The interdisciplinary thematic approach will develop a learning foundation as well as multi-intelligences (linguistic, mathematical/logic, visual/spatial, artistic, kinesthetic, interpersonal/social, intra-personal, and naturalist) for our children. These abilities will enable them to develop and promote a happy attitude towards constant learning, and active participation in our pluralistic society. Furthermore, the thematic approach provides an environment for children to explore, and conduct serious research on their chosen topics from the perspective of the multi-intelligence development.

The project teaching method at Season Arts emphasizes learning through practice, experimentation, and problem-solving skills.
The project teaching method is a process for children, challenging them to solve a series of real life problems with a do-it-yourself attitude to motivate learning. This in turn builds children’s confidence to become successful problem solvers who can learn actively and think critically.

Infants/children at the age of 0-6 are in a sensory stage where real experiences can lead to actual learning. When children plan, collaborate, and participate in discussions, they will be able to discover that there are many things that require numerous attempts before finding a viable solution. Discussions of “Real life” experiences actively promote students ability to practice their communication skills during these classes.

Field Trips provide opportunities for children to engage, observe, and experience the world outside of the classroom. They stimulate imagination, curiosity, and learning motivation. Moreover, the integration of follow-up activities as well as environmental and community resources will contribute greatly towards the development of future learning.

Season Arts adopts the integration of varying levels of development learning. Varied level classrooms provide a learning environment that is more similar to the family and community structure. Varied levels are interactive, enhance the learning experience, and allow flexible learning opportunities which help build children’s individual development.

Every classroom is operated by two teachers, each of whom leads 13-14 children while collaborating and assisting each other. This way, the quality of teaching is preserved during curriculum activities, and individual observation and tutoring will not be compromised. Furthermore, because the student teacher ratio is smaller with the co-teacher support system, teachers will be able to take care of children's learning needs with more well-thought-out activities and lessons.

This program focuses on senior kindergarteners at the stage before they enter primary school. It begins in June and consists of a theme called “Primary Freshmen”. It is designed to help seniors become familiar with the teaching & learning modes they will experience when they enter primary schools.