Enrichment Programmes 📚
An IB-Centred Programme with Progressive Academic Pathways
At Pages & Play, our enrichment programmes are inspired by the principles of the International Baccalaureate (IB) – placing thinking, inquiry, and understanding at the centre of learning.
Rather than teaching subjects in isolation or relying on rote instruction, we design learning
experiences that encourage children to:
Ask questions
Explore ideas
make connections across subjects
express their thinking clearlygrammes
Across STEM, Math, English and Chinese, children are guided to learn with purpose — developing curiosity, independence, and confidence in how they engage with the world around them.
Our programmes are thoughtfully structured for different developmental stages, ensuring that children are supported as they grow from early exploration (ages 3 to 4) into more organised thinking and expression (ages 5 to 6), while remaining true to a concept-driven, child-centred approach.
Grounded in inquiry. Guided by experience. Designed for meaningful learning.
Preparing your Child for Primary Years
Alongside inquiry-based learning, we place intentional emphasis on academic foundations that children will need as they enter formal schooling. This includes developing focus, following instructions, organising ideas, and applying foundational skills with accuracy and confidence. Across STEM, Math, English and Chinese, children are guided to work with structure and purpose, ensuring they are comfortable with expectations commonly encountered in local school settings.
The Bilingual Approach to Picking up Language naturally
Our enrichment sessions are conducted in a bilingual format, thoughtfully integrating English and Chinese exposure within each programme block. This ensures children build language confidence naturally, while learning to think and communicate across both languages.
An Exciting and Comprehensive Lesson Structure
Each session runs for two hours, designed to balance focused learning with developmental movement and reflection time. Within every programme, children experience:
- Structured academic engagement across STEM, Math, English and Chinese
- Guided activities that develop fine motor skills (writing readiness, hand coordination, tool use)
- Movement-based activities that strengthen gross motor skills (balance, coordination, spatial awareness)
Supervised meal breaks and playground time are included to excite young ones. Social interaction, physical movement, and informal conversation are essential to holistic development.
ENGLISH
Language, Literacy & Expression
We build confident communicators who can listen, speak, and express ideas clearly — laying strong foundations for Primary 1.
Ages 3 to 4 (Nursery)
Through guided storytelling, structured conversation, songs, and purposeful play, children are encouraged to use language actively and meaningfully. Teachers model clear speech, introduce rich vocabulary, and gently prompt children to respond in full phrases rather than one-word answers.
Children learn to:
- Express simple ideas and feelings clearly
- Describe objects and experiences using appropriate words
- Listen attentively and respond to questions
- Participate confidently in group discussions
At this stage, we focus on building strong oral language foundations. Children develop confidence in speaking and understanding English — an essential stepping stone before formal reading and writing begin.
Focus
- Listening and responding to stories
- Building vocabulary through conversation
- Speaking in complete sentences
- Phonological awareness (hearing sounds in words)
Ages 5 to 6 (K1 to K2)
By the end of the programme, students demonstrate control over structure, clarity, and expression.
They are able to:
- Analyse comprehension passages with depth
- Organise multi-paragraph compositions logically
- Develop ideas with supporting details
- Write with precision and purposeful vocabulary
Students learn to move beyond basic writing towards thoughtful, structured responses. They become more confident in articulating viewpoints, refining language choices, and managing time effectively during written tasks.
Focus
- Reading readiness and early decoding
- Sentence construction
- Structured storytelling
- Guided writing practice
Children are guided to:
- recognise sound-letter relationships
- read simple texts independently
- organise ideas before writing
CHINESE
Listening, Speaking & Early Literacy
We help children develop comfort and confidence in Mandarin through meaningful use — not memorisation alone.
Ages 3 to 4 (Nursery)
Through interactive storytelling, visuals, and guided conversation, children learn to understand and respond naturally. Children gain familiarity with sounds and rhythm, building ease in listening and speaking.
Focus
- Listening comprehension
- Everyday vocabulary
- Responding in simple phrases
- Enjoyment of Chinese stories and songs
Ages 5 to 6 (K1 to K2)
Through interactive reading, guided writing practice, and structured oral activities, children learn to connect spoken language with written characters meaningfully.
Teachers support students in building vocabulary, strengthening listening accuracy, and developing sentence structure gradually and systematically.
Children are guided to:
- Form clear and complete spoken sentences in Mandarin
- Recognise and read high-frequency characters
- Understand short, structured passages
- Express ideas confidently during guided discussions
Focus
- Vocabulary building
- Sentence formation
- Early character recognition
- Oral confidence
Children enter Primary 1 with the confidence to understand classroom instructions in Mandarin, read simple texts independently, and respond in full sentences. More importantly, they develop a positive and secure foundation for continued Chinese language learning.
MATH
Number Sense & Logical Thinking
We develop strong mathematical foundations through understanding — not rote drills.
Ages 3 to 4 (Nursery)
Children explore numbers through hands-on materials, visual aids, and guided interaction. Rather than simply memorising number sequences, they learn to recognise quantities, compare groups, and notice patterns in everyday situations.
Through sorting, matching, building, and counting activities, teachers guide children to understand what numbers represent, helping them connect number words to real objects and real meaning.
At this stage, we focus on building true number sense: recognising “how many”, understanding “more” and “less”, and identifying simple patterns. This ensures children develop a natural comfort with mathematics before moving into formal operations.
Focus
- Counting and number recognition
- Comparing quantities
- Shapes and patterns
- Sorting and classifying
Ages 5 to 6 (K1 to K2)
By the end of the programme, children enter Primary 1 with a strong sense of how numbers work — not just the ability to count, but the ability to understand relationships between numbers.
They are able to:
- Work confidently with addition and subtraction within 20
- Understand number bonds and part–whole relationships
- Interpret simple word problems using visual models
- Explain how they arrived at their answers
Most importantly, children develop the confidence to approach unfamiliar problems calmly and logically. Instead of guessing, they learn to think through steps, identify key information, and apply strategies independently.
This ensures they begin Primary 1 not only prepared, but secure in their mathematical thinking.
Focus
- Addition and subtraction concepts
- Number bonds
- Word problem reasoning
- Logical sequencing
How we teach
Children are guided to:
- visualise math problems
- explain how they arrive at answers
- apply math in simple real-life contexts
STEM
Curiosity, Inquiry & Problem-Solving
By the time children enter Primary 1, they are not only curious but they are capable of approaching problems methodically. They understand that ideas can be tested, improved, and supported with evidence. We build foundational habits for science, mathematics, and future innovation.
What Children Develop
- Critical thinking skills
- Early scientific reasoning
- Confidence in experimentation
- Persistence through trial and improvement
- Clear verbal explanation of ideas
Ages 3 to 4 (Nursery)
Through guided exploration and hands-on discovery, children are encouraged to observe,
touch, build, and ask simple questions about the world around them. Teachers support
learning through purposeful play, conversation, and gentle prompting, helping children notice
patterns, changes, and cause-and-effect relationships.
As they experiment and explore, children develop natural curiosity, early problem-solving
awareness, and confidence in trying new ideas.
Focus
- Exploring how things work
- Simple experiments
- Observing changes
- Building and testing
Ages 5 to 6 (K1 to K2)
How we teach
At ages 5 to 6, STEM becomes more than exploration. It becomes structured thinking. We guide children to ask deeper questions, test ideas systematically, and explain their reasoning with clarity.
Focus
- Predicting outcomes before testing
- Designing simple experiments
- Building and improving solutions
- Recording observations and findings
- Explaining “why” and “how”
Children are guided through structured STEM challenges where they:
- Identify a problem
- Propose possible solutions
- Test and refine their ideas
- Reflect on results
They learn to move beyond guessing — developing early skills in logical reasoning, cause-and-effect analysis, and evidence-based thinking.
Frequently Asked Questions
About the Programme
Our programme is thoughtfully designed for children aged 3 to 6 years old. These early years are incredibly important for language development, social confidence and curiosity. At this stage, children learn best through guided play, repetition and positive reinforcement. All activities are carefully structured to match their developmental needs while keeping learning joyful and engaging.
Each lesson runs for 2 hours, once a week, with up to 12 lessons per semester. Two hours gives children enough time to settle in, explore activities, practise language and engage meaningfully without feeling rushed. Weekly sessions create routine and consistency, which young children thrive on.
Our curriculum focuses on English and Chinese language exposure through themes that children can relate to. Lessons include storytelling, role play, crafts, music and movement. We also introduce age-appropriate science and maths elements such as botany, puzzles and simple robotics. These are not taught in a pressured way — they are integrated naturally to stimulate curiosity, thinking and problem-solving.
Yes. Each month carries a new theme so children experience variety while building vocabulary in meaningful contexts. Repetition within themes strengthens retention and confidence.
We keep our classes small, with up to 6 children and two teachers present. While we do not rigidly divide by age or ability, teachers adapt activities to meet different readiness levels. This allows children to learn from one another while still receiving personalised guidance.
Fees & Payment
Fee details are shared upon enquiry so parents have full clarity before enrolment. For families who prefer to experience the class first, we offer trial sessions. We understand that committing to a full term is a decision, and we want parents to feel comfortable. Should you require a monthly arrangement instead, this option is available. Promotions usually apply to termly enrolments.
Fees are charged per semester (three months). This structure allows us to plan resources, staffing and lesson progression smoothly, ensuring continuity for the children.
Payments may be made via bank transfer or approved payment applications for convenience and transparency.
As staffing and materials are prepared for the full term, individual missed lessons are not refundable. However, we do try to arrange make-up sessions where possible. In cases of extended absence, we are always open to discussion.
Teachers & Teaching
Our teachers have backgrounds in early childhood education or language teaching. More importantly, they are patient, nurturing and experienced in guiding young children in a structured yet warm environment.
With a maximum of 6 children and two teachers in each class, we ensure close supervision and meaningful interaction.
Yes. Familiar faces help children feel safe and settled. Stability builds trust, and trust supports learning.
Yes, all our lessons are bilingual and are conducted by both English and Chinese teachers.
Our lessons are designed with inquiry-based (IB) principles in mind. Teachers do not simply deliver content — they guide children to explore, question and reflect. Each theme encourages curiosity through open-ended discussions, hands-on activities and real-life connections.
Teachers are trained to:
- Ask guiding questions instead of giving direct answers
- Encourage children to express opinions and ideas
- Integrate language, creativity and thinking skills within one activity
Lessons are planned to allow exploration while remaining age-appropriate. We focus on nurturing confidence, independence and critical thinking, which are key elements aligned with IB philosophy.
Yes, physical development is an important part of our programme.
Gross motor skills are strengthened through:
- Structured movement games
- Balance and coordination activities
- Music and rhythm sessions
- Safe climbing and active play
These activities support strength, coordination and body awareness. Young children need movement to regulate energy and improve focus. We ensure that physical activities are safe, purposeful and developmentally suitable.
Management & Safety
Parents may remain for the first 15 minutes to help children settle. After that, we gently encourage independence so children can fully engage. To respect everyone’s privacy, photography is not permitted.
Our classroom setup is child-friendly and regularly checked. Teachers supervise closely throughout the lesson.
Parents will be informed immediately. We follow clear procedures to ensure your child’s wellbeing is prioritised.
We include a short snack break to support children’s energy levels. Snacks are either brought from home or provided by us. All food is child-safe and pre-packed, with some organic options included.
We understand that every child develops at their own pace. Our female teachers will assist with diaper changes. Kindly place two diapers in your child’s bag for each lesson.
For safety purposes:
- Children are required to wear non-slip socks during class to prevent slipping.
- Pages and Play uniform is encouraged to ensure comfort, ease of movement and a cohesive classroom environment.
We also guide children on:
- Walking indoors
- Handling materials responsibly
- Following teacher instructions
Hygiene is taken seriously at Pages and Play.
- Handwashing is conducted upon arrival, before snack time and after activities where necessary.
- Teachers supervise proper handwashing technique.
- At the start of each session, visual health checks are conducted for symptoms such as rashes or signs related to HFMD.
- Toys and surfaces are cleaned regularly.
- Shared materials are sanitised routinely.
There is a separate shoe depository for each child that is labelled with their name.
Learning Feedback
At the end of each semester, parents receive observation notes summarising language growth, social interaction and fine motor development. We believe progress should be visible and meaningful.
Teachers share regular updates through conversations or messaging. We believe consistent communication builds strong partnership with families.
We do not conduct formal presentations. Instead, we focus on continuous feedback so parents stay informed throughout the term.
Others
Yes. Trial lessons allow families to experience the environment and teaching approach before making a longer commitment.
Comfortable clothing, a water bottle and a school bag are sufficient. Most importantly, we hope they come ready to explore.
In special circumstances, make-up arrangements may be discussed in advance. We aim to be supportive while maintaining fairness for all families.
For food safety reasons, snacks cannot be stored in advance.
Snacks are part of the overall programme structure and therefore not itemised separately.
Pages and Play is premium because of the quality and depth behind each lesson.
- Lessons are carefully curated and paced to ensure meaningful learning without rushing children.
- Activities are engaging, varied and intellectually stimulating, while still age-appropriate.
- The centre is led by a Vice Principal who oversees academic quality and consistency.
- Our curriculum is supported and reviewed by professionals including a nutritionist and reading specialists.
- Safe play is prioritised — we use non-toxic paints, quality wooden toys and child-safe materials.
We focus on delivering thoughtful, well-structured learning experiences rather than simply filling time. Every component — from curriculum design to classroom materials — reflects our commitment to quality and child development.
幼儿补习中心家长问答表（按学期收费）
课程相关
答：我们的课程主要面向3–4岁儿童，不同年龄会安排适合的活动和学习目标。
答：每节课2小时，每周上一次课，每学期共11-12节课。
答：课程以语言学习（英文、华文）为主，通过主题活动、手工、角色扮演和音乐游戏，让孩子在玩中学习。
答：是的，我们的课程每个月都会安排不同主题，让孩子通过丰富的游戏、故事和活动，孩子可以在有趣的环境中自然掌握语言。
答：我们的课程采用小班授课，每班约5-6名学生，以保证老师能够关注到每位孩子。课程不会根据年龄或能力分班，但每个班级会有两位老师共同教学，确保孩子在课堂上获得更多关注和支持。
费用与支付
答：每学期费用为 XXX 元
答：我们按学期收费，每三个月为一个学期，家长每学期缴费一次。
答：可通过银行转账或指定付款app支付
答：学费按学期收取，不做单次退费；如因特殊情况长期缺课，可商议调课安排。
师资与教学
答：老师均有幼教或语言教学背景，经验丰富，擅长引导孩子在轻松环境中学习。
答：小班授课，每班5-6名孩子，保证每位孩子都能获得老师的关注和指导。
答：是的，每班有固定老师，保证孩子熟悉和稳定的学习环境。
管理与安全
答：为了保证课堂秩序并促进孩子的自主学习，家长在课堂中只能陪同前十分钟。我们非常欢迎家长在上课前或下课后参观教室，了解孩子的学习环境和课堂情况。
答：教室环境安全、设施适合幼儿使用，老师全程看护，定期检查安全设备。
答：如孩子生病或受伤，老师会立即通知家长，并按标准流程处理。
答：我们安排短暂点心时间（自带或中心提供）。
学习反馈
答：每学期结束会向家长提供学习观察记录和发展报告，包含孩子的语言、社交和精细动作表现。
答：老师可通过面谈或App消息，定期反馈孩子的课堂表现。
答：我们的课程不会在学期末举行课堂展示或家长会。老师会通过定期沟通，与家长分享孩子的学习进度和成长情况，让家长随时了解孩子在课堂上的表现。
其他
答：是的，欢迎家长预约试听，了解课堂环境和教学方式。
答：请孩子穿舒适衣服，带好水壶及书包，保持轻松心情即可。
答：如有特殊情况，可提前通知老师协调调课安排，但以学期整体课程为主。
答：不能。为了保证食品安全和新鲜度，所有点心（包括干粮）只能在当天课堂使用，不可提前存放。
答：不能。学费包含课堂所有活动安排，点心部分不提供单独扣费。