The curriculum covers Values and Attitudes, Skills and Knowledge, which promotes a balanced development in children through approaches of Real-life Themes, Integrated Approach and Learning through Play.
Our curriculum adopts the principle of promoting comprehensive and balanced development in children
Covering: ✓ Moral Development, ✓ Cognitive and Language Development ✓ Physical Development ✓ Affective and Social Development ✓ Aesthetic Development |
5 Developmental Objectives To Actualise the development in the 5 domains of ethics, intellect, physique, social skills, and aesthetics, respectively. |
To be achieved through: ✓ Physical Fitness and Health ✓ Language ✓ Early Childhood Mathematics ✓ Nature and Living ✓ Self and Society ✓ Arts and Creativity |
Six learning areas |
Real-life learning themes that are closely related to children’s daily life experiences, cognitive abilities, and interests can connect the content of the six learning areas to provide children with integrated and comprehensive learning experiences which are conducive to their learning.
Like the primary and secondary curriculum frameworks, the Kindergarten Education curriculum framework includes three interrelated components, namely “Values and Attitudes”, “Skills” and “Knowledge”. Together they constitute a coherent curriculum structure.
The Kindergarten Education curriculum attaches great importance to fostering children’s interest in learning, cultivating positive values and attitudes, as well as strengthening self-confidence and self-care abilities. Regarding knowledge acquisition, emphasis is placed on constructing basic knowledge and concepts.
The curriculum aims mentioned above are conducive to nurturing children to be happy, healthy, positive, proactive, inquisitive, communicative, sociable, creative and imaginative.
✓ To foster children’s balanced development in the domains of ethics, intellect, physique, social skills and aesthetics
✓ To help children develop good living habits and a strong and healthy body
✓ To foster in children an interest in learning, an inquisitive mind and eagerness to explore
✓ To instil in children positive values and attitudes
Curriculum Aims | Expectations on Children |
To help children’s balanced development in the domains of ethics, intellect, physique, social skills and Aesthetics |
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To help children develop good living habits and a strong and healthy body |
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To foster in children an interest in learning, and inquisitive mind and eagerness to explore |
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To instil in children positive values and attitudes |
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Developmental objectives are interrelated and complementary. Promotion of one developmental objective leads to enhancement in other objectives. For example, children who learn to use proper language to express their feelings and needs will exhibit improved communication and relationship with others. This illustrates how the affective and social development of children is enhanced by the development of their language ability. Moreover, mastering gross and fine motor skills allows children to participate in artistic creation. This illustrates how children’s physical development facilitates their aesthetic development.
Conducting wholeschool curriculum planning through an open and flexible mode.
Key emphases of learning should be repeated in children’s learning experiences, in which children can continuously learn and apply relevant knowledge and skills. Such learning content should progress with an increasing degree of difficulty/complexity based on children’s abilities and form progressive learning stages.
experiences, in The curriculum content consists of a series of learning cluding
teacher-led content and childinitiated content. The learning content can cover the learning experiences inside and outside the classroom. Teachers can seek learning content from snack time, morning assemblies, visits, birthday parties, festive parties so as to enrich children’s learning experiences.
To facilitate children’s balanced development, time allocation should be flexible. Teaching by subjects or mere delivery of academic knowledge should be avoided.
Content of Activities and Schedules | |
Content of Activities | Approximate Time Allocation (minutes) |
Morning and Afternoon Assemblies / Whole-class or Whole-group Activities (health inspections, conversation and sharing of life experiences) | 15 |
Learning Activities and Free Choice Corner Activities (e.g. play involving construction, creation, exploration, manipulation, social interaction and language) | 75 |
Physical Activities, Music Activities and Art Activities | 45 |
Toilet Time | 20 |
Meals (tidying up, lunch time, snack time) | 15 |
Tidying-up Activities and Getting Ready to Go Home(conclusion and sharing of the day’s activities, conversation and nursery rhymes) | 10 |
Half-day | 180 |
Play can address children’s development and interests, and is an effective learning strategy.
Children love to play. They can derive pleasure, fun, a sense of success and experience through play with others, collaboration and imitation. Play is an effective way of learning that best suits the developmental characteristics of children.
Play is considered an ideal mode of activity that facilitates children’s physical and psychological development. Children use language, mathematics, senses and prior experiences in play, and various ideas will emerge in the process. Children will gain understanding of themselves, others and the environment. It also facilitates the development of creativity, problem-solving skills and versatility.
Strengthening the Element of Free Exploration
Children’s learning and development can be fostered through play. Building on the experiences and strengths in teaching in local schools, we deepen the rationale of learning through play in children and further strengthen the element of free exploration in play.
Free exploration is one of the key elements in play. It is a catalyst for children’s effective learning, enabling them to maintain and enhance their concentration and interest in learning. We address children’s natural instinct of love to play and provide children with the opportunities to participate in free play daily.
Nature and Living
Children are curious by nature. “Nature and Living” emphasises developing and sustaining in children curiosity and exploratory spirit to help them learn how to acquire knowledge, and to instil in them the values and attitudes to respect, appreciate and cherish the environment and nature.
There are various interesting phenomena in nature, for example, light and darkness, floating and sinking, hot and cold, etc. Schools may encourage children to explore the physical world with multiple senses in order to discover the fascinating things and phenomena in nature and explore the way they relate to our everyday life.
Science and Technology
Rapid technological advancement changes our living habits. Teachers are going to guide the children to be aware of the technological products in their everyday life to gain an understanding of their use and changes over the course of time in order to make good use of technology.
Abiding Kindergarten provides a safe environment for children to express their thoughts towards nature and surroundings, and to experience the relationship among nature, technology and our everyday life, through observation, prediction and comparison.
The Role of Information Technology (IT)
Appropriate integration of IT equipment to assist learning and teaching can bring interactive and interesting activities and experiences in play and help cater for children’s diversity.
