大連伊頓國際學校

The EtonHouse Inquire-Think-Learn Curriculum Framework has been developed to support teachers in responding to a learning context of the 21st century in early years … a time of rapid change where learning, creativity and critical thinking must be the focus of a quality early childhood programme. In Early Years, we do not only work with academic content (number, reading and writing). We aim to support the holistic development of the learner – physical, emotional, social, intellectual, creative and language development. There are 8 big ideas that underpin the EtonHouse Inquire-Think-Learn curriculum framework. These are: An image of the child as competent learners. Children are respected as competent, curious, interested in their world and acknowledged as sophisticated thinkers and communicators An understanding that play and conversation are the central modes of learning A recognition that the curriculum has research-based intellectual and pedagogical integrity The importance of seeing the learner within a socio-cultural context where knowledge is constructed as the child interacts with both the physical and interpersonal environment The ongoing commitment by educators to view themselves as researchers who work with colleagues, children and families to deepen their understanding of their teaching The facilitation in flexible environments that recognise that children learn not only from their teachers and peers but also from their interactions with the physical environment A demonstration as educators of accountability for children’s learning through reflective pedagogical documentation The establishment of a reciprocal partnership with parents, recognizing them as the child’s first educator As part of this inquiry-based learning approach, young children at EtonHouse are respected as competent thinkers and communicators who are offered many opportunities to engage with a range of materials and resources that extend and challenge their thinking. Early Years In the pre-school settings at Dalian, EtonHouse offers the International Baccalaureate (IB) Primary Years Programme (PYP) from ages 3-12.  This is an inquiry-centred, multi-disciplinary philosophy is equally a foundation for teaching and learning. The IB PYP is a framework for international education designed to foster the development of the whole child as a global citizen. It supports the intellectual, aesthetic, physical, cultural and social needs of the student. This is achieved through learning that is identified to be engaging, relevant, challenging and significant. The framework of the PYP sets learning objectives, what we want our students to know, combined with the application of sound classroom practice, how best will they learn and effective, appropriate assessment how will we know what they have learnt. These three components, along with the attributes of the IB Learner Profile, form the basis for implementation of the IB programme.

Primary Years – PYP years 2- 6 The International Baccalaureate Primary Years Programme, for students aged 3 to 12, focuses on the development of the whole child as an inquirer. The curriculum is trans-disciplinary (integrated across the subject areas) for greater relevance and immediacy of students’ learning. This is in alignment with the teaching and learning philosophy of the International Baccalaureate Primary Years Programme.  In the Primary Years Programme the curriculum is organised around six transdisciplinary units of inquiry integrating the learning areas of: * Language (English) * Mathematics * Physical Education * Music * Art * Science * Social Studies * Additional Languages Teachers provide parents with a curriculum overview, which details the Units of Inquiry, learning content, specific outcomes to be addressed for the year and the strategies/skills that will be focused upon. Students explore traditional subject areas through integrated Units of Inquiry, organised around six transdiscipinary themes that provide the framework for the exploration of knowledge. Through the inquiry-based approach students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action. By engaging in inquiry based units throughout the year, students become: * Inquirers * Communicators * Thinkers * Risk-takers * Knowledgeable * Principled * Caring * Open-minded * Balanced * Reflective These attributes together are known as the ‘Learner Profile’. Students explore integrated transdisciplinary Units of Inquiry. In Nursery 2 – Kindergarten 1 children explore four Units of Inquiry per year, while from Year 1-6 children explore six Units of Inquiry per year. Transdisciplinary Themes * Who we are * Where we are in place and time * How we express ourselves * How the world works * How we organise ourselves * Sharing the planet Specific information on the inquiry units, such as the Central Idea and the inquiry lines as well as detailed subject-specific outcomes are included in the curriculum outlines distributed to parents every year. A copy of the school’s ‘Programme of Inquiry’ can be obtained from the PYP Coordinator of the school.

Dalian EtonHouse offers the International Baccalaureate? (IB) Middle Years Programme (MYP) comprises eight subject groups: Language and literature. Individuals and societies. Sciences. Mathematics. Arts. Physical and health education. Design. The MYP requires at least 50 hours of teaching time for each subject group in each year of the programme. Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups. MYP students also complete a long-term project, know as a Personal Project where they decide what they want to learn about, identify what they already know, discovering what they will need to know to complete the project, and create a proposal or criteria for completing it. Middle Years  approach to teaching and learning The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community. Teaching and learning in the MYP is underpinned by the following concepts: Students learn best when their learning experiences have context and are connected to their lives and their experience of the world that they have experienced. Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of: identities and relationships personal and cultural identity orientations in space and time scientific and technical innovation fairness and development globalization and sustainability. Conceptual understanding Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. The MYP prescribes sixteen key interdisciplinary concepts along with related concepts for each discipline. Approaches to learning (ATL) A unifying thread throughout all MYP subject groups, approaches to learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn. Service as action, through community service   (S and A) Action and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project.

Diploma Years 12- 13 The EtonHouse High School Diploma caters to students looking for a challenging college preparatory programme. This program is taken in conjunction with university entrance examinations from the country where the student wishes to attend college, ensuring that EtonHouse High School graduates are well-equipped to enter the college or university of their choice. EtonHouse students have gained acceptance to universities in United States, Korea, China and Germany. Pastoral Support and School Counselling EtonHouse recognises that raising a child in the 21st century is a community effort and that our responsibility as educators to the students must go beyond academics. Through structured pastoral support programmes and informal but intentional interaction with students, EtonHouse teachers are constantly guiding and counseling students. In the Middle Years and Senior Years, all students are assigned an advisor. Each Advisor-Advisee group involves a teacher and four to six students. Students meet with the advisor one-to-one on a weekly basis. In the Advisor/Advisee groups, students learn and reflect on social concepts and skills to become responsible learners and citizens prepared for work and life after school. In addition, EtonHouse provides direct instruction to help students develop character traits necessary in being successful learners. Career and College Counseling EtonHouse provides career and college counseling for all of its students once they enter the Middle Years of the International Baccalaureate Programme. This is to help the students be more aware of the various careers available. In Year 11, students are introduced to different colleges and universities and their respective entry requirements. At the end of Year 12, students are advised and supported in choosing possible colleges and universities that would be appropriate for them. Beginning in early Year 13, students will apply for short-listing by colleges and universities. Additionally, students in Year 11 who are considering American colleges are supported by the school in taking the PSAT (Preliminary Scholastic Achievement Test) before sitting for SAT (Scholastic Achievement Test) in Year 12 and 13. EtonHouse also supports students in preparing for tests which may be required for entry to non-American colleges or universities.