• Our Toddler's Programme
• Two's Programme - Pre-nursery
• Three's Programme - Nursery
• Four's Programme - Prep

The following is our curriculum model validated by research which is a fusion of experiential, Montessori theme bases and high scope learning pre-school approach.

Features:

1. CREATIVE
Focus on ten interest areas or activities in the program environment: blocks, house corner, music and movement, cooking, computer and the outdoors. Helps teachers understand how to work with children at different developmental levels to promote learning. Guides teachers in the adapting the environment to make it more challenging. Includes a parent component. Training manuals and audio-visual resources are available.

2. EARLY RECOGNITION
Includes a system of making materials and organizing the learning environment to facilitate participation (social-emotional-affective), body awareness and control, visual perception and languages skills. The areas indicated above are organized into self help, developmental concept, and academic readiness content areas. The curriculum approach focuses on general classroom modifications of the physical space and daily time units, learning materials and their organization into learning sequences, the grouping of the children and teacher cuing/monitoring.

3. THE ADVANTAGE OF OUR SYSTEM
Based on the fundamental premise the children are active learners who learn best from activities that they plan, carry out and reflect on. Fifty-eight key experiences in the child development for the pre-school years are identified. These key experiences are grouped into categories: creative, representation language and literacy, initiative and social relations, movement, music, classification, serration, number, space and time. A central element of the day is the day plan-do-review sequence in which children make plan, carry it out and then reflect on the results. The daily routine also includes times for small and large group experiences and outside activities.

4. EXPERIENTAL
Based on the idea that children teach themselves through their own experiences. Provides a carefully prepared and ordered environment. Includes this environment are didactic and sequenced materials geared toward promoting children`s education in four areas: development of the senses, conceptual or academic development, competence in the practical life a activities and character development. materials proceed from the simple to the complex and from concrete to the abstract. Sixty three percent of class time is spent in independent activity.

5. A project is an in-depth investigation of a specific topic with the main goals of finding out more about the topic rather than to seek answers to questions proposed by the teacher either the children orteacher can generate the topic .the questions to be addressed and investigated during the project are generated and developed by the children.project work should not constitute the whole curriculum but should also address the more informal parts of the curriculum.the project approach is similar to themes and units but themes usually consist of preplanned lessons and activities on particular topics selected by the teacher rather than child.

6. Recent brain research emphasizes the importance of forming patterns and helping children iunderstand the connections to learning.atheme is an idea or topic that a teacher and children can explore in many different ways.