Curriculum

Combi Plaza follows a holistic approach to early years education that focuses on Physical Education, Music, Art, Dietary awareness, Environmental awareness and healthy living habits in a safe environment guided by established curriculum as follows:

• ・A curriculum practiced for years in Japanese Nurseries and Kindergarten based on National guidelines formulated by the Government of Japan,mainly to meet individual development needs as well as global demands.
• ・The IEYC was designed in response to demand from schools/Early Years settings that were using The International Primary Curriculum (IPC) and wanted to incorporate a self-sustained international curriculum for learners in the Early Years age range of 2-5 years old. Fieldwork Education’s research initially considered global trends of curriculum frameworks from over 45 countries – only 20 of which had a defined Early Years curriculum – to provide an international perspective on Early Years education. Following the consideration of global trends, a deep analysis was conducted on four national early childhood education models: Singapore; New Zealand; Sweden; and the United Kingdom. Significant discussions were then focused on items across key areas: curriculum, pedagogy, qualifications and staffing, quality assurance and assessment. It was from this research that thirteen key implications for an International Early Years Curriculum were identified.

Based on these two foundations, the Combi Plaza curriculum is a carefully planned and originally developed curricula to put an emphasis on three core areas that we believe essential for students to become a confident global citizen in the future, namely

• – Developing a sense of morality
• – Forming adequate dietary behavior, preferences and manner
• – Establishing environmental consciousness

1. 1. We at Combi Plaza believe that in order for a fruit tree to grow the most delicious fruit, it needs the right combination of ingredients. For it to reach its full potential a plant needs adequate amounts of sunlight, water, nutrients, oxygen etc., For a child it is a similar process. In order to become happy, healthy and valuable members of society, children need to also receive the right balance while they are young.
2. 2. A solid foundation in childhood within a rich environment is critical. Future growth depends on the foundation that is set in early childhood, and a kindergarten school is a mini version of society that helps create children with good characters through a valuable combination of experiences and curriculum.
3. 3. Balance is the key – the right teaching/experience at the right time. It is very important to understand the growth of children to continuously manage the balance as the needs of children change as they grow.
4. 4. Children mimic the actions of those closest to them including parents, teachers, peers and caregivers. As significant adults in their lives, we need to model good behaviour and morals. This includes the way we interact with other adults within the school and being aware of our habits, tone of voice, appearance and general attitude.
5. 5. Children cannot learn from external devices alone. For example, they may learn the alphabet from watching youtube and other content available on the internet, but without conversation and interaction, they will be unable to apply their learnings and risk detachment from society.

1. 1. The earliest years of life are important in their own right.
2. 2. Children should be supported to learn and develop at their own unique pace.
3. 3. Play is an essential aspect of all children’s learning and development.
4. 4. Learning happens when developmentally-appropriate, teacher-scaffolded and child-initiated experiences harness children’s natural curiosity in an enabling environment.
5. 5. Independent and interdependent learning experiences create a context for personal development and are the foundation of international mindedness.
6. 6. Knowledge and skills development lead to an increasing sense of understanding when children are provided with opportunities to explore and express their ideas in multiple ways.
7. 7. Ongoing assessment, in the form of evaluation and reflection, is effective when it involves a learning-link with the home.
8. 8. Learning should be motivating, engaging and fun, opening up a world of wonder for children where personal interests can flourish.

1. 1. Think and act on one’s own
2. 2. Manage one’s own affairs
3. 3. Determine right from wrong
4. 4. Appreciate friendship and be considerate
5. 5. Understand the importance of certain rules and try to observe through healthy and interesting interactions on a daily basis
6. 6. Grow skills such as creativity, music, role play, reading and physical education through a variety of events that enhance growth and accelerate all rounded development of self

1. 1. Enquiry: To find out more and show an interest.
2. 2. Resilience: To keep on going even when things get tricky.
3. 3. Morality: To do the right thing and make good choices.
4. 4. Communication: To think about what we want to say and how to say it.
5. 5. Thoughtfulness: To be a good listener, to think about others, to think about our learning
6. 6. Cooperation: To be able to learn and play together
7. 7. Respect: To be kind to others and look after ourselves
8. 8. Adaptability: To try new things