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Yew Chung International School of Beijing's Introduction to Kindergarten gives an insight into the Early Childhood Education programme at the school including the students' immersion into a bilingual environment and the unique Co-Teaching model.
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Early Childhood Education (Kindergarten)Introduction
Yew Chung International School of Beijing
(YCIS Beijing)
K2\K3 Programme Outline
K4 Programme Outline
ECE Programme
• Our bilingual (English and Chinese) programme takes place in a nurturing environment that enables children to exercise initiative, make decisions and construct a hands-on understanding of the world.
• We concentrate on the understanding of language and verbal communication skills rather than formal literacy, therefore we have an integrated curriculum which includes all the experiences that a child participates in within the ECE environment, as well as extending the children’s learning and development holistically.
• Effective learning by young children happens when they are able to be active and interactive with materials and/or people and are engaged with daily activities that are interesting and meaningful to them. These include academic knowledge and skills development such as early literacy, mathematical and scientific concepts. Curriculum planning and implementation focuses on designing ways that encourage and support child-initiated learning processes rather than a domination of teacher-lead activities.
Programme in Action!
The Early Years Foundation Stageprovides teachers with clear teaching and learning objectives
：Seven Key Learning Areas
Personal, Social and Emotional Development
Physical Development
Communication and Language
Literacy
Mathematics
Understanding the World
Expressive Arts and Design
Please note: the curriculum delivery is continually being adapted to fit the
international setting and the needs of all of our children.
Co-teaching
Co-teaching
• Co-teaching is a significant feature of our early education; it is so important and instrumental to the delivery of our bilingual bicultural programme.
• Cohesive and authentic co-teaching starts from co-planning, where the teaching partners (Chinese and Western teachers) plan together. Co-teachers share and discuss on a regular basis, so that they fully understand the needs of the students and make the best decisions possible through their curriculum planning.
Approach to Languages and Delivery - English
Approach to Languages and Delivery - Chinese
What are Portfolios?
A collection of observations of ‘children in action’ that demonstrate their growth and development over a period of time. It includes observations by the co-teachers in the format of a photograph with a caption/narrative and/or anecdotal observation notes.
The first objective of the portfolio is to indicate the level of the child’s development and to plan curriculum that supports and extends that development.
The second objective is to communicate both the child’s developmental levels and the subsequent progress to the parents.
Why do we need portfolios?
To provide an overall picture of the child
To reflect the social, cognitive, physical and emotional growth of the child
To show change over time
To provide a basis for planning curriculum
To involve the child and family
To create memories for reflection
How do we communicate with parents?
• Biweekly class updates
• Digital Portfolios
• Parent \ Teacher interviews
• Reports (Mid year/ End of the Year)
• Monthly Newsletter
• Ongoing communication – you are welcome to make an appointment to see staff throughout the year. (It would be appreciated if you could make the appointments for after school)
Thank You!• To find out more about the Kindergarten
programme at YCIS Beijing, please contact:
• (+86 10) 8585 3731
• www.ycis-bj.com
