Inculcating a sense of cooperation and team-spirit in the pupils.
• Inculcating good habits such as healthy habits.
• Grace and Courtesy – Helping the pupils to adjust to basic societal norms (such as respect for self and others, elders, greeting etc)

Competence and Skills

• Activities targeted at language for communication, linking and blending letters and sounds, reading, writing themed topics, phonics and spelling.
• Acquire rudiments of numbers, letters, colours, shapes, forms, etc. through constructive play and song.Inculcating spirit of enquiry and creativity through playing with toys etc. effecting a smooth transition from home to school.
• Be prepared for primary education.

Every effort is made to ensure that by the end of Primary 1-3, every child:

• Has the ability to adapt to his/her changing environment.
• Has acquired citizenship education.
• Has received a foundation for permanent literacy and numeracy.

Competence and Skills

By the end of Primary 4-6, our target is for every child to:

• Acquire manipulative skills to enable him/her function effectively in society.
• Have permanent literacy, numeracy and ability to communicate effectively.
• Be ready for further educational advancement, trade and craft of the locality.
• Have sound basis for scientific and reflective thinking.

Values and Norms

• Citizenship education: Patriotism, fairness, understanding and national unity.
• Morals and values;
• Develop the ability to adapt to the changing environment.

The core subjects offered for Grade classes are: Language & Literacy, Diction/Trendy, Numeracy (Mathematics), Basic Science, Social Studies, Sensorial Studies, Calligraphy, Geography, Civic Education, Christian Religious Studies, French, Physical & Health Education, Computer science (ICT), Cultural & Creative Arts, Home economics, Agricultural science, Vocational Aptitude, Quantitative Reasoning, Verbal reasoning, , phonics, Reading/Comprehension, Literature, Music, Moral Instruction, practical life Exercise, General Knowledge, Botany and Zoology.

Our subjects for the Pre-School (Nursery levels) are: social Habits, Social, Sensorial Development, Language Arts, Grammar (Oral),  Alphabet Concept, Mathematics (Arithmetic), Cultural Subjects – Social Studies, Health Education, science,   Phonics, Diction/Trendy speech  (Oral), Christian Religious Studies, Reading, Calligraphy,  Sensorial Studies, Fine/Creative Art, Rhyme/Music, Geography, Practical Life Exercise.

We hope that at the end, we will produce a total child who is confident, unique, equipped and encouraged to develop his/her full potential.

Behaviour code and Guidance

We believe in achieving balance in the mental, physical, spiritual and ethical development of every child. For this reason, we place emphasis equally in the building of character of the child.

Every child is entitled to physical and emotional security and to effective assistance to focus on learning in a positive, conducive and stimulating environment.  We will build confidence in every child through measured discipline and lots of encouragement and recognition of performance.

On the other hand, we expect every child to respond to guidance towards

• Self-control
• Courtesy
• Respect for staff, other children and visitors
• Responsible play
• No bullying of any type
• Polite use of language

Any violations will be treated with the age of the child in consideration. Main approach to an effective solution will involve gentle advice and correction by the staff in charge, followed by observation. Continued violation will result in further negotiation that initially involves the Operational Manager of the school and finally the parents may be invited for follow-up at home. Extreme cases of continuous disruption by a particular child which interferes with the learning and friendly environment of other children may require a parental conversation to consider withdrawal.