Educationally Harnessed Play

At Malvern College Pre-School Hong Kong, young children develop and learn through both a structured and free play programme that focuses on inquiry, developmental and hands-on learning. Emphasis is placed on active, play-based learning with a balance of child-initiated and adult-led activities, which research has proven develops skills, knowledge, concepts and confidence that is not possible in a more formal classroom setting.


The classroom pods in the Campus.


Early Years Foundation Stage (EYFS)

Our educationally harnessed play programme builds on the United Kingdom’s Early Years Foundation Stage (EYFS) curriculum, which sets expectations for each age and stage of a child’s developmental progress. At Malvern College Pre-School Hong Kong, we cover seven interconnected EYFS Areas of Learning and Development. All seven areas are designed to nurture children’s curiosity and enthusiasm for learning, whilst fostering and forming relationships in order to thrive socially and emotionally.


Prime areas

  • Personal, Social and Emotional: making relationships, building self-confidence and self-awareness, and managing feelings and behaviour
  • Physical: handling movement and physical tasks, learning to take care of oneself
  • Communication and Language: listening and speaking, understanding others, and responding questions properly

Specific areas

  • Literacy: reading and writing (in English and Mandarin Chinese)
  • Mathematics: numbers, shape, space and measure
  • Understanding the World: people and communities, the world, and technology
  • Expressive Arts and Design: exploring and using media and materials, and being imaginative


There are various stations in the campus such as the sandpit, water station etc., that promote the development of fine and gross motor skills, coordination, balance and strength. It stimulate their creativity and learn the specific areas in the EYFS effortlessly.


Bi-Lingualism and Diversity

Malvern College Pre-School Hong Kong is an international setting that welcomes and celebrates diversity and each child’s unique background. We expect that a portion of our students will be learning English as an additional language, and our teachers are trained and experienced to ensure such children acquire good standards in the English language. We will also have Mandarin speaking teachers and a prominent feature of the curriculum to expose children from diverse cultural background to the Chinese language.


Young children’s learning of languages is the most effective not in compartmentalised curriculum subjects or didactic and formal classes, but holistically integrated into the educationally harnessed play. Our English and Chinese speaking teachers design activities and create the atmosphere for children to take a hands-on, active approach to acquiring vocabulary. Active songs captivate children to link words with actions. Nursery Rhymes offer insights into the sounds of the English and Chinese languages, and are important for later work on phonics. Teachers mingling with children with persistent talking and interactions expose children to rich and meaningful opportunities in a supportive, encouraging atmosphere.


Teachers are carefully chosen so that each classroom will have native English speaking teachers and Mandarin speaking teachers, who will guide children with practising and consolidating their first language and then embracing the other. Mandarin Chinese language skills are delivered by native level speakers with Chinese teaching qualifications. When in the company of, or working with a teacher, then her native language must be spoken. Most children, in a matter of months, become extremely adept at seamlessly and effortlessly switching from one language to another.