Shaws Preschool

An excellent preschool where children learn through exploration with trained professional educators. From 18 months to 6 years. Half and full day programmes. Strong multicultural education. Mandarin taught. Mountbatten, Braddell + Tanjong Katong campus.

Braddell Heights Campus
24 Lynwood Grove (Off Braddell Road)
Singapore 356888
Tel: 6382 0314 / 6282 9778

Mountbatten Rd Campus 
855 Mountbatten Road
Singapore 437839
Tel: 6440 9192 / 6440 9196

Tanjong Katong Campus
4A Boscombe Road (Off Tanjong Katong Road) 
Singapore 439738
Tel: 6440 3533 / 6440 3633

Katong Post Campus
373 Tanjong Katong Road (Next to Canadian International School)
Singapore 437130
Tel: 6440 9192 / 6440 9196

Carmichael Campus
45A Carmichael Road (Off Braddell Road)
Singapore 359826
Tel: 6487 7892

Project Adventure
In 2011, Shaws embarked on a major audit and curriculum overhaul.  We wanted to introduce a curriculum which we knew the children would enjoy, that they would benefit them most and possibly, offer something new that had never been done before in Singapore. Our teachers went through 4 months of intensive training and on 1 January 2012, Project Adventure was rolled out

What is Project Adventure?
Our new curriculum focuses on project-based learning, where every day is an adventure. Project-based learning enables the teachers to guide children through in-depth studies of real-world topics. The children are highly motivated and actively involved in their own learning, leading them to produce high-quality work and grow into confident individuals. 

What is a project?
A project is an in-depth study of a real-life topic that the children are interested in. The children discuss the topic, then suggest areas that they would like to investigate further. 

For example, the Kindergarten Two pupils at Shaws Braddell were talking about their bodies. They asked questions about what was inside their skin. From there, the children started talking about bones. The very next day, Ms Kit brought in a skeleton. The children quickly named the skeleton “Skelly” and began to discuss the different parts of Skelly. They came up with a list of questions about the topic and spent the next 5 to 6 weeks investigating their questions, with the teachers helping and facilitating. For each project, the children are involved the whole process – from planning and implementing to presenting the project findings

Can toddlers work on projects?
They sure can! While they may not be highly articulate in forming the questions that they want to investigate, they are certainly able to let the teachers know what they are interested in. For example, in Ms Ju’s Pre-Nursery class at [email protected], where the children were between 18 months and 2 years old, Ms Ju brought in many pictures of the school – the playground, the classroom, the kitchen, etc. The children picked out the pictures of themselves and pointed to their school uniform. Some asked about their school bags and others, about the kitchen. Whatever the children talked about or pointed to, Ms Ju responded and made a note of what the children were interested in, basing her projects on these areas.

What is the difference between this curriculum and the previous Shaws curriculum?
The difference is subtle but noticeable. Previously, if the children were interested in outer space, the teachers would research the topic and facilitate learning based on its most interesting aspects - interesting being what the teacher felt that the children are interested in. 

With the new Shaws curriculum, the teacher has to collaborate with the children to discover what interests them. For example, when Ms Manjit in [email protected]’s Kindergarten One class was discussing outer space, the children focused on the moon. Even when the teacher asked broad questions, the children had more and more questions about the moon, finally coming up with a long list of questions which they researched eagerly over the following 5 weeks.

How do Maths and Language fit into the new curriculum?
Although teachers do try to incorporate the project-based approach into Maths teaching, we also follow a standalone Maths curriculum, which incorporates activity-based learning with hands-on activites and concrete examples. We find that the project based approach is particularly helpful in broadening childrens use of language. However, Shaws also employs the Letter Land phonics programme, coupled with the Rigby Reading programme in Language teaching.

The verdict
From the children – “We love it!!!”

From the teachers – “We love it too! It is amazing! The children are so engaged in their own learning. They are taking responsibility for their own learning like never before. It really, really works!!”

From the Curriculum Team – “It was a challenge! It is a programme that is unique to Singapore and the teachers and children are embracing it.  This new curriculum has certainly added much to our existing curriculum.”