Our Curriculum

The school celebrates the “unique genius in every child” with an educational philosophy called constructivism, which is a “learning by doing” approach that academically challenges each student to be an active learner, utilize interdisciplinary thinking, tap into his/her emotional intelligence and have civic-mindedness.

Our curriculum focuses on the development of the whole child through social, emotional, physical, and intellectual growth and fosters creative expression through music, art, and movement.

In the classrooms, children are immersed in an environment that encourages their active imaginations to come alive

The students receive a balance of structured class time and free play and teachers work with them on developing their social-emotional skills and independence.

The curriculum is child-centered and uses a hands-on approach to teach critical thinking and problem-solving skills.

Children are encouraged to explore, play, wander, and ask questions and find answers through observation and experimentation. The school emphasizes the importance of parental involvement so it’s common to find parents helping in the classroom, chaperoning field trips, or participating in school-wide events.

The curriculum is dynamic and responsive, it meets the child where they are and tailors each student's curriculum based upon talents and interests rather than age or grade.

The core curriculum focuses on developing social-emotional skills by working in small groups so children learn how to interact with each other. They also work on developing gross and fine motor skills, introducing a scientific view of the world through simple experiments. Every student at our school is respected as an individual.

The early childhood program

Speaking Skills

Each child will be encouraged to:

  • Communicate fluently with organized thoughts
  • Develop questioning skills
  • Use correct grammar
  • Articulate, commensurate with age level
  • Use proper voice inflection
  • Use appropriate volume for the particular speaking situation
  • Speak in complete sentences
  • Acquire vocabulary from new experiences
  • Participate in conversation and discussion
  • Express himself/herself comfortably in front of others.
Number Skills

Each child will be encouraged to :

  • Construct one-to-one correspondence between two groups of objects
  • Understand equality and inequality
  • Identify the number of objects in a set
  • Select the correct set of objects when given a number
  • Identify the ordinal position of an object in a set
  • Recite numbers in series
  • Understand and use numbers in everyday activities, e.g. counting cookies
  • Understand time sequence, e.g. yesterday, today, and tomorrow
  • Name various geometric shapes
  • Use comparative terms such as greater than, less than, and equal to
  • Make quantitative estimations

Through experience with stories and poems, each child will be encouraged to:

  • Gain pleasure and emotional satisfaction from both prose and poetry
  • Discover special interests through literature, e.g. animal science
  • Anticipate the opportunity of enjoying literature, e.g. animal science
  • Anticipate the opportunity of enjoying literature on his own by showing a desire to learn to read
  • Properly handle and care for books
  • Distinguish between fact and fantasy
  • Become more selective in choosing stories and poems that he/she wants to read

Through dramatic activities, e.g. role-playing and puppetry, each child will be encouraged to:

  • Use these experiences to act out possible problems and situations, regardless of           social and physical limitations
  • Express ideas about the world and people in it
  • Use variety and fluency in speech
  • Use creativity and ingenuity
  • Work in groups and appreciate team-work
  • Express imagination, emotion, and increased self-confidence.
Music and Movement

Each child will be encouraged to:

  • Appreciate various forms of music
  • Derive enjoyment from both planned and spontaneous musical participation
  • Value each person’s contribution to a group musical experience
  • Recognize melodies of familiar songs.
Science Skills

Each child will be encouraged to:

  • Observe, identify, describe and discuss phenomena and objects in the
  • environment.
  • Acquire basic information on plant and animal life, weather,physical sciences and
  • conservation
  • Investigate, explore and experiment
  • Employ skills of observation and classifications
  • Place objects and events in order and sequence.
Pre-Reading Skills

Each child will be encouraged to:

  • Browse through books for pleasure
  • Read pictures
  • Draw and name pictures
  • Draw pictures and tell related stories
  • Recognize signs and labels
  • Interpret calendars and clocks
  • Print names and other words that are meaningful to the child.
Comprehension Skills

Each child will be encouraged to:

  • Increase his/her understanding of conversations, discussions, and oral presentations
  • Increase his/her participation in conversations and discussions.
  • Identify the main idea
  • Recall information presented
  • Put events in sequence
  • Draw conclusions
  • Make inferences.
Visual Arts

Each child will be encouraged to:

  • Appreciate various art forms
  • Appreciate originality and the creative process
  • Explore the use of various media, e.g. clay, paint, crayons
  • Appreciate the beauty in his/her environment
  • Perceive form, design, dimension, color and texture in art objects
  • Evaluate and discuss his own art and the art of his/her classmates.

Each child will be encouraged to:

  • Identify ways each part of the body can be used
  • Develop special awareness
  • Use free rhythmic movements in response to music
  • Dramatize or pantomime musical selections
  • Perform simple dances.
Emotional Development

Emotional development refers to the child’s developing self-concept and the behaviors resulting from it. To foster this emotional growth, each child will be encouraged to :

  • Develop self-motivation and self-direction
  • Display emotional expression appropriate to the situation
  • See himself/herself as a unique and complete individual
  • Develop trust and value in himself/herself and others
  • Meet new experiences and settings with confidence
  • Use diversified materials that give him/her satisfaction of achievement at  
  • His/her level of ability
  • Accept, as an individual, routines, and requirements
  • Strive for excellence to the best of his/her ability.

At the end of four years.

Our school follows a four-year program and as we start with a child at two years and three months, they are obviously six-plus when they enter Grade I. Some parents do shift their children from Upper Kindergarten into Grade I  in higher schools.

The advantage of going through the Preparatory, of course, is manifold and has certainly proved to be a turning point in the success stories of the children who have passed out in the past decades. The lives they are leading, the glory they have achieved have spurred the majority of the parents to continue with their youngsters in Preparatory.

With this strong foundation, abundant confidence and clarity of mathematical concepts, logical and analytical thinking, excellent spoken English and grammar, they step into the world having an edge over other children of the same age. We are proud of the final product that leaves us at the end of four years!

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