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Our school was chosen as one of the “Quality Assurance Inspection” kindergartens in April, 2001 by the EDB and received a highly positive comment. The following are the excerpts of some of the assessment results in the “Inspection report” issued by the Education Bureau.
※The curriculum is designed to take into account children’s physical, intellectual, language, emotional, aesthetic and social development.
※Teachers are generally enthusiastic and serious in teaching. They can use theme based activities to help children learn different areas in the aspects of knowledge, skills and attitudes through daily activities.
※ Children love to go to class and learn happily. Furthermore, children have a good learning attitude and can follow the teachers’ instructions. They pay attention to the lessons and their language and communication skills are good.
Our school focusses the importance of two languages (Chinese and English) and trilingual (Putonghua, English and Cantonese) as the foundation of children language development.
An extensive research done by many educational experts has indicated that children have an extraordinary learning ability in term of the language development. Therefore, we are convinced that language education in the early childhood stage is definitely very vital as it may have a direct subtle effect on one’s lifetime achievement. We have adopted a new innovative bilingual teaching approach since 2003 to break the boundaries between the school and family and give children more freedom to express themselves. Children acquire and improve their language subtly through the interactions with their peers in a unique way. By understanding their surrounding environment, children will have a better understanding about the authentic world and pave their ways towards adulthood.
Our bilingual curriculum is planned and designed according to the characteristics and needs of children’s development. We use an active interactive teaching model to allow children to take the initiative to learn. We combine the content of the curriculum with each subject and provide children with an inspiring learning environment to stimulate children’s learning initiative. We provide different learning activities for children to experience and practice and through the practical experiment, children learn how to tackle the problems, learn about cooperation in a team and division of labor. Most importantly, they gain the opportunity to express their opinions.
For daily classroom guidance, activities and thematic teaching, our Chinese and English teachers will provide detailed explanations and guidance so that children can understand and speak fluent Chinese and English. All the students from Lui Kwok Pat Fong Kindergarten will acquire good bilingual skills to meet the needs of primary schools and the future.
Many parents hope their children to lay down the language foundation from a young age as a solid foundation for their future learning. In the “Quality Assurance Inspection ’ report published in 2001, Fu Heng Baptist Lui Kwok Pat Fong Kindergarten was rated as the excellent one and below is a brief excerpt of the report. “Most children actively participate in the activities and they show high quality of communication skills and language development”. Since after receiving the funding from the “Quality Assurance Inspection” scheme in 1998, promotion of holistic language teaching has never been stopped. Through the situational lifelike education, children become more active and interested in learning. Thereby, enhancing children’s speaking, reading, listening and writing skills.
In addition to giving students a sense of intimacy, they also understand their learning difficulties and give them more confidence to try. Our English teachers always communicate in English on the campus regardless of students, colleagues or parents so as to give students a natural English speaking environment. Moreover, implementing activity teaching method such as visiting the library, Chinese restaurants, fast food shops, parks and so on not only integrate English into students’ daily lives but also increase their interest in learning. In this way, the school’s goal of allowing students to learn in a pleasant environment can be achieved.
