Our Approach
We are a faith-based preschool and focus on teaching children the values of life.
We believe in the original design of every child.
Each one is precious, competent & capable. We believe that our Christian values-based education will lay a strong foundation for life.
We aim to develop life skills & positive learning dispositions.
We see the preschool years as preparation for life. We desire to nurture children with confidence in self-expression, creative & critical thinking skills, and a love for learning.
We take them on a journey of growth & discovery.
We do not despise small beginnings. We celebrate each milestone within an environment that loves and respects each child.
We Develop Children Through S-P-I-C-E-S.
Spiritual
Character & Values
Physical
Motor Skills
Intellectual
Language & Literacy, Numeracy, Discovery of the World
Creative
Aesthetics & Creative Discovery
Emotional
Intrapersonal Development
Social
Interpersonal Development
Spiritual
Character & Values
Physical
Motor Skills
Intellectual
Language & Literacy, Numeracy, Discovery of the World
Creative
Aesthetics & Creative Discovery
Emotional
Intrapersonal Development
Social
Interpersonal Development
What Makes Our Curriculum Different?
The everyday learning moments are created by intentionally drawing from global and renowned approaches.
Key To Learning (Russia)
Key to Learning is a unique programme that develops children’s cognitive learning abilities based on Vygotsky’s theory of learning. It builds children’s logical reasoning and creative thinking skills using symbols and diagrams, and focuses on the “how” instead of the “what”.
Values Matter
Developed in-house, this is our social-emotional development component in our programme. Our teachers cover a list of 3 to 4 values such as Respect, Engagement, Love and Joy per quarter, as well as life skills and positive learning dispositions, intentionally weaving them into each week’s lessons through stories, songs and authentic conversations.
Multiple Intelligences (USA)
Based on Howard Gardner’s theory of multiple intelligences, our programme celebrates diversity in learning. We design activities that cater to more than one learning style at any one point – ensuring that children are free to explore with their natural inclinations, yet have broad exposure to the other ways of learning.
Reggio Emilia Approach (Italy)
At the heart of the approach are these 3 main components: the Child, the Environment and the Teacher. We value every child’s unique way of thinking, playing, sharing, interacting, etc. The familiar phrase – “the environment as the 3rd teacher” indicates that the learning spaces are developed with concrete open-ended materials. Teachers allow space for exploration where children experiment, problem-solve and discover within safe boundaries.
佳美音符 (Jia Mei Yin Fu)
This creative Chinese Music and Movement Programme is based on a SONG STRETCHER™ approach where songs, rhymes and music are ‘stretched’ through vocals, body percussion, instrument play, and movement. This kinaesthetic approach helps children internalise the music process and builds their creative expression, while being a vehicle for language development.
The Project Approach (USA)
We regularly facilitate projects that guide children through in-depth exploration of child-initiated topics within a complex but fluid framework where activities are birthed from children’s questions through 3 phases – brainstorming, investigation and reflection/conclusion. Learning environments are also set up to reflect and support the process of inquiry and discovery.
Bilingual Approach
Having opportunities to communicate with both English and Chinese teachers, we encourage children to build respectful relationships and interact meaningfully as they co-construct learning together. We expose children to both languages through stories taken from a myriad of sources such as the Bible, award winning authors, fiction and non-fiction.
MATAL (Israel)
This child-centred programme aims to enable children to navigate their real world around them through open-ended questions. In small groups, in and out of class, young children interact with their environment and make meaning through their senses.
The ManyWaysOfSeeing Approach (Singapore)
Based on design thinking principles – this approach encourages children to open up new ways of thinking for innovation and creativity as a life skill through projects and exploratory play activities.
Key To Learning (Russia)
Key to Learning is a unique programme that develops children’s cognitive learning abilities based on Vygotsky’s theory of learning. It builds children’s logical reasoning and creative thinking skills using symbols and diagrams, and focuses on the “how” instead of the “what”.
Values Matter
Developed in-house, this is our social-emotional development component in our programme. Our teachers cover a list of 3 to 4 values such as Respect, Engagement, Love and Joy per quarter, as well as life skills and positive learning dispositions, intentionally weaving them into each week’s lessons through stories, songs and authentic conversations.
Multiple Intelligences (USA)
Based on Howard Gardner’s theory of multiple intelligences, our programme celebrates diversity in learning. We design activities that cater to more than one learning style at any one point – ensuring that children are free to explore with their natural inclinations, yet have broad exposure to the other ways of learning.
Reggio Emilia Approach (Italy)
At the heart of the approach are these 3 main components: the Child, the Environment and the Teacher. We value every child’s unique way of thinking, playing, sharing, interacting, etc. The familiar phrase – “the environment as the 3rd teacher” indicates that the learning spaces are developed with concrete open-ended materials. Teachers allow space for exploration where children experiment, problem-solve and discover within safe boundaries.
佳美音符 (Jia Mei Yin Fu)
This creative Chinese Music and Movement Programme is based on a SONG STRETCHER™ approach where songs, rhymes and music are ‘stretched’ through vocals, body percussion, instrument play, and movement. This kinaesthetic approach helps children internalise the music process and builds their creative expression, while being a vehicle for language development.
The Project Approach (USA)
We regularly facilitate projects that guide children through in-depth exploration of child-initiated topics within a complex but fluid framework where activities are birthed from children’s questions through 3 phases – brainstorming, investigation and reflection/conclusion. Learning environments are also set up to reflect and support the process of inquiry and discovery.
Bilingual Approach
Having opportunities to communicate with both English and Chinese teachers, we encourage children to build respectful relationships and interact meaningfully as they co-construct learning together.
MATAL (Israel)
This child-centred programme aims to enable children to navigate their real world around them through open-ended questions. In small groups, in and out of class, young children interact with their environment and make meaning through their senses.
The ManyWaysOfSeeing Approach (Singapore)
Based on design thinking principles – this approach encourages children to open up new ways of thinking for innovation and creativity as a life skill through projects and exploratory play activities.
