Our Curriculum

Part A – Programme Adapted from (MOE) Nurturing Early Learners & I teach guide ( 4 to 6 years old )

Language & Literacy

Listening & speaking. Emergent reading


Number sense & operations. 
Shapes & measurement. 
Patterns and relationships

Discovery of the world

Exploring the immediate environment and how things work. Discovering growth & change. Acquiring right attitudes towards the environment.

Social and Emotional Development

Developing self awareness
Developing social skills
Cultivating healthy habits
Developing skills in relationship building

Aesthetics & Creative Expression



Motor Skills Development

Value of Participation
Loco motor/Non-loco motor skills
Fine motor skills
Manipulative skills
Physical coordination



Learning through active exploration and interaction both with adults and with their peers;


Activities with increasing complexities and challenges as the children develop understanding of concepts and skills learnt;


Monitors each child’s special interest and developmental progress, based on teacher’s observation;


Follow-up activities and sessions with the child and his/her parents respectively;

Nurturing Early Learners’ guide and ‘I teach’

In the preschool years, our curriculum, adapted from the Ministry of Education (MOE) – ‘Nurturing Early Learners’ guide and ‘I teach’, aims to facilitate learning not only the basic academic skills such as reading, writing and numeracy skills but also the development of broader cognitive skills among young children, such as the ability to ask questions, to begin thinking for themselves, to explore and to sort out puzzles- ‘problem solving’.

Our children will also be involved in activities of other domains that are equally important in the early years, that is, in the areas of a child’s moral, social, emotional and physical development.

Part B – Early Years Development Framework, EYDF ( 3 years old & below )

The EYDF embraces a broad vision of ‘Children being Secure, Confident, Safe and Healthy’, ‘Children being Involved, Engaged and Enquiring’ and ‘Centres, Families and the Community Connecting and Relating’. Five key pillars uphold this vision:


The Developing Child

The child is embraced as a whole person developing physically, intellectually, emotional, socially and culturally. Positive relationships and experiences with nurturing adults in the early years matter. Good nutrition, as well as safe, healthy and stimulating environments, have a positive impact on a child’s development.


The Intentional Programme

The programme, environment and curriculum are flexible to meet the needs of young children. The programme intentionally promotes children’s development through positive interactions and building warm and nurturing relationships. Materials and resources are safe, available and easily accessible to children.

The Professional Educarer

The Educarer is attuned and responsive to the needs of young children, and keenly aware of the different developmental stages and milestones. She engages in reflective practices and continues to develop her skills and knowledge in working with young children, families and the community.

The Involved Family

The family is an integral part of young children’s development. A shared and sustained partnership between the centre and the home draws on their respective strengths to ensure that children’s growth and developmental needs are addressed optimally. The partnership also contributes to the consistency and continuity of children’s care and development.

The Engaged Community

The partnership between home and centre is further enriched by linkages to the community. Educarers are aware of and can gain access to a range of community resources for young children’s learning and recreation. These resources can also be invited to the centre to enhance children’s health and learning.

It will complement the Nurturing Early Learners Framework for a Kindergarten Curriculum developed by the Ministry of Education for children aged four to six years old. The two frameworks provide early childhood professionals with continuity for the care, development and education of children from infancy through the kindergarten years.