School-based Support Services
We diversified school-based support services (SBSS) to enhance the effectiveness of learning and teaching in various Key Learning Areas/themes.
The scope of support services includes curriculum planning, pedagogy, lesson implementation and assessment; through collaboration among teachers and professional support staff, the support services promote professional development in the kindergarten.
Promotional Activities and Open Days
26-27 Teacher Professional Development Day: Executive Functioning – Get Set, Go! 18/8/2026
26-27 Teacher Professional Development Day: Executive Functioning – Get Set, Go! 18/8/2026
Promotional Activities and Open Days
16/1/2026
16/1/2026
Caritas presents "Dialogic Reading" - Enhancing Reading Motivation for Parents and Children" Parent Workshop 5/11/2025
16/1/2026
Social Work Service for Pre-primary Institutions
For early identification of and to provide assistance to pre-primary children and their families with welfare needs, Social Work Teams have been set up by non-governmental organisations to serve the participating Pre-primary Institutions (PPIs).
Service Content:
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Professional counselling and referral service for children and families
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Parenting education groups and talks
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Thematic activities to consolidate family relationship
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Professional consultations for teaching staff and parents
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Crisis management for cases in need
K1 Parent Meeting
We care about the adaptation of children at school, so a parent meeting is held for parents of the K1 students at the end of August every school year. This is to let parents better understand the methods adopted by us to help children adapt to school. At the same time, we gradually extend the school time in a step-by-step manner according to the needs of the children.
Our teachers and staff are friendly. Teachers often take the initiative to talk to new students and continuously observe the children's emotional expressions to understand their situation in school and help them integrate into school life as soon as possible.
