Curriculum Design：

• Our curriculum is designed according to the Education Bureau’s guidelines and is also designed to prepare children for entering primary school.
• With the aim of promoting children’s whole-person development, we incorporate elements of “Holistic Innovative Education” in our curriculum alongside the thematic approach to ensure children attain a comprehensive, balanced development in different domains and are able to learn from play.
• We arrange activities designed for project-based learning regularly to develop children’s creative minds, encouraging them to learn through exploration and grow from gaining hands-on experience.
• Focusing on developing children’s biliterate and trilingual abilities, we’ve hired native speakers to be our English teachers, thus helping children establish a solid foundation for language development and preparing them for the future.

 

About “Holistic Innovative Education”

• We joined the three-year-long holistic school development programme held by the Association of Holistic Innovative Education from September 2007 to 2010.
• Through “principal training”, “teacher training”, “cross-border education exchange”, “large-scale teaching demonstration” and other training activities in the programme, we succeeded in establishing clear core values of the school, improving school administration and management, enhancing the effectiveness of teaching, moving towards becoming a quality, competitive school built upon team spirit.
• “Happy learning”, “whole-brain multisensory learning”, “constructivism” and “human-centred education” are the core principles of “Holistic Innovative Education”. It brings together educational psychology, the “drama in education” approach and the “whole-brain learning” approach.
• In a classroom adopting Holistic Innovative Education, teachers are facilitators who show great care for students while holding them to high standards. They exhibit flexibility in the use of different teaching approaches based on different learning content and guide children to take the helm of their learning. Our students take ownership of their learning. They are active in class, able to work with their peers and confident in showing what they have learnt. Our teachers and students also show appreciation and respect for each other, thus building a harmonious and orderly classroom.

 

About the “Partnership for Promoting Whole Child Development Project”

In September 2011, we joined the year-long “Partnership for Promoting Whole Child Development Project” which was commissioned by the Education Bureau and was organised by the Faculty of Education and the Centre for University and School Partnership under the Chinese University of Hong Kong. The project was to:

• Strengthen the leadership roles of the principal and the panel heads, set directions for children’s whole-person development
• Provide professional support for teachers, design a school-based curriculum that promotes children’s whole-person development through action inquiry and action learning
• Facilitate the cooperation between the school and families to foster children’s whole-person development
• Arrange exchange visits between schools and thus establish a professional learning group with partner schools

 

計劃理念：P.I.E.S理念