Programme LL TM

Our programme is designed to ensure that children develop cognitive, social and emotional skills. The social and emotional well being of a child is crucial to overall success. The activity based programme provides opportunities to be independent, creative and confident problem solvers.

"The methodological approach to bilingual education allows children to develop a natural ease in both languages. Children are encouraged to explore, discover and communicate in both English and Mandarin."

Through a gap analysis based on the syllabus for Primary One in the local school system, we have clearly confirmed that our curriculum not only meets the entry criteria of the system but, in fact, goes beyond it in some areas. Therefore, your child will be fully prepared for a successful entry into the local primary school system.

Various types of learning occur throughout the day. There are times when children either work individually or in small or large groups. There are times when learning is teacher-directed and other times when it is child-initiated. To ensure that gained knowledge and skills can be applied, learning is practical, hands on, and relevant to the lives of the children. Research confirms that young children learn most efficiently when engaged in interaction rather than in merely receptive or passive activities.

Many activities and discussions occur during circle time. Calendar, music, storytelling, drama, show and tell, discussion of projects and games are experienced. Children are given a chance to practice their logical and rational thinking skills. Circle time is a time to share experiences, build on knowledge and build a classroom community.

Children learn to control their voices and the movement of their bodies. They learn to value music, appreciate musicians and identify instrument sounds. Rhythm and beat are explored through games that involve voice, instruments and body movements .

Snack time is a learning opportunity to get together for relaxation and reflection on daily events. Children learn table manners, nutrition and self help skills.

Children learn about balance, movement, gravity, space, and flexibility through active games. Older children create and play games with rules for tag, soccer or baseball . While children are physically active, their brain is intellectually active.

The range and scope of these activities is dependent on the teacher. With specific skills to be taught a teacher directed activity could involve individual children, small groups, or large groups. The main focus is that the activities, although teacher initiated, are relevant to the lives of the children. The activities are hands on, developmentally appropriate and meaningful.

Activity Learning Centres are provided for self- directed learning. Learning centres offer children an opportunity to plan their time, to choose their activities and decide with whom to work either individually, in small groups or in pairs. Most importantly, learning centres facilitate constant interaction between the teacher and the children. Teachers, as role models, provide opportunities for children to extend their thinking and to attempt new challenges.

Block play is exciting to watch because it becomes more complex as mathematical and spatial skills develop. For example, toddlers will often stack blocks and knock them over. As they do this, they learn about gravity, balance, size, shape, and colour. As children get older they begin to build sturdier towers, bridges and enclosures. They recognize designs and patterns, and build works of art. Older children recreate structures, cities and landscapes from their knowledge of everyday life. Mathematical and scientific concepts such as grouping, adding, subtracting, gravity, balance, and geometry are constantly explored. In addition, children learn to work as a team, cooperate and share ideas.

Children learn about reading by looking at books in a safe secure environment in which they are encouraged to take risks. In this environment children will choose repeatedly books that are familiar. They look at the books and retell or create their own story thus developing the concept of a story structure with a beginning, middle and an ending.

Their initial reading attempts are praised. Older children and adults, role model reading strategies. Teachers are available to support younger children in taking care of and enjoying books, learning about story sequence, picture representation, and simple word patterns. Older children learn about story structure, word formation, punctuation and decoding strategies such as picture cues, phonics and reading for meaning.

Children learn about representation and aesthetic awareness through art. As their drawings develop they often demonstrate knowledge in new ways. For example, a young child's seemingly random marks on paper are often linked to an idea or story. Children do not have any conformed ideas about creativity. They often portray sounds and actions through art. When supported this can lead to creative thinking patterns that allow for “thinking out of the box”. While doing art, children experiment with colour, size, texture, 2-D and 3-D objects and constantly problem solve. Creative art can be a conduit for learning in all subject areas math, science, language and writing.

Kindergarten children engage in a English Literacy Programme called "Wiggleworks". It combines computer software, audio tapes, phonics and books to support reading, writing and listening skills.

Our hands-on science programme encourages children to experiment and use creative methods of discovery in which children are challenged to try different methods of solving problems.

The dramatic play centre can take many forms. It may be a kitchen, a grocery store, a pet shop, a garden or a baby nursery. This type of play is essential for children to develop a sense of self and the world around them. Pretend play is complex. Children carry out action plans, take on roles and transform objects as they express their ideas and feelings about the social world. They learn to negotiate, problem solve, be imaginative and guide.

Come join our new full-day enrichment programme. The core curriculum will be delivered in the morning. In the afternoon, children will participate in enrichment
activities in visual and performing arts, gymnastics, computers and speech and drama.

An exciting time for the children as they take a trip to the Canadian International School to visit the Library Information Centre. They have an opportunity to listen to a professional storyteller, to select books to take home and to learn library etiquette.

Learning Ladder children participate in Gymnastic classes on site. Children learn about balance, movement, space, and flexibility. While physically active the brain is also intellectually active. A physically able body promotes a physically able mind.

Kindergarten children engage in an English Literacy Programme called "Wiggleworks". It combines computer software, audio tapes, phonics and books to support reading, writing and listening skills.

Music and Movement activities are part of the core curriculum but also offered two times per week in the afternoons. The children are exposed to Music and Movement activities in both English and Mandarin. Children at our Woodlands branch do Music and Movement activities at our Music and Movement room. The aim of the programme is to develop expressive and confident individuals through fun-filled and innovative sessions .

Children are active participants in storytelling and story composition, drama, dance, performing and visual arts, singing, and pronunciation. Ultimately, students will acquire skills necessary to become confident, self-expressive and enthusiastic communicators.

The Learning Ladder Woodlands