Apollo International Preschool curriculum is skilfully developed based on several well-known researchers and theorists on children’s development and learning such as Maria Montessori, John Piaget, Howard Gardner and Erik Erikson. At Apollo International Preschool, we use 2 teaching methodologies to create an enjoyable learning experience for the children: Play-based and Inquiry Based Learning.

Apollo teaching methodologies are derived from Singapore’s educational context, ensuring the best of education practices in early childhood teaching practices.



Play based learning draws from children’s natural desire to engage in experiences based on their interests, strengths and developing skills.

Outdoor play

Trikes, Waterplay, Playground, Sandplay

Aesthetic and Creativity

Finger painting, Free-style painting, Art projects


Inquiry-based learning

Children explore, question and investigate a question through a process of analyzing, justifying and gathering necessary information to come to a conclusion.

Project: “How do plants grow?”






Learning Areas

Thematic learning

At Apollo International Preschool, we incorporate monthly thematic units with topics such as Family, Environment, Flowers/Plants and Animals and covering all topics ranging from Language to Numeracy to Arts and Sciences. These topics are closely relatable to the children’s daily lives and surroundings, thus creating a fun learning experience for the children.

These thematic units are tweaked and guided closely by the Ministry of Education curriculum framework, therefore ensuring that the children build a strong foundation necessary for primary school education at the same time. Lastly, the curriculum also aims to enhance children’s holistic development: Physical, cognitive, social and emotional development throughout their years here in Apollo International Preschool.

Bilingualism Immersion

Bilingualism immersion is also a vital key learning area in Apollo International Preschool curriculum, which means that the children will be able to speak, listen, read and write in both English and Mandarin. This is vital for Singapore’s education system, where much emphasis is placed on bilingual literacy and language.

Apollo International Preschool uses a Mandarin curriculum developed by the CI-NTU researched and skilfully created for preschool children (Confucius Institute – Nanyang Technological University). CI-NTU has been jointly established by the Ministry of Education (MOE) and NTU in Singapore. CI-NTU aims to strengthen Singapore’s Mandarin capabilities for pre-schoolers, and also to provide children with a common platform in learning the Chinese language and culture.

Mandarin Program Objectives & Resources

  • Understand Chinese
  • Converse in Chinese
  • Read Chinese
  • Write in Chinese
  • 70% of content is in accordance with MOE Mandarin preschool syllabus
  • 30% of content transmits the learning of culture and values
  • Lessons are infused with fun and interactive activities
  • A combination of resources like news reports, magazines, songs and poetry will be used to make lessons engaging


Learning outcomes for Apollo International Preschool Students

Independent Thinkers

They are capable of developing independent thoughts, ideas and opinions and appreciate when collective thinking and sharing is required to achieve a desirable or beneficial outcome.

Team Workers

They work as a team and can lead as well as accept a leader in group activities. They understand that team work is sometimes required in order to achieve some tasks.


Through inquiry or instruction, they can appreciate and reflect on newly obtained knowledge.


They are capable of predicting an outcome for specific actions and explore the “What if’s?” They can make connections and correlations.


They are capable of communicating their ideas, needs and wants in an effective manner and understand when such communication is acceptable or necessary.

Social/Emotional Development

They strive to accommodate the social needs of others and share compassion, knowledge and friendship. They understand the boundaries of socially acceptable.