The Early Years and Primary curriculum is inspired by the child-focused IB approach to learning via exploration and investigation of themes. The IB approach aims to develop students through dynamic cycles of inquiry, action and reflection. As students’ progress to the Secondary and High School, they will be exposed to the academically rigorous IGCSE curriculum and graduate with the IGCSE certification in Year 11, followed by either the IB Diploma or A Levels.
EtonHouse has developed its philosophy based on research and internationally accredited best practice in education that supports a child focused learning and teaching environment.
At EtonHouse, we aim to develop each child into a well-balanced individual through engaging environments that support children’s curiosity and wonder; that engage children and that offer them a wide range of materials to work in purposefully designed learning areas.
Every child should acquire social skills and the confidence to communicate freely and easily with both adults and peers. EtonHouse has been established to provide a happy, relaxed and safe environment that contributes to the development of the whole person.
Our excellent staff-to-child ratio is a vital factor in the success of our programmes. We offer children a multi-dimensional programme with many diverse and spontaneous learning opportunities. We provide an environment in which children grow in independence and take responsibility for their own learning.
EtonHouse values the uniqueness of each child as both a gift and an opportunity.
This uniqueness is supported and enhanced by a learning environment that is respectful of the socio-cultural context of the child as he or she seeks to make meaning of the world around him or her.
EtonHouse provides a curriculum that best represents 21st century pedagogical thinking from around the world.
The EtonHouse Inquire-Think-Learn Curriculum Framework has been developed to support teachers in responding to a learning context of the 21st century … a time of rapid change where learning, creativity and critical thinking must be the focus of a quality early childhood programme.
As early childhood educators, 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, and creative and language development.
There are 8 big ideas that underpin the EtonHouse Inquire-Think-Learn curriculum framework.
- 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 EtonHouse International School is committed to delivering a robust school curriculum that helps students become knowledgeable through inquiry-based, trans-disciplinary learning which prepares them to become informed, responsible global citizens with the skills and attitudes to take action for the betterment of the community.
The Primary Programme provides a framework for a trans-disciplinary curriculum that is engaging, relevant, significant and challenging.
The curriculum design involves structured, purposeful inquiry as the leading vehicle for learning. This programme, designed for students between the ages of 3 to 12 years, focuses on the holistic development of the child and encompasses social, physical, emotional and cultural needs in addition to academic welfare.
Through engaging in inquiry-based units throughout the semester, our students will strive to be:
Students will explore different subject areas like English Language, Mathematics, Social Studies, Science and Technology, Arts, Physical, Personal and Social Education through trans-disciplinary themes that provide the framework for the exploration of knowledge of materials and resources that extend and challenge their thinking.
Dalian EtonHouse International School will follow the highly acclaimed British IGCSE and A Level examinations or IBO Diploma. These well-recognized examinations are accepted at nearly all world, including more than 450 US Universities (and Ivy League), Canada, Australia, Singapore, Hong Kong, the UK and many more. Indeed, the standard of A Level/IB Diploma can be so high that it can result in up to a whole year of University credits in Canada and the US.
Prior to IGCSE’s all pupils follow the excellent standard of the British National Curriculum Key Stage 3 programme. The Key Stage 3 Years are Yr’s 7, 8 and 9 (equivalent to U.S. Grades 6, 7 and 8). This programme of study covers English, Math’s, Science, History, Geography, Art, Music, P.E, IT and a Modern Foreign Language (Mandarin. Pupils will be taught by the very best, fully qualified and experienced international teachers from around the world. Key Stage 3 (KS3) studies prepare pupils to achieve in-depth knowledge, skills and understanding of the broad sweep of subjects so that they are fully prepared for the highly regarded IGCSE study and exams.
Genuine enthusiasm and a great work ethic in a subject is as important as ability, so deciding on which courses to take can be complex and thought-provoking. Our team will guide each student and his or her family though the choices, decisions and implications, individually. In addition, DEIS provides career and college counseling for all of its students once students enter High School. This is to help the students and their families to be more aware of the various careers available.
In addition, student leadership is a dynamic, inspirational, and supportive component of the High-School. Opportunities are provided for students to learn, practice, and apply age-appropriate leadership skills and strategies. Students will participate in formal leadership roles, such as Prefects and Captains. They will plan and implement activities involved with social service, House Meetings and Spirit Days. Every student at DEIS will belong to a House. Each House will provide an opportunity for House activities and meetings that promote cross-age relationships and foster a sense of community within the school.