We offer a rich co-curricular programme which allows students to apply what they have learned in the classroom, strengthen their skills and explore new areas of interests.
Weekly QCT meetings provide regular opportunities for children to discuss and develop empathy for a range of human needs. The Golden Rules promote an understanding of the moral principles which allow pupils to tell right from wrong; respect other people, truth, justice and property; and tolerance of differing cultures.
Music and visual art are basics of a good education, not escapes from it. They reveal the creative and aesthetic aspect of the human mind. They train young eyes and ears to appreciate the physical world around us.
The aim is to introduce basic ideas and skills in music and art. Music lessons familiarize students with rhythm and melody through classroom songs, recordings and experiments with simple percussion instruments; students learn to identify musical instruments by their shape and composition; and distinctions among pitch, volume and timbre in musical sound.
Art lessons include exercises in painting, drawing and craft making; instructions in shape, colour, form, texture, and the visual effects they create. When possible, children go on educational trips.
Kindergarten children have growing bodies, and growing bodies need plenty of exercise. Research suggests that disciplined physical activity may sharpen both mental acuity and appetite for learning. Physical education is a part of schooling.
Physical education activities cover body control (rhythm, flexibility, agility, balance, direction, speed and intensity) simple sports skills (running, jumping, throwing, catching and kicking) and basic games and exercises (rope jumping, footraces, dances and gymnastics). Instruction encourages fitness, respect for rules, sportsmanship, safety and use and care of sports equipment.
The focus is on learning good library behaviour and listening skills. Literature appreciation is developed through the introduction of authors, illustrators, and their books. Children learn to distinguish between the structural features of text and the literacy terms or elements such as theme, plot, setting and characters.
Given the rate of technological change, it would be a mistake to emphasise PC operating skills as the most desired outcome. ICT is used in an imaginative way to deliver the curriculum using available resources. Children also learn proper computer care; develop mouse-manipulating skills and appropriate vocabulary. Computer programs appropriate to their age and maturity are used to integrate other curriculum subjects into the ICT curriculum.