Our school curriculum is based on The Iwasaki Method, an integrated pedagogy we have developed for the children of the 21st century. Founded based on research into early childhood education by our current Principal, Mrs. Hitomi Iwasaki, at the Fukoka Education University, we continue to develop and refine our pedagogy in collaboration with professors; visiting educators from Fukuoka Education University, Stanford University Graduate School of Education and Columbia University's Teacher's College; musicians and artists from around the world; and visiting educators from France and Japan. Our educational method is a unique and tailored approach based on the 5 pillars of our Khayay philosophy, and grounded in the 9 values that we aspire to live out.

 

How does this translate into a day at Khayay?

Aozora (KG) Mandarin Homeroom

Multi-lingual learning

We are pioneers of a multilingual approach to learning for socio-emotional development. Our learners are exposed to 5 languages through our Polyglot School method which involves daily home rooms. Our teachers from all over the world share their home languages with the children through songs, flashcards, and simple conversations.

We do not expect the children to master the languages; rather, we teach to develop their curiosity towards other languages and cultures, and hone their sense of sound. Through our years of research, we have found that multi-lingual language learning expands self-awareness, reactively increasing cultural awareness and empathy towards others as well.

When we look at our learners, we see true diversity and cultural empathy. As the world transforms into a global community, it is pertinent for us to recognise the equal dignity of each human being.

 

concept and experiential learning

Academic concepts such as math, science and social studies are introduced from a young age through our concept and experiential learning. Our educators build sensory experiences (see, smell, taste, hear and touch) for each academic lesson, so that learners understand what they are learning.

Our Learning Corridor is one of the best examples of our commitment to experiential learning. Each day, our pre-schoolers have the opportunity to visit different corners of the Learning Corridor, each with a different learning experience. They could be building a skyscraper in the Building Tower corner, engaging in artistic endeavours at the Creative corner, or working on a math-related puzzle in the Brain Development corner. Each of these corners are places where learning comes alive.

The Learning Corridor is also an opportunity for us to facilitate our children’s social-emotional development. Our learners are encouraged to challenge and accomplish tasks while having fun and learning at their own pace. Such self-motivated learning helps to build up resilience, which strengthens them to handle the hardships they may face in life. Each child is also given the chance to lead their small group to different corners when given a signal by the teacher, enabling them to learn about leadership and co-operation.

Outside of the classroom, excursions are also regularly organised to immerse our learners in real world environments for a different mode of learning. Be it a trip to the museum, a visit to a pagoda, or a outing to the beach, our learners have fun exploring new environments and making new discoveries.

Kirara (Pre-KG Learning Corridor: Building Tower Corner)

Kirara (Pre-KG Learning Corridor: Building Tower Corner)

Excursion to the museum! (Featuring Aozora (KG) class)

Excursion to the museum! (Featuring Aozora (KG) class)

 
Tsubomi (2 year olds) Art Class

Tsubomi (2 year olds) Art Class

Arts and Craft

A vital part of early childhood development is nurturing creativity and expression in children. Our learners have several arts and crafts classes per week, alongside free drawings sessions everyday. They make 2D and 3D art using a variety of materials, ranging from crayons and paints, to handpicked natural objects, to even recycled materials. As part of our correlative learning concept, art products relate to another lesson that learners had on that day.

 

health and nutrition

Aozora (KG) lunch time

Aozora (KG) lunch time

We provide snack and lunch to our learners everyday, because we know that a healthy body is essential for a healthy mind. Snacks are always the freshest fruits, and lunch is a delicious array of vegetable and meat (no pork or beef) dishes, soup and rice.

Our learners LOVE to eat. As they grow older, they begin to learn the nutritional and health value of proper foods, and appreciate the good food that enter their bodies.

Our supervising dietitian and school chef oversee the food we all eat at the school, from its initial quality at the market to its production and nutrition. Parents will also know from the weekly newsletters what food the children will be eating the next week at school.

Snack and lunch time is also a great opportunity for our learners to continue their journey of socio-emotional development. Patience is cultivated as students wait for each other before they begin to share the meal, and responsibility is also instilled as the children serve themselves food from the trays, and clean up after themselves to the extent appropriate for their age group. We can learn a lot even from our meals!

 
Thingyan (Myanmar Water Festival) Celebrations

Thingyan (Myanmar Water Festival) Celebrations

CULTURAL PROGRAMS

We celebrate diversity at our school and are always looking to teach our learners how people live around the world. That means, we celebrate all cultural events at our school! From different religious celebrations to international and cultural occasions, we host all sorts of cultural events for the children to see and experience. Parents also have a representative voice in our community, so if they want to include a celebration from their culture, we welcome the idea with open arms.

 

physical education

Having a healthy body is one of our top priorities. We strengthen both the inner functions of the body with proper food, and the physical capacity through P.E. (Physical Education). Depending on their age group, our learners have P.E. most, if not all, mornings of the week. During P.E. time, they do fun body warm-ups and play the game of that day. Once a week, they play on The Adventure Tower, a wooden playhouse in our school compound. Sports-related after-school activities such as soccer or aerobics also keep our learners and teachers active!

wooden playhouse