author：school release date：2017-05-09 14:50:27
1. Goal for Students Cultivation
With the guidance of the school’s values, “Patriotic feelings, international awareness, Tsinghua’s tradition,” and the mission statement, “cultivate young talents with limitless possibilities creates a world of infinite future,” Tsignlan School aims to cultivate students from the aspects as below:
Ø Academic competence: have a good understanding of academic skills, easy to carry out trans-disciplinary study, and fluency in using the second language.
Ø Virtues: self-confident, brave, humble, generous, trustworthy, and committed to excellence.
Ø Global consciousness: endowed with an international view, familiar with international rules and regulations, active in international affairs, and active in international competition
Ø Leadership: good capacity to adapt to the society, be a leader when necessary, and a qualified follower when needed. The basis of our school is that students can have an extraordinary life.
2. Goal for Curriculum Development
Our school adopts the international curriculum of Tsinghua University High School (THIS), which integrates the curriculum attributed to Tsinghua High School (THHS). Also, the school will take advantages of other curriculums local and abroad. On the basis of national course standards, we develop our international curriculum with reference to other international course standards. Focusing on the requirements of “strengthening foundation, emphasizing practice, and seeking for innovation.” Tsignlan School will help students gather a wider basic knowledge of skills, encourage students to join in social practice, and improve their innovative capacity. At last they can be outstanding teenagers with patriotic feelings, international awareness, and Tsinghua’s tradition.
3. Curriculum Structure
Our school’s curriculum follows the guiding ideology to build a wide platform suitable for teenagers’ all-round development, and make curriculum plans from preschool to upper school which is based on four curriculum modules; core curriculum, comprehensive curriculum, leadership curriculum, and student self-creating curriculum. Core curriculum emphasizes on laying a firm disciplinary foundation for students. Comprehensive curriculum emphasizes on cultivating students’ abilities of interdisciplinary analysis and problem solving. Leadership curriculum focuses on students’ leadership qualities and cultivating them to be qualified leaders when necessary, and a follower when needed. Student self-creating curriculum, as the complement of core curriculum, can give full liberty to students’ independence. Our curriculum will form a curriculum group at each level of the school. At preschool and lower level we focus on students’ habits and characters. At the middle school level we focus on the students’ outlook on the world, life, and values. At the high school level we focus on the students’ academic inclination and sense of responsibility.
Preschool education will obey the universal laws of children’s development, and the individual differences among children’s growth, personality, learning methods and family background. Through various activities, an interactive learning environment, and providing materials for inquiry a child’s capabilities will improve.
Our Lower school and middle school are based on the developed school-based international curriculum suitable for students’ interest and development based on the national curriculum standard.
At lower school, the curriculum emphasizes on the students’ social and learning skills, encouraging them to explore, discover, and create as well as forming good characters and habits.
At middle school, the curriculum emphasizes on the students’ accumulating and mastering knowledge and academic skills step-by-step, and tries to cultivate students’ multicultural senses, including sense of awareness both locally and globally.
Our high school will apply personalized curriculum: “one man, one schedule”. It emphasizes on cultivating the students’ 21st century abilities and academic interests, encouraging students to further discover what they are interested in with an emphasis on interdisciplinary study, and cultivating their ability of independent study and sense of responsibility.
4. Teaching Principles
1) Bilingual Immersion Approach
According to our schooling model, bilingual immersion approach is critical to help students become global citizens who have transcultural awareness. Their ability of practice, problem solving, and thinking provides them with a better understanding. Their English and Chinese expressions and math skills are always ahead of students who never receive immersion education. In Tsignlan School, from preschool, the students will study in a bilingual (Chinese and English) immersion environment. Then through studying in lower division, middle division, and the upper division they will master both Chinese and English. Our school also can arrange for students to study abroad.
2) Exeter Harkness Philosophy
Exeter Harkness Philosophy is a philosophy where all the students sit around an oval table in an open learning environment. Group discussion is the main way of learning. The teacher will only explain some theoretical knowledge. It has been applied into English, history, math, physics, and other subjects. We intend to encourage students to think independently, improve their ability of reasoning, discussion, and presentation.
3) Interdisciplinary Learning
STEAM is the abbreviation of five words: Science, Technology, Engineering, Arts and Math. In addition, STEAM attaches more importance to practice and experiment while they learn more about these five subjects.
4) Project Based Learning
PBL- Project Based Learning is a question-based and student-centered teaching method. PBL emphasizes on active learning and problem solving. It designs practical tasks and creates problematic background in which students can solve problems through independent research and collaboration. Therefore, they will actively get knowledge through solving problems. Then the can improve their problem-solving skills, and independent learning ability.
1) Assessment of Students
In order to follow each student’s personal and academic growth continuously and accurately, both formative and cumulative assessments are used at our school. The assessment is based on performance, ability, self-assessment, students’ goals, written expressions, and so on. All the assessment is based on curriculums and students.
There are many assessments for each course including daily, weekly, and monthly tests. Other assessments include formal mid-term, final exams, and students’ skills at different ages.
a) The Early Education Center
Assessment in the EEC is based on teacher completed evaluation rules (grade reports). Reports are provided to families every semester. Parents’ meetings are held at the mid-point of each semester. Students develop fundamental social and emotional skills, as well as emerging language skills. Students refine these skills through rich and fundamental curriculums. In order to provide evidence of students’ growth in these fundamental areas, teachers will collect and share data using common rubrics that are co-designed with the EEC, as well as samples of homework.
b) Lower School and Secondary School
Students in our lower school and secondary school develop skills of inquiry and discovery through an interdisciplinary curriculum. They also develop fundamental skills in core subjects, which will support their future development. Teachers will collect evidence of the student’s growth, in an interdisciplinary context, using common rules that are co-designed within the school. Samples of homework will also be collected to assess students’ development. Teachers will also formatively assess students by collecting evidence on the student’s growth throughout each teaching unit. Teachers will also use cumulative assessments that document student growth at the end of each teaching unit.
Assessments of our secondary school students are based on grade reports that will be provided to their families at the end of every semester. Parents’ meetings are held at the middle of every semester.
c) High School
Students in our high school develop independent learning skills and deepen their knowledge in key subject areas. They widen their skills across all subjects through interdisciplinary projects, and gain mastery in the studying area of their choosing. High school students can also prepare for applying to colleges. Therefore, the assessments must be in accord with different goals and requirements.
In order to provide evidence of growth in the core subjects, formative and cumulative assessments will be made in upper divisions in line with that in lower and middle divisions. Teachers will collect evidence of student growth in the interdisciplinary context using common rules that are co-designed within the school. Teachers will also collect samples of homework to assess students’ growth in core subjects.
2) School Facilities
The construction of buildings at Tsignlan School will fully reflect our educational philosophy. The hardware facilities and exterior designs are high quality, with excellent services, and have designs that focus on the integration of Chinese culture and western cultures. The teaching buildings are equipped with scientific labs, a Maker’s lab, library, dining hall, outdoor sports facilities, an indoor gymnasium, and an outdoor swimming pool to provide excellent education to the students.
3) Teachers’ Development Platform
Our School will establish development platforms for the teachers, which includes opportunities for further professional development. All the teachers have the opportunity to improve themselves, and feel a sense of pride in their careers in and out of the classroom.
We will fully integrate a pedagogy research system with interdisciplinary cooperation, and a research system to build the platform of professional development for our teachers. The platform includes two parts. The first is a teaching exchange platform. An exchange platform is where the teacher can exchange their teaching reflections and methods aimed at a specific teaching unit as well as class management. Second, the curriculum development platform is where teachers can develop their own courses. Our school will provide funds to support pedagogy research and development.
4) Research Institutes
Our school also builds international education research centers, which consists of six institutes. According to our international curriculum, every institute uses both Chinese and English. Their curriculum research mainly focuses on Chinese, English, math, science, art, physical education, and development courses.
a) Chinese Institute
Teaching content consists of Chinese reading, Chinese writing, Chinese listening, Chinese speaking, Chinese society, etc. Chinese is the native language of our students. Amongst the thoughts of “Big Liberal Arts,” our main intention is to improve their Chinese literacy, educate students to pay attention to social issues, innovation, and leadership.
b) English Institute
The teaching content includes English (ESL/EAL), English literature, academic English, etc. English is the second language of our students. Through multi-layer classes, our curriculum focuses on real practice, the understanding of England and American culture, and discussion about social issues. The English institute also contains the comprehensive learning of English listening, speaking, reading, and writing.
c) Sciences Institute
The teaching content includes science, physics, biology, chemistry, computer science, and integrated scientific lessons. These curriculums focus on cooperation, exploration, and reflection.
d) Mathematics Institute
The teaching content includes math, algebra, geometry, trigonometry, statistics, calculus, advanced mathematics, etc. It focuses on the learning process, encourages students to raise questions, solve problems through cooperation, and motivating them to reflect independently.
e) Institute of the Arts and PE
The teaching content includes music, fine arts, P.E., and health. It focuses on art literacy, innovation, physical fitness and mental health.
f) Institute of Specialty-oriented Development
Teaching content includes school-based curriculum, science club, and other creative curriculums. Specialty-oriented Development focuses on cultivating students’ specialties by motivating their interests, integrating curriculum with their life, and encouraging them to apply what they learn to integrated curriculum and project-based curriculum to solve problems.
5) Teaching Resources
a) Community Resources
Our school will take full advantage of the community resources in Songshan Lake area to build, study, and practice opportunities for the students. Our school is located in Songshan Lake area where there are a large numbers of enterprises, especially Huawei Co. Ltd. These enterprises and the lakes nearby offer excellent opportunities for S&T activities and human geography activities.
b) School resources
Our school will receive support from Tsinghua University, the most prestigious university in China. The support not only includes guidance in pedagogy and teachers’ training, but also means the availability of the advanced research labs in Tsinghua. Our school also intends to develop AP courses together with Tsinghua University as THHS has done in the past.
Overseas resources: Our school will also establish friendly relations with top schools abroad, providing access to long-term and short-term exchange programs for the students. Relying on Tsinghua University, HASTHU, and Huawei Group, Tsignlan School will integrate resources home and abroad to broaden students' international horizons and improve their capabilities.