To practice Christian love, to care for the needs of society, to serve society with practical actions, and to witness to the gospel of Christ by helping needy groups.

Children will take appropriate courses in welcoming environments that cultivate the balanced development of spiritual, moral, intellectual, physical, social, and aesthetic aspects while training them in good life habits and thereby laying a foundation for future life.

Children aged 2-6 years old 

• Our themed curriculum employs a variety of learning activities that are designed to meet children's life experience and interests. Through a variety of educational activities, the curriculum fosters children's development in six major categories: language skills, physical fitness and health, individual and group social skills, art and creativity, awareness of nature and life, and mathematics. This enables children to develop their potential in a variety of aspects.

• Other activities involve daily life skills, physical development activities, music, arts and crafts, and story time.

• Full-day classes provide a nutritious and balanced diet that includes breakfast, morning tea, lunch, and afternoon tea.

• Full-day classes also include a nap time.
  

• All teachers are registered and have received professional training. They are caring, patient, enthusiastic, and conscientious in performing their duties.

• Our school also has foreign English teachers and trained Mandarin teachers who can lay the foundations of biliteracy and trilingualism at an early age. 

• Nursery (N1) (children aged 2-3 years old)

• Kindergarten 1 (K1) (children aged 3-4 years old), Kindergarten 2 (K2) (children aged 4-5 years old), Kindergarten 3 (K3) (children aged 5-6 years old)

• Morning classes and full-day classes are offered at all levels.

Full-day class: Monday to Friday 8:00am –6:00pm / Saturday 8:00am – 1:00pm

Morning class: Monday to Friday 9:00am –12:00pm

(Closed on public holidays. For Spring Festival, Christmas, Easter and Summer holidays, the school will notify in advance)

For More Information
Please visit Profile of Kindergartens and Kindergarten-cum-Child Care Centres 2023/24 School Year (kgp2023.azurewebsites.net)

Our themed curriculum, which includes picture books and a variety of learning activities, is designed in accordance with children's life experience and interests. Through a variety of educational activities, the curriculum fosters children's development in six major categories: language skills, physical fitness and health, individual and group social skills, art and creativity, awareness of nature and life, and mathematics. This enables children to develop their potential in a variety of aspects. 

1.  To strengthen children's ability to do independent learning.
   
   
2. To cultivate in children a spirit of independent exploration.
   
   
3. To improve children's skills in language comprehension and expressive language.
   
   
4.  To improve children's problem-solving skills.
   
   
5. To strengthen children's fine and gross motor skills.
   
   
6.  To enhance children's artistic creativity and imagination.
   
   
7.  To cultivate positive values and social communication skills.

1. Themes are designed to match children's lived experience and thus increase their interest in learning.
   
   
2. By integrating various fields of study, the curriculum gives greater coherence and meaning to the learning process.
   
   
3. Learning by playing games to increase student interest. 
   
   
4. By using manipulatives in the learning process, students become active learners.
   
   
5.  The addition of picture books enhances children's language skills.

• Picture books are used to perform in-depth and ongoing research in accordance with children's interests and abilities, thereby cultivating a spirit of independent exploration.
  
  
• In-depth exploration of topics helps promote cognitive, linguistic, emotional, social, and creative development.
  
  
• Home-school cooperation (worksheets, data collection, interviews, achievement sharing, etc.) helps children become active learners.

• In order to improve children's language skills and allow students to learn through games while becoming active learners, the school celebrates every Friday at school as "Shiny Friday." Teachers meticulously plan a variety of themed games that cultivate children's interests and provide them with opportunities to use language.
  
  
• We want to give children a Friday that improves their language skills.
  
  
• We want to give children a Friday that is replete with learning opportunities.
  
  
• We want to give children a Friday that has plenty of interaction.
  
  
• We want to give children a Friday that is full of joy

• Every week, English classes and Mandarin classes are arranged to enhance children's interest in learning other languages while improving their listening, comprehension, and expression skills.
  
  
• Fun activities allow children to use language in a relaxed and meaningful context.
  

• Our school highly values life education, and we hope that the children will know the Lord Jesus from a young age, that they will know the truth, and that they will learn to appreciate themselves for who they are, to care for others, to care for the community and for the environment, and to become good kids who love God and love others.
  
  
• Through regular morning assemblies, weekly meetings, religious activities, and life education classes, we hope that teachers will be able to influence their students and help them establish positive life values. 

· Our school systematically conducts continuous and summative assessments.

· Teachers create learning portfolios for the children using daily observation, notes, and analysis.

· After the completion of each themed unit, "My Learning Journey" is distributed to parents so that they can know what their children have been learning.

· After the completion of each themed unit, parents are provided with a "Theme Evaluation," "Parental Assessment," and "Record of Child Feedback" that informs them about their child's learning progress and enables the teacher to know about their concerns.

· Every semester features one Parents Day where parents can come learn about their child's progress in the form of one-on-one meetings. The children's personal portfolios are distributed at these meetings, with the portfolios including a general evaluation, evaluation forms for each themed unit, snapshots of campus life, and student artwork.

To provide long-term childcare services to meet the social needs of families and working parents.

After School Program Reading Activities, Story Time, Arts and Crafts, and Kids Corner Activities.

Service hours of EHS is generally from 6-7 p.m. on Monday to Friday

(Closed on public holidays and school holidays)

Service hours of EHS is generally from 6-7 p.m. on Monday to Friday

(Closed on public holidays and school holidays)

Our school’s students

11

$13.00/hr.

To use early intervention methodologies to provide counselling for individual differences. Integration services also help mildly disabled children experience greater learning effectiveness in both the natural environment and in their interactions with others.

To provide care and training that can effectively improve the overall development of mildly disabled children in aspects such as muscle strength, emotional development, intellectual development, language skills, social interactions, and self-care skills. Experiencing real life can enable children with mild disabilities to live alongside their classmates and to learn from each other and accept each other, thereby allowing the children to realize their potential.

Same as full-day courses.

Mildly disabled children aged 2 to 6 who are referred by the Social Welfare Department's Central Referral System for Rehabilitation Services.

6

Early childhood special education tutors are responsible for assessing, training, and supporting integrated learning while also promoting home-school collaboration.

• Individual Guidance: Tutors regularly evaluate individual children, compile a learning outline, and then arrange individual training objectives in accordance with the outline.
  
  
• Group Guidance: Tutors arrange for children to participate in group games with and learn alongside of different groups of children to enhance learning effectiveness.
  
  
• Classroom Guidance: During classroom activities with other classmates, teachers work side-by-side with students to improve their ability to participate in activities and other related skills.
  
  
• Training at Home: Tutors will provide individualized activities for students to work on at home, thereby training parents and students and enabling children to build on what they have been learning.
  
  
• On-Campus Therapist Support Services: Speech therapists, occupational therapists and physiotherapists regularly visit our centre to conduct assessments and provide training suggestions for helping children improve their linguistic skills as well as their fine and gross motor skills. 
  

Children are assigned pre-school rehabilitation services by the Social Welfare Department's Central Referral System.

Hong Kong Lutheran Social Services has received funds from the Social Welfare Department since October 2018 in order to carry out on-site pre-school rehabilitation services, and these services are provided at Leap Leap Kids Lutheran Centre and Smart Kids Lutheran Centre by 21 full-time social workers, educational psychologists, physiotherapists, occupational therapists, speech therapists, and kindergarten special education teachers.

The objective is to help children with special needs get the training they need during their most formative years. At present, the two centres provide on-site services for 35 different kindergartens or kindergarten-cum-child care centres, and they also provide training for children on the waiting list for pre-school rehabilitation services.

Our school is one of the kindergarten-cum-child care centres that is receiving these services.

https://www.swd.gov.hk/oprs/index_en.htm

Our school respects multiculturalism and will take different measures to support non - Chinese Speaking students to participate in and enjoy the school life. 

1. Admission Support 

• Provide Chinese and English application form for parents of NCS Children
• When interviewing NCS children, interpretation and/or translation service for applicants will be provided where necessary; or parents and children are allowed to be accompanied by a Chinese speaking relative/friend to facilitate communication.

2. Curriculum Support

• Non-Chinese speaking / newly arrived children are challenged by difficulties in communication as they learn. Their abilities and interests are also diverse and may require special care and support on some of the skills and knowledge in daily life. With grouping arrangement, the school promotes and encourages interaction with peers to create an integrated and supportive school life.
• Homework will be adjusted according to the abilities of the NCS children.

3. Teacher Support

• Teachers are encouraged to further their professional courses in Teaching for Non-Chinese Speaking Children, and apply different teaching strategies, techniques, and skills to support the NCS children's learning. 

4. Others

• Enquiry telephone  Number from EDB: 28926676 
• For more information please visit https://www.edb.gov.hk/en/student-parents/ncs-students/support-to-parents-and-students/index.html
• Enquiry Telephone Number and Email Address for Parents of NCS Children in our school

           Telephone: 31561255

           E-mail: n11lutheran@yahoo.com.hk

Case consultation, counselling, and referrals provide support for needy families and connect families to appropriate community resources for strengthening family functions.

Parent small groups share knowledge and parenting skills, thereby enhancing parents’ skills and confidence in raising their own children. The small groups also establish a support network for parents.

Parents can call our school during office hours to make an appointment to meet with the school’s social workers. 

Every Monday and Thursday