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Every Child Is Unique.Our Future Prodigies believes that a bilingual immersion core curriculum is important for our children.
Based on a thematic approach, our children are exposed to a variety of meaningful learning experiences
such as learning about Knowledge Of the World, English, Mandarin, Mathematics and Project Work.
We want our children to have a lifelong learning journey to be good responsible people that
excel academically and develop socio-emotional readiness in their future endeavour.
A well designed curriculum with the support of our strong team of experienced teachers and
parent-teacher partnership is required to ensure that children achieve the readiness in
preparation for Primary One.
We encourage children to make close observations and connections, ask questions, voice out
their points of views, evaluate outcomes, make evidence-based judgement and so on, going
beyond simply learning by route and memorization.
We have adopted a few learning theories from Lev Vygotsky , Bronfenbrenner, Howard Gardner
and Jean Piaget to support the children’s learning.
Lev Vygotsky : He suggested that human development results from a dynamic interaction between individuals and society.
Through this interaction, children learn gradually and continuously from parent and teachers. This learning, however, can
vary from one culture to the next. It is important to note that Vygotsky's theory emphasizes the dynamic nature of this
interaction. Society doesn't just impact people; people also impact their society.
"Learning is more than the acquisition of the ability to think; it is the acquisition of many specialised abilities for thinking
about a variety of things." - Lev Vygotsky, Mind in Society, 1978
Bronfenbrenner: He believes that it is necessary to observe children‘s behavior in natural settings, while they are
interacting with familiar adults over prolonged periods of time.
“If we know a child has had sufficient opportunity to observe and acquire a behavioral sequence, and we know he is
physically capable of performing the act but does not do so, then it is reasonable to assume that it is motivation which is
lacking. The appropriate countermeasure then involves increasing the subjective value of the desired act relative to any
competing response tendencies he might have, rather than having the model senselessly repeat an already redundant
sequence of behavior.”
Jean Piaget: His view of how children's minds work and develop has been enormously influential, particularly in educational
theory. His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand
their world: they cannot undertake certain tasks until they are psychologically mature enough to do so. His research has
spawned a great deal more, much of which has undermined the detail of his own, but like many other original investigators,
his importance comes from his overall vision.
"Piaget's work on children's intellectual development owed much to his early studies of water snails" (Satterly, 1987:622)
Howard Gardner : “I want my children to understand the world, but not just because the world is fascinating and the human
mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the
same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An
important part of that understanding is knowing who we are and what we can do.“ (Howard Gardner 1999: 180-181)
Our curriculum is based on a thematic and integrated
programme in line with the current requirements of Ministry
Of Community Development, Youth And Sports (MCYS).
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