Core Programs

Senior I & II

Social-Emotional Development

The curriculum goals for Social-Emotional Development for Senior I and Senior II were derived from a combination of research based sources including Think Social – A Social Thinking Curriculum for School-Age Students and Worksheets for Teaching Social Thinking and Related Skills by Michelle Garcia Winner, Preparing for Life – The Complete Guide to Transitioning to Adulthood for Those with Autism and Asperger’s Syndrome and The Social Skills Picture Book for High School and Beyond and Social Skills Training for Children and Adolescents with Asperger Syndrome and Social-Communication Problems by Dr Jed Baker, Social Skills Activities for Secondary Students with Special Needs by Darlene Mannix and The Conflict Resolution Program by Carolyn LoGiudice and Nancy McConnell, A Conversation Book 1 : English in Everyday Life, Curriculum Experiences for Literacy, Learning and Living – High School (Everyday Conversation and Friendship Skills), Talking Together – Pair Work Activities and Time to Think : A Guide to Thoughtful Discussion.

The following direct teaching strategies used in implementing the curriculum goals for Social-Emotional Development for Senior I and Senior II including verbal and visual cues and prompts, adult modeling, peer modeling and small group instruction and discussion during scheduled Social Skills classes and embedded learning activities. The social skills taught and practiced at school are generalized on campus and in the community using verbal and visual cues and prompts, adult modeling and peer modeling.

senior2     senior3

Life Skills

The curriculum goals for Senior I and Senior II Life Skills were derived from a combination of resource based sources including The Brigance Diagnostic Life Skills Inventory, Life Skills Activities for Secondary Students With Special Needs, Curriculum Experiences for Literacy, Learning and Living – High School (future planning, grooming, looking for a job, balanced meals and clothing care), The What’s Happening to My Body Book for Girls by Lynda Madaras (Newmarket Press, New York, 1988) and The What’s Happening to My Body Book for Boys by Lynda Madaras (Newmarket Press, New York, 1988) and Stepping Out – A Community-Based Instruction Curriculum, the Remedia Publications Personal Care Series : Exercise, Grooming and Nutrition, Walsh Publications – Skills for Everyday Life and Essential Everyday Reading, Functional Writing for Middle School Students, Values of Life – We the People, The Full Life Ahead Program for Transitioning from School to Life, Menu Math, Kitchen Math and Graphs, Charts and Tables That Build Real-Life Math Skills.

Direct teaching strategies used in implementing the curriculum goals for Life Skills for Senior I and Senior II including verbal and visual cues and prompts, adult modeling, peer modeling and small group instruction and discussion during scheduled Life Skills classes and embedded learning activities. The Board members recognize and affirm that Life Skills taught and practiced at school are generalized on campus and in the community using verbal and visual cues and prompts, adult modeling and peer modeling.

Reading / Literature

The Houghton Mifflin Reading curriculum provides a variety of interactive learning activities to practice and extend concepts learned at the end of each story or reading selection. These include co-operative learning activities, small group discussion and small group research projects.

The Academic board members recognize and affirm that the Reading/Literature curriculum for Grade 3 through Grade 8 is taught via a direct teaching strategies including visual and verbal cues, adult modeling, peer modeling in one-to-one and small group instruction and through interactive learning activities and small group discussion.

The Houghton Mifflin Informal Reading Inventory is administered individually by the Principal or Vice Principal to all new students to establish a baseline for the current level of sight words mastered, reading fluency, ability to orally summarize a passage read and concrete and abstract comprehension in order to determine initial placement in the Houghton Mifflin reading curriculum and establish Individual Education Program (IEP) goals.

 senior5      senior6

Junior II, Senior I & II: Math

The Houghton Mifflin Math curriculum, there are a variety of commercial teaching materials available to practice and extend mathematic concepts including Time’s Up Game, All about Time Activity Set, Tell the Time Activity Set, Junior Monopoly, Monopoly, Let’s Shop Game – Money Concepts, Arithmetic Lotto, Mad About Math Games, Monster Math Multiplication Workbook, Great Graph Art for Multiplication and Division, Math Drillsters for Computational Skills Grades 1 to 6, Rainbow Fraction Tiles Activity Set, Match-It Fractions Kit, Lakeshore Fraction Circles, The Fraction Game, Kumon Math Word Problems Grade 1, Adding Alligators – Grade 1 and 2 Word Problems, Remedia Math Word Problems – Grade 3 to 5, Every Day Counts Partner Games for Grade 1 to Grade 3 Math, Teaching Basic Math Skills Through Literature – Primary Learning Centres Kit, I Love Math – hands on interactive learning experiences and MATH the Write Way – Grade 4 Investigations and Extensions.

The Houghton Mifflin Math curriculum provides a variety of interactive learning and exploration activities provided to concretize and extend mathematic concepts learned including hands-on activities to explore new concepts, unit vocabulary activities, ongoing skill activities, Math Centre activities, technology connection activities and unit project for each unit for Grade One through Grade Three and Cooperative Learning Resource Activities addressing investigations and problem-solving, games based on new concepts presented, follow-up class activities, enrichment activities and calculator and technology activities for each unit for Grade Four through Grade Eight.

senior7     senior8

English

The Houghton Mifflin English Program provides a strong foundation in listening, speaking and thinking skills designed to compliment the reading curriculum in enhancing reading and writing skills and to prepare students for more advanced language use. 

The Houghton Mifflin English curriculum provides a variety of interactive learning activities to practice and extend concepts learned at the end of each Language and Usage unit. 

The English curriculum for Grade Three through Grade Eight is taught via direct teaching strategies including verbal cues and prompts, adult modeling and peer modeling in one-to-one and small group instruction and through interactive learning activities.

History

The Lindamood Bell See Time Fly History curriculum was specifically designed to teach students with Language Processing Disorders and Specific Learning Disabilities in reading comprehension and written expression. The program is designed to help students learn to develop gestalt imagery for language comprehension and critical thinking skills and teach an imaged timeline for history.

Science

The McGraw Hill Science curriculum provides a variety of interactive learning and exploration activities and hands on science experiments to practice and extend concepts learned in the unit textbooks, activity logs, science workbooks and Teacher’s Editions.

The Science curriculum for Grade Three through Grade Eight is taught via direct teaching strategies including visual and verbal cues, adult modeling and peer modeling in one-to-one and small group instruction and through interactive learning and exploration activities and during hands on science experiments and small group discussion.

For enquiries please call: 6733 1172 or email to info@genesisschool.com.sg
Back to Top
`
India Singapore China Korea Guangzhou Branch Office Beijing Branch Office