The Approach
The early years of a child’s life are the most important – a time of rapid development physically, intellectually, socially and emotionally.
Pre-primary education is concerned with continuing the balanced overall development of the individual child through learning experiences in both the school and the community.During these learning experiences the child should observe positive relationships between home and school, parent and teacher. It is through the combined efforts of all those adults that children will be given the maximum opportunities to develop and learn.
We believe every stage in a child’s educational life is equally important. That is why our Pre-Primary has purpose-created curriculums that provide developmentally appropriate enrichment for your child at each stage. We offer a strong creative, physical, emotional and moral base for our children, worthy of respect and recognition for their abilities, ideas and interests. We believe every child is talented and free to learn, grow and discover at their own natural pace. This approach permits each child to discover their interests and talents while in a learning environment that provides a creative and a strong problem-solving foundation.
Emotional Intelligence
The early childhood years are essential for developing healthier emotional and social skills. Our low student-teacher ratio and inclusion of non-conventional & holistic learning gives us the flexibility to develop real-life skills, relationships and a sense of community.
Personal Goals
Our students are encouraged to work with personal goals. They are assessed on progress highlighting their learning journey rather than just formal academic grades.
Our Pre-Primary Program
Academics
Young children need the interest, support and encouragement of both the parents and teachers in order to develop self respect and the confidence to learn. These attitudes, coupled with the skills that will be acquired in the four years of Kindergarten will help to build the foundation for success throughout school life. The implicit curriculum of character education, teaching of moral principles, insistence on order and firm discipline, and steady encouragement of solid work habits is very much part of our daily teaching. Here curiosity is aroused, interest kindled and concentration developed. Particular care is given to the reading habit and to this end all children have access to libraries from their earliest years. We understand that children are individuals and they bring differences of ability and background to our school. For all children the curriculum remains the same, but extra support is provided in the classroom to those who need it. In the Early Years we provide feedback to parents by individualized student reports and parent-teacher meeting.
Co-Curricular Activities
We offer a rich co-curricular programme which allows students to apply what they have learned in the classroom, strengthen their skills and explore new areas of interests.
Quality Circle Time
Weekly QCT meetings provide regular opportunities for children to discuss and develop empathy for a range of human needs. The Golden Rules promote an understanding of the moral principles which allow pupils to tell right from wrong; respect other people, truth, justice and property; and tolerance of differing cultures.
Art and Music
Music and visual art are basics of a good education. They reveal the creative and aesthetic aspect of the human mind. They train young eyes and ears to appreciate the physical world around us. The aim is to introduce basic ideas and skills in music and art. Music lessons familiarize students with rhythm and melody through classroom songs, recordings and experiments with simple percussion instruments; students learn to identify musical instruments by their shape and composition; and distinctions among pitch, volume and timbre in musical sound. Art lessons include exercises in painting, drawing and craft making; instructions in shape, color, form, texture, and the visual effects they create. When possible, children go on educational trips.
Physical Education
Kindergarten children have growing bodies, and growing bodies need plenty of exercise. Research suggests that disciplined physical activity may sharpen both mental acuity and appetite for learning. Physical education is a part of schooling. Physical education activities cover body control (rhythm, flexibility, agility, balance, direction, speed and intensity) simple sports skills (running, jumping, throwing, catching and kicking) and basic games and exercises (rope jumping, footraces, dances and gymnastics). Instruction encourages fitness, respect for rules, sportsmanship, safety and use and care of sports equipment.
Library
The focus is on learning good library behavior and listening skills. Literature appreciation is developed through the introduction of authors, illustrators, and their books. Children learn to distinguish between the structural features of text and the literacy terms or elements such as theme, plot, setting and characters.
ICT
Given the rate of technological change, it would be a mistake to emphasize PC operating skills as the most desired outcome. ICT is used in an imaginative way to deliver the curriculum using available resources. Children also learn proper computer and tablet care; develop mouse-manipulating skills and appropriate vocabulary. Computer programs and apps appropriate to their age and maturity are used to integrate other curriculum subjects into the ICT curriculum.