Our curriculum seeks to respond to the educational needs of our students and society. In our approach to curriculum, we draw on insights from established theories, while engaging in a rigorous search for educational content and methods that prepare students to make a constructive contribution to a rapidly changing world.

Some of our curricular materials have been developed at the school through a process of action and reflection, resulting in programmes that are attuned to our vision and local context. We also draw on proven international programmes that are carefully selected and adapted to our aims and the local reality.

Our evolving curriculum is centered on a two-fold moral purpose. That is, to enable students to develop the necessary understandings, skills, attitudes, habits and spiritual qualities that will empower them to be life-long learners and at the same time effective protagonists capable of contributing to their communities. We strive to achieve this through an integrated approach to curriculum, which sees material and spiritual education as equally important and essential.

Our curriculum is continuously refined through a process of study, research, planning, action and reflection, and is aligned with the requirements of the Macau Education Department (DSEDJ). It is dynamic and progressive in nature, responding to the needs of the school and the community. It creates an engaging and relevant learning environment where content is mapped into coherent educational experiences. It strives to cultivate passionate learners who actively acquire and apply knowledge. Collaboration, inquiry-based learning, and reflection are incorporated into our approach to learning.

The SON Curriculum articulates the learning goals across all grades, from Kindergarten to Form 6, to guide students’ learning experiences. It is composed of well-defined methodologies and approaches and outlines the knowledge, skills and concepts, which reflect high academic standards. At the same time, it aims to integrate conceptual learning and application with the development of character and capacity for service. Although not examination driven, the curriculum prepares our students to successfully sit the IGCSE examinations in Form 4 and IB examinations in Form 6.

Our Learner Profile is currently comprised of nine elements:

Seeker of truth • Knower of self • Pursuer of excellence • Committed contributor to social progress • Promoter of unity and justice • Practitioner of moderation • ​Upholder of high standards of morality • Participator in group actions and decision making • Well-wisher of mankind

Our ELL program provides tailored English lessons for our students who require additional support in their language development. The Inclusive and Special Education programs provide a suitable and personalized learning environment in which each child can be supported to develop at their own pace supported by specialized teachers. Read more about the student support we offer.

We see strength in diversity and inclusion, which encompasses the entire school community. Our teaching is framed by powerful shared values, which views each individual—teachers and students alike—as inherently endowed with spiritual and intellectual potential. Our culture of education aims to be nurturing and purposeful, with a meticulous focus on collaboration and learning. In the final analysis, it is not technique but unity of thought, consistent action, and dedication to learning which brings about progress.

Our teachers use the school’s official planning document, unit plans, to direct instruction and the learning that takes place in the classroom. Unit plans written by teachers reflect the concepts, skills and content of the curriculum. Teachers use these documents to systematically outline and implement Meta-goals, Transferrable skills, Metacognition Strategies, Learner Profile Elements, Instructional Strategies, and variety of assessments tools essential to successful teaching and learning.

The key purpose of assessment, recording and reporting is to generate feedback to students to improve their learning and to teachers to inform their practice. The School recognises the importance of alignment between the curriculum, teaching and assessment, which leads to the best learning outcome for students. The School’s unique tracking and reporting system (SONIS) is developed in line with curricular goals and assessments and effectively monitors the progress of each student.