Six research projects are structured in the curriculum at each level throughout the school year. The projects are designed based on the curriculum guidelines with diverse elements such as forest, life skills training, aesthetics, character and music. During the course of the project, teachers will make appropriate adjustments based on children’s interests and abilities to enhance their learning outcomes. We respect the children’s interest in their learning journey; therefore, they are encouraged to propose and to discuss for the next investigation topic.
Sensory integration training month
Project: Tomatoes, clothes
N Class children learn from “playing” and “doing” based on sensory integration training such as gross motor activity.
In their investigation on “Tomatoes”, N Class students share their experience with food cooked with tomatoes, and try to make snack with tomatoes.
Project: Circle, vegetables, stones, tunnels, shells
In their investigation of “Vegetables”, K1 children learn to cook vegetable tea, vegetable soup, and run a vegetable shop in the classroom. They can buy fresh vegetables from the shop every day and cooked with their parents back at home.
Project: Rope, tree house, paper game, Tung Chung, aircraft
In the “Aircraft” project study, K2 children explore the structure and internal facilities of the aircraft. They also discuss and produce their own luggage x-ray machine and the captain’s bridge control console.
Project: Ballet, forest school, kitchenette, Hong Kong, Wright Brothers
In the “Forest School” project, K3 children work with their classmates to gather relevant information, such as activities and games that can be carried out in the forest school. They also think about their roles and responsibilities in forest school activities. They also explored different forests.
Children receive different life skills training in school. They can also develop their life skills through daily activities. They learn to take their due responsibilities, to cooperate with and to serve others. Children at different ages will also carry out different tasks according to their varied development characteristics.
Children wash rice every day and cook their own meals.
Children assist in growing vegetables, watering, and harvesting.
Students harvest vegetables. What a good harvest!
The school has set up a “Kitchenette ” in the classroom of K3 class, which enables students to cook their own lunch at school. The students are divided into small groups to cook the lunch containing one meat dish and one vegetable dish every day. Every afternoon, they need to cure the meat and prepare materials for lunch tomorrow. Every morning, they need to cut vegetables, cook dishes, steam rice, and prepare lunch for the classmates. The activity is designed to enable students to learn different skills, as well as the positive attitude towards life. Students may encounter different problems when preparing lunch, such as shortage of materials, insufficient tableware, the way to distribute food, the method to judge if food is cooked thoroughly, and so like. In addition, the students must be very patient and attentive when cutting the vegetables and meat. In the face of these challenges, students must learn to solve them one by one, which requires them to take time to think, to cooperate with others, and to know their due responsibilities. And most importantly, students will feel satisfied that they can complete the whole cooking process and share the results with their classmates.
We also know how to cook dishes, fry chicken wings, and fry tomato with eggs.
Aesthetic development is one of the development axes in the school. Through the creation of art children develop their creativity, express their emotion, learn from and appreciate each other. The creation of art is a process where children can discover and recognize themselves through observation and practice, and thus create their own learning.
The aesthetic categories include:
- From color to contrast, gradient
- From point to line
- From 2D to 3D
- Exploration of beauty
Students use different materials to create their own works through imagination. In the process, they need to think from different perspectives to visualize their imagination.
Students work together to create their own artworks. Children can focus on, immerse themselves in and enjoy the creation process while developing their artistic skills.
The school also attaches importance to the character development of students. We believe that good characters are important for the holistic development of students. In addition to cultivating students’ basic courtesy and manners of getting along with others in everyday curriculum, each semester we focus on one character to share with our children. A broad range of practices and activities are provided to help children internalize these good characters and put them into practice.
Through the “Force-701” programme, students are trained to be on duty in the morning, to help classmates in needs.
Through the implementation of the “Iron Kids” and “Force-701 ” programmes, students can become more patient and help others in a timely manner as they engage in hiking and volunteering activities.
Students are also the little helper, serving their classmates by cleaning their classrooms.