Our curriculum is designed according to the Education Bureau’s Kindergarten Curriculum Guide (2017). In addition to the project approach, we also apply the group-learning approach and curriculum-design approach for teaching. Through object lessons, theme-based activities, field trips and site visits, we encourage active participation and learning in children, develop their thinking skills, social skills and self-discipline, and broaden their horizons. We also provide interest classes to develop children’s multiple intelligences.

Integrated CurriculumOur curriculum covers learning themes connected to the six learning areas, namely “Physical Fitness and Health”, “Language”, “Early Childhood Mathematics”, “Nature and Living”, “Self and Society” and “Arts and Creativity”, with engaging learning activities designed based on children’s everyday experiences and interests. It allows children to learn by doing and gain hands-on experiences through using their five senses, and thereby promoting their learning and development.
Moral EducationWe place a great emphasis on children’s moral development. The “Moral Seedlings Programme”, which is developed around moral themes related to individuals, families and the community spreading over a 3-year phase, supported by a diverse range of interesting activities, has been launched over the years to teach children to love themselves, their family and the community. Since the 2021-2022 school year, the “Moral Seedlings Programme” has become a part of the school-based curriculum. Moral elements are incorporated into various teaching themes to promote character education in a more intensive and systemic way.
Project ActivitiesLearning activities are child-directed and are designed to cater for children’s interests. We offer children happy learning experiences by involving them in discussions with their teachers, manipulative activities, sensory observation and in-depth exploration.
Play“Play” is an essential nutrient for child development, which is why playwork underpins children’s learning at our school. Our teachers incorporate free play into the lesson and create an interesting play environment to allow children to develop autonomy, problem-solving skills and teamwork skills. While children participate in unstructured free play, they can enhance their problem-solving skills, physical and mental development and unleash their creativity.
3Es Project Launched and designed by the Education Bureau, the 3Es Project aims to enhance children’s emotional and social skills through the 3Es Model of Early Prevention, Early Identification and Early Intervention. Through play-based learning, sensory exploration, real-life scenarios and home-school cooperation, children are taught to understand and manage their emotions, and are encouraged to be empathic, generous and helpful to others.
Religious Education Through religious education and activities, we teach children according to the Bible, introduce them to Christ from an early age and instil in them a generous and grateful heart.
English Education

Our native-speaking English teachers enhance children’s English skills by creating an English-rich learning environment filled with engaging phonics, speaking, singing and story-telling activities.

We were also a part of the Quality English Language Education at Pre-primary Level Project launched by SCOLAR. The Project enabled us to develop more effective models of quality English exposure for K2 & K3 students. We read enjoyable English picture books with children as one of the activities to expose them to quality English learning and develop their interests in learning English.

Teacher Qualifications

1.The majority of the teachers are Christians with a caring heart and patience for children.

2.All our teachers have received professional training in teaching with rich teaching experience. They are in constant pursuit of continuous professional development with the aim to refine their teaching and provide children with quality preschool education.

Connection with Parents

We maintain a close connection with parents through pick-up/drop-off periods, parents’ talks, the parents’ day, a parent education programme, the parents’ resources corner and parent observation in the classroom. The Parent-Teacher Association was established in 1997 to foster close communication with parents and promote home-school cooperation.

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