유치원(ECC)에 오신 여러분 환영합니다!
WYIS 유치 과정은 자녀들을 훈련시키고 양육하시는 부모님들을 돕기 위해 존재합니다. 그러므로, 유치 과정은 적극적인 학습 환경안에서 각 아이들이 사회적, 학업적, 신체적, 영적 필요를 충족시키는 데 중점을 둔 안전하고 사랑스런 환경을 제공하고 있습니다. 큰 규모의 잘 갖춰진 교실과 신나는 실외 놀이 영역에서 아이들이 배워나가도록 초대합니다.
아래에 저희 학교에 대한 소개와 어린 자녀의 교육을 위해 저희와 파트너가 되시길 선택하신다면 어떤 것들을 기대하실 수 있는 지에 대한 소개가 있습니다.
- WYIS 유치과정은 창의적인 커리큘럼을 활용하고 있습니다. 직접 체험하는 적극적인 학습 커리큘럼은 프로젝트 기반이며, 지적인 목표와 성품, 마음의 습관을 반영하고 있습니다. 이것은 발의, 동의, 자기 규제, 문제 해결, 사회적 핵심 능력을 포함합니다.
- 우리의 읽고 쓰기에 집중하는 환경에서의 학업 성과는 과학적 호기심 뿐만 아니라 수적 능력과 기초적인 읽고 쓰기 능력을 포함합니다. 전통적 방식으로 매일 프로그램 안에서 통합된 읽고 쓰기 능력을 계발시키고 있습니다.
- 미술, 중국어, 도서관, 음악, 체육도 주간 커리큘럼에 포함되어 있습니다.
제롬 베리만이 묘사한 것처럼, "지혜 그 자체는 아이가 열심히 노는 것처럼 해석됩니다...그러므로 우리의 창의력과 우리의 놀이 지혜는 함께 묶여 있습니다". 이런 방식처럼, 우한 양쯔 국제학교 유치부는 모든 유치부 학생들의 삶에 영향을 미치게 된 것을 기쁘게 생각합니다.
The goal of our Early Childhood Center (ECC) is to provide a caring environment that sets a foundation for the social, emotional, physical, intellectual, and spiritual development of each child. ECC is wholly committed to the total development of each child placed under our care.
In our safe and nurturing environment, ECC students learn how to positively interact with those around them in a multicultural setting. Our teachers and specialists use an age-appropriate curriculum where students enjoy hands-on learning, providing them the opportunity to grow the necessary skills for a well-rounded development. Each classroom is equipped with both a lead teacher and a teaching intern, ensuring that students are provided with attention and care.
언어와 읽고 쓰기 능력
사회성 그리고 감성 계발
신체 계발과 복지
At WYIS, we are committed to seeing that every individual has an opportunity to learn and grow. A variety of support resources are available, including academic services, counseling services, and library and technology resources. A partnership between classroom teachers, support staff, and families creates the best learning outcomes.
Our school counselor meets with students who may be having emotional or social difficulties and help determine the best courses of action, which may include a recommendation of counseling. Conversations are confidential. Counselors are available on campus to individuals or groups of students for discussion of problems relating to emotional growth, social adjustment, academic achievement or any other issue.
Director of Student Services
ECC/Elementary School Counselor
ADDITIONAL PROGRAM FEATURES
During early childhood, students’ abilities to comprehend, process, and produce language develop in an amazing way. Students at Wuhan Yangtze International School have been invigorated by language education, with students acquiring early language and communication skills that are crucial for further success in school and beyond.
The English language is central to the way in which students understand, critique and appreciate their world, and to the ways in which they participate socially, economically, and culturally in society. The study of English encourages the development of literate individuals capable of critical and imaginative thinking, aesthetic appreciation and creativity, as well as productive participation in a democratic society in the 21st Century. Through the English curriculum and our literacy program, which begins in the ECC, students initially focus on spelling and word study, phonemic awareness and handwriting, which leads into the key discipline concepts of texts and language, and the many dimensions of reading, writing, speaking and listening that develop as students progress through their schooling.
CHINESE LANGUAGE & CULTURE
Although the study of English and the ongoing development of important literacy skills are fundamental elements of the curriculum, our students are also part of the global dialogue where multiple languages are advantageous. As an American school with an international perspective, we believe that a strong language program enhances the educational journey and encourages our students to develop alternative perspectives, cultural understanding and empathy.
Some ECC students have the opportunity to study Chinese. There are three main goals for ECC school students interested in learning Mandarin: 1) Building up a strong foundation of high-frequency vocabulary. Frequent and consistent exposure to high frequency vocabulary greatly increases the comfort level of students as they begin to communicate in a new language. 2) Working on the basic grammar rules, sentence structure, and discourse patterns. Chinese can seem very intimidating to students when they first begin learning the language; however, the introduction of common sentence patterns coupled with frequent practice in relevant contexts can greatly increase the rate at which students develop language proficiency. 3) Developing cultural knowledge and global awareness. Lastly, a critical goal for lower school students in the Chinese classroom is to provide opportunities to understand the similarities and differences between their own culture and that of various Chinese populations around the world. Students have the opportunity to attend class, eat new foods, learn about daily life for students their own age in China and learn about and celebrate the various important Chinese holidays.
At Wuhan Yangtze International School, we see technology as a tool that supports a school community and facilitates learning. We recognize the enormous potential of modern technology to enhance and enrich learning, and are committed to preparing our children to be successful in a society permeated with technology.
As an important tool, both inside and outside of the classroom, students use technology to inquire, communicate and safely take risks. Through our technology program, we ensure that every student in our community has access to campus and worldwide electronic resources, enhanced classrooms and a learning management system employed by higher education institutions. These tools encourage students to adopt and employ technology during their tenure at Wuhan Yangtze International School, preparing them for college and professional environments as true digital citizens.
Every building on the campus is connected to our data networks allowing students to wirelessly access electronic material in all academic and community spaces. School bandwidth has significantly increased over the past few years to better support classroom initiatives, cloud computing, multimedia and improve the overall student experience. In accordance with our standards, students must abide by acceptable use policies and guidelines found in the school handbook. To help encourage these standards our network is regularly monitored and acceptable barriers have been put in place for the safety of our students.
Our ECC curriculum takes full advantage of digital resources and tools carefully selected to enrich learning across disciplines. As a parallel to teaching students how to form letters and words with pencil and paper, they also learn proper keyboarding techniques starting in 3rd grade with the introduction of Chromebooks. Research and critical thinking skills are introduced through web searches protected by the school’s robust firewall and filters. Our lower school STEM program includes robotics, computer programming, computational thinking and design challenges to enhance student understanding of “how things work” in our technology driven world.
Each student in the ECC has access to an iPad which they use to demonstrate knowledge and practice core skills. Students share Chromebooks and iPads in 3rd grade and grades 4-5 are issued their own Chromebook, in part to teach them the responsibility of caring for the devices, and for easy access to a wide array of online resources made available through Google Chrome and corresponding Chrome Apps. Starting in third grade, each student is also assigned a
The Wuhan Yangtze International School library a vibrant, welcoming environment for students, staff and parents to enjoy for recreational and educational purposes and is specifically organized to service our diverse school community. We strive to ensure that not only are learning needs met but also that every child feels valued and happy. Our Library resources support the teaching of the curriculum and develop our student's interests and hobbies. Incorporating the use of iPads for searching the library databases, library lessons are also linked to the curriculum and teach essential information skills for 21st Century learning.
Our Library Strives:
- To ensure learners grow as competent, ethical users and producers of ideas and information.
- To prepare life-long learners who are effective communicators, critical researchers and problem solvers.
- To collaborate and share with audiences beyond our school walls.
- To model our school’s mission and support learners in the pursuit of aesthetic growth and personal learning pathways.
To this end, a collection of books has been developed to support teaching and learning activities. Chinese books have also been acquired to support language learning. In addition, we have a collection of e-resources including online newspapers and magazines, which children can access on their iPads. We use a color code system to help our English language learners to find books with more ease and encourage families to donate fiction and nonfiction books in Japanese, Chinese and Korean to help round out our diverse collection.
Our library sponsors a year-long reading incentive program to encourage all students to go beyond homework assignments and read for fun. Awareness of a variety of books, school library materials and reinforcement of language learning are a few of the goals anchored in the reading program.
This year’s theme is “The Great Book Adventure” and each participating student is given a game board to represent each level in the game showing how many pages they have read and how many books they have completed. Students are also encouraged to take challenges by reading a specific genre, completing creative activities and taking comprehension quizzes. Students receive prizes to reward their success when reaching their reading goals.
We are constantly seeking to strengthen our partnership with parents and one of the ways we do this is through reporting to parents and actively involving parents in their children’s learning.
At the start of the year, we have orientation sessions for both new and returning families. This is an opportunity for parents to meet the new class teacher and to find out about the year group routines, special events and expectations. Each term, we welcome parents to an open morning, which provides an opportunity for children to share and celebrate their learning.We also have more formal Parent Teacher Conferences in October the fall and again in March the spring. This is an opportunity for parents to meet with their child’s class teacher on an individual basis and review their child’s learning and next steps. Progress Reports are written at the end of the first semester and all children receive a summative report in June.
Although there are many structured opportunities for parents to meet with teachers, parents can also make appointments with teachers throughout the year to discuss any concerns they may have.
PARENT TEACHER CONFERENCES
We plan specific days within the school calendar for conferences to be held as we believe it is important to communicate with families. The fall and spring conferences are all day events and allow for families to schedule 20-minute conferences with their teacher in ECC. Special area teacher conferences are 15 minutes and can be scheduled separately. Phone conferences are a possibility on these days, as some families may have difficulty scheduling time to leave work/commitments to travel to school.
PowerSchool is the most widely used web-based student information system, supporting 10 million students over 65 countries. Benefits for parents and students include: real-time grades, attendance, comments, assignments, scores and much more…right from the teacher’s gradebook directly to students and parents.
The best learning is active and engaged. It can be found in ordinary places.These activities energize students and help them to see the holistic connections between mind, body, and spirit. Activities outside the classroom are not merely add-ons to the core curriculum. They are a continuous enrichment, a way to sustain and deepen learning.
At WYIS we believe that co-curricular activities are an important part of education that extends beyond the classroom. Co-curricular activities provides motivation for learning, character building, physical growth and creativity while developing confidence and educating the whole child. Students are encouraged to participate and explore all opportunities that interest them. Students who are involved in co-curricular opportunities become more invested in the school experience, therefore increasing the opportunity for higher academic performance and social well-being.