Our school prides itself on offering students two perfectly aligned inquiry-based approaches to delivering curriculum content. The first approach was inspired by the world renowned pre-schools and infant toddler centres in Reggio Emilia, in Northern Italy. This methodology , the Inquire ￮ Think ￮ Learn approach, focuses on inquiry based learning where children’s ideas, interests and theories inform the design of curriculum experiences. The child is at the centre, and the curriculum is delivered according to the child’s interests, strengths and needs. Educators are cognizant of the significant rapid rate of development that occurs in the physical, social, emotional, intellectual and aesthetic domains of a child’s growth. Hence, teaching staff take on the responsibility as educators to recognize this and maximize the crucial stage of learning.
The second approach is the International Baccalaureate curriculum, which succinctly aligns with the Inquire Think Learn methodology with the focus on inquiry-based learning and having the child at the centre of all learning. It also shares the same learner profile where we see each child as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk takers, balanced and reflective. These attributes are continually reinforced on our students to ensure they become future global and successful citizens.
The IB PYP Curriculum is one of the most well-known Curriculum taught in the world today. It is the most preferred curriculum chosen by many established International Schools today.
To facilitate both the Inquire Think Learn and International Baccalaureate Curriculum, the educators at EtonHouse uphold a shared philosophy and vision of exemplary education, which includes:
- Adults are sensitive facilitators of the process of empowering students to value their learning and to take responsibility for it;
- Students are seen as competent learners and are listened to;
- They are encouraged to be curious, inquisitive, ask questions, explore and interact with the environment physically, socially and intellectually;
- Explicit learning outcomes and the learning process are made transparent to the students;
- Students are encouraged to be risk-takers, confident and autonomous learners;
- Learning experiences are highly differentiated to accommodate the range of abilities and learning styles in the group and ;
- Teachers are highly collaborative, committed to the transdisciplinary model which is at the core of international education.
We highly regard our English Program and continually strive for excellence to deliver an exemplary English program. Therefore, it has been a focus to employ highly qualified English As a Second Language and Dialect (EALD) teachers. These teachers have the necessary skills and knowledge to ensure a child’s English acquisition is attained at a highly proficient level, and at an expediential rate. Throughout the day, the children ae taught English through the Units of Inquiry (IB curriculum and ITL approach), and integrated across all different subject areas. Additionally, they are immersed in continual music, songs, Nursery Rhymes, chants and story telling.
Throughout the year, students enjoy different whole school events, which provides a stage for them to experience ‘belonging’ to a community and broadening their experience base of cultural celebrations, which are both significant in their lives and introduces them to other international festivities. These include the Christmas/Winter Celebration, Chinese New Year, Halloween/Harvest Festival Celebrations, Night of Tales, Magical Movement day, to name a few. These events are significant items in our calendar, and greatly shape the unique culture of our school.
We pride ourselves on designing and implementing several specialist programs here on the South Pudong campus. This includes an exemplary Music Program where children are involved in learning instruments, choral singing, basic theory, and presentations and whole school productions. This program is lead by a renowned German Musician, who has worked in several countries and has recently been a Principal of a Music School in Suzhou.
Our Atelier also operates an exemplary Art Program based on the Reggio Amelia Approach, which focuses on Nature and design, and uses the environment to incorporate and explore many different elements of color, texture, and properties from an array of natural materials. The children are encouraged to express themselves in a variety of ways, which are meaningful and important to their individual lives. This is often stated as the 100 Languages of children. Our campus boasts an Art Studio, an Art Light Studio, an Arts Movement Studio and an Art Studio outside where children engage in exploring and investigating, and expressing themselves through pottery, clay, sand, water and many other natural materials.
Our Physical Education Program is operated by specialist teachers from Sports For Life, who work closely with our teachers to ensure their program is practiced and rehearsed throughout the whole week, and not merely restricted to one PE lesson per week. The focus is predominantly teaching the children basic movement patterns of running, hopping, jumping, catching, throwing, balancing, etc, so that mastery of these skills allow children to competently and confidently transfer these skills to more complex skills used in community sports, gymnastics, dance.
Care and Supervision
The high standards of Care and Supervision across the school is held in the highest esteem and is a central focus of our entire program. This not only includes the children’s physical safety, but also their social/emotional health and well being. When a child is happy and well adjusted into a program, their learning is heightened. Conversely, if they do not feel confident and happy, learning is severely compromised. Therefore, it is a paramount focus across our school.
In relation to safety and supervision, our staff are continually trained in this area of education and care, and participate in regular professional development opportunities and mentoring/coaching relationships across the school. The processes and structures in place involve constant monitoring of each and every child across the entire daily program and ratified by the school nurse. In addition, parents are invited to attend related workshops so they are cognizant of what is implemented across the school, and how they can also assist at home.