Lower Secondary Programmes
Our secondary programmes help students in developing conceptual understanding, critical thinking, and recognising the direct relevance of what they learn in school. We strive to develop lifelong learners with a curiosity that extends beyond the classroom.
MIND YOUR LANGUAGE | ENGLISH
Secondary 1 - Secondary 2
The main purpose of our course is to provide students with an understanding on how language learning takes place in and outside of the classrooms. The introductory course (Secondary 1 & 2) aims to create awareness of some aspects of the structure of contemporary English and the methodology used in classroom learning. Students will also be engaged in active representation aim to bring knowledge alive as our teacher mediate social and cultural practices, making it relevant to their learning experience.
MIND ON MATHEMATICS
Secondary 1 - Secondary 2
Mind On Mathematics (MOM) is a programme that we developed based on a constructive approach where our teachers display a wide range of facilitative skills - negotiating outcomes, support learner discussion and getting relevant feedback. The key to the programme is the ability of our teachers to respond to the different learning abilities of our students. Learning mathematics should be fun, we make it so by tailoring our programme to be more socially mediated. We created and environment that is conducive for our students to express themselves freely while concepts and skills are internalised and mastered through our experienced teachers.
MIND YOUR LANGUAGE | CHINESE
Secondary 1 - Secondary 2
We specialise in Chinese programme that are design to meet the learning behaviour of your child. Our programme covers curriculum components with practices for oral and composition for Secondary students.
教学内容涵盖中学课程标准
语文理解与应用部分
- 认识汉字
-
加强综合填空短文理解与练习
-
阅读理解分析与练习
写作部分
-
看圖作文
-
实用文-电邮写作
-
如何写一篇好文章
语言能力部分
-
文章朗读技巧
-
看图说话取分技巧
-
口试取分技巧
-
加强会话技巧
MIND ON SCIENCE
Secondary 1 - Secondary 2
Mind on Science (secondary) programme enables students to acquire skills, knowledge and understanding through computer enhanced learning designs that supports quality learning outcomes. This involves conceptual change and a deep understanding of the subject matter. We achieve that firstly by considering students’ prior knowledge and their desires and building on their expectations. We will then construct topic-based pedagogies and implement the learning design within the broader programme for them. Finally seeking active participation and encouraging them to articulate and demonstrate their knowledge to their peers. We believe that the incorporation of both learning outcomes and learning processes in our programme is the key to bring the learning of science to a whole new level.
