Our approach to teaching and learning is inspired by the Reggio Emilia practices and by the philosophy of the International Baccalaureate which has a strong emphasis on inquiry, a holistic approach to learning and on developing international-mindedness and a commitment to contributing and taking care of the world and those around us.
The curriculum has been designed by Origins Education and incorporates the International Baccalaureate Primary Years Programme (IBPYP), is benchmarked against international standards and meets the requirements of the Chinese National Curriculum. It is designed to develop the future ready skills, that will be needed in a world where the nature of work is rapidly changing, due to the impact of technology. These are identified as high level thinking and problem solving skills, creativity and innovation, and a wide range of ‘people skills’ including collaboration, cooperation, communication, emotional and intercultural intelligence. Children also develop a sense of social responsibility by learning about issues and taking action to contribute to a better world.
The teaching in our Early Years Centers has a strong focus on using an inquiry approach, fostering creativity and innovation, based upon a solid foundation of character education.
Learning is child-centred and designed to foster a love of learning, develop confidence and independence.
The teaching and learning experiences are designed to provide a solid foundation for the student’s future schooling and academic success.
Our curriculum integrates the following areas of learning – Languages, Mathematics, Science, Social Studies, Arts and Personal, Social and Physical Education.
International Baccalaureate Primary Years Programme
The International Baccalaureate Primary Years Programme (IBPYP) is an educational programme managed by the International Baccalaureate (IB) for students aged 3 to 12 years.
Because of its philosophy and pedagogy, the IBPYP is an excellent vehicle for putting our vision into practice.
Like the IEYC, the IBPYP places learning at the center. Our emphasis is on helping students develop physically, intellectually, emotionally and socially. Preparing students for success in school as well as in the world beyond school empowers them to become independent, life-long learners.
At the heart of the IBPYP philosophy is a commitment to structured inquiry as the leading pedagogy for learning.
Units of Inquiry are in-depth investigations into important ideas, identified by teachers, which last for 5-6 weeks or continue throughout the year. The school identifies the core knowledge, skills, concepts and attitudes that will be developed throughout the unit, and anticipates action that the students may take. Although the learning goals for each unit do not vary from class to class, the teachers connect to students’ interests to guide them in how best to reach these goals with their group of students. Students truly are partners in the learning and this is what makes the units relevant and engaging.
Central to the three IB programmes is the IB Learner Profile. The IB Learner Profile is the IB mission statement translated into a set of learning attributes suitable for the 21st Century. Using the IB Learner Profile at IEYC supports us in developing internationally- minded students. As IB learners we seek to develop students who are: inquirers, caring, knowledgeable, thinkers, open-minded, risk-takers, balanced, communicators, and principled.
The IEYC is currently seeking candidacy for the International Baccalaureate (IB) Primary Years Programme and will be pursuing authorization as an IB World School.
Summary of Subjects
All students in our Early Years Centers participate in the following subjects through a transdisciplinary approved:
English and Chinese
The language of instruction at IEYC is Chinese and English. By learning language as well as learning about and through language, we nurture an appreciation of the richness of language and a love of literature.
There are four main strands in English/Chinese language learning:
Speaking and Listening
Viewing and Presenting
Mathematics is viewed as a way of thinking and a language for understanding and constructing meaning. To study Mathematics is to inquire into this language and to learn to think in this way.
There are five interwoven strands in the Mathematics Curriculum:
Pattern and Function
Shape and Space
Science provides opportunities for students to engage in scientific investigations by making accurate observations, handling tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students will gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to further develop their own ideas.
There are four strands in the Science Curriculum that are explored through the Units of Inquiry:
Materials and Matter
Forces and Energy
Earth and Space
Social Studies provides opportunities for students to look at and think about human society, systems and environments, locally and globally. It aims to guide students towards a deeper understanding of themselves and others, and of their place in an increasingly global society.
There are five strands in our Social Studies curriculum that are explored through the units of inquiry:
Human Systems and Activities
Society and Culture
Changes Over Time
Natural and Human
Environments Resources and Our Environment
Visual Arts, Music and Performing Arts
The Arts include the development of creative skills, verbal and non-verbal expression, an awareness of the perspectives of others and aesthetic appreciation. The Arts enable students to communicate in powerful ways that go beyond their spoken language ability. Through the Arts, students can begin to construct an understanding of their community, their environment, their own feelings and emotions and to develop their cultural awareness.
The three strands in The Arts Curriculum are:
Experiencing and Appreciating
Presentation and Creation
Enjoy the Beauty in Life and Nature
Physical, Social and Personal Education
Physical, Social and Personal Education (PSPE) helps students to negotiate their interpersonal relationships by focusing on developing self-esteem, an awareness
of others, as well as a clear pathway for managing situations where they feel afraid
or uncertain. These programmes sit alongside an everyday focus on friendships, cooperation and communication. They learn to understand what they can and cannot do physically and they become aware of their own physical strengths and weaknesses. Physical activity is an essential aspect of a well-balanced, healthy lifestyle.
The three strands of the PSE curriculum are developed continually, through all subjects: