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Guided by a “child-centred” principle, we are committed to an all-round education for children by ensuring a balanced development of their character, intellect, physical wellbeing, sociability, and aesthetic sense from a young age. Besides, by following the Christian teaching of “Love God and One Another”, we are also dedicated to the robust growth of children’s spirituality.
With reference to Kindergarten Education Curriculum Guide (2017), we take specific needs of children at different age and developmental stage into account. By encouraging children to “learn from playing” and “learn by doing”, we work hard to stimulate their interest in self-learning and create a culture of learning with fun.
Our curriculum focuses on learning through subjects of daily life. With group discussions, exploratory activities, games, and visits, we help children accrue knowledge from experience, enhance their motivation to learn and improve their verbal expression skills. We have also adopted an “Integrated Teaching” Model that integrates multiple areas of knowledge, skill, and behavior to offer a more coherent learning experience.
We tell stories to induce children’s interest in learning. We also supplement the stories with diverse education activities that integrate knowledge of a particular subject. Such activities enable children to acquire knowledge and skills in different areas as well as to develop positive attitudes.
We adopt the “High Degree of Breadth” model that enables children to experience a whole process of “Plan”, “Do”, and “Review” when engaging in group activities, so that they can develop self-learning ability.
The Orff curriculum is a new series of Cantonese song that is melodious and melodious. It combines rhythm, performance, creative dance, etc., so that children can enjoy music from beautiful melodies. Six positive categories: wisdom, courage, benevolence, justice, temperance, and transcendence, covering 24 character strengths, allowing children to develop different positive characters through music activities.
Under an “eagle-framed” learning strategy, we encourage children to express themselves through active listening, group discussion, knowledge integration, and presentation. Such activities motivate children to learn on their own and stimulate their thinking as well as to elevate their confidence and problem-solving capability.
Design activities emerge from a core belief of learning through exploratory activities.
The subject of each activity corresponds to the child’s experience and interest. Children may discover a range of problems to be solved throughout the activities. They will start to look for the answers by collecting data and taking part in activities of various kinds. Not only are the children able to develop their exploratory spirit and exercise their problem-solving skills but their knowledge in the subject can also be enriched.
Children love games of all kinds. Within the free play session each day, children are free to choose what games they want to have and what roles they want to play. They are also free to decide the forms and rules of their games. Playing together with their peers and enjoying the free time for games does not only promote children’s wellbeing and social skills but also gives them space to express their creativity and problem-solving abilities.
Our school values moral education. There is a moral education theme every quarter and the “Dede KIDS Parent-child Growth Plan” is implemented.
The Moral Education Scheme is organized through storytelling, learning activities and rewarding young children in order to cultivate their good character.
We are fully committed to enable children to establish excellent morals.
Our school provides on-campus social worker services by Yang Memorial Methodist Social Service “Project FamChild Social Work Services in Pre-primary Institutions”. School-based social workers provide support and child care to families in need, and provide more comprehensive support for families and children. They organize different parent workshops to enhance parents’ parenting skills and promote parent-child activities; through early identification and intervention, we cooperate together with the parents as to provide comprehensive support to families and students in need.
Name of the Social Worker：Ms. YIM Sau Ha
(Yang Memorial Methodist Social Service)
On-campus service：Every Tuesday and Thursday
Our school provides “School-based Pre-school Rehabilitation Services-Early Start Program” which is organized by Yang Memorial Methodist Social Service. This service is funded by the Social Welfare Department. Professionals come to schools regularly to provide individual and group training for children with special learning needs. The professional team provides professional support to parents and teachers, so that children in need can integrate through appropriate training, so that they can build up stable development foundation. The professional team also conducts regular interviews with teachers to understand the children’s training progress and make adjustments in the classroom to take into account the children’s learning ability needs.
