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We offer the Early Years Foundation Stage (EYFS) programme in our Pre-Prep section.

EYFS is a statutory framework used in the UK and also in many other countries around the world. It is widely recognized as the one of the best programmes in promoting the learning and overall development of young children. EYFS stresses the importance of learning through play and sets out the principles of that teachers need to put into their practice and information on supporting children’s progression through the seven areas of learning and development.

The prime areas of learning and development are: (i) personal, social and emotional development; (ii) physical development and (iii) communication and language. These are fundamental and work together to support development of the child in (i) literacy; mathematics; (iii) understanding the world and (iv) expressive arts and design.

When a child reaches aged 5, the EYFS Profile must be completed. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for their next stage. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

Bilingual foundations

Strong bilingual roots are best developed early. Our aim is to create an environment which prepares the children for an education in both Chinese and English. This is achieved by our co-teaching model, where the foreign teacher (an English language native speaker) as the ‘lead teacher’ delivers everything entirely in English. The Chinese co-teacher (who is also proficient in English) then acts both as a bridge between the Chinese pupil and the English teacher and ensures the continued development of the child’s native Chinese tongue. At the same time, the co-teacher will help to develop the Chinese language of international, non-Chinese speaking pupils.

Our pedagogy will be one that is largely based upon play and learning through experience. We are blessed with large classrooms and open spaces, both inside and outside, where pupils will develop and explore their natural creativity. Maker-space areas will allow for experiments in art and basic technology with a large performing area for the older children’s drama and music.

The prime areas of learning and development are: (i) personal, social and emotional development; (ii) physical development and (iii) communication and language. These are fundamental and work together to support development of the child in (i) literacy; mathematics; (iii) understanding the world and (iv) expressive arts and design.

When a child reaches aged 5, the EYFS Profile must be completed. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for their next stage. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

Bilingual foundations

Strong bilingual roots are best developed early. Our aim is to create an environment which prepares the children for an education in both Chinese and English. This is achieved by our co-teaching model, where the foreign teacher (an English language native speaker) as the ‘lead teacher’ delivers everything entirely in English. The Chinese co-teacher (who is also proficient in English) then acts both as a bridge between the Chinese pupil and the English teacher and ensures the continued development of the child’s native Chinese tongue. At the same time, the co-teacher will help to develop the Chinese language of international, non-Chinese speaking pupils.

Our pedagogy will be one that is largely based upon play and learning through experience. We are blessed with large classrooms and open spaces, both inside and outside, where pupils will develop and explore their natural creativity. Maker-space areas will allow for experiments in art and basic technology with a large performing area for the older children’s drama and music.

Curriculum

Junior and Middle Schools (Primary and Lower Secondary)
Senior School (Upper Secondary)

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