Piccolo Monte

The curriculum of the School merges education and developmental theories. To develop the multiple and individual intelligence of children we offer an integrative curriculum based on developmentally appropriate practices which are pertinent to children's characteristic stages. Thematic story telling is backbone to the curriculum framework of the school. Themes focus children for project-based learning and literacy development, which are supported by technology.
The design philosophy :
  • Multiple and individual intelligence.
    Howard Gardner's Multiple Intelligence theory has fascinated many practitioners and requires no introduction here. We believe that in order to come to a conclusion through contemplation and hence develop alternatives whereby appropriate decisions can be made, one has to be able to conduct lateral thinking in addition to logical linear reasoning. Able to think laterally is the result of optimal development of multiple intelligence.
  • Two literacies, three languages
    The world is fast becoming a global village. With increasing inter-nation, inter-racial, inter-culture activities the need for bi-, tri-, even multi-lingual personnel is inevitable, and the monoligual world is fast disappearing. The Government has aptly tabled a policy of ˇĄTwo literacies, three languagesˇ¦. The School endeavours to develop our children to be proficient in the two literacies of Chinese and English, and be fluent in the three spoken languages of Cantonese, Putonghua, and English. The School employs English phonics through stories to prepare children for the active learning of English, taking away their fear of an almost unknown language and giving them the satisfaction of succeeding in recognizing a foreign language. Combining with the aforesaid teaching through thematic story-telling the effect of such an approach speaks for itself at our sister school, and has won recognition from both parents and language teaching experts.
A culture of reading
  • The important 'Thematic story teaching' and 'English Phonics through thematic stories' are crucial in instilling a love for reading in children. Reading has been referred to as one of the most important skills for sustainable learning, especially for self-access, or independent learning. A reading culture can greatly enhance the acquisition of reading skills and develop a reading habit.
    Welcome to the 'Pass It On' Scheme. Reading is an important skill in society, and helps lay a strong foundation to future reading success. Parents can help their children instill the love of reading at an early stage by reading together with them. The School strongly encourages our children to share their love of reading by passing on a book that they enjoy reading to one of their friends. This way, we hope to pioneer a culture of reading by starting the ˇ§Pass-It-Onˇ¨ scheme from the School to the community. We cordially appeal to all parents and friends and whoever is reading this page to donate books to this scheme, and help PASS IT ON.
Learning Areas
Verbal linguistic intelligence
Chinese :
Children extend their Chinese language skills through project learning initiated by thematic story telling. Children's expressive skills are developed through presentation of their projects orally and through artifacts. Their receptive skills are built up through collecting and sorting out data and putting together a portfolio.
English :
English is introduced to our children by exposing them to letter phonics through story telling. Each story helps children learn one sound of the letter. Early phonics experiences lay a firm foundation for English literacy. Children are exposed to English authentically by communicating with their English teachers, singing songs, story reading as well as rhymes and games.
Logical and Scientific intelligence
Maths & Science - Children learn mathematics and science concepts through interacting with Montessori learning material. Children have ample opportunity in applying their mathematics and science skills through projects and integrated activities.
Musical Intelligence

The School believes that rhythm is essential in music, and rhythm is embedded in the body. Our music curriculum begins at the nursery level, developing the musical sense in younger children by allowing them to move and sing along with music.

At K1, accompanying body movement and singing, children begin to demonstrate and explore their rhythm by putting their hands on percussion instruments such as African drums, the bongo, maracas, castanets, etc. A Percussion Instruments Ensemble will be formed and the School will create performance opportunities.

At K2 & 3, with an enriched music and rhythm sense, children will be able to begin to learn to play musical instruments, the violin being one of them.

Spatial Intelligence
Children acquire the concept of space through visuals and touches, and the School allows children to engage in various creative visual arts and craft activities to develop their Spatial Intelligence. Children will learn to appreciate different forms of art and graphics of various artists through different angles, and visits to exhibitions and museums will enhance and extend their intelligence in this respect.
Bodily-kinesthetic Intelligence
The School designs physical activities which develop the large and small muscles of children. Children will be able to create objects and engage in various problem-solving activities utilizing respective parts of the body.
Interpersonal Intelligence
When children engage in activities in the School such as collective games, group discussion, peer learning, and group project report etc., they are experiencing cooperation with other children. Thus they develop their intelligence in observing and understanding the emotions of their peers and making appropriate responses.
Intrapersonal Intelligence
When engaging in inter-active activities children not only learn to observe others but also reflect on themselves. The School helps children in their reflection, enhancing their intrapersonal intelligence thereby understanding their own emotions and building a positive self image.
Naturalist Intelligence
The School has a large open space with various plants and a butterfly farm. Children are able to contact nature and categorize its various objects and how life transforms and becomes free. This develops their naturalist intelligence, preparing them to observe the wider world.
The purpose of assessment is to gain better information about each child, such as what s/he has learned, and how s/he uses what s/he has learned. Authentic assessment is used to measure children's understanding, skills and motivation in project-based activities. On-going assessment through portfolio, checklist and observation to document the process of children's learning and development.
Interview Assessment
Students' language, cognitive, physical, social and motor skills will be assessed through on-going interviews. This will show the true level of understanding.
Nursery, Lower and Upper classes
Students will be formally assessed twice a year. A progress report will be sent to parents at the end of each term.
The progress report will include three aspects of student's achievement:
  1. Performance Assessment - to evaluate students as they perform a task.
  2. Self ˇV assessment ˇV give students an opportunity to regularly evaluate their efforts such as fill out a questionnaire after a cooperative group activity.
  3. Using portfolios ˇV to show students' development and achievement. Items include children's drawings and craft works, role-played roles, 3-D works, informal activity records, audio/video tapes, study lists, etc. with teacher evaluation.
  4. Informal observations ˇV to assess students on an ongoing basis.
Parents' meeting will be held periodically where teachers discuss with parents on student's assessment. Progress reports are only one way of informing parents of the child's progress. Teachers are available for parent-teacher conferences upon request.
Extracurricular activities
Extra Curricular Activities: After class activities are specially selected to complement and enhance our in-school curriculum. There are both weekday and weekend arrangements, to name a few:
  • Stretching Interpersonal and Intrapersonal Intelligence sessions
  • Choir and Musical instruments sessions
  • Dance and Gymnastic, Chinese martial art sessions
  • Drawing, Pottery, Art and Craft Summer programme
Staff Development
The School offers the most comprehensive teacher training programme. Each year workshops and other programmes are developed by the staff of School Development Unit. The selection of workshop topics reflect the interests and concerns of teachers and includes structured training to develop, maintain and improve employment related skills.
- The curriculum of the school merges education and developmental theories.
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