[vc_row css=”.vc_custom_1508919820346{border-top-width: 5px !important;border-right-width: 5px !important;border-bottom-width: 5px !important;border-left-width: 5px !important;background-color: #ffffff !important;border-left-color: #a7843a !important;border-left-style: solid !important;border-right-color: #a7843a !important;border-right-style: solid !important;border-top-color: #a7843a !important;border-top-style: solid !important;border-bottom-color: #a7843a !important;border-bottom-style: solid !important;}”][vc_column width=”2/3″][vc_column_text css=”.vc_custom_1640665899444{padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;background-color: #ffffff !important;}”]Course structure:

The curriculum is formulated in accordance with the overall goals and school philosophy of the Hong Kong Education Bureau’s “Guide to Kindergarten Education Curriculum”, fully considering the needs and abilities of children’s development. The theme learning is directly drawn from the living environment, based on story teaching, combined with life education, creative art and science, and coordinated with various visit activities to make children’s learning full of fun.

Interest activities take into account the overall development of children’s cognition, language, body, affection, group sex, and aesthetics, highlighting multiple learning. Among them, English and Mandarin activities enrich children’s language experience. There are two special study activities every school year, focusing on cultivating children’s self-learning spirit.

In response to individual differences, the corresponding course schedule is specially designed for children who need special education to help children master various skills, including physical training, personal self-care, academic knowledge, social skills, etc., so that children can integrate into the campus life of the same age.

The overall curriculum design strives to be child-oriented, step-by-step, comprehensive and playful throughout all learning content, to achieve children’s comprehensive and balanced development.

Assessment method:

In line with the subject learning content, refer to the standards of Heep Hong Society’s “Child Development Evaluation Form”, and hire professionals from the University’s Early Childhood Education Department to set up school-based child development evaluation tools, and formulate evaluation items and evaluation criteria. The assessment process is jointly participated by teachers and parents.

Through continuous observation in daily classrooms, teachers write observation and evaluation records to evaluate children’s performance in various learning areas. Each school year, two developmental assessments and one developmental summary assessment (including physical fitness and health, language, children’s mathematics, nature and life, individuals and groups, art and creativity, and cognition) are conducted for children. In addition, There are also two project study evaluations, which analyze and report on children’s performance in project study activities.

Parents use the “Parent-Child Gas Station” after the completion of each learning topic to assess their children’s knowledge and mastery of the learning content, and then the teacher will give feedback and follow-up. Parents also fill in the “Children’s Performance Report at Home” every semester to provide the children’s learning situation at home.

The above-mentioned method of home-school cooperation is used to evaluate children’s performance in knowledge, skills and attitudes in stages, and to summarize the evaluation results of both parties and become part of each child’s “learning history archive”. The school also collects relevant data at all levels every school year, and reviews the curriculum and makes amendments through inspection, follow-up and sorting.

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